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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

Background

THE TSNA SYSTEM FRAMEWORK

The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic educati

reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved educati

started. This package of policy reforms is referred to as the Basic Education Sector eform !genda "BES!#.

$ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "%&BTS#. This is

establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate th

behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and respon

)n response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the %Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +roect ST)-E "Strength

Education in the -isayas#, in coordination (ith the ED+)T! "Educational Development )mplementing Task orce#, and egions

Divisions of %egros $ccidental, Bohol and %orthern Samar, and further validated by the TED+'T/0 "Teacher Education Develo

Technical /orking 0roup at the national level.

This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS orientation program and resource materials, structured learning

manual for administration, scoring and interpretation, hard copy and e'versions of the tool and the monitoring and evaluation scheme

implementation of the %&BTS'TS%!.

The Teachers1 Strengths 2 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professional development pr

aligned to the needs of the programs1 clientele. The TS%! determines the differences bet(een the actual situation "(hat is# and the d

"(hat should be# in terms of teacher1s competencies (ithin the department. )n this %&BTS'TS%! the actual situation is descri

competencies as perceived by the teacher. The profile of the teacher1s current competencies is compared to the %&BTS standa

teaching. This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the current teacher

in terms of 3no(ledge, Skills, and !ttitudes "3S!s# that actually define the domains, strands and performance indicators of the %&BTS.

The TS%! involves three essential stages of training needs analysis4 +hase ) "5ob !nalysis for Effective Teaching# is actually do

nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffice and

are tasked to do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to determine the

competency levels in 3S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed analysis# is th

strengths and discrepancies bet(een the standards set and the current teachers1 data on their competencies (hich is carried out at th

District or Division level for their respective purposes related to teacher training7development.

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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA

Specifically, the TS%! intends to4

8.8. Social egard for 9earning

8.:. 9earning Environment

8.;. Diversity of 9earners

!n important aspect of the TS%! process is the utili6ation of its results that (ill serve as inputs in the preparation of )ndividual +lan

Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional levels. The consoli

the school, division and regional level inform the school improvement plan "S)+#, Division Development +lan "DED+# and the egion

+lan "ED+#, (ith respect to the plans for professional development at the school, division and the regional levels.

/hen established, the TS%! system ensures that

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8.A. &urriculum

8.. +lanning, !ssessing and eporting

8.?. &ommunity 9inkages

8.C. +ersonal 0ro(th and +rofessional Development

:. &onsolidate the TS%! results at the school, cluster, and division levels.

Expected OutputsExpected Outputs

Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs4

A. At the !d"du#$ $e"e$%

&onsolidated TS%! results that reflect the general strengths and learning needs of the teachers in the school

&onsolidated TS%! results of participating school teachers in a given cluster7division

The NCBTS #!d the SAs De"e$oped for the TSNA

3S! Specifications of the C D$!)%S, :; ST!%DS "S#, and > +E$!%&E )%D)&!T$S "+#4

Domain 84 Social egard for 9earning................................. SF: +F 3S!F 8

Domain :4 9earning Environment........................................ SF +F8C 3S!FG

Domain ;4 Diversity of 9earnersHHHHHHHHHHHHHH.. SF8 +F 3S!F:C

Domain A4 &urriculumHHHHHHHHHHHHHHHHHHH SFC +F:: 3S!FC

Domain 4 +lanning, !ssessing and eporting HHHHHHHH SFA +F8: 3S!FA>

Domain ?4 &ommunity 9inkages SF8 +F? 3S!F8

Domain C4 +ersonal and +rofessional 0ro(th SF; +F8> 3S!F;>

Tot#$ .. S()* P(+, SA(),

Schoo$-B#sed /p$e/e!t#to! of the TSNASchoo$-B#sed /p$e/e!t#to! of the TSNA

!n )ndividual Teacher Scoring Template that contains TS%! results indicating the strengths and training needs in each of the seven:; strands.

B. At the schoo$ $e"e$%

C.

At the c$uster0 0d"so! $e"e$%

The TS%! tool is anchored on the %&BTS rame(ork set by the Department of Education. This contains seven integrated domteaching (hich are4 Domain 8ISocial egard for 9earningJ Domain :I9earning EnvironmentJ Domain ;IDiversity of 9earnersJ DomaiDomain I +lanning, !ssessing and eportingJ Domain ?I&ommunity 9inkagesJ and Domain CI+ersonal 0ro(th and +rofessional Dedomain has its corresponding strands and each strand has performance indicators. ! total of seven domains, :; strands and > performake up the %&BTS competency standards set by the DepED.

