Ncbts Tsna Template

NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT
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.
THE TSNA SYSTEM FRAMEWORK

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional
development programs that are aligned to the needs of the programs clientele. The TSNA determines the differences
between the actual situation (what is) and the desired condition (what should be) in terms of teachers competencies
within the department. In this NCBTS-TSNA the actual situation is described the current competencies as perceived by
the teacher. The profile of the teachers current competencies is compared to the NCBTS standards for effective teaching.
This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current
teachers competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and
performance indicators of the NCBTS.
The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is
actually done by analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching
competencies. The DepED Central Office and Regional Offices are tasked to do this phase of the TSNA process. Phase
II (Teacher Trainee Analysis) is the instrumentation to determine the current teacher competency levels in KSA terms
which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the
strengths and discrepancies between the standards set and the current teachers data on their competencies which is
carried out at the school, cluster, District or Division level for their respective purposes related to teacher
training/development.
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
Current KSA and

Competency
PHASE III
STRENGTH-NEED ANALYSIS
Competency Strengths &

Learning Needs
Consolidated TSNA
Result
Teacher's IPDP
SIP
SIP
DEDP
DEDP
SIP
Master Plans for
DEDP
Professional
Development
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).
Purpose of the NCBTS-TSNA

In order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) of BESRA
emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers
for their continuing training and development.
Specifically, the TSNA intends to:
1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set
by the NCBTS in each of the seven domains and 23 strands:
1.1. Social Regard for Learning
1.2. Learning Environment
1.3. Diversity of Learners
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.
At the individual level:

An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in
each of the seven domains and 23 strands.
B.
At the school level:

Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the school
C.
At the cluster/ /division level:

Consolidated TSNA results of participating school teachers in a given cluster/division
The NCBTS and the KSAs Developed for the TSNA

The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven
integrated domains for effective teaching which are: Domain 1Social Regard for Learning; Domain 2Learning
Environment; Domain 3Diversity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing and Reporting;
Domain 6Community Linkages; and Domain 7Personal Growth and Professional Development. Each domain has its
corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and 80
performance indicators make up the NCBTS competency standards set by the DepED.
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
Domain 1: Social Regard for Learning.................................
Domain 2: Learning Environment........................................
Domain 3: Diversity of Learners..
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal and Professional Growth
Total ..
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
School-Based Implementation of the TSNA

A.
Orientation of School Heads on the NCBTS and the TSNA

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.
GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

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 teacher-respondents to understand its importance and thus reflectively respond to the instrument. The Tool
in electronic format (Excel) is contained on a compact disk (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 computer. It takes an average of one hour to
accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands 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 NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, the responses to the items
are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code
Interpretation
H
(High)
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
(Satisfactory)
F
(Fair)
L
( Low)
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
B. The Electronic Self-Assessment Tool

This Electronic Self-Assessment Template consists of three worksheets labelled as:
"Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional data
"Self-Assessment" - green-colored tab is the TSNA instrument
"Summary" - yellow-colored tab displays the result of assessment after all TSNA items have been accomplished
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 whether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in
the chart below. A score to be interpreted may either be an average of a particular domain, or a strand or a specific performance
indicator as the case may be.
Range
Level of Teaching Competence
Scale scores
3.51-4.00
% Scores
87.51% - 100%
2-51-3.50
62.51% - 87.50%
1.51-2.50
37.51% - 62.50%
1.00-1.50
25.00% - 37.50%
Expert. Very competent and can support other teacher's

improvement
Experienced. Competent in the KSA but would benefit from
further training and development
Developing. Fairly competent in KSA and need further training
and development
Beginning. Lacking competence in KSA and require urgent
training and development
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths
along these dimensions 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 taking into consideration the priorities set by the school for its future development. It is important that the
teachers develop themselves in order to contribute towards 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 in line with their own priorities and those of the
school. A separate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.
Teacher Profile
I. PERSONAL DATA
1.
Family Name (Last name)
First Name
MANLOSA
MARJORIE
Female
2.
Gender
4.
Date of Birth
6.
3.
12
1980
MM
DD
YYYY
CODENIERA
Married
Civil Status
5.
Middle Name
3.
Place of Birth
4199751
Employee No.
CEBU CITY
Contact Address (City/State/Country)
NAWANAW, PIT-OS, CEBU CITY
(032) 414-2268
Phone
Fax
6 0 0 0
Zip Code
7.
VII
Region
8.
CEBU CITY
Division
9.
10. School Name
11.
NORTH DISTRICT 6
District
School ID
marjoriemanlosa@yahoo.co.uk
E-mail
12. School Type
119899
Elementary :
12. School Address

GOV. CUENCO AVE. CEBU CITY
Secondary:
Private
Monograde
Central
Multigrade
Non-Central
SPED
13. Start Date of Teaching Service (YYYY-MM)
2004
Public
14. Subject Area Concentration:
General
Main
Special Science
TechVoc
Extension
Night
SPED
Elem:
English
Math
Science
Science
Pilipino
Makabayan
Sec :
English
Math
Science
Science
Pilipino
Makabayan
II. EDUCATIONAL ATTAINMENT

