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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT
Background
THE TSNA SYSTEM FRAMEWORK
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic educati
reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved
already started. This package of policy reforms is referred to as the Basic Education Sector eform !genda "BES!#.
$ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "%&BTS#. This
that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to
complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of
responsibilities
)n response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the %
Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +roect ST)-E "Strength
Education in the -isayas#, in coordination (ith the ED+)T! "Educational Development )mplementing Task orce#, and egions
Divisions of %egros $ccidental, Bohol and %orthern Samar, and further validated by the TED+'T/0 "Teacher Education Develo
Technical /orking 0roup at the national level.
This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS orientation program and resource materials, structured l
guides, manual for administration, scoring and interpretation, hard copy and e'versions of the tool and the monitoring and evaluati
tools for the implementation of the %&BTS'TS%!.
The Teachers1 Strengths 2 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professional developme
are aligned to the needs of the programs1 clientele. The TS%! determines the differences bet(een the actual situation "(hat is#
condition "(hat should be# in terms of teacher1s competencies (ithin the department. )n this %&BTS'TS%! the actual situation i
current competencies as perceived by the teacher. The profile of the teacher1s current competencies is compared to the %&BT
effective teaching. This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the c
competencies in terms of 3no(ledge, Skills, and !ttitudes "3S!s# that actually define the domains, strands and performance i
%&BTS.
The TS%! involves three essential stages of training needs analysis4 +hase ) "5ob !nalysis for Effective Teaching# is actually do
nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffic
$ffices are tasked to do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to deter
teacher competency levels in 3S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed
analysis of the strengths and discrepancies bet(een the standards set and the current teachers1 data on their competencies (hich
the school, cluster, District or Division level for their respective purposes related to teacher training7development.
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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA
Specifically, the TS%! intends to4
8.8. Social egard for 9earning8.:. 9earning Environment
8 ; Diversity of 9earners
!n important aspect of the TS%! process is the utili6ation of its results that (ill serve as inputs in the preparation of )ndividual +lan
Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional levels. The cons
at the school, division and regional level inform the school improvement plan "S)+#, Division Development +lan "DED+# an
Development +lan "ED+#, (ith respect to the plans for professional development at the school, division and the regional levels.
/hen established, the TS%! system ensures that
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8.A. &urriculum
8.. +lanning, !ssessing and eporting
8.?. &ommunity 9inkages
8.C. +ersonal 0ro(th and +rofessional Development
:. &onsolidate the TS%! results at the school, cluster, and division levels.
Expected OutputsExpected Outputs
Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs4
A. At the !d"du#$ $e"e$%
&onsolidated TS%! results that reflect the general strengths and learning needs of the teachers in the school
&onsolidated TS%! results of participating school teachers in a given cluster7division
The NCBTS #!d the SAs De"e$oped for the TSNA
3S! Specifications of the C D$!)%S, :; ST!%DS "S#, and > +E$!%&E )%D)&!T$S "+#4
Domain 84 Social egard for 9earning................................. SF: +F 3S!F 8
Domain :4 9earning Environment........................................ SF +F8C 3S!FG
Domain ;4 Diversity of 9earnersHHHHHHHHHHHHHH.. SF8 +F 3S!F:C
Domain A4 &urriculumHHHHHHHHHHHHHHHHHHH SFC +F:: 3S!FC
Domain 4 +lanning, !ssessing and eporting HHHHHHHH SFA +F8: 3S!FA>
Domain ?4 &ommunity 9inkages SF8 +F? 3S!F8
Domain C4 +ersonal and +rofessional 0ro(th SF; +F8> 3S!F;>
Tot#$ .. S()* P(+, SA(),
Schoo$-B#sed /p$e/e!t#to! of the TSNASchoo$-B#sed /p$e/e!t#to! of the TSNA
!n )ndividual Teacher Scoring Template that contains TS%! results indicating the strengths and training needs in each of the se
and :; strands.
B.
At the schoo$ $e"e$%
C.
At the c$uster0 0d"so! $e"e$%
The TS%! tool is anchored on the %&BTS rame(ork set by the Department of Education. This contains seven integrated domteaching (hich are4 Domain 8ISocial egard for 9earningJ Domain :I9earning EnvironmentJ Domain ;IDiversity of 9earn&urriculumJ Domain I +lanning, !ssessing and eportingJ Domain ?I&ommunity 9inkagesJ and Domain CI+ersonal 0ro(th a
Development. Each domain has its corresponding strands and each strand has performance indicators. ! total of seven domains,> performance indicators make up the %&BTS competency standards set by the DepED.
The domains, strands and performance indicators (ere translated to specific 3no(ledge, Skills, and !ttitudes "3S!s# to compos
A. Ore!t#to! of Schoo$ He#ds o! the NCBTS #!d the TSNA
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The principle of school'based management empo(ers the School Keads to provide instructional leadership and ther
be a(are of the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich S
can support the professional development of the teachers is (hen they have the first'hand information about the trai
teachers. The %&BTS'TS%! tool intends to identify specific training needs of teachers, thus the School Keads and S
Supervisors need to be kno(ledgeable of the features of the tool and its proper administration and results utili6ation.
The orientation should therefore, involve clusters of School Keads (ith their respective %&BTS School &oordinators
Schools and District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the
School Kead taking into consideration the criteria outlined in the $rientation 0uide contained in the %&BTS'TS%! +
The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the tran
technology to conduct TS%! at the school level. The package provides the participants (ith4 "a# a deeper understand
%&BTS frame(ork, the meaning of the domains, strands, and performance indicators, and the identification of the 3
familiarity (ith the content of the TS%! tool and its proper administration to assist schools in the conduct of TS%!.
