28909953 ncbts tsna self assessment tool (1)

8/2/2019 28909953 NCBTS TSNA Self Assessment Tool (1)

1/128

Background

THE TSNA SYSTEM FRAMEWORK

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 andstakeholders 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

This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structuredlearning session guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and themonitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.

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-fundedProject STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (EducationalDevelopment Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and NorthernSamar, and further validated by the TEDP-TWG (Teacher Education Development Program-Technical Working Group at thenational level.

NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professionaldevelopment programs that are aligned to the needs of theprograms clientele. The TSNA determines the differencesbetween the actual situation (what is) and the desired condition (what should be) in terms of teachers competencies within thedepartment. In this NCBTS-TSNA the actual situation is described the current competencies as perceived by the teacher. Theprofile of theteachers 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 currentteacherscompetencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performanceindicators of the NCBTS.

The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actuallydone by analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. TheDepED 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 theindividual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths and discrepanciesbetween 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.

The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basiceducation. These policy reforms are expected to create the critical changes necessary to further accelerate, broaden, deepenand sustain the improved education effort already started. This package of policy reforms is referred to as the Basic EducationSector Reform Agenda (BESRA).


2/128

Purpose of the NCBTS-TSNA

1.4. Curriculum

1.2. Learning Environment

1.3. Diversity of Learners

Specifically, the TSNA intends to:

In order to realize the commitment to provide quali ty basic education through the Key Result Thrust (KRT2) of BESRAemphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for their continuin trainin and develo ment.

1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set bythe NCBTS in each of the seven domains and 23 strands:

1.1. Social Regard for Learning

1.5. Planning, Assessing and Reporting

An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of IndividualPlan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at the school, divisionand 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.

When established, the TSNA system ensures thatteachers routinely use CBTS in making self-assessments of their currentpractices to identify their individual development needs, and that school heads, division and regional offices also routinely useCBTS in identifying teacher performance factors that affect school-wide learningoutcomes (BESRA PIP, 2006 Version (PIPV.1, p. 21).

GAP

PHASE III

STRENGTH-NEED ANALYSIS

PHASE I

Job Analysis

Competency Analysis

PHASE II

Current KSA andCompetency

KSA Required andCompetency Standards

COMPETENCYASSESSMENT

Instrumentation

Teacher Trainee

Competency Strengths &Learning Needs

Consolidated TSNAResult

Teacher's IPDP

SIPDEDP

SIPDEDP

SIPDEDP

Master Plans forProfessional

Development


3/128

Expected Outputs

The NCBTS and the KSAs Developed for the TSNA

S=2 P= 5 KSA= 18S=5 P=17 KSA=59S=1 P=8 KSA=27S=7 P=22 KSA=78S=4 P=12 KSA=40S=1 P=6 KSA=18S=3 P=10 KSA=30

S=23 P=80 KSA=270

School-Based Implementation of the TSNA

Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:

A. At the individual level:

Domain 2: Learning Environment........................................Domain 3: Diversity of Learners..

Domain 1: Social Regard for Learning.................................

The principle of school-based management empowers the School Heads to provide instructional leadership andtherefore they must be aware of the framework of the NCBTS that defines the concept of effective teaching. One of theways 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 needsof teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool andits proper administration and results utilization.

Domain 7: Personal and Professional GrowthTotal ..

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

Domain 5: Planning, Assessing and Reporting

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 TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven integrateddomains for effective teaching which are: Domain1Social Regard for Learning; Domain2LearningEnvironment; Domain3Diversity of Learners; Domain4Curriculum;Domain 5 Planning, Assessing and Reporting; Domain6CommunityLinkages; and Domain7Personal Growth and Professional Development. Each domain has its corresponding strands andeach strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicators make up theNCBTS competency standards set by the DepED.

Domain 4: Curriculum

KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):

Domain 6: Community Linkages

1.6. Community Linkages1.7. Personal Growth and Professional Development

2. Consolidate the TSNA results at the school, cluster, and division levels.


4/128


5/128


6/128


7/128


8/128


9/128


10/128


11/128


12/128


13/128


14/128


15/128


16/128


17/128


18/128


19/128


20/128


21/128


22/128


23/128


24/128


25/128


26/128


27/128


28/128


29/128


30/128


31/128


32/128


33/128


34/128


35/128


36/128


37/128


38/128


39/128


40/128


41/128


42/128


43/128


44/128


45/128


46/128


47/128


48/128


49/128


50/128


51/128


52/128


53/128


54/128


55/128


56/128


57/128


58/128


59/128


60/128


61/128


62/128


63/128


64/128


65/128


66/128


67/128


68/128


69/128


70/128


71/128


72/128


73/128


74/128


75/128


76/128


77/128


78/128


79/128


80/128


81/128


82/128


83/128


84/128


85/128


86/128


87/128


88/128


89/128


90/128


91/128


92/128


93/128


94/128


95/128


96/128


97/128


98/128


99/128


100/128


101/128


102/128


103/128


104/128


105/128


106/128


107/128


108/128


109/128


110/128


111/128


112/128


113/128


114/128


115/128


116/128

GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

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 DepEd2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab3. 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.