Degree
Major
School
Inclusive Period
mm dd yy
BEED
Major
GEN SCIENCE
CEBU NORMAL UNVERSITY
Units
Honors Received
mm dd yy
97
Master's
Doctoral
Others
III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)
Position
Subjects Taught
Grade/Yr
TEACHER III
ENGLISH
School
mm m
dd
TEACHER I - II
ALL
TEACHER I
ALL
TEACHER 1
ALL
SUBSTITUTE (TEACHER I)
ALL
Subjects Area
No. of Hours
Level
Role
Sponsoring Agency
24
DIVISION
PARTICIPANT
DEPED CEBU CITY
40
DISTRICT
PARTICIPANT
DEPED CEBU CITY
24
DIVISION
PARTICIPANT
DEPED CEBU CITY
BANILAD ELEMENTARY
yy
mm dd yy
11
12
BANILAD ELEMENTARY
1 10 12
GUADALUPE ELEMENTARY
10
TAGBA-O ELEMENTARY
9 30
INAYAWAN ELEMENTARY
25
12 19
(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)
Title
DORP-ADM IMPLEMENTATION TRAINING
IN-SERVICE TRAINING FOR TEACHERS
BASIC TROUBLESHOOTING & PC OPERATIONS TRAINING
ICT
V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Dates
Title
Sponsoring Agency
mm dd yy
mm dd yy
VI. OTHER QUALIFICATIONS
SEWING, COOKING
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:
Signature:
October 6, 2013
N.B.
ADB
HR-INSET
Form No.
Form
380/02
No. 2008-001 v2.0
Domain 1
SOCIAL REGARD FOR LEARNING
Strand 1.1 Teacher actions demonstrate value for learning

Indicator 1.1.1 Implements school policies and procedures
At what level do I ...
K1
1
know school policies and procedures?
K2
2
understand school operations?
S1
3
implement policies and procedures ?
S2
4
communicate policies and procedures to students, parents and other concerned persons?
A1
5
abide by the school policies and procedures?
Indicator 1.1.2 Demonstrates punctuality
K3
6
possess awareness on the implementation of "time on task" in all responsibilities?
S3
7
demonstrate punctuality in accomplishing expected tasks and functions?
A2
8
model the value of punctuality?
Indicator 1.1.3 Maintains appropriate appearance
K4
9
know decorum i.e. dress code, behavior of teachers?
S4
10
practice decorum in all occasions?
A3
11
value decorum expected of teachers?
Indicator 1.1.4 Is careful about the effect of one's behavior on students
K5
12
understand the theoretical concepts and principles of social learning?
S5
13
show appropriate behavior even during unguarded moments?
S6
14
apply knowledge on social learning in dealing with students?
A4
15
consider the influence my behavior has on students?
Strand 1.2 Demonstrates that learning is of different kinds and from different sources
Indicator 1.2.1 Makes use of various learning experiences and resources
K6
16
know a range of sources through which social learning may be experienced?
S7
17
use information from a variety of sources for learning (e.g. family, church, other sectors of the community)?
A5
18
appreciate that students learn through a range of different social experiences?
Domain 2
LEARNING ENVIRONMENT
Strand 2.1 Creates an environment that promotes fairness

Indicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender)
19
understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and
gender)?
K7
S8
20
maintain a learning environment that promotes courtesy and respect for all learners?
A6
21
show courtesy and respect to everyone at all times?
Indicator 2.1.2 Provides gender-fair opportunities for learning
K8
22
understand the objectives, principles and strategies for Gender and Development (GAD)?
S9
23
provide gender fair learning opportunities?
A7
24
uphold gender sensitivity in my dealings with learners and others?
Indicator 2.1.3 Recognizes that every learner has strengths
K9
25
understand the psychological foundations of learner's growth and development
K10
26
knows about potentialities and uniqueness of individual learners?
S10
27
provide learning activities that allow all learners to reach their full potential?
A8
28
recognize leraner's individual potentials and strengths?
Strand 2.2 Makes the classroom environment safe and conducive to learning
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions
K11
29
know the principles of classroom management, room structuring and safety measures?
S11
30
maintain a safe, clean and orderly classroom free from distractions?
A9
31
show concern for a safe and conducive learning environment?
Indicator 2.2.2 Arranges challenging activities in a given physical environment
K12
32
know various challenging activities that can be adapted in any given physical environment?
S12
33
conduct challenging learning activities despite physical environment constraints?
A10
34
show enthusiasm to conduct learning activities in any given situation?
Indicator 2.2.3 Uses individual and cooperative learning activities to improve capacities of learners for higher learning
K13
35
understand the importance and dynamics of both individual and cooperative learning?
K14
36
know varied strategies for individual and cooperative learning?
S13
37
balance the use of individual and cooperative learning activities?
A11
38
see the value in creating individual and cooperative learning activities?
Strand 2.3 Communicates higher learning expectations to each learner