B. Schoo$s-C$uster TSNA /p$e/e!t#to!
Schools (ithin the Division are expected to form clusters. Each cluster should designate a 9eader School. 9eader Sc
their respective %&BTS &oordinators become the
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n. These policy
education effort
is a frame(ork
appreciate the
their roles and
BTS'Teachers*
ening the Basic
), -)) and -))),
ment +rogram'
earning session
on scheme and
t programs that
and the desired
s described the
S standards for
urrent teacher1s
ndicators of the
ne by analy6ing
e and egional
ine the current
analysis# is the
is carried out at
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for +rofessional
olidated TS%!s
d the egional
tices to identify
er performance
he +rofessional
ent.
TS in each of
P r
pment
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en domains
ins for effectiversJ Domain AInd +rofessional
:; strands and
the TS%! Tool
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fore they must
hool Keads
ing needs of
chools
from 9eader
iscretion of the
ckage.
sfer of the
ing of the
!sJ "b#
hool Keads and
. School
their o(n
the cluster or
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GETTING STARTED WITH THE N'BTS-TSNA SELF-ASSESSMEN
Code !terpret#to!
K
"Kigh#
S
"Satisfactory#
"air#
9
" 9o(#
B. The E$ectro!c Se$f-Assess/e!t Too$
This Electronic Self'!ssessment Template consists of three (orksheets labelled as4
L MSelf'!ssessmentM ' green'colored tab is the TS%! instrument
L MSummaryM ' yello('colored tab displays the result of assessment after all TS%! items have been accomplished
8. ill in the Teacher +rofile. Data provided here shall feed into the Kuman esource )nformation System of DepEd
:. !fter completing the Teacher +rofile, proceed to the Self'!ssessment /orksheet by clicking on the MSelf !ssessmentM tab
;. )n the Self !ssessment (orksheet, click on the appropriate checkbox that corresponds to your ans(er for each 3S!
The TS%! Tool is a self'assessment exercise that is introduced by the School Kead7%&BTS &oordinator through an orientation proc
respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format "Excel# is c
"&D# (ith an auto'scoring system. Each teacher may be given an individual &D or may respond to the TS%! tool from a file installed
takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (
and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed f
instrument.Se$f-Ad/!str#to! of the TSNA Too$!. The TS%! esponsesThe instrument contains clusters of 3S!s specific to a particular performance indicator (ith a common stem4
TS%! tool is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.
air "#, and 9o( "9#.
The reference codes presented belo( guide the respondent in registering her7his self'assessment for each 3S!4
y level of competence in the 3S! is high. This is my strength, although not apriority training 2 development need.
y level of competence in the 3S! is satisfactory but ) (ould benefit from furthertraining 2 development
y level of competence in the 3S! is fair and ) need further training 2development as a priority.
y level of competence in the 3S! is lo(. ) urgently need training anddevelopment
1Te#cher Prof$e1 ' pink'colored tab and a data'entry form for teacher respondent*s personal and professional data
;.8 !s a checkbox is ticked, the ro( color turns blue indicating that the response7ans(er is accepted
;.: /hen more than one ans(er is provided for one 3S!, the ro( color turns red indicating an erroneous ans(er
$nly one ans(er must be provided for each 3S!, hence only one checkbox ticked.
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A. Npon successfully completing all items, message M&lick Summary /orksheet to vie( resultsM is displayed.
&lick Summary /orksheet to vie( interpretation of assessment results.
ans(ers (ere provided for one 3S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special
attention to red and grey colored ro(s.
!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es
R#!2e 3e"e$ of Te#ch!2 Co/pScale scores % Scores
;.8'A.>> C.8O ' 8>>O
:'8';.> ?:.8O ' C.>O
8.8':.> ;C.8O ' ?:.>O
8.>>'8.> :.>>O ' ;C.>O
&onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division.
4t$5#to! of TSNA Resu$ts for the De"e$op/e!t of PPDs
Note :!utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and7or t(o
TS%! results may be interpreted using the scale scores or the percentage scores. Npon completion of the %&BTS'TS%! Tool,average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to beaverage of a particular domain, or a strand or a specific performance indicator as the case may be.
Expert. -ery competent and can support other te
Expere!ced. &ompetent in the 3S! but (ould band development
De"e$op!2. airly competent in 3S! and need fdevelopment
Be2!!!2. 9acking competence in 3S! and reqdevelopment
The electronic version also provides profiles on the categories for 3no(ledge, Skills and !ttitude. 9earning needs and strenmay also be inferred from the TS%! results.
The TS%! )ndividual +rofile is used for the development of the teacher1s )++D. The identified learning needs therein are appraiseinto consideration the priorities set by the school for its future development. )t is important that the teachers develop themselves iaddressing the most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to iden(ith their o(n priorities and those of the school. ! separate document has been developed detailing the concepts and procedures)++Ds.
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TOOL
ess in order for the teacher'
ntained on a compact disk
on a common computer. )t
ith corresponding strands
or completing the
onsidering that the %&BTS'
. Kigh "K#, Satisfactory "S#,
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te!ce
n obtained score (hether aninterpreted may either be an
acher*s improvement
enefit from further training
rther training and
ire urgent training and
gths along these dimensions
d by the teacher (hile takingn order to contribute to(ardsify their training needs in linerelated to the preparation of
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Te#cher Prof$e
I. PERSONAL DATA
1. Family Name (Last name) First Name
PARAS RECE
2. Gender Female 3. Civil Status single
. !ate "# $irt% & 2' 1& '. Plae "# $irt% C*+, -F SAN FERNAN!
