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Republic of the PhilippinesDepartment of Education
DepED-EDPITAF-STRIVETraining and Development
June 2!
NCBTS-TSNA Guide and Tools
GUIDE AND TOOLS
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This document, The NCBTS-TSNA Guide and Tools,was developed and validated in Regions VI, VII and VIII,
Divisions o Neg!os "ccidental, Bohol#Tag$ila!an andNo!the!n Sama! th!ough the AusAID-unded p!o%ect,STRIVE &St!engthening the Implementation o Basic'ducation in selected (!ovinces in the Visa)as*, in
coo!dination with the 'D(ITA+ &'ducational Development (!o%ect Implementing Tas +o!ce* and in consultation
with the T'D(-TG, N'A( and the Bu!eaus o the
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TA"#E $F %$&TE&TS
I' Introductor( Information
)))))))))))))))))))))))))))))))))))'''! Basis of the NCBTS – TSNA, p1
The NCBTS – TSNA System Framework, p1
Purpose of the NCBTS – TSNA, p2
Expecte !utputs, p2
The NCBTS a" the #SA $e%e&ope for the NCBTS'TSNA, p(
2' Establishment of Re*ional and Di+ision TD&A ,orin*.roups)))))))))))))) /
T$NA')orki"* +roup o&es a" espo"si-i&ities, p.NCBTS'TSNA Structura& Process F&ow , p/
o&es a" espo"si-i&ities to Support the !rie"tatio" o" the NCBTS' TSNA, p/
Criteria for the Se&ectio" of Schoo& NCBTS Coori"ators , p0
0' $rientation of Super+isors1 School eads and &%"TS%oordinators)))))))) )))''3
4' School 5%luster &%"TS-TS&A Implementation ))))))'))))))))))))))))'!
The E&ectro"ic a" ar Copy ersio"s of the NCBTS'TSNA Too&s , p11 Se&f Ami"istratio" of the NCBTS'TSNA Too& , p11 3"terpretatio" of the NCBTS'TSNA esu&ts , p12 Co"so&iatio" of the NCBTS'TSNA esu&ts , p1(
/' 6tili7ation of &%"TS-TS&A Results)))))))))))))))''))))))))))))))!0
8' 9onitorin* and E+aluation of the &%"TS-TS&A)))))''))))))))))))))))''!4
Attachment !: &%"TS-TS&A Tools and Templates ))))))))''))))))))))))))'!;
Attachment 2: 9
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.#$SSAR> $F A%R$&>9S
AIP A""ua& 3mp&eme"tatio" P&a"
"ESRA Basic Eucatio" Sector eform A*e"a
%"TS Compete"cy Base Teacher Sta"ars
%$ Ce"tra& !4ce
%$T Ce"ter of Trai"i"*
DEDP $i%isio" Eucatio" $e%e&opme"t P&a"
DepED $epartme"t of Eucatio"D$ $i%isio" !4ce
EDPITAF Eucatio"a& $e%e&opme"t Pro5ect 3mp&eme"ti"* Task Force
E"EIS E"ha"ce Basic Eucatio" 3"formatio" System
ES Eucatio" Super%isor
F.D Focus +roup $iscussio"
I%T 3"formatio" Commu"icatio" Tech"o&o*y
I%T4E 3"formatio" Commu"icatio" Tech"o&o*y for Eucatio"
I&SET 3"'Ser%ice Eucatio" a" Trai"i"*
IRR 3mp&eme"ti"* u&es a" e*u&atio"s of A 61.., $ecem-er 2778
IPPD 3"i%iua& P&a" for Professio"a& $e%e&opme"t
?RT #ey esu&ts Thrust
?SA #"ow&e*e, Ski&&s a" Attitues
#A% 9ear"i"* Actio" Ce&&s
#R9DS 9ear"i"* esource :a"a*eme"t a" $e%e&opme"t System
9$$E :ai"te"a"ce a" !ther !perati"* Expe"ses
9PPD :aster P&a" for Professio"a& $e%e&opme"t
9
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&ational %ompetenc(-"ased Teacher Standards -&ational %ompetenc(-"ased Teacher Standards -Teachers Stren*ths and &eeds Assessment B&%"TS-TS&ACTeachers Stren*ths and &eeds Assessment B&%"TS-TS&AC
!'!' Introductor( InformationIntroductor( Information
"asis of the &%"TS-TS&A"asis of the &%"TS-TS&A
The $epartme"t of Eucatio" is prese"t&y pursui"* a packa*e of po&icy reforms thatseeks to impro%e the ort a&reay starte= This packa*e of po&icy reforms isreferre to as the Basic Eucatio" Sector eform A*e"a ?BESA@=
!"e key e&eme"t i" the reform a*e"a is the esta-&ishme"t of the Natio"a&Compete"cy'Base Teacher Sta"ars ?NCBTS@= This is a framework that ie"ties thecompete"cy sta"ars for teacher performa"ce so that teachers, &ear"ers a"stakeho&ers are a-&e to appreciate the comp&ex set of -eha%iors, attitues a" ski&&s
that each teacher must possess i" orer to carry out the satisfactory performa"ce of their ro&es a" respo"si-i&ities=
3" respo"se to the "ee for a" i"strume"t that ie"ties the professio"a& stre"*ths a"e%e&opme"t "ees of the teachers, the NCBTS 'TSNA was e%e&ope a" %a&iatethrou*h the AusA3$'fu"e Pro5ect Stre"*the"i"* the 3mp&eme"tatio" of BasicEucatio" i" Se&ecte Pro%i"ces i" the isayas ?ST3E@= This i"itiati%e was u"ertake"i" coori"atio" with the Eucatio"a& $e%e&opme"t Pro5ect 3mp&eme"ti"* Task Force?E$P3TAF@ a" e*io"s 3, 33 a" 333, $i%isio"s of Ne*ros !ccie"ta&, Boho&Ta*-i&ara"a" Norther" Samar, a" further %a&iate -y the Teacher Eucatio" $e%e&opme"tPro*ram'Tech"ica& )orki"* +roup ?TE$P'T)+@ at the "atio"a& &e%e&=
The &%"TS- TS&A S(stem Frame=or The &%"TS- TS&A S(stem Frame=or
The NCBTS'TSNA aopts the T$NA System Framework= The process etermi"es thei>ere"ces -etwee" the actua& situatio" ?what is@ a" the esire co"itio" ?whatshou& -e@ i" terms of teacher professio"a& compete"cies= 3" the NCBTS'TSNA, theactua& situatio" is escri-e -y the curre"t compete"cies as percei%e -y the teacher=
The pro&e of the teachers curre"t compete"cies is compare to the NCBTS sta"arsfor e>ecti%e teachi"*= This NCBTS'TSNA, therefore, ie"ties -oth the compete"cystre"*ths a" "ees as a resu&t of etermi"i"* the i>ere"ce -etwee" the expectea" the curre"t teachers compete"cies= These compete"cies are tra"s&ate i" terms of #"ow&e*e, Ski&&s, a" Attitues ?#SAs@ that actua&&y e"e the omai"s, stra"s a"
performa"ce i"icators of the NCBTS=
As i" the T$NA Framework, the NCBTS'TSNA i"%o&%es three esse"tia& sta*es of stre"*ths a" "ees a"a&ysis; Phase 3 ?Do- A"a&ysis for E>ecti%e Performa"ce@ isactua&&y o"e -y a"a&yi"* "atio"a&&y set teacher sta"ars i" -eha%iora& terms or -yie"tifyi"* e>ecti%e teachi"* compete"cies= The $epE$ Ce"tra& !4ce a" e*io"a&!4ces are taske to o this phase of the TSNA process= Phase 33 ?3"i%iua& Trai"i"*Nees A"a&ysis@ is the i"strume"tatio" to etermi"e the curre"t teacher compete"cy&e%e&s i" #SA terms which is o"e -y the i"i%iua& teacher at the schoo& &e%e&= Phase 333?Stre"*ths'Nees a"a&ysis@ is the a"a&ysis of the iscrepa"cies -etwee" the sta"arsset a" the curre"t teachers ata o" their compete"cies= :i"ima& iscrepa"ciesi"icate stre"*ths whi&e -i* iscrepa"cies i"icate &ear"i"* "ees= The co"so&iatio" of resu&ts is carrie out at the schoo&, c&uster, $istrict, $i%isio" or e*io" &e%e& for theirrespecti%e purposes re&ate to ie"tifyi"* teacher trai"i"* a" e%e&opme"t "ees=
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Job Anal(sis for Eecti+e Performance
%onsolidatedTD&A Results
tren*th-&eeds Anal(sis
A" importa"t aspect of the NCBTS'TSNA process is the uti&iatio" of its resu&ts that wi&&ser%e as i"puts i" the preparatio" of 3"i%iua& P&a" for Professio"a& $e%e&opme"t?3PP$@ a" i" esi*"i"* pro*rams a" acti%ities for teachers at the schoo&, istrict a"i%isio" &e%e&s= The co"so&iate NCBTS'TSNA resu&ts at the schoo&, i%isio", a"re*io"a& &e%e& i"form the Schoo& 3mpro%eme"t P&a" ?S3P@, the $i%isio" Eucatio"$e%e&opme"t P&a" ?$E$P@ a" the e*io"a& Eucatio" $e%e&opme"t P&a" ?E$P@, withrespect to the p&a"s for professio"a& e%e&opme"t at the schoo&, i%isio" a" there*io"a& &e%e&s=
)he" esta-&ishe, the NCBTS'TSNA system e"sures that teache!s !outinel) use CBTSin maing sel-assessments o thei! cu!!ent p!actices to identi) thei! individualdevelopment needs, and that school heads, division and !egional o0ces also !outinel) use CBTS in identi)ing teache! pe!o!mance acto!s that a1ect school-wide lea!ningoutcomesG ?BESA P3P, 277/ ersio" ?P3P =1, p= 21@=
The framework is i&&ustrate -e&ow=
Purpose of the &%"TS-TS&APurpose of the &%"TS-TS&A
To rea&ie the pro%isio" of
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2= Co"so&iate the NCBTS'TSNA resu&ts at the schoo&, istrict, i%isio", a" re*io"&e%e&s
Epected $utputsEpected $utputs
Base o" the purpose state a-o%e, the NCBTS'TSNA is expecte to yie& the fo&&owi"*
specic outputs;
A' At the indi+idual le+el:
A" 3"i%iua& Teacher Summary of NCBTS'TSNA esu&ts i"icati"* the stre"*ths a"&ear"i"* "ees i" each of the se%e" omai"s a" 2( stra"s=
"' At the school le+el:
Co"so&iate NCBTS'TSNA resu&ts that reIect the *e"era& stre"*ths a" &ear"i"*"ees of the teachers i" the schoo&
%' At the cluster5district 5di+ision5re*ion le+el:Co"so&iate NCBTS'TSNA resu&ts of participati"* schoo& teachers i" a *i%e"c&usteristricti%isio"re*io"=
TheThe &%"TS and the ?SAs De+eloped for the &%"TS-TS&A&%"TS and the ?SAs De+eloped for the &%"TS-TS&A
The NCBTS'TSNA too& is a"chore o" the NCBTS Framework set -y the $epartme"t of Eucatio"= This co"tai"s se%e" i"te*rate omai"s for e>ecti%e teachi"* which are;Domain !–Socia& e*ar for 9ear"i"*J Domain 2–9ear"i"* E"%iro"me"tJ Domain 0–$i%ersity of 9ear"ersJ Domain 4–Curricu&umJ Domain /– P&a""i"*, Assessi"* a"eporti"*J Domain 8–Commu"ity 9i"ka*esJ a" Domain ;–Perso"a& +rowth a"
Professio"a& $e%e&opme"t= Each omai" has its correspo"i"* stra"s a" each stra"has performa"ce i"icators= A tota& of se%e" omai"s, 2( stra"s a" 07 performa"cei"icators make up the NCBTS compete"cy sta"ars set -y the $epE$=
The omai"s, stra"s a" performa"ce i"icators were tra"s&ate to specic #SAs tocompose the NCBTS'TSNA Too& with 287 #SAs i" the %arious c&usters as escri-e i" theta-&e -e&ow;
DOMAINS STRANDS PERFORMANCEINDICATORS