The domains strands and erformance indicators (ere translated to s ecific 3no(led e Skills and !ttitudes 3S!s to com ose the

A. Ore!t#to! of Schoo$ He#ds o! the NCBTS #!d the TSNA

The principle of school'based management empo(ers the School Keads to provide instructional leadership and therefore they

of the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Keads can sup

professional development of the teachers is (hen they have the first'hand information about the training needs of teachers. Th

tool intends to identify specific training needs of teachers, thus the School Keads and Schools Supervisors need to be kno(led

features of the tool and its proper administration and results utili6ation.

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The orientation should therefore, involve clusters of School Keads (ith their respective %&BTS School &oordinators from 9ead

District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretion of the School

into consideration the criteria outlined in the $rientation 0uide contained in the %&BTS'TS%! +ackage.

The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the transfer of the

conduct TS%! at the school level. The package provides the participants (ith4 "a# a deeper understanding of the %&BTS frame

meaning of the domains, strands, and performance indicators, and the identification of the 3S!sJ "b# familiarity (ith the contenttool and its proper administration to assist schools in the conduct of TS%!.

B. Schoo$s-C$uster TSNA /p$e/e!t#to!

Schools (ithin the Division are expected to form clusters. Each cluster should designate a 9eader School. 9eader School Kead

respective %&BTS &oordinators become the

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n. These policy

on effort already

frame(ork that

complex set of

ibilities

&BTS'Teachers*ning the Basic

), -)) and -))),

ment +rogram'

session guides,

nd tools for the

ograms that are

esired condition

bed the current

rds for effective

1s competencies

e by analy6ing

egional $ffices

current teacher

analysis of the

school, cluster,

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for +rofessional

dated TS%!s at

al Development

to identify their

ormance factors

+rofessional

.

n each of the

IP

Ps &orelopment

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domains and

ins for effectiven AI&urriculumJelopment. Eachance indicators

TS%! Tool (ith

ust be a(are

port the

%&BTS'TS%!

eable of the

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r Schools and

Kead taking

technology to

ork, the

of the TS%!

s and their

from (ithin

ct Supervisors

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GETTING STARTED WITH THE N'BTS-TSNA SELF-ASSESSMENT

Code !terpret#to!

K

"Kigh#

S

"Satisfactory#

"air#

9 y level of competence in the 3S! is lo(. ) urgently need training and development

" 9o(#

B. The E$ectro!c Se$f-Assess/e!t Too$

This Electronic Self'!ssessment Template consists of three (orksheets labelled as4

L MSelf'!ssessmentM ' green'colored tab is the TS%! instrument

L MSummaryM ' yello('colored tab displays the result of assessment after all TS%! items have been accomplished

8. ill in the Teacher +rofile. Data provided here shall feed into the Kuman esource )nformation System of DepEd

:. !fter completing the Teacher +rofile, proceed to the Self'!ssessment /orksheet by clicking on the MSelf !ssessmentM tab

;. )n the Self !ssessment (orksheet, click on the appropriate checkbox that corresponds to your ans(er for each 3S!

A Npon successfully completing all items message M&lick Summary /orksheet to vie( resultsM is displayed

The TS%! Tool is a self'assessment exercise that is introduced by the School Kead7%&BTS &oordinator through an orientation process

respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format "Excel# is conta

(ith an auto'scoring system. Each teacher may be given an individual &D or may respond to the TS%! tool from a file installed on a co

average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (ith correspon

performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for comp

Se$f-Ad/!str#to! of the TSNA Too$!. The TS%! esponsesThe instrument contains clusters of 3S!s specific to a particular performance indicator (ith a common stem4

TS%! tool is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. Ki

"#, and 9o( "9#.

The reference codes presented belo( guide the respondent in registering her7his self'assessment for each 3S!4

y level of competence in the 3S! is high. This is my strength, although not apriority training 2 development need.

y level of competence in the 3S! is satisfactory but ) (ould benefit from furthertraining 2 development

y level of competence in the 3S! is fair and ) need further training 2 development

as a priority.

( 1Te#cher Prof$e1 ' pink'colored tab and a data'entry form for teacher respondent*s personal and professional data

;.8 !s a checkbox is ticked, the ro( color turns blue indicating that the response7ans(er is accepted

;.: /hen more than one ans(er is provided for one 3S!, the ro( color turns red indicating an erroneous ans(er

$nly one ans(er must be provided for each 3S!, hence only one checkbox ticked.