MM DD YYYY
/.
0' SAPAL-C !-L-RES C*+, -F SAN FERNAN!- PAPANGA
i C"de 2 0 0
. Regi"n 3 4. !ivisi"n C*+, -F SAN FERNAN!- (P) &. !is
10. S%""l Name 11. S%""l *!
LARA *N+EGRA+E! SC5--L 30/010/
12. S%""l Address
$ARANGA, LARA C*+, -F SAN FERNAN!- PAPANGA
13.
201 - 4
1. Su67et Area C"nentrati"n8
Elem8 Englis% at% Sie Siene Piliin" a:a6ayan
Se 8 Englis% at% Sie Siene Piliin" a:a6ayan
II. EDUCATIONAL ATTAINMENT
!egree a7"r S%""l
mm
a7"r %EE ;N*
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%. SCOLARSIP'&RANTS RECEI%ED
+itle S"ns"ring Ageny mm d
%I. OTER )UALI#ICATIONS
32. * erti#y t%at t%e statements made 6y me in anser t" t%e #"reg"ing Buesti"ns are true "mlete and "rret t" t%e 6est "# my :n"ledge
!ate8 Signature8
N.$.
A5R?*NSE+ F"rm N". 2004?001 v2.0
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iddle Name
PANG*L*NAN
3. Eml"yee N".
PAPANGA
P%"ne 0&0'2'1&'
Fa
0 E?mail reearasDgmail."m
t N-R+5
12. S%""l +ye Pu6li Private
Elementary : "n"grade Central
ultigrade N"n?Central
SPE!
Secondary: General ain
Seial Siene +e%
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ates
mm dd yy
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Do(a$n )
Strand 1.1
Indicator 1.1.1
K& &
K' '
S& (
S' )
A& *
Indicator 1.1.2
K( +
S( ,
A' -
Indicator 1.1.3
K) .
S) &/
A( &&
Indicator 1.1.4
K* &'
S* &(
S+ &)
A) &*S*rand )+,
Indicator 1.2.1
K+ &+
S, &,
A* &-
Do(a$n ,
S*rand ,+)Indicator 2.1.1
K,&.
S- '/
A+ '&
Indicator 2.1.2
K- ''
S. '(
A, ')
Indicator 2.1.3
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K&/ '+
S&/ ',
A- '-
S*rand ,+,
Indicator 2.2.1
K&& '.S&& (/
A. (&
Indicator 2.2.2
K&' ('
S&' ((
A&/ ()
Indicator 2.2.3
K&( (*
K&) (+
S&( (,
A&& (-
S*rand ,+
Indicator 2.3.1
K&* (.
S&) )/
S&( )&
A&& )'
Indicator 2.3.2
K&+ )(
S&+ ))
A&( )*
Indicator 2.3.3
K&, )+
K&- ),
S&, )-
A&) ).Indicator 2.3.4
K&. */
S&- *&
A&* *'
S*rand ,+.
Indicator 2.4.1
K'/ *(
K'& *)S&. **
S'/ *+
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K'' *-
S'& *.
A&, +/
Indicator 2.4.3
K') +&K'* +'
S'' +(
A&- +)
Indicator 2.4.4
K'+ +*
S'( ++
A&. +,
S*rand ,+/
Indicator 2.5.1
K', +-
S') +.
A'/ ,/
Indicator 2.5.2
K'- ,&
S'* ,'
S'+ ,(
A'& ,)
Indicator 2.5.3
K'. ,*
S', ,+
A'' ,,
Do(a$n
S*rand +)
Indicator 3.1.1
K(/ ,-
S'- ,.
A'( -/
Indicator 3.1.2
K(& -&
S'. -'
A') -(
Indicator 3.1.3
K(' -)
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A'* -,
Indicator 3.1.4
K(( --
S(' -.
A'+ ./
Indicator 3.1.5
K() .&
S() .'
S(* .(
A', .)
Indicator 3.1.6
K(* .*
S(+ .+A'- .,
Indicator 3.1.7
K(+ .-
S(, ..
A'. &//
Indicator 3.1.8
K(, &/&
S(- &/'
S(. &/(
A(/ &/)
Do(a$n .
S*rand .+)
Indicator 4.1.1
K(- &/*
S)/ &/+A(& &/,
Indicator 4.1.2
K(. &/-
S)& &/.
A(' &&/
Indicator 4.1.3
K)/ &&&
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Indicator 4.1.4
K)& &&)
S)( &&*
A() &&+
Indicator 4.1.5
K)' &&,
S)) &&-
A(* &&.
Indicator 4.1.6
K)( &'/
S)* &'&
A(+ &''
Indicator 4.1.7
K)( &'(
ICT &')
A(+ &'*
Indicator 4.1.8
K)( &'+
S)* &',
A(+ &'-Indicator 4.1.9
K)( &'.
S)* &(/
A(+ &(&
S*rand .+,
Indicator 4.2.1
K)( &('
S)* &((A(+ &()
Indicator 4.2.2
K)( &(*
S)* &(+
A(+ &(,
S*rand .+
Indicator 4.3.1
K)( &(-
S)* &(.
A(+ &)/
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K)( &)&
S)* &)'
A(+ &)(
S*rand .+.