KSAs
Domain 1: Social Regard for Learning ! 1"
Domain : Learning En#ironmen$ ! 1% !&
Domain ': Di#ersi$( of Learners 1 " %Domain ): C*rric*l*m % %"
Domain !: Planning+ Assessing and Re,or$ing ) 1 )-
Domain .: Comm*ni$( Lin/ages 1 . 1"
Domain %: Personal and Professional 0ro$2 ' 1- '-
Total -7 Domains 23 80 270
The NCBTS'TSNA Too& co"te"t a" methoo&o*y were %a&iate -y %arious *roups ati>ere"t &e%e&s across e*io"s 3, 33, a" 333 a" at the Ce"tra& !4ce &e%e&= The%a&iatio" process i"%o&%e the fo&&owi"*;
1@ Pre&imi"ary Co"te"t a&iatio"; The %a&iatio" *roup i"c&ue the ST3E2
Pro5ect Compo"e"t Team compose of (K eucators with K e*io"a& Super%isors,/ $i%isio" Super%isors, 22 Pri"cipa&s, 1 Ami"istrati%e !4cer ?former :!(@,
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a" 1 $istrict A9S Coori"ator= The process reuce the ori*i"a& (8. items to2/7 items=
2@ e*io", a" $i%isio" 9e%e& Co"te"t a&iatio"; Six e*io"a& Eucatio" $i%isio"ChiefsJ 1/ $i%isio" Super%isorsJ 1( $istrict Super%isorsJ 28 Schoo& eas, 28E&eme"tary Schoo& :aster Teachers a" 28 i*h Schoo& :aster Teachers werese&ecte to re%iew the too& for co"te"t a" &a"*ua*e use= They su-mitte theircomme"ts a" mar*i"a& "otes for the re"eme"t of the too&=
(@ Fie& Process a&iatio"; Sixty 3"'ser%ice Teachers were aske to respo" to thetoo& with two %ersio"s= Thirty ?(7@ teachers use the ma"ua& %ersio" a" (7teachers use the e&ectro"ic %ersio"= esu&ts showe that it was more e4cie"t tocomp&ete the e&ectro"ic %ersio"= Time spe"t i" accomp&ishi"* -oth %ersio"s wererecore to -e o" a%era*e two hours for the ma"ua& a" o"e hour for thee&ectro"ic= There were re"eme"ts o"e for the e&ectro"ic too& re&ate to thepro*rammi"* of resu&ts per omai" a" stra"=
K@ a&iatio" -y six of the ST3E pro5ects Tech"ica& A%isers; T$NA a" SB:
A%iser, the Natio"a& a" 3"ter"atio"a& TL$ A%isers, the Natio"a& a"3"ter"atio"a& 3CT A%isers a" the SB:'MAAF A%iser= There was arecomme"atio" to i"c&ue items specic to 3CT compete"cies su-mitte -y the9:$S A%isers= The 3CTKE sta"ars were stuie a" ten items were aeto the four ori*inal items to compose the 3CT omai"G= This mae the tota& of items 2; i" a&&=
4* Experts a&iatio" at the Ce"tra& !4ce 9e%e&; The TE$P who was respo"si-&e i"formu&ati"* the NCBTS was co"su&te to re%iew the too&= The TE$P *roupi"c&ue; the $irector of the Teacher Eucatio" Cou"ci& ?TEC@, a Professor a"former ice'Presie"t for Acaemics of )est isayas State "i%ersity, theAssociate Co&&e*e $ea" of Arts a" Scie"ces of the "i%ersity of the Phi&ippi"es,
the Co&&e*e $ea" of Ce"tro Esco&ar "i%ersity a" Natio"a& Presie"t of PAFTE, aSchoo& ea a" the Presie"t of NAPSS3, a Schoo& ea a" Presie"t of PESPA, a" a SPE$ specia&ist a" Assista"t Chief of the Bureau of E&eme"taryEucatio"= To*ether with the TL$ Team a" the 3CT a" TL$ Tech"ica& A%isers,they re%iewe the ma"ua& a" thorou*h&y i"specte the 287 items, item -y item=As a resu&t, further re"eme"ts were i"corporate to the Too&= Aitio"a&&y, the
TE$P expresse appreciatio" for the e%e&ope NCBTS too& a" for the aitio"of a set of 1K items that compose a" 3CT omai"G=
/@ Prese"tatio" of the +uie a" Too&s to a "atio"a& *roup of teacher eucators;Comme"ts a" poi"ts for re"eme"t were *athere from the participa"ts of the
First Natio"a& Co"fere"ce of Ce"ters of Trai"i"* 3"stitutio"s, atte"e -y easa" $ea"s of 02 Teacher Eucatio" 3"stitutio"s ?TE3s@, i"c&ui"* a few $s, A$s,a" S$Ss, he& at the $e%e&opme"t Acaemy of the Phi&ippi"es, Ta*aytay City=Poi"ts co"siere for the impro%eme"t of the +uie a" too& were the i"c&usio"of the PS$Ss to -e co'respo"si-&e with the Schoo& eas for the ami"istratio"of the NCBTS Too& to teachers i" their c&usters, the i"c&usio" of a" item for *uiereIectio" as a compete"cy, reco"sieratio" of the &e"*th of the Too&, amo"*others=
8@ Preparatio" of the NCBTS'TSNA !rie"tatio" Packa*e; 3" the course of oi"* thesteps me"tio"e a-o%e, there was a c&ear reco*"itio" that teachers must ha%ea" ae
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eas a" NCBTS Coori"ators o" the BESA a" the NCBTS= The NCBTS'TSNA!rie"tatio" Packa*e, which co"sists of a series of Structure 9ear"i"* Episoes?S9Es@, was a&so to -e co"ucte to teachers prior to the i"itia& ami"istratio" of the NCBTS'TSNA Too&=
0@ Process Try'out of the NCBTS'TSNA +uie a" Too&s, i"c&ui"* the NCBTS'TSNA!rie"tatio" Packa*e; The NCBTS'TSNA system, proceures were trie out i" ao"e'schoo& samp&e that i"%o&%e a&& the teachers a" the Schoo& ea of the
Ta-a&o"* Natio"a& i*h Schoo&, $auis, $i%isio" of Boho&= The co"te"t a"processes of co"ucti"* the S9Es, the too& ami"istratio", scori"*, i"i%iua& a"schoo& co"so&iatio" pro&i"*, a" the :LE mecha"isms were trie with ((teachers= e"eme"ts were o"e fo&&owi"* the try'out -ase o" the o-ser%atio"sof the TL$ Team a" fee-ack from the teacher respo"e"ts= The Pi&ot ersio"of the NCBTS'TSNA +uie a" Too&s, a" NCBTS'TSNA'!rie"tatio" Packa*e wasthe" prepare for a -i**er samp&e of schoo&s=
6@ $i%isio" Pi&ot'Test of the NCBTS'TSNA +uie a" Too&s, i"c&ui"* the NCBTS'TSNA!rie"tatio" Packa*e; The pi&ot'testi"* of the NCBTS'TSNA system usi"* the
NCBTS'TSNA +uie a" Too&s a" the NCBTS'TSNA !rie"tatio" Packa*e was o"ei" the (77 pi&ot schoo&s i" the $i%isio"s of Boho&, Ne*ros !ccie"ta& a" Norther"Samar= This expa"e to i"c&ue the six hu"re twe"ty ?/27@ "o"'pi&ot schoo&si" the i%isio" of Ne*ros !ccie"ta&= Tech"ica& reports were e%e&ope toocume"t the process a" were the -asis for the "a&iatio" of the NCBTS'TSNA+uie a" Too& a" NCBTS'TSNA !rie"tatio" Packa*e= This was tur"e'o%er tothe ce"tra& o4ce which further %a&iate the +uie a" Too&s a" the !rie"tatio"packa*e to six re*io"s outsie the ST3E sites=
17@ Fi"a&iatio" of the NCBTS'TSNA +uie a" Too& a" NCBTS'TSNA!rie"tatio" Packa*e; Base o" the "atio"a& %a&iatio" co"ucte -y the TE$P'
T)+ i" 9uo" a" :i"a"ao, further re%isio"s were mae such as the re"ami"*
of the packa*e to &%"TS-TS&A ?Teachers Stre"*ths a" Nees Assessme"t@,the c&usteri"* of 17 3CT items u"er a "ew STAN$ ?K=8@, aitio" of aperforma"ce i"icator o" 3CT ?K=8=1@= The 17 of the 1K 3CT items fou" i"i>ere"t stra"s i" the ori*i"a& too& were se&ecte a" "a&&y c&assie u"erthis performa"ce i"icator a" 3CT stra"=
2'2' Establishment of Re*ional and Di+ision TD&A-,orin* .roupsEstablishment of Re*ional and Di+ision TD&A-,orin* .roups
The e*io"a& a" $i%isio" T$NA )orki"* +roups ?T$NA')+s@ may -e co"%e"e to takerespo"si-i&ity for the ma"a*eme"t of the NCBTS'TSNA process= The e*io"a& T$NA')+
mem-ers ?represe"ti"* the e&eme"tary a" the seco"ary &e%e&s who are prefera-&yEucatio" Super%isors@, wou& -e esi*"ate -y the e*io"a& $irector= The $i%isio" T$NA')+ is or*a"ie -y the Schoo&s $i%isio" Superi"te"e"t ?S$S@= Both e*io"a& a"$i%isio" T$NA')+ mem-ers are chose" -ase o" experie"ces i" assessme"t a" i" thetrai"i"* of teachers= Chairs a" Co'Chairs may -e assi*"e to &ea the worki"* *roups=
TD&A-,. Roles and Responsibilities
The T$NA')+s ha%e o%era&& respo"si-i&ity for the ma"a*eme"t of the NCBTS'TSNAprocess= They shou& -e fami&iar with the process for orie"ti"* *roups of Schoo& easwith their NCBTS Coori"ators at the c&usteristrict &e%e& o" the process for co"ucti"*the NCBTS'TSNA, a" e"sure they are the" a-&e to ami"ister the too&s to the teachers
at the schoo& &e%e&= The T$NA')+ mem-ers are expecte to p&ay a key ro&e i" thepreparatio", ami"istratio", mo"itori"*, ata co"so&iatio" a" reporti"* the resu&ts of
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the NCBTS'TSNA= The *e"era& Iow of processes re&ate to the NCBTS'TSNA across thee*io"a&, $i%isio"$istrict a" Schoo& &e%e&s is see" i" the ia*ram -e&ow=
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! uti&ies NCBTS' TSNA resu&ts to i"form the :PP$ L E$P
a" NCBTS Coori"ator co"so&iate NCBTS'TSNA resu&ts a" su-mit report to $istrict Super%isor a" $i%isio" T$NA')+
NCBTS- TSNA Structural rocess !lo"
O Note; The !rie"tatio" Packa*e o"&y "ees to -e e&i%ere whe" rst i"trouci"* the NCBTS'TSNA=
Roles and Responsibilities to Support the $rientation on the &%"TS-TS&A
Re*ional Super+isors• To support a" mo"itor the $i%isio" i" the imp&eme"tatio" of the NCBTS'TSNA
!rie"tatio" a" the ami"istratio" of the NCBTS'TSNA Too&
District5Di+ision Super+isors• To atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars
a" the Teachers Stre"*ths a" Nees Assessme"t Too&
• To pro%ie assista"ce to 9ea Schoo& eas i" coori"ati"* c&usters to meet to
u"ertake a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars
a" the Teachers Stre"*ths a" Nees Assessme"t Too&
• To assist i" *e"erati"* resources for the $i%isio" NCBTS'TSNA acti%ities
• To acti%e&y support Schoo& eas a" NCBTS Coori"ators i" the co"uct of the
orie"tatio" of a&& teachers re*ari"* the NCBTS
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• To acti%e&y support Schoo& eas a" NCBTS Coori"ators i" the ami"istratio"
of the NCBTS'TSNA Too& to a&& teachers
• To support the co"so&iatio" of the resu&ts of the teacher NCBTS'TSNA at the
schoo& &e%e& a" the i"corporatio" of "i"*s i"to Schoo& 3mpro%eme"t P&a"s?S3P@
a" Schoo& P&a"s for Professio"a& $e%e&opme"t ?SPP$@