Indicator 2.3.1 Encourages learners to ask questions
K15
39
know the art of questioning and different techniques of asking higher order questions?
S14
40
provide opportunities for learners to ask questions?
S13
41
ask questions that stimulate critical and creative thinking among learners?
A11
42
show an accepting response/gesture in dealing with questions of learners?
Indicator 2.3.2 Provides learners with a variety of learning experience
K16
43
know various strategies that elevate students' level of learning?
S16
44
provide learners with variety of experiences that enhance learning?
A13
45
willingly provide learners with a variety of challenging learning activities?
Indicator 2.3.3 Provides varied enrichment activities to nurture the desire for further learning
K17
46
understand how enrichment activities enhance the learners' desire to learn?
K18
47
know ways of motivating the learners to learn further and more effectively?
S17
48
facilitate varied enrichment activities that are interesting for further learning?
A14
49
show diligence in making enrichment materials?
Indicator 2.3.4 Communicates and maintains high standards of learning performance
K19
50
know the implications of achieving high standards of learning performance for total human development?
S18
51
help learners maintain high standards of learning?
A15
52
inspire learners to set high performance targets for themselves?
Strand 2.4 Establishes and maintains consistent standards of learners' behavior

Indicator 2.4.1 Handles behavior problems quickly and with due respect to children's rights
K20
53
understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?
K21
S19
S20
54
55
56
know behavior management techniques for learners with behavioral problems?

identify learners with behavioral problems?
employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?
A16
57
show a compassion and caring attitude in managing behavior problems?
Indicator 2.4.2 Gives timely feedback to reinforce appropriate learners' behavior
K22
58
know the concept, importance and techniques of social reinforcement?
provide timely and appropriate reinforcement on learners' behavior?
S21
59
believe that positive reinforcement leads to improved learner behavior?
A17
60
Indicator 2.4.3 Guides individual learners requiring development of appropriate social and learning behavior
K24
61
understand the learners' social development stages?
K25
62
know different strategies that enhance learners' social development?
S22
63
use varied teaching-learning strategies that make use of social interaction?
A18
64
show patience in managing different social and learning activities?
Indicator 2.4.4 Communicates and enforces school policies and procedures for appropriate learner behavior
K26
65
know DepED/school policies and procedures on student discipline?
S23
66
communicate and enforce policies and procedures related to students behavior?
A19
67
commit to enforcing school policies and procedures?
Strand 2.5 Creates a healthy psychological climate for learning

Indicator 2.5.1 Encourages free expression of ideas from students
K27
68
know the concepts and principles of democratic expression of ideas?
S24
69
provide activities that will encourage respect and free expresssion of ideas?
A20
70
encourage learners to express their ideas freely and responsibly?
Indicator 2.5.2 Creates stress-free environment
K28
71
know the the elements and importance of establishing a stress-free learning environment?
S25
72
manage conflicts and other stress-related situations?
initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free environment?
S26
73
A21
74
get involved in advocacy activities that create a stress-free environment?
Indicator 2.5.3 Takes measures to minimize anxiety and fear of the teacher and/or subject
K29
75
know about child-friendly teaching strategies?
S27
76
encourage learners to develop a positive attitude towards their subject and teacher?
A22
77
let my students feel they are accepted?
Domain 3
DIVERSITY OF LEARNERS
Strand 3.1 Determines, understands and accepts the learners' diverse background knowledge
and experience
Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners
K30
78
understand the theories and concepts of multiple intelligences and learning styles?
S28
79
identify learning styles and multiple intelligences of learners?
A23
80
show diligence in obtaining information on different learning needs?
Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners
K31
81
know techniques and strategies in designing/selecting activities for varied types of learners?
S29
82
utilize varied activities for various types of learners?
A24
83
show respect and concern for individual differences of students?
Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners
K32
84
understand the requirements in setting goals for differentiated learning?
S30
85
utilize differentiated activities to meet expected learning goals of learners?
S31
86
assist learners in setting learning goals for themselves?
A25
87
appreciate the need to consider the differences in experiences and capabilities of learners?
Indicator 3.1.4 Paces lessons appropriate to needs and difficulties of learners
K33
88
know teaching principles and strategies for addressing learners' needs and difficulties?
pace lessons according to learners' needs and difficulties?
S32
89
show flexibility in pacing lessons to support the needs of the learners?
A26
90
Indicator 3.1.5 Initiates other learning approaches for learners whose needs have not been met by usual
approaches
K34
91
have the knowledge on teaching principles and strategies for students-at-risk ?
S34
92
keep track of students at risk?
S35
93
provide appropriate intervention programs for learners-at-risk?
A27
94
appreciate the need to help students-at-risk?
Indicator 3.1.6 Recognizes multi-cultural background of learners when providing learning opportunities
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?
K36
98
know the educational psychology of learners with special needs?
S37
99
use appropriate strategies for learners with special needs?
A29
100
show sensitivity to learners with special needs?
Indicator 3.1.8 Makes appropriate adjustments for learners of different socio-economic backgrounds
K37
101
understand the effects of socio-economic status on learning performance?
S38
102
determine the different socio-economic background of trainers?
S39
103
use techniques to motivate learners of the lower socio-economic status?
A30
104
show fairness to all learners regardless of their economic status?
K35
95
S36
96
A28
97
Indicator 3.1.7
Domain 4
CURRICULUM
Strand 4.1 Demonstrates mastery of the subject

Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies
K38
105
have an updated content knowledge and teaching strategy in my subject area?
apply the updated content and appropriate strategies in my teaching?
S40
106
commit to deliver accurate and updated content knowledge?
A31
107
Indicator 4.1.2 Integrates language, literacy and quantitative skill development and values in his/her
subject area
K39
have knowledge about multi-disciplinary integrative modes and techniques of teaching?
108
S41
109
use multi-disciplinary integrative modes and techniques of teaching the subject area?
A32
110
support the integration of language, literacy, skill development and values in the learning activities?
Indicator 4.1.3 Explains learning goals, instructional procedures and content clearly and accurately to
students
K40
111
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?
Indicator 4.1.4 Links the current content with past and duture lessons
K41
114
understand interrelation of topics/content within the subject area taught?
S43
115
link the present subject matter content with the past and future lessons?
A34
116
value the need to relate prior knowledge of learners with the present and future lessons?
Indicator 4.1.5 Aligns with lesson objectives the teaching methods, learning activities and instructional
materials or resources appropriate to learners
K42
117
have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and
materials?
S42
A33
112
113
S44
118
teach lessons that have congruency of objectives, procedure, materials and evaluation?
A35
119
appreciate the value of aligning objectives with all the parts of a lesson?
Indicator 4.1.6 Creates situations that encourage learners to use high order thinking skills
K43
120
understand the concept of critical thinking and the facets of understanding?
S45
121
engage learners in activities that develop higher order thinking skills?
A36
122
patiently motivate learners to develop higher order thinking skills?
Indicator 4.1.7 Engages and sustains learners' interests in the subject by making content meaningful and
relevant to them
K43
123
know strategies and materials that promote authentic learning?
ICT
124
apply various appropriate strategies and/or technology to motivate & sustain learning?
A36
125
believe in relating classroom learning to real world expereinces?
Indicator 4.1.8 Integrates relevant scholarly works and ideas to enrich the lessons as needed
K43
126
update myself with relevant scholarly works and ideas related to my subject area?
integrate scholarly works and ideas to enrich the lesson for the learners?
S45
127
A36
128
show enthusiasm and openness to new learning?
Indicator 4.1.9 Integrates content of subject areas with other disciplines
K43
129
know about other disciplines related to the subject I am teaching?
integrate content of subject area with other disciplines?
S45
130
A36
131
appreciate integrative mode of teaching?
Strand 4.2 Communicates clear learning goals for the lessons that are appropriate for learners
Indicator 4.2.1 Sets appropriate learning goals
K43
132
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?
S45
133
A36
134
reflectively choose appropriate learning goals?
Indicator 4.2.2 Understand the learning goals
K43
135
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?
S45
136
A36
137
value the learning goals set in the curriculum?
Strand 4.3 Make good use of allotted instructional time

Indicator 4.3.1 Establishes routines and procedures to maximize instructional time

understand the principles and procedure of maximizing instructional time?
apply techniques of "time on task" in planning and delivering lessons?
S45
139
A36
140
observe discipline on time management?
Indicator 4.3.2 Plans lessons to fit within available instructional time
K43
141
know the principles and techniques of lesson planning considering the allotted instructional time ?
design parts of the lesson within available instructional time?
S45
142
A36
143
show efficiency in the use of time to effectively attain learning goals?
K43
138
Strand 4.4 Selects teaching methods, learning activities and the instructional materials
or resources appropriate to the learners and aligned to objectives of the lesson
Indicator 4.4.1 Translates learning competencies to instructional objectives
K43
144
know the learning competencies in my learning areas in order to formulate appropriate instructional objectives?
translate learning competencies into instructional objectives?
S45
145
A36
146
show a reflective attitude in translating learning competencies to instructional objectives?
Indicator 4.4.2 Selects, prepares, and utilizes technology and other instructional materials appropriate to
the learners & learning objectives
ICT
147
know various technology and instructional materials appropriate for my learning area?
ICT
148
select and utilize updated and appropriate technology/instructional materials?
ICT
149
use appropriate technology resources to achieve curriculum standards and objectives?
S45
150
prepare adequate and appropriate instructional materials for the learners and the learning objectives?
A36
151
manifest resourcefulness in preparing instructional materials?
Indicator 4.4.3 Provides activities and uses materials which fit the learners' learning styles, goals and culture
K43
152
know the principles of instructional material preparation for different types of learners?
use relevant activities and materials suited to the learning styles, goals and culture of the learners?
S45
153
A36
154
believe in the need to provide activities and use materials appropriate to the learners?
Indicator 4.4.4 Uses a variety of teaching approaches and techniques appropriate to the subject matter
and the learners
K43
155
understand the theories, approaches and strategies in teaching the subject area?
use variety of teaching strategies and techniques appropriate to the learners and subject matter?
S45
156
A36
157
show enthusiasm in using innovative and appropriate teaching techniques?
Indicator 4.4.5 Utilizes information derived from assessment to improve teaching and learning
K43
158
understand the proper utilization of assessment results to improve teaching and learning?
use assessment results in setting learning objectives and learning activities ?
S45
159
A36
160
appreciate the value of assessment in improving teaching and learning?
Indicator 4.4.6 Provides activities and uses materials which involves students in meaningful learning
K43
161
know various educational theories (e.g. constructivism) and their implications to meaningful leaning?
apply relevant teaching approaches to achieve meaningful learning?
S45
162
A36
163
use improvised and indigenous materials for meaningful learning?
appreciate teaching approaches to meaningful learning (e.g., constructivism)?
164
Strand 4.5 Recognizes general learning processes as well as unique processes of individual learners
Indicator 4.5.1 Designs and utilizes teachning methods that take into account the learning process
K43
165
know different teaching approaches and strategies suitable to various learners?
have knowledge on general and specific learning processes?
S45
166
A36
167
apply teaching-learning methodologies that respond to general and specific learning processes?
recognize the need to design teaching methods apropriate to the learning process?
168
Strand 4.6 Promotes purposive study