Indicator 4.4.1
K)( &))
S)* &)*
A(+ &)+
Indicator 4.4.2
ICT &),
ICT &)-
ICT &).S)* &*/
A(+ &*&
Indicator 4.4.3
K)( &*'
S)* &*(
A(+ &*)
Indicator 4.4.4
K)( &**
S)* &*+
A(+ &*,
Indicator 4.4.5
K)( &*-
S)* &*.
A(+ &+/
Indicator 4.4.6
K)( &+&
S)* &+'
A(+ &+(
&+)
S*rand .+/Indicator 4.5.1
K)( &+*
S)* &++
A(+ &+,&+-
S*rand . 0
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K)( &+.
S)* &,/
A(+ &,&
&,'
S*rand .+1
Indicator 4.7.1
&,(
&,)
&,*
&,+
&,,
&,-
&,.
&-/
&-&
&-'
Do(a$n /
S*rand /+)
Indicator 5.1.1
K)( &-(
S)* &-)
A(+ &-*
A(+ &-+&-,
Indicator 5.1.2
K)( &--
A(+ &-.
&./
Indicator 5.1.3
K)( &.&
S)* &.'
A(+ &.(
S*rand /+,
Indicator 5.2.1
K)( &.)
S)* &.*
A(+ &.+
Indicator 5.2.2
K)( &.,
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Indicator 5.2.3
K)( '//
A(+ '/&
'/'
Indicator 5.2.4
K)( '/(
S)* '/)
A(+ '/*
'/+
A(+ '/,
Indicator 5.2.5
K)( '/-
S)* '/.A(+ '&/
S*rand /+
Indicator 5.3.1
K)( '&&
S)* '&'
A(+ '&(
A(+ '&)Indicator 5.3.2
K)( '&*
S)* '&+
S*rand /+.
Indicator 5.4.1
K)( '&,
S)* '&-A(+ '&.
Indicator 5.4.2
K)( ''/
S)* ''&
A(+ '''
Do(a$n 0
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K)( ''(
S)* '')
A(+ ''*
Indicator 6.1.2
K)( ''+S)* '',
A(+ ''-
Indicator 6.1.3
K)( ''.
S)* '(/
A(+ '(&
Indicator 6.1.4
K)( '('
S)* '((
A(+ '()
Indicator 6.1.5
K)( '(*
S)* '(+
A(+ '(,
Indicator 6.1.6
K)( '(-
S)* '(.
A(+ ')/
Do(a$n 1
S*rand 1+)Indicator 7.1.1
K)( ')&
S)* ')'
A(+ ')(
Indicator 7.1.2
K)( '))
S)* ')*
A(+ ')+
Indicator 7.1.3
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S)* ')-
A(+ ').
Indicator 7.1.4
K)( '*/
S)* '*&
A(+ '*'
S*rand 1+,
Indicator 7.2.1
K)( '*(
S)* '*)
A(+ '**
Indicator 7.2.2
K)( '*+
S)* '*,
A(+ '*-
S*rand 1+
Indicator 7.3.1
K)( '*.
S)* '+/
A(+ '+&
Indicator 7.3.2
K)( '+'
S)* '+(
A(+ '+)
Indicator 7.3.3
K)( '+*
S)* '++
A(+ '+,
Indicator 7.3.4
K)( '+-
S)* '+.
A(+ ',/
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SO'IAL REGARD FOR LEARNING
T%ac&%r ac*$on# d%(on#*ra*% 2a!u% 3or !%arn$ng
Implements school policies and procedures
At what level do I ...
kno( school policies and proceduresP
understand school operationsP
implement policies and procedures P
communicate policies and procedures to students, parents and other concerned personsP
abide by the school policies and proceduresP
emonstrates punctualit!
At what level do I ...
possess a(areness on the implementation of Mtime on taskM in all responsibilitiesP
demonstrate punctuality in accomplishing expected tasks and functionsP
model the value of punctualityP
"aintains appropriate appearanceAt what level do I ...
kno( decorum i.e. dress code, behavior of teachersP
practice decorum in all occasionsP
value decorum expected of teachersP
Is care#ul a$out the e%ect o# one&s $ehavior on students
At what level do I ...
understand the theoretical concepts and principles of social learningP
sho( appropriate behavior even during unguarded momentsP
apply kno(ledge on social learning in dealing (ith studentsP
consider the influence my behavior has on studentsPD%(on#*ra*%# *&a* !%arn$ng $# o3 d$4%r%n* k$nd# and 3ro( d$4%r%n* #ourc%#"a'es use o# various learnin( e)periences and resources
At what level do I ...
kno( a range of sources through (hich social learning may be experiencedP
use information from a variety of sources for learning "e.g. family, church, other sectors of the community#P
appreciate that students learn through a range of different social experiencesP
LEARNING EN5IRONMENT
'r%a*%# an %n2$ron(%n* *&a* 6ro(o*%# 3a$rn%##"aintains a learnin( environment o# courtes! * respect #or di%erent learners +e.(
At what level do I ...
understand the dynamics of teaching learners from diverse backgrounds "e.g. ability, culture, family background and gender#P
maintain a learning environment that promotes courtesy and respect for all learnersP
sho( courtesy and respect to everyone at all timesP
rovides (ender/#air opportunities #or learnin(
At what level do I ...
understand the obectives, principles and strategies for 0ender and Development "0!D#P
provide gender fair learning opportunitiesP
uphold gender sensitivity in my dealings (ith learners and othersP
0eco(nies that ever! learner has stren(ths
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kno(s about potentialities and uniqueness of individual learnersP
provide learning activities that allo( all learners to reach their full potentialP
recogni6e leraner*s individual potentials and strengthsP
Mak%# *&% c!a##roo( %n2$ron(%n* #a3% and conduc$2% *o !%arn$ng
"aintains a sa#e and orderl! classroom #ree #rom distractions
At what level do I ...