• To co"so&iate istrict NCBTS'TSNA resu&ts a" i"corporate "i"*s i"to p&a"s for
$istrict &e%e& trai"i"*
• To mo"itor a" e%a&uate the co"uct of the orie"tatio" a" ami"istratio" o"
the NCBTS'TSNA
• To *i%e fee-ack a" recomme"atio" o" the co"uct of orie"tatio" a"
ami"istratio" of the NCBTS'TSNA
#ead School eads
• To orie"t a&& Schoo& eas a" NCBTS Coori"ators withi" their c&uster to theNatio"a& Compete"cy'Base Teacher Sta"ars a" the Teachers Stre"*ths a"
Nees Assessme"t Too&
• To assist Schoo&s eas i" ie"tifyi"*or*a"ii"* i>ere"t worki"* *roups for the
schoo& &e%e& orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars
a" the Teachers Stre"*ths a" Nees Assessme"t Too&
• Support schoo&s withi" their c&usters with resources to support the NCBTS'TSNA
!rie"tatio" a" the e&ectro"ic co"so&iatio" of NCBTS'TSNA resu&ts
School eads• To atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars
a" the Teachers Stre"*ths a" Nees Assessme"t Too&
• To ie"tifyor*a"ie i>ere"t worki"* *roups for the orie"tatio" o" the Natio"a&
Compete"cy'Base Teacher Sta"ars a" the Teachers Stre"*ths a" Nees
Assessme"t Too&
• To orie"t a&& teachi"* sta> withi" their schoo& o" the Natio"a& Compete"cy'Base
Teacher Sta"ars
• To ami"ister the NCBTS'TSNA Too& to a&& teachers withi" their schoo&
• To co"so&iate the schoo& &e%e& NCBTS'TSNA resu&ts e&ectro"ica&&y
• To ie"tify the stre"*ths a" "ees of teachers -ase o" the NCBTS'TSNA resu&ts
• To su-mit co"so&iate NCBTS'TSNA esu&ts to the $istrict Super%isor a" the
$i%isio" T$NA')+
&%"TS %oordinators• To atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars
a" the Teachers Stre"*ths a" Nees Assessme"t
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• To assist the Schoo& ea to orie"t a&& teachi"* sta> withi" their schoo& o" theNatio"a& Compete"cy'Base Teacher Sta"ars
• To assist the Schoo& ea i" the ami"istratio" of the NCBTS'TSNA to a&& teacherswithi" their schoo&
• To assist i" the e&ectro"ic co"so&iatio" of the schoo& &e%e& NCBTS'TSNA resu&ts
Teachers• Atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars a"
the Teachers Stre"*ths a" Nees Assessme"t Too&
• To rea a" reIect o" e%ery item of NCBTS'TSNA Too&
• To a"swer e%ery item -ase o" a" ho"est assessme"t of o"ese&f to i"form future
professio"a& e%e&opme"t acti%ities
• Comp&ete a Teachers Stre"*ths a" Nees Assessme"t i"c&ui"* the
e%e&opme"t of a" 3"i%iua& Teacher Summary of NCBTS'TSNA esu&ts
• To use the resu&ts i" e%e&opi"* a" 3"i%iua& P&a" for Professio"a& e%e&opme"t
?3PP$@
%riteria for the Selection of School &%"TS %oordinators The orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars a" the TeachersStre"*ths a" Nees Assessme"t to teachers i" a&& schoo&s is the respo"si-i&ity of theSchoo& eas a" their respecti%e NCBTS Schoo& Coori"ators= The esi*"atio" of theNCBTS Schoo& Coori"ator is at the iscretio" of the Schoo& ea taki"* i"toco"sieratio" the fo&&owi"* criteria=
NCBTS Coori"ator shou& ha%e;
• at &east ( years of teachi"* experie"ceJ
• k"ow&e*e a" experie"ce i" faci&itati"* trai"i"* acti%itiesJ
• computer ski&&s i" )or, Exce& a" PowerPoi"tJ
• *oo commu"icatio" a" &eaership ski&&sJ
wi&&i"*"ess a" commitme"t i" comp&eti"* NCBTS re&ate tasks to support o"'*oi"* teacher e%e&opme"t=
0'0' $rientation of Super+isors1 School eads and &%"TS School$rientation of Super+isors1 School eads and &%"TS School
%oordinators%oordinators The pri"cip&e of schoo&'-ase ma"a*eme"t empowers the Schoo& eas to pro%iei"structio"a& &eaership a" therefore i" orer for them to support teachers, Schoo&eas must -e aware of the framework of the NCBTS that e"es the co"cept of e>ecti%e teachi"*= 3" aitio", Schoo& eas ca" o"&y e>ecti%e&y support theprofessio"a& e%e&opme"t of the teachers whe" they ha%e the rst'ha" i"formatio"a-out the trai"i"* a" e%e&opme"t "ees of teachers= Schoo& eas a" Schoo&sSuper%isors "ee to -e orie"te so they are k"ow&e*ea-&e of the NCBTS a" thefeatures of the NCBTS'TSNA too& a" its proper ami"istratio" a" resu&ts uti&iatio" if they are to pro%ie e>ecti%e i"structio"a& &eaership=
The $i%isio" T$NA')+ is respo"si-&e for the orie"tatio" of a&& Schoo& Super%isors a"Schoo& eas with their respecti%e NCBTS Schoo& Coori"ators o" the NCBTS a" the
TSNA= The NCBTS'TSNA !rie"tatio" Packa*e ser%es as a *uie a" resource for the
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i"trouctio" of the NCBTS a" the i"itia& ami"istratio" of the se&f'assessme"t too&= The packa*e with accompa"yi"* resource materia&s is esi*"e for k"ow&e*e -ui&i"*a" a%ocacy o" the NCBTS a" for the tra"sfer of the tech"o&o*y to co"uct NCBTS'
TSNA to the Schoo& eas= The packa*e ca" a&so -e use to pro%ie teacher-e"eciaries with a eep u"ersta"i"* of the NCBTS a" its re&atio"ship to i"'ser%iceteachers professio"a& e%e&opme"t a" to i"trouce the NCBTS'TSNA too&, withco"sieratio" of the too&s proper ami"istratio" with teachers a" how resu&ts ca" -euti&ie=
The NCBTS'TSNA !rie"tatio" Packa*e aims to;• e"ha"ce imp&eme"ters u"ersta"i"* of BESA a" the si*"ica"ce of teacher
e%e&opme"t i" achie%i"* its *oa&sJ• i"trouce the NCBTS a" its re&e%a"ce to teacher i"'ser%ice e%e&opme"tJ
• eepe" imp&eme"ters u"ersta"i"* of the se%e" omai"s, stra"s a"performa"ce i"icators of the NCBTSJ
• i"trouce the NCBTS'TSNA Too& a" co"sier *uie&i"es for its imp&eme"tatio"J
• prepare Schoo& eas, NCBTS Coori"ators a" Super%isors to imp&eme"t theNCBTS'TSNA to teachers=
The NCBTS'TSNA !rie"tatio" Packa*e co"sists of resource materia&s for the co"uct of orie"tatio" of the NCBTS to those respo"si-&e for imp&eme"ti"* the NCBTS'TSNA ?e=*=Schoo& heas, NCBTS Coori"ators a" Super%isors@ as we&& as to teachers= There are%e Structure 9ear"i"* Episoes ?S9Es@= Each S9E sets out the specic keyu"ersta"i"* to -e e%e&ope, the specic &ear"i"* o-5ecti%es to -e achie%e, therecomme"e uratio", a" the etai&e escriptio" of the proceura& Iow of thesessio" e=*= the core acti%ities to -e e&i%ere= Accompa"yi"* PowerPoi"ts a"ha"outs are i"c&ue i" the packa*e=
The co"te"t of the S9Es a" correspo"i"* e&eme"ts are summarie i" the matrix-e&ow;
S#Es5Title $becti+es ?e( 6nderstandin*sSupport
9aterials
SLE 0:
NCBTS-TSNAOrientationOverview
13 4nders$and $2e o56ec$i#esof $2e '7da( orien$a$ion
3 Define and s2aree8,ec$a$ions of $2e '7da(orien$a$ion
'3 Iden$if( $2e 2o*se r*les)3 A,,recia$e $2e #al*e of
s2aring ideas
• An *nders$anding of $2e o56ec$i#es of $2e NC9TS7
TSNA orien$a$ion ill ens*re ,ar$ici,an$s areaare of $2e ,*r,ose for $2e $raining3
• Agreed learning e8,ec$a$ions ill ens*re
,ar$ici,an$s and facili$a$ors are or/ing $oards$2e same goal3
• A se$ of ;o*se R*les< ill s*,,or$ $2e smoo$2
cond*c$ of $2e $raining3
7 ;ando*$s:ProgramO56ec$i#es andSc2ed*le:Orien$a$ion on$2e NC9TS7TSNA
7 PoerPoin$,resen$a$ion
SLE 1:
!T 2 an"BES!A
13 Disc*ss $2e ini$ia$i#es5eing im,lemen$ed$2ro*g2 9ESRA
3 4nders$and 2o $2e KRTsof 9ESRA lead $o $2ea$$ainmen$ of EFA goalsand =*ali$( ed*ca$ion
'3 4nders$and 2o oneDe,ED?3
• To ac2ie#e $2e desired ed*ca$ional o*$comes for
all Fili,inos+ 9ESRA foc*ses on s,ecific ,olic(ac$ion i$2in fi#e Ke( Reform T2r*s$s >KRTs?incl*ding KRT Teac2er De#elo,men$3
• As $2e ins$r*c$ional leader of $2e sc2ool+ $2e
Sc2ool ;ead s2o*ld s*,,or$+ enco*rage andmo$i#a$e $2e $eac2ers< con$in*o*s ,rofessionalde#elo,men$3
7 ;ando*$ on9ESRA
7 PoerPoin$Presen$a$ion
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SLE 2:NCBTS # A$%i"e &or all'ili(inoTea)*ers
13 E8,lain $2e frameor/+s$r*c$*re and fea$*res of$2e NC9TS
3 E8,lain $2e significanceand im,or$ance of $2eNC9TS and i$s $arge$*sers
'3 Disc*ss $2e *se of $2eNC9TS and 2o i$ can2el, $eac2ers im,ro#e$eac2ing and learning
)3 A,,recia$e $2e #al*e of$2e NC9TS
• T2e NC9TS is an in$egra$ed $2eore$ical
frameor/ $2a$ defines $2e differen$ dimensionsof effec$i#e $eac2ing+ 2ere effec$i#e $eac2ingmeans 5eing a5le $o 2el, all $(,es of s$*den$sac2ie#e $2e #ario*s learning goals in $2ec*rric*l*m3
• T2e NC9TS ,ro#ides a clear g*ide for all $eac2er
de#elo,men$ ,rograms and ,ro6ec$s from sc2oolle#el *, $o $2e na$ional le#el3
• @ario*s s$a/e2olders and ins$i$*$ions *se $2e
NC9TS in $2eir roles $o main$ain =*ali$(ed*ca$ion $2ro*g2 effec$i#e $eac2ing andlearning3
7 ;ando*$ on $2eNC9TS
7 PoerPoin$Presen$a$ion
SLE3:
T*e NCBTSCom(onentsan" Str%)t%re:A Closer Loo+at t*e
Domains
13 Define $2e differen$domains of NC9TS
3 Classif( indica$ors ands$rands according $odomains
'3 A,,recia$e $2e #al*e ofNC9TS in $eac2erDomains $o .?1.1: Domains on $eac2ing ,rac$icesrela$ed $o $2e $ec2nical as,ec$ of $2e$eac2ing and learning ,rocesses>Domains '+ ) and !?1.2: Domains on $eac2ing ,rac$ices $2a$em5ed $2e learning ,rocess in ana,,ro,ria$e con$e8$ >Domains .?
3 Domains $2a$ rela$e $o $2e $eac2er as a
learner >Domain 1 %?
7 ;ando*$s:
Lis$ of NC9TSDomains+S$rands andPerformanceIndica$ors
7 PoerPoin$Presen$a$ion
SLE ,
T*eA"ministration o& t*eNCBTS - TSNAto Tea)*ers
13 9e familiar i$2 $2e NC9TS7
TSNA Tool and $2e
g*idelines for i$s
adminis$ra$ionB
3 Prac$ice $2e adminis$ra$ion
and ,rofiling of $2e NC9TS7
TSNA Tool >2ard co,( and
elec$ronic #ersions?