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ans(ers (ere provided for one 3S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special

attention to red and grey colored ro(s.

!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es

R#!2e 3e"e$ of Te#ch!2 Co/pe

Scale scores % Scores

;.8'A.>> C.8O ' 8>>O

:'8';.> ?:.8O ' C.>O

8.8':.> ;C.8O ' ?:.>O

8.>>'8.> :.>>O ' ;C.>O

&onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division.

4t$5#to! of TSNA Resu$ts for the De"e$op/e!t of PPDs

Note :!utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and7or t(o

TS%! results may be interpreted using the scale scores or the percentage scores. Npon completion of the %&BTS'TS%! Tool, aaverage of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be

average of a particular domain, or a strand or a specific performance indicator as the case may be.

Expert. -ery competent and can support other tea

Expere!ced. &ompetent in the 3S! but (ould bedevelopment

De"e$op!2. airly competent in 3S! and need fudevelopment

Be2!!!2. 9acking competence in 3S! and requidevelopment

The electronic version also provides profiles on the categories for 3no(ledge, Skills and !ttitude. 9earning needs and strengthsalso be inferred from the TS%! results.

The TS%! )ndividual +rofile is used for the development of the teacher1s )++D. The identified learning needs therein are appraised byconsideration the priorities set by the school for its future development. )t is important that the teachers develop themselves inaddressing the most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to identi(ith their o(n priorities and those of the school. ! separate document has been developed detailing the concepts and procedures)++Ds.

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OOL

in order for the teacher'

ined on a compact disk "&D#

mon computer. )t takes an

ing strands and

leting the instrument.

idering that the %&BTS'

igh "K#, Satisfactory "S#, air

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te!ce

n obtained score (hether aninterpreted may either be an

cher*s improvement

nefit from further training and

rther training and

re urgent training and

along these dimensions may

the teacher (hile taking intoorder to contribute to(ardsfy their training needs in linerelated to the preparation of

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Te#cher Prof$e

I. PERSONAL DATA

1. Family Name (Last name) First Name

WAGA RODELIN

2. Gender Female . !i"il Stat#s Married

&. Date %* +irt, -AN ' 1 '. Pla/e %* +irt,

MM DD YYYY

.

+ENA ORO0 PPER MA!ASANDIG

!AGA5AN DE ORO !I65

8i$ !

. Re;i%n > ?. Di"isi%n !a;ayan de Or% !ity

14. S/,%%l Name

EAS6 !I65 !EN6RAL S!BOOL

12. S/,%%l Address

LAPASAN BIGBWA50!AGA5AN DE ORO !I65

1.

2411 - -AN.

1&. S#:e/t Area !%n/entrati%nC

ElemC En;lis, Mat, S/ie S/ien/e Pili$in% Maaayan

Se/ C En;lis, Mat, S/ie S/ien/e Pili$in% Maaayan

II. EDUCATIONAL ATTAINMENT

De;ree Ma:%r S/

Ma:%r )EE >AIER9A6ENE

Masters MAE !

D%/t%ral

Ot,ers

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT ps!t!" #IRST$

P%siti%n S#:e/ts 6a#;,t Grade

6EA!BER I ALL 2

6EA!BER I ALL 1

6EA!BER I ALL 2

6EA!BER I ALL

6EA!BER I ALL &

(Please use additional sheet if necessary)

!%nta/t Address (City/State/Country)

Start Date %* 6ea/,in; Ser"i/e (YYYY-MM)

I%. TRAININS ATTENDED'CONDUCTED (Last 3 years)

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Do(a$n ) SO'IAL REGARD FOR LEARNING

Strand 1.1 T%ac&%r ac*$on# d%(on#*ra*% +a!u% ,or !%arn$ngIndicator 1.1.1 Implements school policies and procedures

At what level do I ... H S

K* * kno( school policies and proceduresP

K+ + understand school operationsP

S* , implement policies and procedures P

S+ - communicate policies and procedures to students, parents and other concerned personsP

A* . abide by the school policies and proceduresPIndicator 1.1.2 Demonstrates punctuality


K, / possess a(areness on the implementation of Mtime on taskM in all responsibilitiesP

