Professional Documents
Culture Documents
Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. These policy
reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort
already started. This package of policy reforms is referred to as the Basic Education Sector Reform Agenda (BESRA).
One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards (NCBTS). This is a framework
that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the
complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and
responsibilities
In response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the NCBTS-Teachers'
Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (Strengthening the Basic
Education in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII,
Divisions of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Development ProgramTechnical Working Group at the national level.
This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured learning session
guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the monitoring and evaluation scheme and
tools for the implementation of the NCBTS-TSNA.
An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of Individual Plan for Professional
Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs
at the school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and the Regional
Development Plan (REDP), with respect to the plans for professional development at the school, division and the regional levels.
COMPETENCY
ASSESSMENT
PHASE I
Job Analysis
PHASE II
Teacher Trainee
Competency Analysis
Instrumentation
Data Gathering
GAP
KSA Required and
Competency Standards
STRENGTH-NEED ANALYSIS
Competency Strengths
& Learning Needs
Consolidated TSNA Result
SIP
Master Plans
for
DEDP
Professional Development
Teacher's IPDP
SIP
SIPDEDP
DEDP
When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current practices to identify
their individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher performance
factors that affect school-wide learning outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).
1.4. Curriculum
1.5. Planning, Assessing and Reporting
1.6. Community Linkages
1.7. Personal Growth and Professional Development
2. Consolidate the TSNA results at the school, cluster, and division levels.
Expected Outputs
Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:
A.
S=2
S=5
S=1
S=7
S=4
S=1
S=3
S=23
P= 5
P=17
P=8
P=22
P=12
P=6
P=10
P=80
KSA= 18
KSA=59
KSA=27
KSA=78
KSA=40
KSA=18
KSA=30
KSA=270
The principle of school-based management empowers the School Heads to provide instructional leadership and therefore they must
be aware of the framework of the NCBTS that defines the concept of effective teaching. One of the ways by which School Heads
can support the professional development of the teachers is when they have the first-hand information about the training needs of
teachers. The NCBTS-TSNA tool intends to identify specific training needs of teachers, thus the School Heads and Schools
Supervisors need to be knowledgeable of the features of the tool and its proper administration and results utilization.
The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators from Leader
Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is upon the discretion of the
School Head taking into consideration the criteria outlined in the Orientation Guide contained in the NCBTS-TSNA Package.
The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and for the transfer of the
technology to conduct TSNA at the school level. The package provides the participants with: (a) a deeper understanding of the
NCBTS framework, the meaning of the domains, strands, and performance indicators, and the identification of the KSAs; (b)
familiarity with the content of the TSNA tool and its proper administration to assist schools in the conduct of TSNA.
B. Schools-Cluster TSNA Implementation
Schools within the Division are expected to form clusters. Each cluster should designate a Leader School. Leader School Heads and
their respective NCBTS Coordinators become the Implementers of the TSNA across the schools within their clusters. School
Heads from within each cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own
teachers. The District Supervisors will take the role of guiding and monitoring the TSNA system and procedures within the cluster or
district.
onal levels.
SIP
Master Plans
for
DEDP
fessional Development
and development.
ults utilization.
Coordinators from Leader
CBTS-TSNA Package.
ct of TSNA.
The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process in order for the tea
respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format (Excel) is contained on a compact
(CD) with an auto-scoring system. Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common compu
takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding stra
and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the
instrument.
Self-Administration of the TSNA Tool
A. The TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: At what level do I Considering that the NC
TSNA tool is intended for self-assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. High (H), Satisfactor
Fair (F), and Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code
H
(High)
S
(Satisfactory)
F
(Fair)
L
( Low)
Interpretation
My level of competence in the KSA is high. This is my strength, although not a
priority training & development need.
My level of competence in the KSA is satisfactory but I would benefit from further
training & development
My level of competence in the KSA is fair and I need further training &
development as a priority.
My level of competence in the KSA is low. I urgently need training and
development
1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd
2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab
3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA
3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted
3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer
Only one answer must be provided for each KSA, hence only one checkbox ticked.
4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed.
Click Summary Worksheet to view interpretation of assessment results.
Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and/or two
answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving special
attention to red and grey colored rows.
Interpreting and Consolidation of the TSNA Profiles
TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, an obtained score whe
average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart below. A score to be interpreted may eithe
average of a particular domain, or a strand or a specific performance indicator as the case may be.