'3 A,,recia$e $2e im,or$ance of$2e NC9TS7TSNA Tool in
$2e ,lanning and designing
,rofessional de#elo,men$
in$er#en$ions and deli#er(
modes for $eac2ers3
• T2e NC9TS7TSNA $ool is anc2ored on $2e
NC9TS Frameor/ se$ 5( $2e De,ar$men$ ofEd*ca$ion3 T2is con$ains $2e se#en in$egra$eddomains for effec$i#e $eac2ing3
• T2e domains+ s$rands and ,erformance indica$ors
are $ransla$ed $o s,ecific Knoledge+ S/ills+ andA$$i$*des >KSAs? $o com,ose $2e NC9TS7TSNATool i$2 %- KSAs3
• Dis$ric$ S*,er#isors+ Sc2ool ;eads and $2eir
res,ec$i#e NC9TS Coordina$ors 5ecome $2e
Im,lemen$ers of $2e NC9TS7TSNA across $2esc2ools i$2in $2eir cl*s$ers3
• T2e NC9TS7TSNA Tool is a#aila5le in an
elec$ronic forma$ i$2 an a*$o7scoring s(s$em orin 2ard co,( i$2 a se,ara$e anser s2ee$ andIndi#id*al Teac2er
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SLE #
.For SH)
A)tion/lannin &orNCBTS-TSNAA"ministratio
n
13 Ma/e a ,lan for cl*s$er andsc2ool75asedim,lemen$a$ion of $2eNC9TS7TSNA
3 Posi$i#el( acce,$s*gges$ions made on $2e,ro,osed ac$ion ,lan
• An Ac$ion Plan ill s*,,or$ $2e im,lemen$a$ion of
$2e NC9TS7TSNA a$ $2e cl*s$er and sc2ool le#el
• An ac$ion ,lan s2o*ld 5e com,le$e and doa5le3
• An ac$ion ,lan s2o*ld s*i$ $2e cl*s$ersc2ool
se$$ing3
• An ac$ion ,lan s2o*ld 5e done colla5ora$i#el(3
7 Ac$ion Plan,roforma
7 PoerPoin$,resen$a$ion
7 Par$ici,an$E#al*a$ion
Proforma
The packa*e ca" -e accesse throu*h the Trai"i"* $e%e&opme"t 3"formatio" System?T$3S@ which is a" e&eme"t of the E"ha"ce Basic Eucatio" 3"formatio" System?EBE3S@ at http;-eis=epe=*o%=ph or throu*h the 9ear"i"* esource :a"a*eme"ta" $e%e&opme"t System ?9:$S@ Porta& at http; &rms =epe=*o%=ph
4'4' Schools-%luster &%"TS-TS&A ImplementationSchools-%luster &%"TS-TS&A Implementation
Schoo&s withi" the $i%isio" are expecte to form c&usters= Each c&uster shou& esi*"atea 9eaer Schoo&= 9eaer Schoo& eas a" their respecti%e NCBTS Coori"ators-ecome the 3mp&eme"tersG of the NCBTS'TSNA across the schoo&s withi" theirc&usters= Schoo& eas from withi" each c&uster are co"%e"e to *o throu*h para&&e&k"ow&e*e -ui&i"* a" to co"uct the NCBTS'TSNA for their ow" teachers= The $istrictSuper%isors wi&& take the ro&e of *uii"* a" mo"itori"* the NCBTS'TSNA orie"tatio"a" ami"istratio" proceures withi" the c&uster or istrict=
The Electronic and ard %op( Versions of the &%"TS-TS&A ToolThe Electronic and ard %op( Versions of the &%"TS-TS&A Tool
The NCBTS'TSNA Too& is a se&f'assessme"t proceure that is i"trouce -y the Schoo&
eaNCBTS Coori"ator throu*h a" orie"tatio" process i" orer for the teacher'respo"e"ts to see its importa"ce a" thus reIecti%e&y respo" to the too&= The NCBTS' TSNA Too& is a%ai&a-&e i" a" e&ectro"ic format with a" auto'scori"* system, or i" a harcopy with a separate scori"* a" resu&ts summary temp&ate= 3f the e&ectro"ic %ersio" isuse, each teacher respo"s to the NCBTS'TSNA too& from a &e i"sta&&e o" a commo"computer i" the schoo&= 3t takes approximate&y o"e'a"'a'ha&f hours to accomp&ish thei"strume"t, a&thou*h "o time &imit shou& -e impose= The scores a" i"i%iua& pro&eof the teacher i" the se%e" omai"s with the correspo"i"* stra"s are e&ectro"ica&&y*e"erate i"sta"t&y upo" comp&etio" of the i"strume"t= A&& schoo&s are e"coura*e touse the e-ve!sion of the too& for easy pro&i"* a" co"so&iatio"=
Schoo&s that ha%e "o access to the tech"o&o*y re
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a" the 3"i%iua& esu&ts Temp&ate to a&& re*io"s a" i%isio"s with the expectatio"that a&& teachers wou& -e pro%ie with a copy=
Self-Administration of the &%"TS-TS&A ToolSelf-Administration of the &%"TS-TS&A Tool
The NCBTS- TSNA Responses
The i"strume"t co"tai"s c&usters of #SAs specic to a particu&ar performa"ce i"icatorwith a commo" stem; #At "hat level do I$% Co"sieri"* that the NCBTS'TSNA too& isi"te"e for se&f'assessme"t a" "ot for performa"ce rati"*s, the respo"ses to theitems are expresse
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Interpretation of the &%"TS-TS&A ResultsInterpretation of the &%"TS-TS&A Results
po" comp&etio" of the NCBTS'TSNA Too&, a" o-tai"e score whether a" a%era*e of theomai" or stra" is i"terprete usi"* the appropriate i"ices i" the chart -e&ow=
Ran*e Description of the #e+el of Teachin*%ompetence
?eferre to as Teacher Professio"a&$e%e&opme"t 3"ex i" $epE$ NCBTS'TSNA
Primer@
Sca&eScores Perce"ta*eScores
(=.1'K=77
08=.1 ' 177 Epertery compete"t a" ca" support otherteachers impro%eme"t
Teache! has almost all the competencies o! e1ective teaching at high level. These a!e theidenti=ed st!engths. St!engths have to $esustained and enhanced> howeve! p!oessional
development needs have to $e continuousl)add!essed?
2=.1'(=.7 /2=.1 '08=.7
EperiencedCompete"t i" the #SA -ut wou& -e"et fromfurther trai"i"* a" e%e&opme"t
Teache! has the ma%o!it) o the competenciesat high level o! e1ective teaching. St!engthshave to $e enhanced. T!aining anddevelopment needs have to $e add!essed?.
1=.1'2=.7 (8=.1 –
/2=.7
De+elopin*
Fair&y compete"t i" #SA a" "ee furthertrai"i"* a" e%e&opme"t
Teache! has ave!age o all the competenciesat high level o e1ective teaching. Thesest!engths have to $e enhanced> howeve!,t!aining needs have to $e add!essed as
p!io!it).?1=77'1=.7 2.=77 –
(8=.7"e*innin*9acki"* compete"ce i" the #SA a" re
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schoo& &e%e& resu&ts= A" i"i%iua& summary resu&t as we&& as a schoo& pro&e ca" -e*e"erate ie"tifyi"* a si"*&e teachers or a schoo&s stre"*ths a" priority trai"i"* a"e%e&opme"t "ees accori"* to the NCBTS omai"s a" stra"s= $ata ca" -ea"a&ye a" use to i"form the teachers e%e&opme"t of a" 3"i%iua& Professio"a&$e%e&opme"t P&a" ?3PP$@ a" the Schoo& P&a" for Professio"a& $e%e&opme"t ?SPP$@=
Simi&ar&y, the ata-ase ca" -e use to support the co"so&iatio" a" a"a&ysis of NCBTS' TSNA resu&ts at the istrict, i%isio" a" re*io"a& &e%e&=
The T$NA $ata-ase at the schoo& a" istrict &e%e& is a sta" a&o"e ata-ase that oes"ot re
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$istrict co"so&iate NCBTS'TSNA resu&ts shou& -e a"a&ye -y Super%isors so thattech"ica& assista"ce ca" -e tar*ete to the ie"tie "ees of i"i%iua&s as we&& as*roups of teachers= Commo" "ees of teachers across schoo&s ca" -ecome the focusfor $istrict'&e trai"i"* a" e%e&opme"t pro*rams= Division &evel Consolidated NCBTS-TSNA Results
A" a"a&ysis of $i%isio" &e%e& NCBTS'TSNA resu&ts ca" support the ie"ticatio" of commo" trai"i"* a" e%e&opme"t "ees of teachers across the i%isio"= Thisi"formatio" ca" the" i"form the type of trai"i"* a" e%e&opme"t acti%ities that areco"ucte -y the $i%isio" to support impro%e teachi"* a" &ear"i"* a" -ei"corporate i"to $i%isio" :PP$s= esu&ts shou& i"form Trai"i"* of Trai"er pro*rams,pro*rams for teachers, as we&& as the type of tech"ica& assista"ce $i%isio" Super%isorspro%ie to teachers=
Region &evel Consolidated NCBTS-TSNA Results
)hi&e the e*io" oes "ot "orma&&y pro%ie trai"i"* irect&y to teachers, a" a"a&ysis of
the co"so&iate NCBTS'TSNA resu&ts ca" -e use to i"form the re*io" o" the type of tech"ica& assista"ce they "ee to pro%ie to the $i%isio"s= esu&ts shou& -e a"a&yewhe" e%e&opi"* e*io"a& :PP$s to pro%ie irectio" o" the type of trai"i"* pro*ramsa" resources that the re*io" shou& -e pro%ii"* $i%isio" perso""e&= This is o"e sothey are a-&e to assist teachers i" impro%i"* teachi"* a" &ear"i"* practices=
8'8' 9onitorin* and E+aluation of the &%"TS-TS&A9onitorin* and E+aluation of the &%"TS-TS&A
:o"itori"* a" e%a&uatio" ?:LE@ acti%ities are %ita& i" e"suri"* that pro*ramimp&eme"tatio" aheres to the sta"ars set= 3" carryi"* out these acti%ities, : L Ei"strume"ts are i"ispe"sa-&e a" the processes re&ati"* to the use of thesei"strume"ts eere"t : L E too&s arei"te"e to support this preparatio" a" assist i" the co&&ectio" of i>ere"t types of i"formatio" such as the o%era&&
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monitorin
NC9TS Im,lemen$ersde$ails in rela$ion $o$2eir c*rren$ ,osi$ion+$2eir le#el ofe8,erience and=*alifica$ion
All NC9TSIm,lemen$ers ill5e as/ed $ocom,le$e $2e,rofile
TD-6E 'orm
1: n"ivi"%al
/ro&ile Tem(late
TDNA70 Prior $o $2eirin#ol#emen$ in$2e NC9TS7TSNA ,rocess
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im,ro#emen$ d*ringde5riefing sessions3Recommenda$ions5ased on a anal(sis of$2e res*l$s s2o*ld 5eincl*ded in $2e ProgramCom,le$ion Re,or$
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$2e $raining7 $2e *sef*lness of $2e
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ATTACHMENT ONE: NCBTS-TSNA Tools &Templates
7 The NCBTS-TSNA Tool and Answer Sheet
7 Individual Teahers NCBTS-TSNA !esults Summar" Template# with sample
7 Shool NCBTS-TSNA Consolidation# with sample
- E-$ersion o% the NCBTS-TSNA Tool
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The &ational %ompetenc( "ased TeacherStandards
Teachers Stren*ths and &eeds AssessmentB&%"TS-TS&AC
Tool and Ans=er Sheet
June 2! DepED-EDPITAF-STRIVE
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&%"TS-TEA%ERS STRE&.TS A&D &EEDSASSESS9E&T BTS&AC
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P6RP$SE:
Teachers, &ike a&& professio"a&s, "ee to -e pro%ie with opportu"ities to impro%e theirk"ow&e*e, ski&&s a" attitues throu*h we&&'p&a""e pro*rams for professio"a&e%e&opme"t= This NCBTS'TSNA too& is esi*"e to he&p you etermi"e your professio"a&e%e&opme"t a" trai"i"* "ees as a schoo&teacher= The NCBTS'TSNA is a se&f'assessme"texercise that a&&ows you to reIect o" your curre"t compete"cies %is'H'%is the Natio"a&Compete"cy'Base Teacher Sta"ars ?NCBTS@ set -y the $epartme"t of Eucatio"=
3t shou& -e c&ear that the ata from this acti%ity wi&& N!T -e use for performa"cee%a&uatio" a" thus, you shou& fee& co"e"t a-out pro%ii"* accurate i"formatio"= Qourcarefu& a" ho"est ma""er whe" accomp&ishi"* the NCBTS'TSNA wi&& -e of irect -e"etto you= The ata whe" a"a&ye wi&& he&p you chart your ow" professio"a& e%e&opme"tp&a" a" wi&& i"form the pro*ram p&a""ers i" esi*"i"* trai"i"* pro*rams a"e%e&opme"t acti%ities for the -e"et of teachers i" your schoo&, c&uster, i" your i%isio"a" re*io"=
.eneral Directions for Accomplishin* the &%"TS-TS&A:1= Be sure you ha%e participate i" a" orie"tatio" pro*ram o" the NCBTS -efore you
accomp&ish the NCBTS'TSNA= Qou shou& a&so ha%e accomp&ishe the Teachers
Pro&e -efore you start respo"i"* to this NCBTS'TSNA Too&=2= Muick&y sca" the i"strume"t= Note that it co"tai"s c&usters of k"ow&e*e, ski&&s a"
attitues ?#SAs@ specic to the particu&ar Performa"ce 3"icators withi" each Stra"a" $omai" of the NCBTS=
(= The #SAs ha%e a commo" stem; #At "hat level do I$%' espo" to each itemwith the coe that -est represe"ts a true assessme"t of yourse&f= Each coe isi"terprete i" the chart -e&ow=
%ode of %ompetenc(
#e+elGualitati+e Description
' ?i*h@ 3 am %ery compete"t i" the #SA a" this is "ot mypriority trai"i"* "eeS' ?Satisfactory@ 3 am compete"t i" the #SA -ut 3 wou& -e"et from
further trai"i"*=F'?Fair@ 3 am fair&y compete"t i" the #SA -ut "ee further
trai"i"*=9' ?9ow@ 3 ha%e &ow compete"ce i" the #SA a" re
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&%"TS D$9AI& !' S$%IA# RE.ARD F$R #EAR&I&.