Indicator 4.6.1 Cultivates good study habits through appropriate activities and projects
K43
169
know the techniques in forming good study habits?
S45
170
determine the current study habits of my students?
A36
171
provide appropriate learning tasks and projects that support development of good study habits?
take extra time to help students form good study habits?
172
Strand 4.7 Demonstrates skills in the use of ICT in teaching and learning
Indicator 4.7.1 Utilizes ICT to enhance teaching and learning
know the nature and operations of ICT systems as they apply to teaching and learning?
173
understand how ICT-based instructional materials/learning resources support teaching and learning?
174
understand the process in planning and managing ICT-assisted instruction?
175
design, develop new or modify existing digital/and or non-digital learning resources?
176
use of ICT resources for planning and designing teaching-learning activities?
177
use ICT tools to process assessment and evaluation data and report results?
178
demonstrate proficiency in the use of computers to support teaching and learning?
179
use ICT tools and resources to improve efficiency and professional practice?
180
value and practice social responsibility, ethical and legal use of ICT tools and resources?
181
show positive attitude towards the use of ICT in keeping records of the learners?
182
Domain 5
PLANNING, ASSESSING AND REPORTING
Strand 5.1 Develops and utilizes creative and appropriate instructional plan
Indicator 5.1.1 Shows proof of instructional planning
K43
183
know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)?
S45
184
arrrange sequentially the learning units with reasonable time allotment?
A36
185
identify appropriate learning objectives, strategies, and accompanying materials in the plan?
A36
186
identify appropriate and varied assessment procedures?
187
show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?
Indicator 5.1.2 Implements instructional plan
K43
A36
188
189
190
Indicator 5.1.3
K43
S45
A36
191
192
193

know the factors for successful implementation of the instructional plan?
adjust the instructional plan to ensure attainment of objectives?
appreciate the value of instructional planning?
Demonstrates ability to cope with varied teaching millieu
know the different teaching-learning situations that could affect the implementation of the instructional plan?
cope with varied teaching milieu/setting?
manifest openness to make necessary adjustments to improve the instructional plan?
Strand 5.2 Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning
Indicator 5.2.1 Prepares formative and summative tests in line with the curriculum
K43
194
know the principles and purposes of instructional assessment including formative and summative testing?
S45
195
construct valid and reliable formative and summative tests?
A36
196
appreciate the value of testing as a tool to improve instruction and learning performance?
Indicator 5.2.2 Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)
K43
197
know the concepts, principles and strategies of non-traditional assessment?
S45
198
use appropriate non-traditional assessment techniques?
A36
199
value the use of non-traditional assessment?
Indicator 5.2.3 Interprets and uses assessment results to improve teaching and learning
K43
200
know concepts, principles on interpretation and utilization of assessment results?
A36
201
interpret and use test results to improve teaching and learning?
202
manifest fairness in the interpretation of test results?
Indicator 5.2.4 Identifies teaching-learning difficulties and possible causes and takes appropriate action to
address them
K43
203
know the concept and principles of diagnostic testing?
S45
204
know the types of remedial lessons for slow learners?
A36
205
identify teaching-learning difficulties and possible causes?
206
manage remediation programs?
A36
207
manifest willingness and patience in conducting remediation programs?
Indicator 5.2.5 Uses tools for addressing authentic learning
K43
208
know the concepts and principles of authentic learning assessment?
S45
209
utilize appropriate tools for assessing authentic learning?
A36
210
enthusiastically develop and use tools for assessing authentic learning?
Strand 5.3 Monitors regularly and provides feedback on learners' understanding