S, 0 demonstrate punctuality in accomplishing expected tasks and functionsP

A+ 1 model the value of punctualityP

Indicator 1.1.3 Maintains appropriate appearance


K- 2 kno( decorum i.e. dress code, behavior of teachersP

S- *3 practice decorum in all occasionsP

A, ** value decorum expected of teachersP

Indicator 1.1.4 Is careful about the eect of one!s behavior on students


K. *+ understand the theoretical concepts and principles of social learningP

S. *, sho( appropriate behavior even during unguarded momentsP

S/ *- apply kno(ledge on social learning in dealing (ith studentsP

A- *. consider the influence my behavior has on studentsP

S*rand ). D%(on#*ra*%# *&a* !%arn$ng $# o, d$/%r%n* k$nd# and ,ro( d$/%r%n* #ourc%#Indicator 1.2.1 Ma"es use of various learnin# e$periences and resources


K/ */ kno( a range of sources through (hich social learning may be experiencedP

S0 *0 use information from a variety of sources for learning "e.g. family, church, other sectors of the community#P

A. *1 appreciate that students learn through a range of different social experiencesP

Do(a$n . LEARNING EN0IRONMENT

S*rand .) 'r%a*%# an %n+$ron(%n* *&a* 1ro(o*%# ,a$rn%##Indicator 2.1.1 Maintains a learnin# environment of courtesy % respect for dierent learners &e.#.ability' culture'


K0*2 understand the dynamics of teaching learners from diverse backgrounds "e.g. ability, culture, family background and gender#P

S1 +3 maintain a learning environment that promotes courtesy and respect for all learnersP

A/ +* sho( courtesy and respect to everyone at all timesP

Indicator 2.1.2 )rovides #ender*fair opportunities for learnin#


K1 ++ understand the obectives, principles and strategies for 0ender and Development "0!D#P

S2 +, provide gender fair learning opportunitiesP

A0 +- uphold gender sensitivity in my dealings (ith learners and othersP

Indicator 2.1.3 +eco#ni,es that every learner has stren#ths


K2 +. understand the psychological foundations of learner*s gro(th and development

K*3 +/ kno(s about potentialities and uniqueness of individual learnersP

S*3 +0 provide learning activities that allo( all learners to reach their full potentialP

A1 +1 recogni6e leraner*s individual potentials and strengthsP

S*rand .. Mak%# *&% c!a##roo( %n+$ron(%n* #a,% and conduc$+% *o !%arn$ngIndicator 2.2.1 Maintains a safe and orderly classroom free from distractions


K** +2 kno( the principles of classroom management, room structuring and safety measuresP

S** ,3 maintain a safe, clean and orderly classroom free from distractionsP

A2 ,* sho( concern for a safe and conducive learning environmentP

Indicator 2.2.2 Arran#es challen#in# activities in a #iven physical environment


K*+ ,+ kno( various challenging activities that can be adapted in any given physical environmentP

S*+ ,, conduct challenging learning activities despite physical environment constraintsP

A*3 ,- sho( enthusiasm to conduct learning activities in any given situationP

Indicator 2.2.3 -ses individual and cooperative learnin# activities to improve capacities of learners for hi#her lea


K*, ,. understand the importance and dynamics of both individual and cooperative learningP

K*- ,/ kno( varied strategies for individual and cooperative learningP

S*, ,0 balance the use of individual and cooperative learning activitiesPA** ,1 see the value in creating individual and cooperative learning activitiesP

S*rand .2 'o((un$ca*%# &$g&%r !%arn$ng %31%c*a*$on# *o %ac& !%arn%r

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S*1 .* help learners maintain high standards of learningP

A*. .+ inspire learners to set high performance targets for themselvesP

S*rand .4 E#*a!$#&%# and (a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#5 %&a+$orIndicator 2.4.1 andles behavior problems /uic"ly and with due respect to children!s ri#hts


K+3 ., understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! C?8>, +D ?>;PK+* .- kno( behavior management techniques for learners (ith behavioral problemsP

S*2 .. identify learners (ith behavioral problemsP

S+3 ./ employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsP

A*/ .0 sho( a compassion and caring attitude in managing behavior problemsPIndicator 2.4.2 ives timely feedbac" to reinforce appropriate learners! behavior


K++ .1 kno( the concept, importance and techniques of social reinforcementPS+* .2 provide timely and appropriate reinforcement on learners* behaviorPA*0 /3 believe that positive reinforcement leads to improved learner behaviorPIndicator 2.4.3 uides individual learners re/uirin# development of appropriate social and learnin# behavior


K+- /* understand the learners* social development stagesPK+. /+ kno( different strategies that enhance learners* social developmentP