STRAND 1.1 TEA%ERHS A%TI$&S DE9$&STRATE VA#6E F$R #EAR&I&.
INDICATOR 1.1.1. Implements school policies and procedures'
At what level do I…
1 /no sc2ool ,olicies and ,roced*res
2 *nders$and sc2ool o,era$ions
3 im,lemen$ ,olicies and ,roced*res
4 comm*nica$e ,olicies and ,roced*res $o s$*den$s+ ,aren$s and o$2er concerned ,ersons
5 a5ide 5( $2e sc2ool ,olicies and ,roced*res
INDICATOR 1.1.2. Demonstrates punctualit('
At what level do I…
6 ,ossess aareness on $2e im,lemen$a$ion of J$ime on $as/J in all res,onsi5ili$ies
7 demons$ra$e ,*nc$*ali$( in accom,lis2ing e8,ec$ed $as/s and f*nc$ions
8 model $2e #al*e of ,*nc$*ali$(
INDICATOR 1.1.3. 9aintains appropriate appearance'
At what level do I…
9 /no decor*m+ i3e3 dress code+ 5e2a#ior of $eac2ers
10 ,rac$ice decor*m on all occasions
11 #al*e decor*m e8,ec$ed of $eac2ers
INDICATOR 1.1.4. Is careful about the eect of oneHs beha+ior on students'
At what level do I…
12 *nders$and $2e $2eore$ical conce,$s and ,rinci,les of social learning
13 s2o a,,ro,ria$e 5e2a#ior e#en d*ring *ng*arded momen$s
14 a,,l( /noledge on social learning in dealing i$2 s$*den$s
15 consider $2e infl*ence m( 5e2a#ior 2as on s$*den$s
STRAND 1.2 DE9$&STRATES TAT #EAR&I&. IS $F DIFFERE&T ?I&DS A&D FR$9DIFFERE&T S$6R%ES
INDICATOR 1.2.1 9aes use of +arious learnin* eperiences and resources'
At what level do I…
16 /no a range of so*rces $2ro*g2 2ic2 social learning ma( 5e e8,erienced
17 *se informa$ion from a #arie$( of so*rces for learning >e3g3 famil(+ c2*rc2+ o$2er sec$ors of $2e comm*ni$(?
18 a,,recia$e $2a$ s$*den$s learn $2ro*g2 a range of differen$ social e8,eriences
&%"TS D$9AI& 2' #EAR&I&. E&VIR$&9E&T
STRAND 2.1 %REATES A& E&VIR$&9E&T TAT PR$9$TES FAIR&ESS
INDICATOR 2.1.1 Maintains a learning environment of courtes and res!ect for different learners"e.g.a#ilit$ culture$ gender%
At what level do I… 19 *nders$and $2e d(namics of $eac2ing learners from di#erse 5ac/gro*nds >e3g3 a5ili$(+ c*l$*re+ famil(
5ac/gro*nd gender?
20 main$ain a learning en#ironmen$ $2a$ ,romo$es co*r$es( and res,ec$ for all learners
21 s2o co*r$es( and res,ec$ $o e#er(one a$ all $imes
INDICATOR 2.1.2 Pro+ides *ender-fair opportunities for learnin*'
At what level do I…
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22 *nders$and $2e o56ec$i#es+ ,rinci,les and s$ra$egies for 0ender and De#elo,men$ >0AD?
23 ,ro#ide gender7fair learning o,,or$*ni$ies
24 *,2old gender sensi$i#i$( in m( dail( dealings i$2 learners and o$2ers
INDICATOR 2.1.3 Reco*ni7es that e+er( learner has stren*ths'
At what level do I…
25 *nders$and $2e ,s(c2ological fo*nda$ions of learners gro$2 and de#elo,men$
26 /no a5o*$ ,o$en$iali$ies and *ni=*eness of indi#id*al learners
27 ,ro#ide learning ac$i#i$ies $2a$ allo all learners $o reac2 $2eir f*ll ,o$en$ial28 recogniGe learners indi#id*al ,o$en$ials and s$reng$2s
STRAND 2.2 9A?ES TE %#ASSR$$9 E&VIR$&9E&T SAFE A&D %$&D6%IVE T$#EAR&I&.
INDICATOR 2.2.1 9aintains a safe and orderl( classroom free from distractions
At what level do I… 29 /no $2e ,rinci,les of classroom managemen$+ room s$r*c$*ring+ and safe$( meas*res
30 main$ain a safe+ clean and orderl( classroom free from dis$rac$ions
31 s2o concern for a safe and cond*ci#e learning en#ironmen$
INDICATOR 2.2.2 Arran*es challen*in* acti+ities in a *i+en ph(sical en+ironment'
At what level do I… 32 /no #ario*s c2allenging ac$i#i$ies $2a$ can 5e ada,$ed in an( gi#en ,2(sical en#ironmen$
33 cond*c$ c2allenging learning ac$i#i$ies des,i$e ,2(sical en#ironmen$ cons$rain$s
34 s2o en$2*siasm $o cond*c$ learning ac$i#i$ies a$ an( gi#en si$*a$ion
INDICATOR 2.2.3 6ses indi+idual and cooperati+e learnin* acti+ities to impro+e capacitiesof learners for hi*her learnin*'
At what level do I…
35 *nders$and $2e im,or$ance and d(namics of 5o$2 indi#id*al and coo,era$i#e learning
36 /no #aried s$ra$egies for indi#id*al and coo,era$i#e learning
37 5alance $2e *se of indi#id*al and coo,era$i#e learning ac$i#i$ies
38 see $2e #al*e in crea$ing indi#id*al and coo,era$i#e learning ac$i#i$ies
STRAND 2.& %$996&I%ATES I.ER #EAR&I&. EPE%TATI$&S T$ EA% #EAR&ER
INDICATOR 2.3.1 Encoura*es learners to as uestions'
At what level do I…
39 /no $2e ar$ of =*es$ioning and differen$ $ec2ni=*es of as/ing 2ig2er order =*es$ions
40 ,ro#ide o,,or$*ni$ies for learners $o as/ =*es$ions
41 as/ =*es$ions $2a$ s$im*la$e cri$ical and crea$i#e $2in/ing among learners 42 s2o an acce,$ing res,onseges$*re in dealing i$2 =*es$ions of learners
INDICATOR 2.3.2 Pro+ides learners =ith a +ariet( of learnin* eperiencesAt what level do I…
43 /no #ario*s s$ra$egies $2a$ ele#a$e s$*den$s le#el of learning
44 ,ro#ide learners i$2 #arie$( of e8,eriences $2a$ en2ance learning
45 illingl( ,ro#ide learners i$2 a #arie$( of c2allenging learning ac$i#i$ies
INDICATOR 2.3.3 Pro+ides +aried enrichment acti+ities to nurture the desire for furtherlearnin*'
At what level do I… 46 *nders$and 2o enric2men$ ac$i#i$ies en2ance $2e learners desire $o learn
47 /no a(s of mo$i#a$ing $2e learners $o learn f*r$2er and more effec$i#el(
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48 facili$a$e #aried enric2men$ ac$i#i$ies $2a$ are in$eres$ing for f*r$2er learning
49 s2o diligence in ma/ing enric2men$ ma$erials
INDICATOR 2.3.4 %ommunicates and maintains hi*h standards of learnin* performance'
At what level do I…
50 /no $2e im,lica$ions of ac2ie#ing 2ig2 s$andards of learning for $o$al 2*man de#elo,men$
51 2el, learners main$ain 2ig2 s$andards of learning
52 ins,ire learners $o se$ 2ig2 ,erformance $arge$s for $2emsel#es
STRAND 2.' (STA)*IS+(S AND MAINTAINS ,-NSIST(NT STANDARDS - *(ARN(RS/ )(+A0I-R
INDICATOR 2.4.1 andles beha+ior problems uicl( and =ith due respect to childrenHsri*hts'
At what level do I…
53 *nders$and $2e rig2$s and res,onsi5ili$ies of $2e c2ild as em5odied in differen$ las+ e3g3 RA %.1-+PD .-'
54 /no 5e2a#ior managemen$ $ec2ni=*es for learners i$2 5e2a#ioral ,ro5lems
55 iden$if( learners i$2 5e2a#ioral ,ro5lems
56 em,lo( a,,ro,ria$e ,roced*res and ac$ions consis$en$l( 2en dealing i$2 learners i$2 5e2a#ioral ,ro5lems
57 s2o a com,assion and caring a$$i$*de in managing 5e2a#ior ,ro5lems
INDICATOR 2.4.2 .i+es timel( feedbac to reinforce appropriate learnersH beha+ior'
At what level do I…
58 /no $2e conce,$+ im,or$ance+ and $ec2ni=*es of social reinforcemen$
59 ,ro#ide $imel( and a,,ro,ria$e reinforcemen$ on learners 5e2a#ior
60 5elie#e $2a$ ,osi$i#e reinforcemen$ leads $o im,ro#ed learner 5e2a#ior
INDICATOR 2.4.3 .uides indi+idual learners reuirin* de+elopment of appropriate socialand learnin* beha+ior'
At what level do I…
61 *nders$and $2e learners social de#elo,men$al s$ages
62 /no differen$ s$ra$egies $2a$ en2ance learners social de#elo,men$
63 *se #aried $eac2ing7learning s$ra$egies $2a$ enco*rage social in$erac$ion
64 s2o ,a$ience in managing differen$ social and learning ac$i#i$ies
INDICATOR 2.4.4 %ommunicates and enforces school policies and procedures forappropriate learner beha+ior'
At what level do I…
65 /no De,ED sc2ool ,olicies and ,roced*res on s$*den$ disci,line
66 comm*nica$e and enforce ,olicies and ,roced*res rela$ed $o s$*den$s 5e2a#ior67 commi$ $o enforcing sc2ool ,olicies and ,roced*res
STRAND 2. %REATES A EA#T> PS>%$#$.I%A# %#I9ATE F$R #EAR&I&.