kno( the principles of classroom management, room structuring and safety measuresPmaintain a safe, clean and orderly classroom free from distractionsP
sho( concern for a safe and conducive learning environmentP
Arran(es challen(in( activities in a (iven ph!sical environment
At what level do I ...
kno( various challenging activities that can be adapted in any given physical environmentP
conduct challenging learning activities despite physical environment constraintsP
sho( enthusiasm to conduct learning activities in any given situationP
ses individual and cooperative learnin( activities to improve capacities o# learne
At what level do I ...
understand the importance and dynamics of both individual and cooperative learningP
kno( varied strategies for individual and cooperative learningP
balance the use of individual and cooperative learning activitiesP
see the value in creating individual and cooperative learning activitiesP
'o((un$ca*%# &$g&%r !%arn$ng %76%c*a*$on# *o %ac& !%arn%r
ncoura(es learners to as' uestions
At what level do I ...
kno( the art of questioning and different techniques of asking higher order questionsP
provide opportunities for learners to ask questionsP
ask questions that stimulate critical and creative thinking among learnersP
sho( an accepting response7gesture in dealing (ith questions of learnersP
rovides learners with a variet! o# learnin( e)perienceAt what level do I ...
kno( various strategies that elevate students* level of learningP
provide learners (ith variety of experiences that enhance learningP
(illingly provide learners (ith a variety of challenging learning activitiesP
rovides varied enrichment activities to nurture the desire #or #urther learnin(
At what level do I ...
understand ho( enrichment activities enhance the learners* desire to learnP
kno( (ays of motivating the learners to learn further and more effectivelyP
facilitate varied enrichment activities that are interesting for further learningP
sho( diligence in making enrichment materialsPommunicates and maintains hi(h standards o# learnin( per#ormance
At what level do I ...
kno( the implications of achieving high standards of learning performance for total human developmentP
help learners maintain high standards of learningP
inspire learners to set high performance targets for themselvesP
E#*a!$#&%# and (a$n*a$n# con#$#*%n* #*andard# o3 !%arn%r#8 %&a2$or
andles $ehavior pro$lems uic'l! and with due respect to children&s ri(hts
At what level do I ...
understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! C?8>, +D ?>;P
kno( behavior management techniques for learners (ith behavioral problemsPidentify learners (ith behavioral problemsP
employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsP
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At what level do I ...
kno( the concept, importance and techniques of social reinforcementP
provide timely and appropriate reinforcement on learners* behaviorP
believe that positive reinforcement leads to improved learner behaviorP
uides individual learners reuirin( development o# appropriate social and learni
At what level do I ...
understand the learners* social development stagesPkno( different strategies that enhance learners* social developmentP
use varied teaching'learning strategies that make use of social interactionP
sho( patience in managing different social and learning activitiesP
ommunicates and en#orces school policies and procedures #or appropriate learn
At what level do I ...
kno( DepED7school policies and procedures on student disciplineP
communicate and enforce policies and procedures related to students behaviorP
commit to enforcing school policies and proceduresP
'r%a*%# a &%a!*&" 6#"c&o!og$ca! c!$(a*% 3or !%arn$ng
ncoura(es #ree e)pression o# ideas #rom students
At what level do I ...
kno( the concepts and principles of democratic expression of ideasP
provide activities that (ill encourage respect and free expresssion of ideasP
encourage learners to express their ideas freely and responsiblyP
reates stress/#ree environment
At what level do I ...
kno( the the elements and importance of establishing a stress'free learning environmentP
manage conflicts and other stress'related situationsP
initiate and create programs "e.g. child'friendly school system# and activities that promote stress'free environmentP
get involved in advocacy activities that create a stress'free environmentP
a'es measures to minimie an)iet! and #ear o# the teacher andor su$:ectAt what level do I ...
kno( about child'friendly teaching strategiesP
encourage learners to develop a positive attitude to(ards their subect and teacherP
let my students feel they are acceptedP
DI5ERSITY OF LEARNERS
D%*%r($n%#9 und%r#*and# and acc%6*# *&% !%arn%r#8 d$2%r#% ackground kn
and %76%r$%nc%
;$tains in#ormation on the learnin( st!les, multiple intelli(ences and needs o# leaAt what level do I ...
understand the theories and concepts of multiple intelligences and learning stylesP
identify learning styles and multiple intelligences of learnersP
sho( diligence in obtaining information on different learning needsP
Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
kno( techniques and strategies in designing7selecting activities for varied types of learnersP
utili6e varied activities for various types of learnersP
sho( respect and concern for individual differences of studentsP
Establishes goals that define appropriate expectations for all learnersAt what level do I ...
understand the requirements in setting goals for differentiated learningP
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appreciate t!e need to consider t!e di0erences in e1periences and capa2ilities o3 learners4
aces lessons appropriate to needs and di
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+inks the current content with past and duture lessons
At what level do I ...
understand interrelation of topics7content (ithin the subect area taughtP
link the present subect matter content (ith the past and future lessonsP
value the need to relate prior kno(ledge of learners (ith the present and future lessonsP
Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional
aterials or resources appropriate to learnersAt what level do I ...
have the kno(ledge in designing lessons (ith congruent obectives, teaching methods, learning activities and materialsP
teach lessons that have congruency of obectives, procedure, materials and evaluationP
appreciate the value of aligning obectives (ith all the parts of a lessonP
,reates situations that encourage learners to use high order thinking skills
At what level do I ...