Code

My level of competence in the KSA is fair and I need further training &development as a priority.(Fair)

H(High)S

(Satisfactory)

( Low)

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:

Interpretation

My level of competence in the KSA is high. This is my strength,although not a priority training & development need.

F

My level of competence in the KSA is satisfactory but I would benefitfrom further training & development

My level of competence in the KSA is low. I urgently need trainingand development

L


117/128

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 specialattention to red and grey colored rows.

25.00% - 37.50% Beginning. Lacking competence in KSA and require urgenttraining and development

Experienced. Competent in the KSA but would benefit fromfurther training and development

Level of Teaching Competence

3.51-4.00

2-51-3.50

Range

Utilization of TSNA Results for the Development of IPPDs

The TSNA Individual Profile is used for the development of theteachers IPPD. The identified learning needs therein are appraised bythe teacher while taking into consideration the priorities set by the school for its future development. It is important that the teachersdevelop 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. Aseparate document has been developed detailing the concepts and procedures related to the preparation of IPPDs.

Scale scores % ScoresExpert. Very competent and can support other teacher'simprovement

62.51% - 87.50%

87.51% - 100%

1.51-2.50 37.51% - 62.50%

Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.

The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengthsalong these dimensions may also be inferred from the TSNA results.

1.00-1.50

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, anobtained score whether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in thechart 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.

Developing. Fairly competent in KSA and need further training

and development


118/128

Teacher Profile

I. PERSONAL DATA

1. Family Name (Last name) First Name

2. Gender 3. Civil Status 3. Employee No.

4. Date of Birth 5. Place of Birth

6. Contact Address (City/State/Country)

Pho

Fax

Zip Code 8 2 0 0 5 E-m

7. Region 8. Division 9. District

10. School Name 11. School ID 12. School Type

Elementary :

12. School Address

Secondary:

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

-14. Subject Area Concentration:

Elem: English Math Sci Science Pilipino Makabayan

Sec : English Math Sci Science Pilipino Makabayan

II. EDUCATIONAL ATTAINMENT

mm dd yy mm dd y

Major 11 4 6

Master's

Doctoral

Others

III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)

Position School

(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

V. SCHOLARSHIP/GRANTS RECEIVED

mm dd yy mm dd yy

n/a n/a n/a n/a

VI. OTHER QUALIFICATIONS

8 1985

2011 JUNE

112SAN ISIDRO ELEMENTARY SCHOOL

SAN ISIDRO, SAN ANTONIO

CATEEL, DAVAO ORIENTAL

PHILIPPINES

YYYY

CALAPARDO ANNA RHEYFemale

DAVAO ORIENTAL

9

CATEEL

MATI CITY

Single

DAVAO ORIENTAL

MATI CTYDAVAO ORIENTAL

XI

MM

BEED

DD

GEN.ED DOSCST

Grade/Yr

PRESCHOOL TEACHER INTEGRATED

Subjects Taught

SAN ISIDRO ELEMENTARY

Subjects Area

n/a

Title Sponsoring Agency

n/anone

Title RoleLevelNo. of Hours

none

I am good in arts

Degree Major School Inclusive Period

Inclusive Dates

n/a


119/128

N.B.

HR-INSET Form No. 2008-001 v2.0


120/128


121/128


122/128

Domain 1 SOCIAL REGARD FOR LEARNING

Strand 1.1 Teacher actions demonstrate value for learningIndicator 1.1.1 Implements school policies and procedures

At what level do I ... H S F LK1 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

At what level do I ... H S F LK3 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

At what level do I ... H S F LK4 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

At what level do I ... H S F L

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 sourcesIndicator 1.2.1 Makes use of various learning experiences and resources

At what level do I ... H S F LK6 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 fairnessIndicator 2.1.1 Maintains a learning environment of courtesy & respect for different learners (e.g.ability, culture, gender)

At what level do I ... H S F L

K7

19 understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family backgroundand gender)?

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

At what level do I ... H S F LK8 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

At what level do I ... H S F LK9 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 learningIndicator 2.2.1 Maintains a safe and orderly classroom free from distractions

At what level do I ... H S F LK11 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

At what level do I ... H S F LK12 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 At what level do I ... H S F L

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 learnerIndicator 2.3.1 Encourages learners to ask questions

At what level do I ... H S F LK15 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


123/128

At what level do I ... H S F LK16 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 At what level do I ... H S F L

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 At what level do I ... H S F L

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' behaviorIndicator 2.4.1 Handles behavior problems quickly and with due respect to children's rights

At what level do I ... H S F LK20 53 understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?

K21 54 know behavior management techniques for learners with behavioral problems?S19 55 identify learners with behavioral problems?S20 56 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

At what level do I ... H S F LK22 58 know the concept, importance and techniques of social reinforcement?

S21 59 provide timely and appropriate reinforcement on learners' behavior?