INDICATOR 2.5.1 Encoura*es free epression of ideas from students'
At what level do I…
68 /no $2e conce,$s and ,rinci,les of democra$ic e8,ression of ideas
69 ,ro#ide ac$i#i$ies $2a$ ill enco*rage res,ec$ and free e8,ression of ideas
70 enco*rage learners $o e8,ress $2eir ideas freel( and res,onsi5l(
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INDICATOR 2.5.2 %reates stress-free en+ironment
At what level do I…
71 /no $2e elemen$s and im,or$ance of es$a5lis2ing a s$ress7free learning en#ironmen$
72 manage conflic$s and o$2er s$ress7rela$ed si$*a$ions
73ini$ia$e and crea$e ,rograms >e3g3 c2ild7friendl( sc2ool s(s$em? and ac$i#i$ies $2a$ ,romo$e s$ress7freeen#ironmen$
74 ge$ in#ol#ed in ad#ocac( ac$i#i$ies $2a$ crea$e a s$ress7free en#ironmen$
INDICATOR 2.5.3 Taes measure to minimi7e aniet( and fear of the teacher and5orsubect'
At what level do I…
75 /no a5o*$ c2ild7friendl( $eac2ing s$ra$egies
76 enco*rage learners $o de#elo, a ,osi$i#e a$$i$*de $oards $2eir s*56ec$ and $eac2er
77 le$ m( s$*den$s feel $2e( are acce,$ed
&%"TS D$9AI& 0' DIVERSIT> $F #EAR&ERS
STRAND &.1 DETER9I&ES1 6&DERSTA&DS A&D A%%EPTS TE #EAR&ERSH DIVERSE"A%?.R$6&D ?&$,#ED.E A&D EPERIE&%E
INDICATOR 3.1.1
$btains information on the learnin* st(les1 multiple intelli*ences andneeds of learners
At what level do I…
78 *nders$and $2e $2eories and conce,$s of m*l$i,le in$elligences and learning s$(les
79 iden$if( learning s$(les and m*l$i,le in$elligences of learners
80 s2o diligence in o5$aining informa$ion on differen$ learning needs
INDICATOR 3.1.2 Desi*ns or selects learnin* eperiences suited to dierent inds oflearners
At what level do I…
81 /no $ec2ni=*es and s$ra$egies in designingselec$ing ac$i#i$ies for #aried $(,es of learners
82 *$iliGe #aried ac$i#i$ies for #ario*s $(,es of learners
83 s2o res,ec$ and concern for indi#id*al differences of s$*den$s
INDICATOR 3.1.3 Establishes *oals that deKne appropriate epectations for all learners
At what level do I… 84 *nders$and $2e re=*iremen$s in se$$ing goals for differen$ia$ed learning
85 *$iliGe differen$ia$ed ac$i#i$ies $o mee$ e8,ec$ed learning goals of learners
86 assis$ learners in se$$ing learning goals for $2emsel#es
87 a,,recia$e $2e need $o consider $2e differences in e8,eriences and ca,a5ili$ies of learners
INDICATOR 3.1.4 Paces lessons appropriate to needs and diLculties of learners
At what level do I… 88 /no $eac2ing ,rinci,les and s$ra$egies for addressing learners needs and diffic*l$ies 89 ,ace lessons according $o learners needs and diffic*l$ies
90 s2o fle8i5ili$( in ,acing lessons $o s*,,or$ $2e needs of $2e learners
INDICATOR 3.1.5 Initiates other learnin* approaches for learners =hose needs ha+e notbeen met b( usual approaches
At what level do I… 91 2a#e $2e /noledge on $eac2ing ,rinci,les and s$ra$egies for s$*den$s 7a$ 7ris/
92 /ee, $rac/ of s$*den$s7a$7ris/
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93 ,ro#ide a,,ro,ria$e in$er#en$ion ,rograms for learners7 a$7 ris/
94 a,,recia$e $2e need $o 2el, s$*den$s7a$7ris/
INDICATOR 3.1.6 Reco*ni7es multi-cultural bac*round of learners =hen pro+idin*learnin* opportunities
At what level do I… 95 /no $2e c*l$*ral 5ac/gro*nd of m( s$*den$s and i$s im,lica$ions $o m( $eac2ing 96 ,ro#ide a,,ro,ria$e learning ac$i#i$ies $o s$*den$s i$2 differen$ c*l$*ral 5ac/gro*nd 97
s2o a,,recia$ion for c*l$*ral di#ersi$ies INDICATOR 3.1.7 Adopts strate*ies to address needs of dierentl(-abled students
At what level do I… 98 /no $2e ed*ca$ional ,s(c2olog( of learners i$2 s,ecial needs
99 *se a,,ro,ria$e s$ra$egies for learners i$2 s,ecial needs
100 s2o sensi$i#i$( $o learners i$2 s,ecial needs
INDICATOR 3.1.8 9aes appropriate adustments for learners of dierent socio-economicbac*rounds
At what level do I…
101 *nders$and $2e effec$s of socio7economic s$a$*s on learning ,erformance
102 de$ermine $2e differen$ socio7economic 5ac/gro*nd of learners 103 *se $ec2ni=*es $o mo$i#a$e learners of $2e loer socio7economic s$a$*s
104 s2o fairness $o all learners regardless of $2eir socio7economic s$a$*s
&%"TS D$9AI& 4' %6RRI%6#69
STRAND '.1 DE9$&STRATES 9ASTER> $F TE S6"JE%T
INDICATOR 4.1.1 Deli+ers accurate and updated content no=led*e usin* appropriatemethodolo*ies1 approaches and strate*ies
At what level do I…
105 2a#e *,da$ed /noledge in con$en$ and $eac2ing s$ra$egies in m( s*56ec$ area
106 a,,l( $2e *,da$ed con$en$ and a,,ro,ria$e s$ra$egies in m( $eac2ing107 commi$ $o deli#er acc*ra$e and *,da$ed con$en$ /noledge
INDICATOR 4.1.2. Inte*rates lan*ua*e1 literac( and uantitati+e sill de+elopment and+alues in his5her subect area
At what level do I…
108 2a#e /noledge a5o*$ m*l$i7disci,linar( in$egra$i#e modes and $ec2ni=*es of $eac2ing
109 *se m*l$i7disci,linar( in$egra$i#e modes and $ec2ni=*es of $eac2ing $2e s*56ec$ area
110 s*,,or$ $2e in$egra$ion of lang*age+ li$erac(+ s/ill de#elo,men$ and #al*es in $2e learning ac$i#i$ies
INDICATOR 4.1.3. Eplains learnin* *oals1 instructional procedures and content clearl(and accuratel( to students
At what level do I…
111,ossess in7de,$2 *nders$anding of $2e s*56ec$ areas learning goals+ ins$r*c$ional ,roced*res and con$en$5ased on c*rric*l*m
112 e8,lains learning goals+ conce,$ and ,rocess+ clearl( and acc*ra$el( $o learners
113 gi#e s*fficien$ $ime $o e8,lain $2e lessons for clear *nders$anding of $2e learners
INDICATOR 4.1.4. #ins the current content =ith past and future lessons
At what level do I…
114 *nders$and in$errela$ion of $o,icscon$en$ i$2in $2e s*56ec$ area $a*g2$
115 lin/ $2e ,resen$ s*56ec$ ma$$er con$en$ i$2 $2e ,as$ and f*$*re lessons
116#al*e $2e need $o rela$e ,rior /noledge of learners i$2 $2e ,resen$ and f*$*re lessons
INDICATOR 4.1.5. Ali*ns =ith lesson obecti+es the teachin* methods1 learnin* acti+itiesand instructional materials or resources appropriate to learners
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At what level do I…
1172a#e $2e /noledge in designing lessons i$2 congr*en$ o56ec$i#es+ $eac2ing me$2ods+ learning ac$i#i$ies andma$erials
118 $eac2 lessons $2a$ 2a#e congr*enc( of o56ec$i#es+ ,roced*re+ ma$erials and e#al*a$ion
119 a,,recia$e $2e #al*e of aligning o56ec$i#es i$2 all $2e ,ar$s of a lesson
INDICATOR 4.1.6. %reates situations that encoura*e learners to use hi*h order thinin*sills
At what level do I…
120 *nders$and $2e conce,$ of cri$ical $2in/ing and $2e face$s of *nders$anding
121 engage learners in ac$i#i$ies $2a$ de#elo, 2ig2er order $2in/ing s/ills
122 ,a$ien$l( mo$i#a$e learners $o de#elo, 2ig2er order $2in/ing s/ills
INDICATOR4.1.7 En*a*es and sustains learnersH interests in the subect b( main*content meanin*ful and rele+ant to them
At what level do I…
123 /no s$ra$egies and ma$erials $2a$ ,romo$e a*$2en$ic learning
124 a,,l( #ario*s a,,ro,ria$e s$ra$egies and or $ec2nolog( $o mo$i#a$e and s*s$ain learning
125 5elie#e in rela$ing classroom learning $o real orld e8,eriences
INDICATOR 4.1.8. Inte*rates rele+ant scholarl( =ors and ideas to enrich the lesson asneeded
At what level do I…
126 *,da$e m(self i$2 rele#an$ sc2olarl( or/s and ideas rela$ed $o m( s*56ec$ area
127 in$egra$e sc2olarl( or/s and ideas $o enric2 $2e lesson for $2e learners
128 s2o en$2*siasm and o,enness $o ne learning
INDICATOR 4.1.9. Inte*rates content of subect area =ith other disciplines
At what level do I…
129 /no a5o*$ o$2er disci,lines rela$ed $o $2e s*56ec$ I am $eac2ing
130in$egra$e con$en$ of s*56ec$ area i$2 o$2er disci,lines
131 a,,recia$e in$egra$i#e mode of $eac2ing
STRAND '.2 %$996&I%ATES %#EAR #EAR&I&. .$A#S F$R TE #ESS$&S TAT AREAPPR$PRIATE F$R #EAR&ERS
INDICATOR 4.2.1 Sets appropriate learnin* *oals
At what level do I…
132 /no $2e learning goals #is77#is s,ecific s*56ec$ con$en$ of $2e le#el I am $eac2ing
133 se$ doa5le and a,,ro,ria$e dail( learning goals for $2e learners
134 reflec$i#el( c2oose a,,ro,ria$e learning goals
INDICATOR 4.2.2 6nderstands the learnin* *oals
At what level do I…
135 *nders$and $2e connec$ion of $2e s2or$7$erm goals $o $2e long7$erm goals of learning
136 ,rac$ice rela$ing s2or$7$erm goals $o long $erm goals for learning
137 #al*e $2e learning goals se$ in $2e c*rric*l*m
STRAND '.& 9A?E .$$D 6SE $F A##$TTED I&STR6%TI$&A# TI9E
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INDICATOR 4.3.1. Establishes routines and procedures to maimi7e instructional time
At what level do I…
138 *nders$and $2e ,rinci,les and ,roced*re of ma8imiGing ins$r*c$ional $ime
139 a,,l( $ec2ni=*es of J$ime on $as/J in ,lanning and deli#ering lessons
140 o5ser#e disci,line on $ime managemen$
INDICATOR 4.3.2. Plans lessons to Kt =ithin a+ailable instructional time
At what level do I…141 /no $2e ,rinci,les and $ec2ni=*es of lesson ,lanning considering $2e allo$$ed ins$r*c$ional $ime
142 design ,ar$s of $2e lesson i$2in a#aila5le ins$r*c$ional $ime
143 s2o efficienc( in $2e *se of $ime $o effec$i#el( a$$ain learning goals
STRAND '.' SE#E%TS TEA%I&. 9ET$DS1 #EAR&I&. A%TIVITIES A&D TEI&STR6%TI$&A# 9ATERIA#S $R RES$6R%ES APPR$PRIATE T$ TE #EAR&ERS A&DA#I.&ED T$ $"JE%TIVES $F TE #ESS$&
INDICATOR 4.4.1 Translate learnin* competencies to instructional obecti+es'
At what level do I…
144/no $2e learning com,e$encies in m( learning areas in order $o form*la$e a,,ro,ria$e ins$r*c$ionalo56ec$i#es
145 $ransla$e learning com,e$encies in$o ins$r*c$ional o56ec$i#es
146 s2o a reflec$i#e a$$i$*de in $ransla$ing learning com,e$encies $o ins$r*c$ional o56ec$i#es
INDICATOR 4.4.2 Selects1 prepares1 and utili7es technolo*( and other instructionalmaterials appropriate to the learners and the learnin* obecti+es'
At what level do I…
147 /no #ario*s $ec2nolog( and ins$r*c$ional ma$erials a,,ro,ria$e for m( learning area
148 selec$ and *$iliGe *,da$ed and a,,ro,ria$e $ec2nolog(ins$r*c$ional ma$erials
149 *se a,,ro,ria$e $ec2nolog( reso*rces $o ac2ie#e c*rric*l*m s$andards and o56ec$i#es150 ,re,are ade=*a$e and a,,ro,ria$e ins$r*c$ional ma$erials for $2e learners and $2e learning o56ec$i#es
151 manifes$ reso*rcef*lness in ,re,aring ins$r*c$ional ma$erials
INDICATOR 4.4.3 Pro+ides acti+ities and uses materials =hich Kt the learnersH learnin*st(les1 *oals and culture'
At what level do I…
152 /no $2e ,rinci,les of ins$r*c$ional ma$erial ,re,ara$ion for differen$ $(,es of learners
153 *se rele#an$ ac$i#i$ies and ma$erials s*i$ed $o $2e learning s$(les+ goals and c*l$*re of $2e learners
154 5elie#e in $2e need $o ,ro#ide ac$i#i$ies and *se ma$erials a,,ro,ria$e $o $2e learners
INDICATOR 4.4.4 6ses a +ariet( of teachin* approaches and techniues appropriate to thesubect matter and the learners '
At what level do I…
155 *nders$and $2e $2eories+ a,,roac2es and s$ra$egies in $eac2ing $2e s*56ec$ area
156 *se #arie$( of $eac2ing s$ra$egies and $ec2ni=*es a,,ro,ria$e $o $2e learners and s*56ec$ ma$$er
157 s2o en$2*siasm in *sing inno#a$i#e and a,,ro,ria$e $eac2ing $ec2ni=*es
INDICATOR 4.4.5 6tili7es information deri+ed from assessment to impro+e teachin* andlearnin*'
At what level do I… 158 *nders$and $2e ,ro,er *$iliGa$ion of assessmen$ res*l$s $o im,ro#e $eac2ing and learning
159 *se assessmen$ res*l$s in se$$ing learning o56ec$i#es and learning ac$i#i$ies
160 a,,recia$e $2e #al*e of assessmen$ in im,ro#ing $eac2ing and learning
INDICATOR 4.4.6 Pro+ides acti+ities and uses materials =hich in+ol+e students inmeanin*ful learnin*'
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At what level do I… 161 /no #ario*s ed*ca$ional $2eories >e3g3 cons$r*c$i#ism? and $2eir im,lica$ions $o meaningf*l leaning
162 a,,l( rele#an$ $eac2ing a,,roac2es $o ac2ie#e meaningf*l learning
163 *se im,ro#ised and indigeno*s ma$erials for meaningf*l learning
164 a,,recia$e $eac2ing a,,roac2es $o meaningf*l learning >e3g3+ cons$r*c$i#ism?