of content
Indicator 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and
monitor their own learning growth
K43
211
know the principles of giving and receiving feedback on learners' progress?
S45
212
use strategies for giving feedback/reporting progress of individual learner?
A36
213
motivate learners' to reflect and monitor their learning growth?
A36
214
consistently provide timely and accurate feedback?
Indicator 5.3.2 Keeps accurate records of grades/performance levels of learners
K43
215
know the current guidelines about the grading system?
S45
216
maintain accurate and updated learners' records?
Strand 5.4 Communicates promptly and clearly to learners, parents and superiors about
progress of learners
Indicator 5.4.1 Conducts regular meetings with learners and parents to respect learners' progress
K43
217
know the dynamics of communicating learners' progress to students, parents and other stakeholders?
S45
218
plan and implement a comprehensive program to report learners' progress to students and parents?
A36
219
manifest accountability and responsibility in communicating the learners' progress to intended stakeholders?
Indicator 5.4.2 Involves parents to participate in school activities that promote learning
K43
220
understand the role and responsibilities of parents in supporting school programs to enhance children's learning
progress?
S45
221
involve
parents to participate in school activities that promote their children's learning progress?
A36
222
establish rapport and a cooperative working relationship with parents?
Domain 6
COMMUNITY LINKAGES
Strand 6.1 Establishes learning environment that respond to the aspiration of the community
Indicator 6.1.1 Involves community in sharing accountability for learners' achievement
K43
223
know the programs, projects, and thrusts of DepEd on school-community partnership?
S45
224
involve the community in the programs, projects and thrusts of the school?
A36
225
promote shared accountability for the learners' achievement?
Indicator 6.1.2 Uses community resources (human, material) to support learning
K43
226
know the various community resources available to enhance learning?
S45
227
use available community resources (human, material) to support learning?
A36
228
recognize community resources to support learning?
Indicator 6.1.3 Uses community as a laboratory for learning
K43
229
know strategies for experiential learning outside the classroom?
S45
230
make use of the community as a laboratory for learning?
A36
231
appreciate the world as a learning environment?
Indicator 6.1.4 Participates in community activities that promote learning
K43
232
know the teacher's social responsibility?
S45
233
link with sectors for involvement in community work?
A36
234
show enthusiasm in joining community activities?
Indicator 6.1.5 Uses community networks to publicize school events and achievements
K43
235
know the dynamics of community networking and information dissemination?
S45
236
communicate the school events/achievements through community networks?
A36
237
share information on school events/achievements to the community?
Indicator 6.1.6 Encourages students to apply classroom learning to the community
K43
238
know the social realities outside the classroom to make learning relevant?
S45
239
provide learning activities ensuring their application to the community?
A36
240
show sensitivity to the needs of the community?
Domain 7
PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Strand 7.1 Takes pride in the nobility of teachers as a profession

Indicator 7.1.1 Maintains stature and behavior that upholds the dignity of teaching
K43
241
know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional
Teachers?
S45
A36
242
243
practice the Code of Ethics for Professional Teachers?

manifest the values that uphold the dignity of teaching?
Indicator 7.1.2 Allocates time for personal and professional development through participation in
educational seminars and workshops reading educational materials regularly and
engaging in educational research
K43
244
know the requirements/expectations for personal and professional development of teachers?
S45
245
prepare and implement an individual personal and professional development plan (IPDP)?
A36
246
manifest zeal in undertaking educational research ?
Indicator 7.1.3 Manifests personal qualities like enthusiasm, flexibility and caring attitude
K43
247
know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?
S45
248
engage in self-assessment to enhance my personal qualities?
A36
249
exhibit personal qualities such as enthusiasm, flexibility and caring attitude?
Indicator 7.1.4 Articulates and demonstrates one's personal philosophy of teaching
K43
250
understand the value of having a personal philosophy of teaching?
S45
251
translate my philosophy of teaching into action?
A36
252
share my personal philosophy of teaching with others?
Strand 7.2 Builds professional links with colleagues to enrich teaching practice
Indicator 7.2.1 Keeps abreast with recent developments in education
K43
253
update myself with recent developments in education?
S45
254
apply updated knowledge to enrich teaching practice?
A36
255
manifest openness to recent developments in education?
Indicator 7.2.2 Links with other institutions and organizations for sharing best practices
K43
256
know of institutions and organizations with a goal to improve teaching practice?
S45
257
link with other institutions and organizations that are helpful to the teaching profession?
A36
258
get involved in professional organizations and other agencies that can improve my teaching practice?
Strand 7.3 Reflects on the extent of the attainment of professional development goals
Indicator 7.3.1 Reflects on the quality of his/her own teaching
K43
259
know the techniques and benefits derived from theory-guided introspection?
S45
260
make a self assessment of my teaching competencies?
A36
261
desire to improve the quality of my teaching?
Indicator 7.3.2 Improves teaching performance based on feedback from the mentor, students, peers,
superiors and others
K43
262
know the purposes and approaches in establishing an effective feedback system?
S45
263
actively seek feedback from a range of people to improve my teaching performance?
A36
264
manifest positive attitude towards comments/recommendations?
Indicator 7.3.3 Accepts personal accountability to learners' achievement and performance
K43
265
know my accountability and responsibilities toward students' learning performance?
S45
266
examine myself vis-a-vis my accountability for the learners and to the teaching profession?
A36
267
accept my personal accountability to the learners?
Indicator 7.3.4 Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses
K43
268
know the concept and strategies for self-evaluation?
S45
269
identify my strengths and weaknesses as a person and as a teacher?
A36
270
manifest determination to become a better person and teacher?
Automatic scoring is enabled only after all items have been accomplished
END OF SELF ASSESSMENT

Click Summary Worksheet to view results
Total KSAs
SUMMARY OF RESULTS (NCBTS-TSNA)