Range
Scale scores
3.51-4.00
% Scores
87.51% - 100%
2-51-3.50
62.51% - 87.50%
Experienced. Competent in the KSA but would benefit from further train
and development
1.51-2.50
37.51% - 62.50%
1.00-1.50
25.00% - 37.50%
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dime
may also be inferred from the TSNA results.
Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.
Utilization of TSNA Results for the Development of IPPDs
The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein are appraised by the teacher while
into consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribute t
addressing the most urgent needs and the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training needs
with their own priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the prepara
IPPDs.
MENT TOOL
ng Competence
Teacher Profile
I. PERSONAL DATA
1.
First Name
PARAS
RECE
Female
2.
Gender
4.
Date of Birth
6.
3.
25
1977
MM
DD
YYYY
single
Civil Status
5.
Place of Birth
Zip Code
7.
Region
10.
School Name
8.
Division
9.
11.
0
District
School ID
3076041406
School Address
BARANGAY LARA, CITY OF SAN FERNANDO PAMPANGA
13.
2014
14.
English
## Math
ScienScience
Pilipino
Makabayan
Sec :
English
Math
ScienScience
Pilipino
Makabayan
Major
School
Inclusive Pe
mm
Major
Master's
BEED
MAED
Doctoral
Others
III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)
Position
Subjects Taught
Grade/Yr
School
TEACHER - I
READING
4,5,6
TEACHER
1,2,3
Title
Subjects Area
No. of Hours
Level
Science
30
Regional
V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Dates
Title
Sponsoring Agency
mm dd
yy
32.
I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief.
Date:
N.B.
Signature:
Middle Name
PANGILINAN
3.
Employee No.
09052517495
Phone
Fax
receparas@gmail.com
NORTH
District
12.
3076041406
School Type
## Public
### Private
Elementary :
## Monograde
Central
## Multigrade
Non-Central
## SPED
Secondary:
General
### Main
Special Science
TechVoc
Extension
Night
SPED
Inclusive Period
dd
yy
Units
mm dd
Honors Received
yy
School
mm m
dd
yy
mm dd
yy
Level
Role
Sponsoring Agency
Regional
Participant
DEPED
Inclusive Dates
mm dd
yy
Domain 1
Strand 1.1
Indicator 1.1.1
K1
1
K2
2
S1
3
S2
4
A1
5
Indicator 1.1.2
K3
6
S3
7
A2
8
Indicator 1.1.3
K4
9
S4
10
A3
11
Indicator 1.1.4
K5
S5
S6
A4
12
13
14
15
Strand 1.2
Indicator 1.2.1
K6
S7
A5
16
17
18
Domain 2
Strand 2.1
Indicator 2.1.1
19
K7
S8
20
A6
21
Indicator 2.1.2
K8
22
S9
23
A7
24
Indicator 2.1.3
K9
25
K10
S10
A8
26
27
28
Strand 2.2
Indicator 2.2.1
K11
29
S11
30
A9
31
Indicator 2.2.2
K12
32
S12
33
A10
34
Indicator 2.2.3
K13
K14
S13
A11
35
36
37
38
Strand 2.3
Indicator 2.3.1
K15
39
S14
40
S13
41
A11
42
Indicator 2.3.2
K16
43
S16
44
A13
45
Indicator 2.3.3
K17
46
K18
47
S17
48
A14
49
Indicator 2.3.4
K19
S18
A15
50
51
52
Strand 2.4
Indicator 2.4.1
K20
53
K21
54
S19
55
S20
56
A16
57
Indicator 2.4.2
K22
58
S21
59
A17
60
Indicator 2.4.3
K24
61
K25
62
S22
63
A18
64
Indicator 2.4.4
K26
S23
A19
65
66
67
Strand 2.5
Indicator 2.5.1
K27
68
S24
69
A20
70
Indicator 2.5.2
K28
71
S25
72
S26
73
A21
74
Indicator 2.5.3
K29
S27
A22
75
76
77
Domain 3
Strand 3.1
Indicator 3.1.1
K30
78
S28
79
A23
80
Indicator 3.1.2
K31
81
S29
82
A24
83
Indicator 3.1.3
K32
S30
S31
84
85
86
87
A25
Indicator 3.1.4
K33
88
S32
89
A26
90
Indicator 3.1.5
K34
91
S34
92
S35
93
A27
94
Indicator 3.1.6
K35
95
S36
96
A28
97
Indicator 3.1.7
K36
98
S37
99
A29
100
Indicator 3.1.8
K37
S38
S39
A30
101
102