understand the concept of critical thinking and the facets of understandingP
engage learners in activities that develop higher order thinking skillsP
patiently motivate learners to develop higher order thinking skillsP
Engages and sustains learners- interests in the sub'ect b! aking content eaningful and
relevant to the
At what level do I ...
kno( strategies and materials that promote authentic learningP
apply various appropriate strategies and7or technology to motivate 2 sustain learningP
believe in relating classroom learning to real (orld expereincesP
Integrates relevant scholarl! works and ideas to enrich the lessons as needed
At what level do I ...
update myself (ith relevant scholarly (orks and ideas related to my subect areaP
integrate scholarly (orks and ideas to enrich the lesson for the learnersP
sho( enthusiasm and openness to ne( learningPIntegrates content of sub'ect areas with other disciplines
At what level do I ...
kno( about other disciplines related to the subect ) am teachingP
integrate content of subect area (ith other disciplinesP
appreciate integrative mode of teachingP
Co//u!c#tes c$e#r $e#r!!2 2o#$s for the $esso!s th#t #re #ppropr#te for $e#r!ers
Sets appropriate learning goals
At what level do I ...
kno( the learning goals vis'@'vis specific subect content of the level ) am teachingP
set doable and appropriate daily learning goals for the learnersPreflectively choose appropriate learning goalsP
nderstand the learning goals
At what level do I ...
understand the connection of the short'term goals to the long'term goals of learningP
practice relating short'term goals to long term goals for learningP
value the learning goals set in the curriculumP
M#9e 2ood use of #$$otted !structo!#$ t/e
Establishes routines and procedures to axii#e instructional tie
At what level do I ...
understand the principles and procedure of maximi6ing instructional timeP
apply techniques of Mtime on taskM in planning and delivering lessonsP
observe discipline on time managementP
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kno( the principles and techniques of lesson planning considering the allotted instructional time P
design parts of the lesson (ithin available instructional timeP
sho( efficiency in the use of time to effectively attain learning goalsP
Se$ects te#ch!2 /ethods: $e#r!!2 #ct"tes #!d the !structo!#$ /#ter#$s
or resources #ppropr#te to the $e#r!ers #!d #$2!ed to o78ect"es of the $esso!
ranslates learnin( competencies to instructional o$:ectives
At what level do I ...kno( the learning competencies in my learning areas in order to formulate appropriate instructional obectivesP
translate learning competencies into instructional obectivesP
sho( a reflective attitude in translating learning competencies to instructional obectivesP
Selects, prepares, and utilies technolo(! and other instructional materials appro
the learners * learnin( o$:ectives
At what level do I ...
kno( various technology and instructional materials appropriate for my learning areaP
select and utili6e updated and appropriate technology7instructional materialsP
use appropriate technology resources to achieve curriculum standards and obectivesPprepare adequate and appropriate instructional materials for the learners and the learning obectivesP
manifest resourcefulness in preparing instructional materialsP
rovides activities and uses materials which =t the learners& learnin( st!les, (oal
At what level do I ...
kno( the principles of instructional material preparation for different types of learnersP
use relevant activities and materials suited to the learning styles, goals and culture of the learnersP
believe in the need to provide activities and use materials appropriate to the learnersP
ses a variet! o# teachin( approaches and techniues appropriate to the su$:ect
and the learners
At what level do I ...understand the theories, approaches and strategies in teaching the subect areaP
use variety of teaching strategies and techniques appropriate to the learners and subect matterP
sho( enthusiasm in using innovative and appropriate teaching techniquesP
tilies in#ormation derived #rom assessment to improve teachin( and learnin(
At what level do I ...
understand the proper utili6ation of assessment results to improve teaching and learningP
use assessment results in setting learning obectives and learning activities P
appreciate the value of assessment in improving teaching and learningP
rovides activities and uses materials which involves students in meanin(#ul lear
At what level do I ...kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningP
apply relevant teaching approaches to achieve meaningful learningP
use improvised and indigenous materials for meaningful learningP
appreciate teaching approaches to meaningful learning "e.g., constructivism#P
R%cogn$;%# g%n%ra! !%arn$ng 6roc%##%# a# :%!! a# un$
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kno( the techniques in forming good study habitsP
determine the current study habits of my studentsP
provide appropriate learning tasks and proects that support development of good study habitsP
take extra time to help students form good study habitsP
D%(on#*ra*%# #k$!!# $n *&% u#% o3 I'T $n *%ac&$ng and !%arn$ng
tilies I to enhance teachin( and learnin(
At what level do I ...kno( the nature and operations of )&T systems as they apply to teaching and learningP
understand ho( )&T'based instructional materials7learning resources support teaching and learningP
understand the process in planning and managing )&T'assisted instructionP
design, develop ne( or modify existing digital7and or non'digital learning resourcesP
use of )&T resources for planning and designing teaching'learning activitiesP
use )&T tools to process assessment and evaluation data and report resultsP
demonstrate proficiency in the use of computers to support teaching and learningP
use )&T tools and resources to improve efficiency and professional practiceP
value and practice social responsibility, ethical and legal use of )&T tools and resourcesP
sho( positive attitude to(ards the use of )&T in keeping records of the learnersP
PLANNING9 ASSESSING AND REPORTING
D%2%!o6# and u*$!$;%# cr%a*$2% and a66ro6r$a*% $n#*ruc*$ona! 6!an
Shows proo# o# instructional plannin(
At what level do I ...