MARJORIE MANLOSA
Teacher:
Domain
Strand
No. Of KSAs
HPS
Raw Score
Mean Score
% Score
D1
S1.1
15
60
53
3.53
88.33%
S1.2
3
12
10
3.33
83.33%
Total D1
18
72
63
3.50
87.50%
S2.1
10
40
40
4.00
100.00%
S2.2
10
40
34
3.40
85.00%
D2
S2.3
14
56
53
3.79
94.64%
S2.4
15
60
48
3.20
80.00%
S2.5
10
40
36
3.60
90.00%
Total D2
59
236
211
3.58
89.41%
D3
S3.1
27
108
102
3.78
94.44%
Total D3
27
108
102
3.78
94.44%
S4.1
27
108
90
3.33
83.33%
S4.2
6
24
19
3.17
79.17%
S4.3
6
24
22
3.67
91.67%
D4
S4.4
21
84
73
3.48
86.90%
S4.5
4
16
16
4.00
100.00%
S4.6
4
16
12
3.00
75.00%
ICT
S4.7
10
40
22
2.20
55.00%
Total D4
78
312
254
3.26
81.41%
S5.1
11
44
25
2.27
56.82%
S5.2
17
68
59
3.47
86.76%
D5
S5.3
6
24
24
4.00
100.00%
S5.4
6
24
24
4.00
100.00%
Total D5
40
160
132
3.30
82.50%
D6
S6.1
18
72
63
3.50
87.50%
Total D6
18
72
63
3.50
87.50%
S7.1
12
48
44
3.67
91.67%
By Mean Scale Score

Domain and Strands
5.00
4.00
3.53
3.33
3.50
3.79
3.40
3.60
3.58
3.78
Mean
3.00
Score
4.00
3.78
3.67
3.33
3.20
4.00
3.48
4.00
3.47
3.26
3.17
3.30
3.50
3.50
3.75
3.67
3.47
3.00
2.50
2.27
2.20
2.00
1.00
0.00
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
S5.3
S5.4
Total
D5
S6.1
Total
D6
S7.1
S7.2
S7.3
Total
D7
Strands & Domain
Summary of TSNA Result

By % Score
120%
100%
80%
% Score 60%
40%
20%
0%
S1.1 S1.2 Total S2.1 S2.2 S2.3 S2.4 S2.5 Total S3.1 Total S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total S5.1 S5.2 S5.3 S5.4 Total S6.1 Total S7.1 S7.2 S7.3 Total
D1
D2
D3
D4
D5
D6
D7
Strands and Domain
S7.3
12
48
45
3.75
93.75%
Mean
Score
3.50
3.53
3.33
3.58
4.00
3.40
3.79
3.20
3.60
3.78
3.78
3.26
3.33
3.17
3.67
3.48
4.00
3.00
2.20
3.30
2.27
3.47
4.00
4.00
3.50
3.50
3.47
3.67
2.50
3.75
Competency Level
Experienced
Expert
Experienced
Expert
Expert
Experienced
Expert
Experienced
Expert
Expert
Expert
Experienced
Experienced
Experienced
Expert
Experienced
Expert
Experienced
Developing
Experienced
Developing
Experienced
Expert
Expert
Experienced
Experienced
Experienced
Expert
Developing
Expert
Total D7
30
120
104
3.47
86.67%
INTERPRETATION BY DOMAIN & STRAND
Summary of TSNA Result
4.00
D7
S7.2
6
24
15
2.50
62.50%
D1
S1.1
S1.2
D2
S2.1
S2.2
S2.3
S2.4
S2.5
D3
S3.1
D4
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
% Score
Social Regard for Learning
87.50%
Teacher actions demonstrate value for learning
88.33%
Demonstrates that learning is of different kinds and from different sources
83.33%
Learning Environment
89.41%
Creates an environment that promotes fairness
100.00%
Makes the classroom environment safe and conducive to learning
85.00%
Communicates higher learning expectations to each learner
94.64%
Establishes and maintains consistent standards of learners' behavior
80.00%
Creates a healthy psychological climate for learning
90.00%
Diversity of Learners
94.44%
Determines, understands and accepts the learners' diverse background knowledge
94.44%
Curriculum
81.41%
Demonstrates mastery of the subject
83.33%
Communicates clear learning goals for the lessons that are appropriate for learners
79.17%
Make good use of allotted instructional time
91.67%
Selects teaching methods, learning activities and the instructional materials
86.90%
Recognizes general learning processes as well as unique processes of individual learners 100.00%
Promotes purposive study
75.00%
Demonstrates skills in the use of ICT in teaching and learning
55.00%
Planning, Asessing & Reporting
82.50%
Develops and utilizes creative and appropriate instructional plan
56.82%
Develops and uses a variety of appropriate assessment strategies to monitor
86.76%
Monitors regularly and provides feedback on learners' understanding
100.00%
Communicates promptly and clearly to learners, parents and superiors about
100.00%
Community Linkages
87.50%
Establishes learning environment that respond to the aspiration of the community
87.50%
Personal Growth & Professional Devt
86.67%
Takes pride in the nobility of teachers as a profession
91.67%
Builds professional links with colleagues to enrich teaching practice
62.50%
Reflects on the extent of the attainment of professional development goals
93.75%
Gender
Male
Female
Civil Status
Single
Married
Widow/er
Separated
Region Division
III
District
City of San Jose