STRAND '. RE%$.&IMES .E&ERA# #EAR&I&. PR$%ESSES AS ,E## AS 6&IG6EPR$%ESSES $F I&DIVID6A# #EAR&ERS
INDICATOR 4.5.1 Desi*ns and utili7es teachin* methods that tae into account thelearnin* process'
At what level do I… 165 /no differen$ $eac2ing a,,roac2es and s$ra$egies s*i$a5le $o #ario*s learners
166 2a#e /noledge on general and s,ecific learning ,rocesses
167 a,,l( $eac2ing7learning me$2odologies $2a$ res,ond $o general and s,ecific learning ,rocesses
168 recogniGe $2e need $o design $eac2ing me$2ods a,,ro,ria$e $o $2e learning ,rocess
STRAND '. PR$9$TES P6RP$SIVE ST6D>
INDICATOR 4.6.1 %ulti+ates *ood stud( habits throu*h appropriate acti+ities and proects'
At what level do I… 169 /no $2e $ec2ni=*es in forming good s$*d( 2a5i$s
170 de$ermine $2e c*rren$ s$*d( 2a5i$s of m( s$*den$s
171 ,ro#ide a,,ro,ria$e learning $as/s and ,ro6ec$s $2a$ s*,,or$ de#elo,men$ of good s$*d( 2a5i$s
172 $a/e e8$ra $ime $o 2el, s$*den$s from good 2a5i$s
STRAND '.3 Demonstrates sills in the use of I%T in teachin* and learnin*
INDICATOR 4.7.1 6tili7es I%T to enhance teachin* and learnin*.
At what level do I…173 Kno $2e na$*re and o,era$ions of $ec2nolog( s(s$ems as $2e( a,,l( $o $eac2ing and learning
174 *nders$and 2o ICT75ased ins$r*c$ional ma$erialslearning reso*rces s*,,or$ $eac2ing and learning175 *nders$and $2e ,rocess in ,lanning and managing ICT7assis$ed ins$r*c$ion
176 designde#elo, ne or modif( e8is$ing digi$al andor non7digi$al learning reso*rces
177 *se ICT reso*rces for ,lanning and designing $eac2ing7learning ac$i#i$ies
178 *se ICT $ools $o ,rocess assessmen$ and e#al*a$ion da$a and re,or$ res*l$s
179 demons$ra$e ,roficienc( in $2e *se of com,*$er $o s*,,or$ $eac2ing and learning
180 *se ICT $ools and reso*rces $o im,ro#e efficienc( and ,rofessional ,rac$ice
181 #al*e and ,rac$ice social res,onsi5ili$(+ e$2ical and legal *se of ICT $ools and reso*rces
182 s2o ,osi$i#e a$$i$*de $oards $2e *se of ICT in /ee,ing records of learners
&%"TS D$9AI& /' P#A&&I&.1 ASSESSI&. A&D REP$RTI&.STRAND /'! DEVE#$PS A&D 6TI#IMES %REATIVE A&D APPR$PRIATE I&STR6%TI$&A#P#A&'
INDICATOR 5.1.1 Sho=s proofs of instructional plannin*'
At what level do I…
183 /no $2e elemen$s and ,rocess of de#elo,ing an ins$r*c$ional ,lan >e3g3 dail(+ ee/l(+ =*ar$erl(+ (earl(?
184 arrange se=*en$iall( $2e learning *ni$s i$2 reasona5le $ime allo$men$
185 iden$if( a,,ro,ria$e learning o56ec$i#es+ s$ra$egies+ and accom,an(ing ma$erials in $2e ,lan
186 iden$if( a,,ro,ria$e and #aried assessmen$ ,roced*res
187s2o en$2*siasm in so*rcing ma$erials >e3g3 lesson ,lan ,ac/ages? as g*ides for ins$r*c$ional ,lanning
INDICATOR 5.1.2 Implements instructional plan'
At what level do I…
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188 /no $2e fac$ors for s*ccessf*l im,lemen$a$ion of $2e ins$r*c$ional ,lan
189 ad6*s$ $2e ins$r*c$ional ,lan $o ens*re a$$ainmen$ of o56ec$i#es
190 a,,recia$e $2e #al*e of ins$r*c$ional ,lanning
INDICATOR 5.1.3 Demonstrates abilit( to cope =ith +aried teachin* milieu'
At what level do I…
191 /no $2e differen$ $eac2ing7learning si$*a$ions $2a$ co*ld affec$ $2e im,lemen$a$ion of $2e ins$r*c$ional ,lans
192 co,e i$2 #aried $eac2ing milie*se$$ing193 manifes$ o,enness $o ma/e necessar( ad6*s$men$s $o im,ro#e $2e ins$r*c$ional ,lan
STRAND /'2 DEVE#$PS A&D 6SES A VARIET> $F APPR$PRIATE ASSESS9E&TSTRATE.IES T$ 9$&IT$R A&D EVA#6ATE #EAR&I&.'
INDICATOR 5.2.1 Prepares formati+e and summati+e tests in line =ith the curriculum'
At what level do I…
194 /no $2e ,rinci,les and ,*r,oses of ins$r*c$ional assessmen$ incl*ding forma$i#e and s*mma$i#e $es$ing
195 cons$r*c$ #alid and relia5le forma$i#e and s*mma$i#e $es$s
196 a,,recia$e $2e #al*e of $es$ing as a $ool $o im,ro#e ins$r*c$ion and learning ,erformanceINDICATOR 5.2.2 Emplo(s non-traditional assessment techniues Bportfolio1 ournals1rubrics1 etcC'
At what level do I…
197 /no $2e conce,$s+ ,rinci,les and s$ra$egies of non7$radi$ional assessmen$
198 *se a,,ro,ria$e non7$radi$ional assessmen$ $ec2ni=*es
199 #al*e $2e *se of non7$radi$ional assessmen$
INDICATOR 5.2.3 Interprets and uses assessment results to impro+e teachin* andlearnin*'
At what level do I…
200 /no conce,$s+ ,rinci,les on in$er,re$a$ion and *$iliGa$ion of assessmen$ res*l$s
201 in$er,re$ and *se $es$ res*l$s $o im,ro#e $eac2ing and learning
202 manifes$ fairness in $2e in$er,re$a$ion of $es$ res*l$s
INDICATOR 5.2.4 IdentiKes teachin* -learnin* diLculties and possible causes and taesappropriate action to address them'
At what level do I…
203 /no $2e conce,$ and ,rinci,les of diagnos$ic $es$ing
204 /no $2e $(,es of remedial lessons for slo learners
205 iden$if( $eac2ing7learning diffic*l$ies and ,ossi5le ca*ses
206 manage remedia$ion ,rograms
207 manifes$ illingness and ,a$ience in cond*c$ing remedia$ion ,rograms
INDICATOR 5.2.5 6ses tools for assessin* authentic learnin*'
At what level do I…
208 /no $2e conce,$s and ,rinci,les of a*$2en$ic learning assessmen$
209 *$iliGe a,,ro,ria$e $ools for assessing a*$2en$ic learning
210 en$2*sias$icall( de#elo, and *se $ools for assessing a*$2en$ic learning
STRAND /'0 9$&IT$RS RE.6#AR#> A&D PR$VIDES FEED"A%? $& #EAR&ERSH6&DERSTA&DI&. $F %$&TE&T'
INDICATOR 5.3.1 Pro+ides timel( and accurate feedbac to learners to encoura*e them to
reNect on and monitor their o=n learnin* *ro=th'At what level do I…
211 /no $2e ,rinci,les of gi#ing and recei#ing feed5ac/ on learners ,rogress
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212 *se s$ra$egies for gi#ing feed5ac/re,or$ing ,rogress of indi#id*al learner
213 mo$i#a$e learners $o reflec$ and moni$or $2eir learning gro$2
214 consis$en$l( ,ro#ide $imel( and acc*ra$e feed5ac/
INDICATOR 5.3.2 4ee!s accurate records of grades5!erformance levels of learners.