kno( the elements and process of developing an instructional plan "e.g. daily, (eekly, quarterly, yearly#P
arrrange sequentially the learning units (ith reasonable time allotmentP
identify appropriate learning obectives, strategies, and accompanying materials in the planP
identify appropriate and varied assessment proceduresPsho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningP
Implements instructional plan
At what level do I ...
kno( the factors for successful implementation of the instructional planP
adust the instructional plan to ensure attainment of obectivesP
appreciate the value of instructional planningP
emonstrates a$ilit! to cope with varied teachin( millieu
At what level do I ...
kno( the different teaching'learning situations that could affect the implementation of the instructional planP
cope (ith varied teaching milieu7settingP
manifest openness to make necessary adustements to improve the instructional planP
D%2%!o6# and u#%# a 2ar$%*" o3 a66ro6r$a*% a##%##(%n* #*ra*%g$%# *o (on$*
and %2a!ua*% !%arn$ng
repares #ormative and summative tests in line with the curriculum
At what level do I ...
kno( the principles and purposes of instructional assessment including formative and summative testingP
construct valid and reliable formative and summative testsP
appreciate the value of testing as a tool to improve instruction and learning performanceP
mplo!s non/traditional assessment techniues +port#olio,:ournals, ru$ric, etc.-At what level do I ...
kno( the concepts principles and strategies of non'traditional assessmentP
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Interprets and uses assessment results to improve teachin( and learnin(
At what level do I ...
kno( concepts, principles on interpretation and utili6ation of assessment resultsP
interpret and use test results to improve teaching and learningP
manifest fairness in the interpretation of test resultsP
Identi=es teachin(/learnin( di
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At what level do I ...
kno( the programs, proects, and thrusts of DepEd on school'community partnershipP
involve the community in the programs, proects and thrusts of the schoolP
promote shared accountability for the learners* achievementP
ses communit! resources +human, material- to support learnin(
At what level do I ...
kno( the various community resources available to enhance learningP
use available community resources "human, material# to support learningP
recogni6e community resources to support learningP
ses communit! as a la$orator! #or learnin(
At what level do I ...
kno( strategies for experiential learning outside the classroomP
make use of the community as a laboratory for learningP
appreciate the (orld as a learning environmentP
articipates in communit! activities that promote learnin(
At what level do I ...
kno( the teacher*s social responsibilityP
link (ith sectors for involvement in community (orkP
sho( enthusiasm in oining community activitiesP
ses communit! networ's to pu$licie school events and achievements
At what level do I ...
kno( the dynamics of community net(orking and information disseminationP
communicate the school events7achievements through community net(orksP
share information on school events7achievements to the communityP
ncoura(es students to appl! classroom learnin( to the communit!
At what level do I ...kno( the social realities outside the classroom to make learning relevantP
provide learning activities ensuring their application to the communityP
sho( sensitivity to the needs of the communityP
PERSONAL GROWTH AND PROFESSIONAL DE5ELOPMENT
Tak%# 6r$d% $n *&% no$!$*" o3 *%ac&%r# a# a 6ro3%##$on"aintains stature and $ehavior that upholds the di(nit! o# teachin(
At what level do I ...
kno( the set of ethical and moral principles, standards and values embodied in the &ode of Ethics for +rofessional TeachersP
practice the &ode of Ethics for +rofessional TeachersP
manifest the values that uphold the dignity of teachingP
Allocates time #or personal and pro#essional development throu(h participation i
educational seminars and wor'shops readin( educational materials re(ularl! and
en(a(in( in educational research
At what level do I ...
kno( the requirements7expectations for personal and professional development of teachersP
prepare and implement an individual personal and professional development plan ")+D+#P
manifest 6eal in undertaking educational research P
"ani#ests personal ualities li'e enthusiasm, >e)i$ilit! and carin( attitude
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engage in self'assessment to enhance my personal qualitiesP
exhibit personal qualities such as enthusiasm, flexibility and caring attitudeP
Articulates and demonstrates one&s personal philosoph! o# teachin(
At what level do I ...
understand the value of having a personal philosophy of teachingP
translate my philosophy of teaching into actionP
share my personal philosophy of teaching (ith othersP
Bu$!d# 6ro3%##$ona! !$nk# :$*& co!!%agu%# *o %nr$c& *%ac&$ng 6rac*$c%
?eeps a$reast with recent developments in education
At what level do I ...
update myself (ith recent developments in educationP
apply updated kno(ledge to enrich teaching practiceP
manifest openness to recent developments in educationP
@in's with other institutions and or(aniations #or sharin( $est practices
At what level do I ...
kno( of institutions and organi6ations (ith a goal to improve teaching practiceP
link (ith other institutions and organi6ations that are helpful to the teaching professionP
get involved in professional organi6ations and other agencies that can improve my teaching practiceP
R%>%c*# on *&% %7*%n* o3 *&% a**a$n(%n* o3 6ro3%##$ona! d%2%!o6(%n* goa!#
0e>ects on the ualit! o# hisher own teachin(
At what level do I ...
kno( the techniques and benefits derived from theory'guided introspectionP
make a self assessment of my teaching competenciesP
desire to improve the quality of my teachingP
Improves teachin( per#ormance $ased on #eed$ac' #rom the mentor, students, pe
superiors and othersAt what level do I ...
kno( the purposes and approaches in establishing an effective feedback systemP
actively seek feedback from a range of people to improve my teaching performanceP
manifest positive attitude to(ards comments7recommendationsP
Accepts personal accounta$ilit! to learners& achievement and per#ormance
At what level do I ...