103
104
Domain 4
Strand 4.1
Indicator 4.1.1
K38
105
S40
106
A31
107
Indicator 4.1.2
108
K39
S41
109
A32
110
Indicator 4.1.3
K40
111
S42
A33
112
113
Indicator 4.1.4
K41
114
S43
115
A34
116
Indicator 4.1.5
K42
117
S44
118
A35
119
Indicator 4.1.6
K43
120
S45
121
A36
122
Indicator 4.1.7
K43
123
ICT
124
A36
125
Indicator 4.1.8
K43
126
S45
127
A36
128
Indicator 4.1.9
K43
S45
A36
129
130
131
Strand 4.2
Indicator 4.2.1
K43
132
S45
133
A36
134
Indicator 4.2.2
K43
S45
A36
135
136
137
Strand 4.3
Indicator 4.3.1
K43
138
S45
139
A36
140
Indicator 4.3.2
K43
S45
A36
141
142
143
Strand 4.4
Indicator 4.4.1
K43
144
S45
145
A36
146
Indicator 4.4.2
ICT
ICT
ICT
147
148
149
S45
150
A36
151
Indicator 4.4.3
K43
152
S45
153
A36
154
Indicator 4.4.4
K43
155
S45
156
A36
157
Indicator 4.4.5
K43
158
S45
159
A36
160
Indicator 4.4.6
K43
S45
A36
161
162
163
164
Strand 4.5
Indicator 4.5.1
K43
S45
A36
165
166
167
168
Strand 4.6
Indicator 4.6.1
K43
169
S45
A36
170
171
172
Strand 4.7
Indicator 4.7.1
173
174
175
176
177
178
179
180
181
182
Domain 5
Strand 5.1
Indicator 5.1.1
K43
183
S45
A36
A36
184
185
186
187
Indicator 5.1.2
K43
A36
188
189
190
Indicator 5.1.3
K43
191
S45
A36
192
193
Strand 5.2
Indicator 5.2.1
K43
194
S45
195
A36
196
Indicator 5.2.2
K43
S45
A36
197
198
199
Indicator 5.2.3
K43
A36
200
201
202
Indicator 5.2.4
K43
203
S45
A36
204
205
206
A36
207
Indicator 5.2.5
K43
208
S45
A36
209
210
Strand 5.3
Indicator 5.3.1
K43
211
S45
212
A36
213
A36
214
Indicator 5.3.2
K43
215
S45
216
Strand 5.4
Indicator 5.4.1
K43
217
S45
A36
218
219
Indicator 5.4.2
K43
220
S45
A36
221
222
Domain 6
Strand 6.1
Indicator 6.1.1
K43
223
S45
A36
224
225
Indicator 6.1.2
K43
226
S45
A36
227
228
Indicator 6.1.3
K43
229
S45
A36
230
231
Indicator 6.1.4
K43
232
S45
A36
233
234
Indicator 6.1.5
K43
235
S45
A36
236
237
Indicator 6.1.6
K43
238
S45
A36
239
240
Domain 7
Strand 7.1
Indicator 7.1.1
K43
241
S45
A36
242
243
Indicator 7.1.2
K43
S45
A36
244
245
246
Indicator 7.1.3
K43
247
S45
A36
248
249
Indicator 7.1.4
K43
250
S45
A36
251
252
Strand 7.2
Indicator 7.2.1
K43
253
S45
A36
254
255
Indicator 7.2.2
K43
256
S45
A36
257
258
Strand 7.3
Indicator 7.3.1
K43
259
S45
A36
260
261
Indicator 7.3.2
K43
262
S45
A36
263
264
Indicator 7.3.3
K43
265
S45
A36
266
267
Indicator 7.3.4
K43
268
S45
A36
269
270
LEARNING ENVIRONMENT
Creates an environment that promotes fairness
Maintains a learning environment of courtesy & respect for different learners (e.g.abilit
At what level do I ...
understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)?
maintain a learning environment that promotes courtesy and respect for all learners?
show courtesy and respect to everyone at all times?
Provides gender-fair opportunities for learning
At what level do I ...
understand the objectives, principles and strategies for Gender and Development (GAD)?
provide gender fair learning opportunities?
uphold gender sensitivity in my dealings with learners and others?
Recognizes that every learner has strengths
At what level do I ...
understand the psychological foundations of learner's growth and development
DIVERSITY OF LEARNERS
Obtains information on the learning styles, multiple intelligences and needs of learners
At what level do I ...
understand the theories and concepts of multiple intelligences and learning styles?
identify learning styles and multiple intelligences of learners?
show diligence in obtaining information on different learning needs?
Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
know techniques and strategies in designing/selecting activities for varied types of learners?
utilize varied activities for various types of learners?
show respect and concern for individual differences of students?
Establishes goals that define appropriate expectations for all learners
At what level do I ...
understand the requirements in setting goals for differentiated learning?
utilize differentiated activities to meet expected learning goals of learners?
assist learners in setting learning goals for themselves?
appreciate the need to consider the differences in experiences and capabilities of learners?
Paces lessons appropriate to needs and difficulties of learners
At what level do I ...
know teaching principles and strategies for addressing learners' needs and difficulties?
pace lessons according to learners' needs and difficulties?
show flexibility in pacing lessons to support the needs of the learners?
Initiates other learning approaches for learners whose needs have not been met by usual
approaches
At what level do I ...
have the knowledge on teaching principles and strategies for students-at-risk ?
keep track of students at risk?
provide appropriate intervention programs for learners-at-risk?
appreciate the need to help students-at-risk?
Recognizes multi-cultural background of learners when providing learning opportunities
At what level do I ...
know the cultural background of my students and its implications to my teaching?
provide appropriate learning activities to students with different cultural background?
show appreciation for cultural diversities?
Adopts strategies to address needs of differently-abled students?
At what level do I ...
know the educational psychology of learners with special needs?
use appropriate strategies for learners with special needs?
show sensitivity to learners with special needs?
Makes appropriate adjustments for learners of different socio-economic backgrounds
At what level do I ...
understand the effects of socio-economic status on learning performance?
determine the different socio-economic background of trainers?
use techniques to motivate learners of the lower socio-economic status?
show fairness to all learners regardless of their economic status?
CURRICULUM
Demonstrates mastery of the subject
Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies
At what level do I ...
have an updated content knowledge and teaching strategy in my subject area?
apply the updated content and appropriate strategies in my teaching?
commit to deliver accurate and updated content knowledge?
Integrates language, literacy and quantitative skill development and values in his/her
subject area
At what level do I ...
have knowledge about multi-disciplinary integrative modes and techniques of teaching?
use multi-disciplinary integrative modes and techniques of teaching the subject area?
support the integration of language, literacy, skill development and values in the learning activities?
Explains learning goals, instructional procedures and content clearly and accurately to
students
At what level do I ...
possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?
explains learning goals, concepts and processes clearly and accurately to learners?
give sufficient time to explain the lessons for clear understanding of the learners?
Communicates clear learning goals for the lessons that are appropriate for learners
Sets appropriate learning goals
At what level do I ...
know the learning goals vis--vis specific subject content of the level I am teaching?
set doable and appropriate daily learning goals for the learners?
reflectively choose appropriate learning goals?
Understand the learning goals
At what level do I ...
understand the connection of the short-term goals to the long-term goals of learning?
practice relating short-term goals to long term goals for learning?
value the learning goals set in the curriculum?
know the principles and techniques of lesson planning considering the allotted instructional time ?
design parts of the lesson within available instructional time?
show efficiency in the use of time to effectively attain learning goals?
COMMUNITY LINKAGES
Uses self-evaluation to recognize and enhance one's strength and correct one's weakne
At what level do I ...
know the concept and strategies for self-evaluation?
identify my strengths and weaknesses as a person and as a teacher?
manifest determination to become a better person and teacher?
Automatic scoring is enabled only after all items have been accomplished
###
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
###
L
###
behavior
H
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
###
###
L
###
d culture
H
###
###
L
###
###
al learners
H
###
###
###
###
###
###
###
###
###
###
###
L
###
###
###
###
###
###
L
###
L
###
L
###
L
###
L
###
###
L
###
###
L
###
L
###
###
L
###
L
###
###
L
###
###
###
###
###
###
###
###
Total KSAs
Total D1
18
72
52
2.89
72.22%
S2.1
10
40
30
3.00
75.00%
S2.2
10
40
28
2.80
70.00%
D2
S2.3
14
56
39
2.79
69.64%
S2.4
15
60
45
3.00
75.00%
S2.5
10
40
29
2.90
72.50%
Total D2
59
236
171
2.90
72.46%
D3
S3.1
27
108
75
2.78
69.44%
3.00
Mean
Score
2.87
3.00
2.89
3.00
2.80
2.79
3.00
2.90
2.90
2.78
2.78
2.96
3.00
2.50
2.62
3.00
2.90
2.75
2.50
2.42
S4.6
2.