S++ /, use varied teaching'learning strategies that make use of social interactionP

A*1 /- sho( patience in managing different social and learning activitiesP

Indicator 2.4.4 0ommunicates and enforces school policies and procedures for appropriate learner behavior


K+/ /. kno( DepED7school policies and procedures on student disciplinePS+, // communicate and enforce policies and procedures related to students behaviorP

A*2 /0 commit to enforcing school policies and proceduresP

S*rand .6 'r%a*%# a &%a!*&" 1#"c&o!og$ca! c!$(a*% ,or !%arn$ngIndicator 2..1 ncoura#es free e$pression of ideas from students


K+0 /1 kno( the concepts and principles of democratic expression of ideasPS+- /2 provide activities that (ill encourage respect and free expresssion of ideasP

A+3 03 encourage learners to express their ideas freely and responsiblyP

Indicator 2..2 0reates stress*free environment


K+1 0* kno( the the elements and importance of establishing a stress'free learning environmentPS+. 0+ manage conflicts and other stress'related situationsP

S+/ 0, initiate and create programs "e.g. child'friendly school system# and activities that promote stress'free environmentP

A+* 0- get involved in advocacy activities that create a stress'free environmentP

Indicator 2..3 a"es measures to minimi,e an$iety and fear of the teacher and5or sub6ect


K+2 0. kno( about child'friendly teaching strategiesPS+0 0/ encourage learners to develop a positive attitude to(ards their subect and teacherPA++ 00 let my students feel they are acceptedP

Do(a$n 2 DI0ERSITY OF LEARNERS

S*rand 2) D%*%r($n%#7 und%r#*and# and acc%1*# *&% !%arn%r#5 d$+%r#% ackground kno8!%dg%

and %31%r$%nc%Indicator 3.1.1 7btains information on the learnin# styles' multiple intelli#ences and needs of learners


K,3 01 understand the theories and concepts of multiple intelligences and learning stylesPS+1 02 identify learning styles and multiple intelligences of learnersP

A+, 13 sho( diligence in obtaining information on different learning needsP

Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learnersAt what level do I ... H S

K,* 1* kno( techniques and strategies in designing7selecting activities for varied types of learnersPS+2 1+ utili6e varied activities for various types of learnersP

A+- 1, sho( respect and concern for individual differences of studentsP

Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners


K,+ 1- understand the requirements in setting goals for differentiated learningPS,3 1. utili6e differentiated activities to meet expected learning goals of learnersP

S,* 1/ assist learners in setting learning goals for themselvesP

A+. 10 appreciate t!e need to consider t!e di4erences in e5periences and capa6ilities o& learners7

Indicator 3.1.4 )aces lessons appropriate to needs and di8culties of learners


K,, 11 kno( teaching principles and strategies for addressing learners* needs and difficultiesPS,+ 12

pace lessons according to learners* needs and difficultiesPA+/ 23 sho( flexibility in pacing lessons to support the needs of the learnersPIndicator 3.1. Initiates other learning approaches for learners whose needs have not been et b! usual

approaches

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A,3 *3- sho( fairness to all learners regardless of their economic statusP

Do(a$n 4 C4RRC434M

S*rand 4) De/o!str#tes /#ster6 of the su78ectIndicator 4.1.1 Delivers accurate and updated content knowledge using appropriate ethodologies(

approaches and strategies


K,1 *3. have an updated content kno(ledge and teaching strategy in my subect areaPS-3 *3/ apply the updated content and appropriate strategies in my teachingPA,* *30 commit to deliver accurate and updated content kno(ledgePIndicator 4.1.2 Integrates language( literac! and )uantitative skill developent and values in his*her

sub'ect area


K,2 *31 have kno(ledge about multi'disciplinary integrative modes and techniques of teachingPS-* *32 use multi'disciplinary integrative modes and techniques of teaching the subect areaP

A,+ **3 support the integration of language, literacy, skill development and values in the learning activitiesP

Indicator 4.1.3 $plains learnin# #oals' instructional procedures and content clearly and accurately to

students


K-3 *** possess in'depth understanding of the subect area*s learning goals, instructional procedures and content based on curriculumP

S-+ **+ explains learning goals, concepts and processes clearly and accurately to learnersP

A,, **, give sufficient time to explain the lessons for clear understanding of the learnersP

Indicator 4.1.4 +inks the current content with past and duture lessonsAt what level do I ... H S

K-* **- understand interrelation of topics7content (ithin the subect area taughtPS-, **. link the present subect matter content (ith the past and future lessonsP