A17 60 believe that positive reinforcement leads to improved learner behavior?Indicator 2.4.3 Guides individual learners requiring development of appropriate social and learning behavior

At what level do I ... H S F LK24 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 At what level do I ... H S F L

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 learningIndicator 2.5.1 Encourages free expression of ideas from students

At what level do I ... H S F LK27 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

At what level do I ... H S F LK28 71 know the the elements and importance of establishing a stress-free learning environment?S25 72 manage conflicts and other stress-related situations?S26 73 initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free

environment?

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

At what level do I ... H S F LK29 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 knowledgeand experience

Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners At what level do I ... H S F L

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 At what level do I ... H S F L

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 At what level do I ... H S F LK32 84 understand the requirements in setting goals for differentiated learning?


124/128


125/128

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 At what level do I ... H S F L

K43 126 update myself with relevant scholarly works and ideas related to my subject area?

S45 127 integrate scholarly works and ideas to enrich the lesson for the learners?A36 128 show enthusiasm and openness to new learning?

Indicator 4.1.9 Integrates content of subject areas with other disciplines

At what level do I ... H S F LK43 129 know about other disciplines related to the subject I am teaching?

S45 130 integrate content of subject area with other disciplines?A36 131 appreciate integrative mode of teaching?

Strand 4.2 Communicates clear learning goals for the lessons that are appropriate for learnersIndicator 4.2.1 Sets appropriate learning goals

At what level do I ... H S F LK43 132 know the learning goals vis--vis specific subject content of the level I am teaching?

S45 133 set doable and appropriate daily learning goals for the learners?A36 134 reflectively choose appropriate learning goals?

Indicator 4.2.2 Understand the learning goals At what level do I ... H S F L

K43 135 understand the connection of the short-term goals to the long-term goals of learning?

S45 136 practice relating short-term goals to long term goals for learning?A36 137 value the learning goals set in the curriculum?

Strand 4.3 Make good use of allotted instructional timeIndicator 4.3.1 Establishes routines and procedures to maximize instructional time

At what level do I ... H S F LK43 138 understand the principles and procedure of maximizing instructional time?

S45 139 apply techniques of "time on task" in planning and delivering lessons?A36 140 observe discipline on time management?

Indicator 4.3.2 Plans lessons to fit within available instructional time At what level do I ... H S F L

K43 141 know the principles and techniques of lesson planning considering the allotted instructional time ?

S45 142 design parts of the lesson within available instructional time?A36 143 show efficiency in the use of time to effectively attain learning goals?

Strand 4.4 Selects teaching methods, learning activities and the instructional materialsor resources appropriate to the learners and aligned to objectives of the lesson

Indicator 4.4.1 Translates learning competencies to instructional objectives At what level do I ... H S F L

K43 144 know the learning competencies in my learning areas in order to formulate appropriate instructional objectives?

S45 145 translate learning competencies into instructional objectives?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 tothe learners & learning objectives

At what level do I ... H S F LICT 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 At what level do I ... H S F L

K43 152 know the principles of instructional material preparation for different types of learners?

S45 153 use relevant activities and materials suited to the learning styles, goals and culture of the learners?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

At what level do I ... H S F LK43 155 understand the theories, approaches and strategies in teaching the subject area?

S45 156 use variety of teaching strategies and techniques appropriate to the learners and subject matter?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 At what level do I ... H S F L

K43 158 understand the proper utilization of assessment results to improve teaching and learning?

S45 159 use assessment results in setting learning objectives and learning activities ?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 At what level do I ... H S F L

K43 161 know various educational theories (e.g. constructivism) and their implications to meaningful leaning?

S45 162 apply relevant teaching approaches to achieve meaningful learning?A36 163 use improvised and indigenous materials for meaningful learning?

164 appreciate teaching approaches to meaningful learning (e.g., constructivism)?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 At what level do I ... H S F L

K43 165 know different teaching approaches and strategies suitable to various learners?

S45 166 have knowledge on general and specific learning processes?


126/128


127/128

Strand 5.3 Monitors regularly and provides feedback on learners' understandingof content

Indicator 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth

At what level do I ... H S F LK43 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 At what level do I ... H S F L

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 aboutprogress of learners

Indicator 5.4.1 Conducts regular meetings with learners and parents to respect learners' progress At what level do I ... H S F L

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

At what level do I ... H S F LK43 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 communityIndicator 6.1.1 Involves community in sharing accountability for learners' achievement

At what level do I ... H S F LK43 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 At what level do I ... H S F L

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 At what level do I ... H S F L

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 At what level do I ... H S F L

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 At what level do I ... H S F L

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 At what level do I ... H S F L

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 professionIndicator 7.1.1 Maintains stature and behavior that upholds the dignity of teaching

At what level do I ... H S F LK43 241 know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for

Professional Teachers?

S45 242 practice the Code of Ethics for Professional Teachers?A36 243 manifest the values that uphold the dignity of teaching?

Indicator 7.1.2 Allocates time for personal and professional development through participation ineducational seminars and workshops reading educational materials regularly and engaging in educational research

At what level do I ... H S F LK43 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


128/128

28909953 ncbts tsna self assessment tool (1)

Documents