2.27
2.00
1.00
0.00
S1.1
S2.2
S2.3
S2.4
S4.2
S4.3
S4.4
S4.5
S5.2
S5
% Score
40%
30%
20%
10%
0%
S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total D4 S5.1 S5.2
% Score
72.22%
71.67%
75.00%
72.46%
75.00%
70.00%
69.64%
75.00%
72.50%
69.44%
Mean
Score
2.89
2.87
3.00
2.90
3.00
2.80
2.79
3.00
2.90
2.78
69.44%
60.58%
2.78
2.42
S4.1
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
D5
S5.1
S5.2
S5.3
S5.4
D6
S6.1
D7
S7.1
S7.2
S7.3
74.07%
2.96
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
75.00%
62.50%
65.48%
3.00
2.50
2.62
68.75%
62.50%
72.50%
69.38%
56.82%
75.00%
70.83%
75.00%
61.11%
61.11%
74.17%
72.92%
75.00%
75.00%
2.75
2.50
2.90
2.78
2.27
3.00
2.83
3.00
2.44
2.44
2.97
2.92
3.00
3.00
Total D3
27
108
75
2.78
69.44%
S4.1
27
108
80
2.96
74.07%
S4.2
6
24
18
3.00
75.00%
S4.3
6
24
15
2.50
62.50%
D4
S4.4
21
84
55
2.62
65.48%
S4.5
4
16
11
2.75
68.75%
2.42
3.00
3.00
2.92
3.00
3.00
S7.2
S7.3 Total D7
2.78
2.44
2.27
otal D4 S5.1
2.83
S5.2
S5.3
2.97
2.44
S4.6
4
16
10
2.50
62.50%
ICT
S4.7
10
40
29
2.90
72.50%
Total D4
78
312
189
2.42
60.58%
S5.1
11
44
25
2.27
56.82%
S5.2
17
68
51
3.00
75.00%
4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7
Competency Level
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Developing
Experienced
Experienced
Developing
Experienced
Experienced
Developing
Experienced
Experienced
Developing
Experienced
Experienced
Experienced
Developing
Developing
Experienced
Experienced
Experienced
Experienced
D5
S5.3
6
24
17
2.83
70.83%
S5.4
6
24
18
3.00
75.00%
Total D5
40
160
111
2.78
69.38%
D6
S6.1
18
72
44
2.44
61.11%
Total D6
18
72
44
2.44
61.11%
S7.1
12
48
35
2.92
72.92%
D7
S7.2
6
24
18
3.00
75.00%
S7.3
12
48
36
3.00
75.00%
Total D7
30
120
89
2.97
74.17%
Gender
Male
Female
Civil Status
Single
Married
Widow/er
Separated
Region Division
VI
VII
VIII
Bohol
Tagbilaran
NegOcc
Nsamar
GradeYr
1
2
3
4
5
6
7
8
9
10
1,2
1,2,3
1,2,3,4
1,2,3,4,5
1,2,3,4,5,6
2,3
2,3,4
2,3,4,5
2,3,4,5,6
3,4
3,4,5
3,4,5,6
4,5
4,5,6
5,6
Subject
English
Science
Math
Filipino
Makabayan
Domain
D1
D2
D3
D4
D5
D6
D7
DomDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Strands
D1
D2
D3
D4
D5
D6
D7
S1.1
S1.2
S2.1
S2.2
S2.3
S2.4
S2.5
S3.1
S4.1
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
S5.1
S5.2
S5.3
S5.4
S6.1
S7.1
S7.2
S7.3
StrandDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Teacher actions demonstrate value for learning
Demonstrates that learning is of different kinds and from different sources
Creates an environment that promotes fairness
Makes the classroom environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners' behavior
Creates a healthy psychological climate for learning
Determines, understands and accepts the learners' diverse background knowledge
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
Recognizes general learning processes as well as unique processes of individual learners
Promotes purposive study
Demonstrates skills in the use of ICT in teaching and learning
Develops and utilizes creative and appropriate instructional plan
Develops and uses a variety of appropriate assessment strategies to monitor
Monitors regularly and provides feedback on learners' understanding
Communicates promptly and clearly to learners, parents and superiors about
Establishes learning environment that respond to the aspiration of the community
Takes pride in the nobility of teachers as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals
min
1
1.51
2.51
3.51
max
1.5
2.5
3.5
4
level
Beginner
Developing
Experienced
Expert