A,- **/ value the need to relate prior kno(ledge of learners (ith the present and future lessonsP

Indicator 4.1. Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional

aterials or resources appropriate to learners


K-+ **0 have the kno(ledge in designing lessons (ith congruent obectives, teaching methods, learning activities and materialsP

S-- **1 teach lessons that have congruency of obectives, procedure, materials and evaluationP

A,. **2 appreciate the value of aligning obectives (ith all the parts of a lessonP

Indicator 4.1.9 ,reates situations that encourage learners to use high order thinking skills


K-, *+3 understand the concept of critical thinking and the facets of understandingPS-. *+* engage learners in activities that develop higher order thinking skillsP

A,/ *++ patiently motivate learners to develop higher order thinking skillsPIndicator 4.1.: Engages and sustains learners- interests in the sub'ect b! aking content eaningful and

relevant to the


K-, *+, kno( strategies and materials that promote authentic learningPICT *+- apply various appropriate strategies and7or technology to motivate 2 sustain learningP

A,/ *+. believe in relating classroom learning to real (orld expereincesPIndicator 4.1.; Integrates relevant scholarl! works and ideas to enrich the lessons as needed


K-, *+/ update myself (ith relevant scholarly (orks and ideas related to my subect areaPS-. *+0 integrate scholarly (orks and ideas to enrich the lesson for the learnersP

A,/ *+1 sho( enthusiasm and openness to ne( learningPIndicator 4.1.< Integrates content of sub'ect areas with other disciplines


K-, *+2 kno( about other disciplines related to the subect ) am teachingPS-. *,3 integrate content of subect area (ith other disciplinesP

A,/ *,* appreciate integrative mode of teachingPS*rand 4. Co//u!c#tes c$e#r $e#r!!2 2o#$s for the $esso!s th#t #re #ppropr#te for $e#r!ers

Indicator 4.2.1 Sets appropriate learning goals


K-, *,+ kno( the learning goals vis'@'vis specific subect content of the level ) am teachingPS-. *,, set doable and appropriate daily learning goals for the learnersP

A,/ *,- reflectively choose appropriate learning goalsPIndicator 4.2.2 nderstand the learning goals


K-, *,. understand the connection of the short'term goals to the long'term goals of learningPS-. *,/ practice relating short'term goals to long term goals for learningP

A,/ *,0 value the learning goals set in the curriculumP

S*rand 42 M#9e 2ood use of #$$otted !structo!#$ t/eIndicator 4.3.1 Establishes routines and procedures to axii#e instructional tieAt what level do I ... H S

K-, *,1 understand the principles and procedure of maximi6ing instructional timeP

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ICT *-1 select and utili6e updated and appropriate technology7instructional materialsP

ICT *-2 use appropriate technology resources to achieve curriculum standards and obectivesP

S-. *.3 prepare adequate and appropriate instructional materials for the learners and the learning obectivesP

A,/ *.* manifest resourcefulness in preparing instructional materialsPIndicator 4.4.3 )rovides activities and uses materials which =t the learners! learnin# styles' #oals and culture


K-, *.+ kno( the principles of instructional material preparation for different types of learnersP

S-. *., use relevant activities and materials suited to the learning styles, goals and culture of the learnersP

A,/ *.- believe in the need to provide activities and use materials appropriate to the learnersPIndicator 4.4.4 -ses a variety of teachin# approaches and techni/ues appropriate to the sub6ect matter

and the learners


K-, *.. understand the theories, approaches and strategies in teaching the subect areaPS-. *./ use variety of teaching strategies and techniques appropriate to the learners and subect matterP

A,/ *.0 sho( enthusiasm in using innovative and appropriate teaching techniquesPIndicator 4.4. -tili,es information derived from assessment to improve teachin# and learnin#


K-, *.1 understand the proper utili6ation of assessment results to improve teaching and learningPS-. *.2 use assessment results in setting learning obectives and learning activities P

A,/ */3 appreciate the value of assessment in improving teaching and learningPIndicator 4.4.9 )rovides activities and uses materials which involves students in meanin#ful learnin#


K-, */* kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningP

S-. */+ apply relevant teaching approaches to achieve meaningful learningP

A,/ */, use improvised and indigenous materials for meaningful learningP*/- appreciate teaching approaches to meaningful learning "e.g., constructivism#P