At what level do I…
215 /no $2e c*rren$ g*idelines a5o*$ $2e grading s(s$em
216 main$ain acc*ra$e and *,da$ed learners records
STRAND /'4 %$996&I%ATES PR$9PT#> A&D %#EAR#> T$ #EAR&ERS1 PARE&TS A&DS6PERI$RS A"$6T #EAR&ERS PR$.RESS'
INDICATOR 5.4.1 %onducts re*ular meetin*s =ith learners and parents to report learnersHpro*ress
At what level do I…
217 /no $2e d(namics of comm*nica$ing learners ,rogress $o s$*den$s+ ,aren$s and o$2er s$a/e2olders
218 ,lan and im,lemen$ a com,re2ensi#e ,rogram $o re,or$ learners ,rogress $o s$*den$s and ,aren$s
219 manifes$ acco*n$a5ili$( and res,onsi5ili$( in comm*nica$ing $2e learners ,rogress $o in$ended s$a/e2olders
INDICATOR 5.4.2 In+ol+es parents to participate in school acti+ities that promotelearnin*'
At what level do I…
220*nders$and $2e role and res,onsi5ili$ies of ,aren$s in s*,,or$ing sc2ool ,rograms $o en2ance c2ildrens learning,rogress
221 in#ol#e ,aren$s $o ,ar$ici,a$e in sc2ool ac$i#i$ies $2a$ ,romo$e $2eir c2ildrens learning ,rogress
222 es$a5lis2 ra,,or$ and a coo,era$i#e or/ing rela$ions2i, i$2 ,aren$s
&%"TS D$9AI& 8' %$996&IT> #I&?A.ESSTRAND .1 ESTA"#ISES #EAR&I&. E&VIR$&9E&T TAT RESP$&D T$ TE ASPIRATI$&$F TE %$996&IT>'
INDICATOR 6.1.1 In+ol+es communit( in sharin* accountabilit( for learnersH achie+ement'
At what level do I…
223 /no $2e ,rograms+ ,ro6ec$s+ and $2r*s$s of De,ED on sc2ool7comm*ni$( ,ar$ners2i,224 in#ol#e $2e comm*ni$( in $2e ,rograms+ ,ro6ec$s and $2r*s$s of $2e sc2ool
225 ,romo$e s2ared acco*n$a5ili$( for $2e learners ac2ie#emen$
INDICATOR 6.1.2 6ses communit( resources Bhuman1 materialC to support learnin*'
At what level do I…
226 /no $2e #ario*s comm*ni$( reso*rces a#aila5le $o en2ance learning
227 *se a#aila5le comm*ni$( reso*rces >2*man+ ma$erial? $o s*,,or$ learning
228 recogniGe comm*ni$( reso*rces $o s*,,or$ learning
INDICATOR 6.1.3 6ses the communit( as a laborator( for learnin*'
At what level do I… 229 /no s$ra$egies for e8,erien$ial learning o*$side $2e classroom
230 ma/e *se of $2e comm*ni$( as a la5ora$or( for learning
231 a,,recia$e $2e orld as a learning en#ironmen$
INDICATOR 6.1.4 Participates in communit( acti+ities that promote learnin*'
At what level do I… 232 /no $2e $eac2ers social res,onsi5ili$(
233 lin/ i$2 sec$ors for in#ol#emen$ in comm*ni$( or/
234 s2o en$2*siasm in 6oining comm*ni$( ac$i#i$ies
INDICATOR 6.1.5 6ses communit( net=ors to publici7e school e+ents and achie+ements'
At what level do I… 235 /no $2e d(namics of comm*ni$( ne$or/ing and informa$ion dissemina$ion
236 comm*nica$e $2e sc2ool e#en$sac2ie#emen$s $2ro*g2 comm*ni$( ne$or/s
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237 s2are informa$ion on sc2ool e#en$sac2ie#emen$s $o $2e comm*ni$(
INDICATOR 6.1.6 Encoura*es students to appl( classroom learnin* to the communit('
At what level do I… 238 /no $2e social reali$ies o*$side $2e classroom $o ma/e learning rele#an$
239 ,ro#ide learning ac$i#i$ies ens*ring $2eir a,,lica$ion $o $2e comm*ni$(
240 s2o sensi$i#i$( $o $2e needs of $2e comm*ni$(
&%"TS D$9AI& ;' PERS$&A# .R$,T A&D PR$FESSI$&A# DEVE#$P9E&T
STRAND 3.1 TA?ES PRIDE I& TE &$"I#IT> $F TEA%I&. AS A PR$FESSI$&'
INDICATOR 7.1.1 9aintains stature and beha+ior that upholds the di*nit( of teachin*'
At what level do I…
241/no $2e se$ of e$2ical and moral ,rinci,les+ s$andards and #al*es em5odied in $2e Code of E$2ics forProfessional Teac2ers
242 ,rac$ice $2e Code of E$2ics for Professional Teac2ers
243 manifes$ $2e #al*es $2a$ *,2old $2e digni$( of $eac2ing
INDICATOR 7.1.2 Allocates time for personal and professional de+elopment throu*hparticipation in educational seminars and =orshops1 readin* educational materialsre*ularl( and en*a*in* in educational research'
At what level do I…
244 /no $2e re=*iremen$se8,ec$a$ions for ,ersonal and ,rofessional de#elo,men$ of $eac2ers
245 ,re,are and im,lemen$ an indi#id*al ,ersonal and ,rofessional de#elo,men$ ,lan >IPPD?
246 manifes$ Geal in *nder$a/ing ed*ca$ional researc2
INDICATOR 7.1.3 9anifests personal ualities lie enthusiasm1 Neibilit( < carin*attitude'
At what level do I… 247 /no $2e #al*e conce,$s of en$2*siasm+ fle8i5ili$( and caring a$$i$*de and s$ra$egies $o en2ance $2em
248 engage in self7assessmen$ $o en2ance m( ,ersonal =*ali$ies
249 e82i5i$ ,ersonal =*ali$ies s*c2 as en$2*siasm+ fle8i5ili$( and caring a$$i$*de
INDICATOR 7.1.4 Articulates and demonstrates oneHs personal philosoph( of teachin*'
At what level do I…
250 *nders$and $2e #al*e of 2a#ing a ,ersonal ,2iloso,2( of $eac2ing
251 $ransla$e m( ,2iloso,2( of $eac2ing in$o ac$ion
252 s2are m( ,ersonal ,2iloso,2( of $eac2ing i$2 o$2ers
STRAND 3.2 "6I#DS PR$FESSI$&A# #I&?S ,IT %$##EA.6ES T$ E&RI% TEA%I&. PRA%TI%E'
INDICATOR 7.2.1 ?eeps abreast =ith recent de+elopments in education'
At what level do I…
253 *,da$e m(self i$2 recen$ de#elo,men$s in ed*ca$ion
254 a,,l( *,da$ed /noledge $o enric2 $eac2ing ,rac$ice
255 manifes$ o,enness $o recen$ de#elo,men$s in ed*ca$ion
INDICATOR 7.2.2 #ins =ith other institutions and or*ani7ations for sharin* bestpractices'
At what level do I…
256 /no of ins$i$*$ions and organiGa$ions i$2 a goal $o im,ro#e $eac2ing ,rac$ice
257 lin/ i$2 o$2er ins$i$*$ions and organiGa$ions $2a$ are 2el,f*l $o $2e $eac2ing ,rofession
258 ge$ in#ol#ed in ,rofessional organiGa$ions and o$2er agencies $2a$ can im,ro#e m( $eac2ing ,rac$ice
STRAND 3.& REF#E%TS $& TE #EVE# $F TE ATTAI&9E&T $F PR$FESSI$&A#DEVE#$P9E&T .$A#S'
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INDICATOR 7.3.1 ReNects on the ualit( of his5her o=n teachin*'
At what level do I…
259 /no $2e $ec2ni=*es and 5enefi$s deri#ed from $2eor(7g*ided in$ros,ec$ion
260 ma/e a self assessmen$ of m( $eac2ing com,e$encies
261 desire $o im,ro#e $2e =*ali$( of m( $eac2ing
INDICATOR 7.3.2 Impro+es teachin* performance based on feedbac from the mentor1students1 peers1 superiors and others'
At what level do I… 262 /no $2e ,*r,oses and a,,roac2es in es$a5lis2ing an effec$i#e feed5ac/ s(s$em
263 ac$i#el( see/ feed5ac/ from a range of ,eo,le $o im,ro#e m( $eac2ing ,erformance
264 manifes$ ,osi$i#e a$$i$*de $oards commen$srecommenda$ions
INDICATOR 7.3.3 Accepts personal accountabilit( to learnersH achie+ement andperformance'
At what level do I…
265 /no m( acco*n$a5ili$( and res,onsi5ili$ies $oard s$*den$s learning ,erformance
266 e8amine m(self #is7a7#is m( acco*n$a5ili$( for $2e learners and $o $2e $eac2ing ,rofession
267 acce,$ m( ,ersonal acco*n$a5ili$( $o $2e learners
INDICATOR 7.3.4 6ses self-e+aluation to reco*ni7e and enhance oneHs stren*th andcorrect oneHs =eanesses'
At what level do I…
268 /no $2e conce,$ and s$ra$egies for self7e#al*a$ion
269 iden$if( m( s$reng$2s and ea/nesses as a ,erson and as a $eac2er
270 manifes$ de$ermina$ion $o 5ecome a 5e$$er ,erson and $eac2er
END of SELF-ASSESSMENT
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Domain 1:Social Regard for Learning H S F L
S1:Teachers actions demonstrate value for learning 2.3.3 46
H S F L 47
1.1.1 1 48
2 49
3 2.3.4 50
4 51
5 521.1.2 6 S4: Estalishes ! maintains consistent standards "
7 2.4.1 53
8 54
1.1.3 9 55
10 56
11 57
1.1.4 12 2.4.2 58
13 59
14 60
15 2.4.3 61
S: #emonstrates that learning is of diff $inds" 62
2.1.1 16 6317 2.4.4 64
18 65
Domain :Learning En!ironmen" 66
S1: %reates an environment that &romotes fairness 67
2.1.1 19 S#: %reates a health' &s'chological climate"
20 2.5.1 68
21 69
2.1.2 22 70
23 2.5.2 71
24 72
2.1.3 25 73
26 7427 2.5.3 75
28 76
S: (a$es the class environment safe ! conducive.. 77
Domain $: Di!er%i"& of Learner%
2.2.1 29 S1: #etermines) understands ! acce&ts the learner*s...
30 3.1.1 78
31 79
2.2.2 32 80
33 3.1.2 81
34 82
2.2.3 35 83
36 3.1.3 8437 85
38 86
S$: 'ommunicates higher e+&ectations to learners 87
2.3.1 39 3.1.4 88
40 89
41 90
42
2.3.2 43
44
45
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H S F L H S F L
3.1. 91 S$: (a$e good use of allotted instructional time
92 4.3. 138
93 139
94 140
3.1. 95 4.3. 14196 142
97 143
3.1. 98 S4: ,elects teaching methods) learning methods"
99 4.4. 144
100 145
3.1. 101 146
102 4.4. 147
103 148
104 149
Domain 4: '(rric(l(m 150
S1: #emonstrates master' of the su-ect 1514.1. 105 4.4. 152
106 153
107 154
4.1. 108 4.4. 155
109 156
110 157
4.1. 111 4.4. 158
112 159
113 160
4.1. 114 4.4. 161
115 162116 163
4.1. 117 164
118 S#: ecogni/es general learning &rocesses"
119 4.5. 165
4.1. 120 166
121 167
122 168
4.1. 123 S): romotes &ur&osive stud'
124 4.6.1. 169
125 170
4.1. 126 171
127 172
128 S*: #emonstrates s$ills in the use of %T in teaching
4.1. 129 4.7. 173
130 174
131 175
S: %ommunicates clear learning goals 176
4.2. 132 177
133 178
134 179
4.2. 135 180
136 181
137 182
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H S F L H S F L
Domain #:+lanning,A%%e%%ing-Reor"ing 6.1.2 226
S1: #evelo&s"a&&ro&riate instructional &lan 227
5.1.1 183 228
184 6.1.3 229
185 230186 231
187 6.1.4 232
5.1.2 188 233
189 234
190 6.1.5 235
5.1.3 191 236
192 237
193 6.1.6 238
S: #evelo&s a&&ro&riate assessment strategies" 239
5.2.1 194 240
195 Domain *: +er%onal Gro/"0 and +rofe%%ional
De!elomen".196
5.2.2 197 S1: Ta$es &ride in the noilit' of teaching "
198 7.1.1 241
199 242
5.2.3 200 243
201 7.1.2 244
202 245
5.2.4 203 246
204 7.1.3 247
205 248
206 249
207 7.1.4 2505.2.5 208 251
209 252
210 S: uilds &rofessional lin$s ith colleagues..
S$: (onitors regularl' and &rovides feedac$" 7.2.1 253
5.3.1 211 254
212 255
213 7.2.2 256
214 257
5.3.2 215 258
216 S$: eflects on the level of attainment of &rof dev
S4: %ommunicates &rom&tl' and clearl'" 7.3.1 259
5.4.1 217 260218 261
219 7.3.2 262
5.4.2 220 263
221 264
222 7.3.3 265
Domain ): 'omm(ni"& Linage% 266
S1: Estalishes learning environment " 267
6.1.1 223 7.3.4 268
224 269
225 270
END of SELF2ASSESS3ENT
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Domains D1 D1To$
Domain DTo$
D' D'To$
Domain ) D)To$
Domain ! D!To$
D. D.To$
Domain % #7Tot
S$rands S131
S13
S31
S3
S3'
S3)
S3!
S'31
S)31
S)3
S)3'
S)3)
S)3!
S)3.
S)3%
S!31
S!3