Eastdel Monte
West
Gumaok Elementary School

Heroesville Elementary School
Kakawate Elementary School
Kakawate High School
Kaypian Elementary School
Kaypian National High School
Marangal Elementary School
Marangal National High School
Minuyan National High School
Minuyan Proper Elementary School
Muzon Harmony Hills High School
Muzon High School
Muzon Pabahay Elementary School
Paradise Farms Community School
Paradise Farms National High School
Partida Elementary School
Ricafort Elementary School
San Isidro Elementary School
San Jose del Monte High School
San Jose del Monte National Trade School
San Jose del Monte West Central School
San Manuel Elementary School
San Martin (BBC) Elementary School
San Martin High School
San Rafael (BBH) Elementary School
San Roque Elementary School
Sapang Palay National High School
Sapang Palay Proper Elementary School
Sta. Cruz (BBD) Elementary School
Sto. Cristo Elementary School
Sto. Cristo High School
Towerville Elementary School
Towerville High School
Tungkong Mangga Elementary School
School Name
Bagong Buhay A Elementary School
Bagong Buhay B Elementary School
Bagong Buhay E East Central School
Bagong Buhay F Elementary School
Bagong Buhay G Elementary School
Bagong Buhay I (Lawang Pare) Elementary School
Benito Nieto Elementary School
Citrus High School
CSJDM National Science High School
Dulong Bayan Elementary School
Francisco Homes Elementary School
Gaya Gaya Elementary School
Goldenville Elementary School
Graceville Elementary School
Graceville National High School
Gumaok Elementary School
Heroesville Elementary School
Kakawate Elementary School
Kakawate High School
Kaypian Elementary School
Kaypian National High School
Marangal Elementary School
Marangal National High School
Minuyan National High School
Minuyan Proper Elementary School
Muzon Harmony Hills High School
Muzon High School
Muzon Pabahay Elementary School
Paradise Farms Community School
Paradise Farms National High School
Partida Elementary School
Ricafort Elementary School
San Isidro Elementary School
San Jose del Monte High School
San Jose del Monte National Trade School
San Jose del Monte West Central School
San Manuel Elementary School
San Martin (BBC) Elementary School
San Martin High School
San Rafael (BBH) Elementary School
San Roque Elementary School
Sapang Palay National High School
Sapang Palay Proper Elementary School
Sta. Cruz (BBD) Elementary School
Sto. Cristo Elementary School
Sto. Cristo High School
Towerville Elementary School
Towerville High School
Tungkong Mangga Elementary School
School ID
GradeYr
107142
107143
107144
107145
107146
107147
107159
307508
307506
107153
107154
107155
162506
162503
307504
107156
162609
107148
307502
107157
307510
162508
307511
307505
107149
307512
307501
107158
107150
301059
162507
162502
162501
301060
301061
107161
162504
107162
307507
107163
162505
301062
107160
107164
107151
307509
107152
307503
107165
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
Curriculum
Community Linkages
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
Curriculum
Community Linkages
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

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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

THE TSNA SYSTEM FRAMEWORK

Current KSA and

Competency Strengths &

Purpose of the NCBTS-TSNA

1.6. Community Linkages

At the individual level:

At the school level:

At the cluster/ /division level:

The NCBTS and the KSAs Developed for the TSNA

School-Based Implementation of the TSNA

Orientation of School Heads on the NCBTS and the TSNA

Schools-Cluster TSNA Implementation

GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

My level of competence in the KSA is high. This is my strength,

My level of competence in the KSA is satisfactory but I would

My level of competence in the KSA is fair and I need further

B. The Electronic Self-Assessment Tool

Click Summary Worksheet to view interpretation of assessment results.

Level of Teaching Competence

Expert. Very competent and can support other teacher's

Family Name (Last name)

Contact Address (City/State/Country)

NAWANAW, PIT-OS, CEBU CITY

10. School Name

12. School Type

12. School Address

13. Start Date of Teaching Service (YYYY-MM)

14. Subject Area Concentration:

II. EDUCATIONAL ATTAINMENT

CEBU NORMAL UNVERSITY

DEPED CEBU CITY

DEPED CEBU CITY

DEPED CEBU CITY

(Please use additional sheet if necessary)

VI. OTHER QUALIFICATIONS

SOCIAL REGARD FOR LEARNING

Strand 1.1 Teacher actions demonstrate value for learning

Strand 2.1 Creates an environment that promotes fairness

Strand 2.3 Communicates higher learning expectations to each learner

Strand 2.4 Establishes and maintains consistent standards of learners' behavior

know behavior management techniques for learners with behavioral problems?

Strand 2.5 Creates a healthy psychological climate for learning

know the cultural background of my students and its implications to my teaching?

Strand 4.1 Demonstrates mastery of the subject

Strand 4.3 Make good use of allotted instructional time

At what level do I ...

Strand 4.6 Promotes purposive study

PLANNING, ASSESSING AND REPORTING

At what level do I ...

Strand 5.3 Monitors regularly and provides feedback on learners' understanding

show enthusiasm in joining community activities?

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 7.1 Takes pride in the nobility of teachers as a profession

practice the Code of Ethics for Professional Teachers?

END OF SELF ASSESSMENT

SUMMARY OF RESULTS (NCBTS-TSNA)

By Mean Scale Score

Strands & Domain

Summary of TSNA Result

Strands and Domain

INTERPRETATION BY DOMAIN & STRAND

Summary of TSNA Result

City of San Jose