S*rand 46 R%cogn$9%# g%n%ra! !%arn$ng 1roc%##%# a# 8%!! a# un$:u% 1roc%##%# o, $nd$+$dua! !%arn%r#Indicator 4..1 Desi#ns and utili,es teachnin# methods that ta"e into account the learnin# process


K-, */. kno( different teaching approaches and strategies suitable to various learnersPS-. *// have kno(ledge on general and specific learning processesP

A,/ */0 apply teaching'learning methodologies that respond to general and specific learning processesP*/1 recogni6e the need to design teaching methods apropriate to the learning processP

S*rand 4; Pro(o*%# 1ur1o#$+% #*ud"Indicator 4.9.1 0ultivates #ood study habits throu#h appropriate activities and pro6ects


K-, */2 kno( the techniques in forming good study habitsP

S-. *03 determine the current study habits of my studentsPA,/ *0* provide appropriate learning tasks and proects that support development of good study habitsP

*0+ take extra time to help students form good study habitsPS*rand 4< D%(on#*ra*%# #k$!!# $n *&% u#% o, I'T $n *%ac&$ng and !%arn$ng

Indicator 4.:.1 -tili,es I0 to enhance teachin# and learnin#


*0, kno( the nature and operations of )&T systems as they apply to teaching and learningP*0- understand ho( )&T'based instructional materials7learning resources support teaching and learningP*0. understand the process in planning and managing )&T'assisted instructionP*0/ design, develop ne( or modify existing digital7and or non'digital learning resourcesP*00 use of )&T resources for planning and designing teaching'learning activitiesP*01 use )&T tools to process assessment and evaluation data and report resultsP*02 demonstrate proficiency in the use of computers to support teaching and learningP*13 use )&T tools and resources to improve efficiency and professional practiceP*1* value and practice social responsibility, ethical and legal use of )&T tools and resourcesP

*1+ sho( positive attitude to(ards the use of )&T in keeping records of the learnersP

Do(a$n 6 PLANNING7 ASSESSING AND REPORTING

S*rand 6) D%+%!o1# and u*$!$9%# cr%a*$+% and a11ro1r$a*% $n#*ruc*$ona! 1!anIndicator .1.1 Shows proof of instructional plannin#


K-, *1, kno( the elements and process of developing an instructional plan "e.g. daily, (eekly, quarterly, yearly#P

S-. *1- arrrange sequentially the learning units (ith reasonable time allotmentP

A,/ *1. identify appropriate learning obectives, strategies, and accompanying materials in the planP

A,/ *1/ identify appropriate and varied assessment proceduresP

*10 sho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningPIndicator .1.2 Implements instructional plan


K-, *11 kno( the factors for successful implementation of the instructional planPA,/ *12 adust the instructional plan to ensure attainment of obectivesP

*23 appreciate the value of instructional planningPIndicator 1 3 Demonstrates ability to cope with varied teachin# millieu

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K-, +33 kno( concepts, principles on interpretation and utili6ation of assessment resultsP

A,/ +3* interpret and use test results to improve teaching and learningP+3+ manifest fairness in the interpretation of test resultsP

Indicator .2.4 Identi=es teachin#*learnin# di8culties and possible causes and ta"es appropriate action to

address them


K-, +3, kno( the concept and principles of diagnostic testingP

S-. +3-kno( the types of remedial lessons for slo( learnersP

A,/ +3. identify teaching'learning difficulties and possible causesP+3/ manage remediation programsP

A,/ +30 manifest (illingness and patience in conducting remediation programsPIndicator .2. -ses tools for addressin# authentic learnin#


K-, +31 kno( the concepts and principles of authentic learning assessmentP

S-. +32 utili6e appropriate tools for assessing authentic learningP

A,/ +*3 enthusiastically develop and use tools for assessing authentic learningPS*rand 62 Mon$*or# r%gu!ar!" and 1ro+$d%# ,%%dack on !%arn%r#5 und%r#*and$ng

o, con*%n*Indicator .3.1 )rovides timely and accurate feedbac" to learners to encoura#e them to re>ect on and

monitor their own learnin# #rowth


K-, +** kno( the principles of giving and receiving feedback on learners* progressP

S-. +*+ use strategies for giving feedback7reporting progress of individual learnerP

A,/ +*, motivate learners* to reflect and monitor their learning gro(thP

A,/ +*- consistently provide timely and accurate feedbackPIndicator .3.2 ?eeps accurate records of #rades5performance levels of learners


K-, +*. kno( the current guidelines about the grading systemP

S-. +*/ maintain accurate and updated learners* recordsPS*rand 64 'o((un$ca*%# 1ro(1*!" and c!%ar!" *o !%arn%r#7 1ar%n*# and #u1%r$or# aou*

1rogr%## o, !%arn%r#Indicator .4.1 0onducts re#ular meetin#s with learners and parents to respect learners! pro#ress


K-, +*0 kno( the dynamics of communicating learners* progress to students, parents and other stakeholdersP

S-. +*1 plan and implement a comprehensive program to report learners* progress to students and parentsP

A,/ +*2 manifest accountability and responsibility in communicating the learners* progress to intended stakeholdersP

Indicator .4.2 Involves parents to participate in school activities that promote learnin#


K-, ++3 understand the role and responsibilities of parents in supporting school programs to enhance children*s learning progressP

S-. ++* involve parents to participate in school activities that promote their children*s learning progressP

A,/ +++ establish rapport and a cooperative (orking relationship (ith parentsP

Do(a$n ; 'OMM=NITY LINKAGES

S*rand ;) E#*a!$#&%# !%arn$ng %n+$ron(%n* *&a* r%#1ond *o *&% a#1$ra*$on o, *&% co((un$*"Indicator 9.1.1 Involves community in sharin# accountability for learners! achievement


K-, ++, kno( the programs, proects, and thrusts of DepEd on school'community partnershipPS-. ++- involve the community in the programs, proects and thrusts of the schoolP

A,/ ++. promote shared accountability for the learners* achievementP

Indicator 9.1.2 -ses community resources &human' material( to support learnin#


K-, ++/ kno( the various community resources available to enhance learningP

S-. ++0 use available community resources "human, material# to support learningP

A,/ ++1 recogni6e community resources to support learningP

Indicator 9.1.3 -ses community as a laboratory for learnin#


K-, ++2 kno( strategies for experiential learning outside the classroomP

S-. +,3 make use of the community as a laboratory for learningP

A,/ +,* appreciate the (orld as a learning environmentP

Indicator 9.1.4 )articipates in community activities that promote learnin#

At what level do I ... H SK-, +,+ kno( the teacher*s social responsibilityP

S-. +,, link (ith sectors for involvement in community (orkP

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K-, +-* kno( the set of ethical and moral principles, standards and values embodied in the &ode of Ethics for +rofessional TeachersP

S-. +-+ practice the &ode of Ethics for +rofessional TeachersP

A,/ +-, manifest the values that uphold the dignity of teachingP

Indicator :.1.2 Allocates time for personal and professional development throu#h participation in

educational seminars and wor"shops readin# educational materials re#ularly and

en#a#in# in educational research


K-, +-- kno( the requirements7expectations for personal and professional development of teachersPS-. +-. prepare and implement an individual personal and professional development plan ")+D+#P

A,/ +-/ manifest 6eal in undertaking educational research P

Indicator :.1.3 Manifests personal /ualities li"e enthusiasm' >e$ibility and carin# attitude


K-, +-0 kno( the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance themP

S-. +-1 engage in self'assessment to enhance my personal qualitiesP

A,/ +-2 exhibit personal qualities such as enthusiasm, flexibility and caring attitudeP

Indicator :.1.4 Articulates and demonstrates one!s personal philosophy of teachin#


K-, +.3 understand the value of having a personal philosophy of teachingP 6

S-. +.* translate my philosophy of teaching into actionP

A,/ +.+ share my personal philosophy of teaching (ith othersP

S*rand

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F L

F L

F L

F L

F L

ender(

F L

F L

F L

F L

F L

nin#

F L

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F L

F L

F L

F L

F L

F L

F L

F L

F L

F L

F L

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F L

F L

F L

F L

F L

F L

F L

F L

F L

F L

F L

F L

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F L

F L

F L

F L

F L

F L

F L

F L

F L

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F L

F L

F L

F L

F L

F L

F L

F L

F L

F L

F L

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F L

F L

F L

F L

F L

F L

F L

F L

F L

Total KSAs

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S=MMARY OF RES=LTS ?N'BTS-TSNA@Teac!er9 ROE$IN :AGA

Do(a$n D) D.

S*rand S*;* S*;+ To*a! D) S+;* S+;+ S+;, S+;- S+;. To*a!

No O, KSA# *. , *1 *3 *3 *- *. *3 .2

HPS /3 *+ 0+ -3 -3 ./ /3 -3 +,

Ra8 Scor% 46 ) 66 2 2 2 44 .C )

ncbts1.pedros new2013 2014

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