kno( my accountability and responsibilities to(ard students* learning performanceP
examine myself vis'a'vis my accountability for the learners and to the teaching professionP
accept my personal accountability to the learnersP
ses sel#/evaluation to reco(nie and enhance one&s stren(th and correct one&s w
At what level do I ...
kno( the concept and strategies for self'evaluationP
identify my strengths and (eaknesses as a person and as a teacherP
manifest determination to become a better person and teacherP
Automatic scorin( is ena$led onl! a#ter all items have $een accomplishe
;B S@B ASSSS"lic' Summar! Cor'sheet to view results
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H S F L
H S F L
H S F L
H S F L
H S F L
ure, (ender-
H S F L
H S F L
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H S F L
H S F L
r learnin(
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
%r#
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
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H S F L
2
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
Total KSAs
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S=MMARY OF RES=LTS ?N'BTS-TSNA@Teac!er6 RECE PARAS
Do(a$n D) D,
S*rand S&7& S&7' To*a! D) S'7& S'7' S'7( S'7) S'7* To*a! D,
No+ O3 KSA# &* ( &- &/ &/ &) &* &/ *.
HPS +/ &' ,' )/ )/ *+ +/ )/ '(+
Ra: Scor% . /, ,C ./ , )1)
M%an Scor% ,+C1 + ,+C + ,+C ,+1 + ,+ ,+
Scor% 1)+01 1/+ 1,+,, 1/+ 1+ 0+0. 1/+ 1,+/ 1,+.0
S&7& S&7' Total & S'7& S'7' S'7( S'7) S'7* Total ' S(7& Total ( S)7& S)7' S)7( S)7) S)7* S)7+ S)7, T
/7//
&7//
'7//
(7//
)7//
'7-,(7//
,+C(7//
'7-/ '7,.(7//
'7./ ,+'7,- ,+1C
'7.+ (7//
'7*/'7+'
'7,*'7*/
'7./
Su((ar" o3 TSNA R%#u
B" M%an Sca!% Scor%
S*rand# Do(a$n
M%an
Scor%
Su((ar" o3 TSNA R%#u!
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INTERPRETATION BY DOMAIN STRAND
Do(a$n and S*rand# Scor%
D) Soc$a! R%gard 3or L%arn$ng 1,+,, ,+C
S&7& Teac!er actions demonstrate 9alue 3or learnin" ,&7+,8 '7-,
S&7' emonstrates t!at learnin" is o3 di0erent :inds and 3rom di0erent sources ,*7//8 (7//D, L%arn$ng En2$ron(%n* 1,+.0 ,+
S'7& Creates an en9ironment t!at promotes 3airness ,*7//8 (7//
S'7' Ma:es t!e classroom en9ironment sa3e and conduci9e to learnin" ,/7//8 '7-/
S'7( Communicates !i"!er learnin" e1pectations to eac! learner +.7+)8 '7,.
S'7) Esta2lis!es and maintains consistent standards o3 learners; 2e!a9ior ,*7//8 (7//
S'7* Creates a !ealt!y psyc!olo"ical climate 3or learnin" ,'7*/8 '7./
D D$2%r#$*" o3 L%arn%r# 0+.. ,+1C
S(7&
etermines< understands and accepts t!e learners; di9erse 2ac:"round :no=led"e +.7))8 '7,-
D. 'urr$cu!u( 0+/C ,+.,
M%anScor%
S&7& S&7'Total &S'7& S'7' S'7( S'7) S'7*Total 'S(7&Total (S)7& S)7' S)7( S)7) S)7* S)7+ S)7,Total
/8
&/8
'/8
(/8
)/8
*/8
+/8
,/8
-/8
B" Scor%
S*rand# and Do(a$n
Scor%
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S)7& emonstrates mastery o3 t!e su2>ect ,)7/,8 '7.+
S)7'
Communicates clear learnin" "oals 3or t!e lessons t!at are appropriate 3or learners ,*7//8 (7//
S)7( Ma:e "ood use o3 allotted instructional time +'7*/8 '7*/
S)7) Selects teac!in" met!ods< learnin" acti9ities and t!e instructional materials +*7)-8 '7+'
S)7*
Reco"ni?es "eneral learnin" processes as =ell as unique processes o3 indi9idual learners +-7,*8 '7,*
S)7+ Promotes purposi9e study +'7*/8 '7*/
S)7, emonstrates s:ills in t!e use o3 ICT in teac!in" and learnin" ,'7*/8 '7./
D/ P!ann$ng9 A#%##$ng R%6or*$ng 0+C ,+1C
S*7& e9elops and utili?es creati9e and appropriate instructional plan *+7-'8 '7',
S*7' e9elops and uses a 9ariety o3 appropriate assessment strate"ies to monitor ,*7//8 (7//
S*7( Monitors re"ularly and pro9ides 3eed2ac: on learners; understandin" ,/7-(8 '7-(S*7) Communicates promptly and clearly to learners< parents and superiors a2out ,*7//8 (7//
D0 'o((un$*" L$nkag%# 0)+)) ,+..
S+7& Esta2lis!es learnin" en9ironment t!at respond to t!e aspiration o3 t!e community +&7&&8 '7))
D1 P%r#ona! Gro:*& Pro3%##$ona! D%2* 1.+)1 ,+1
S,7& Ta:es pride in t!e no2ility o3 teac!ers as a pro3ession ,'7.'8 '7.'
S,7' %uilds pro3essional lin:s =it! collea"ues to enric! teac!in" practice ,*7//8 (7//
S,7( Re@ects on t!e e1tent o3 t!e attainment o3 pro3essional de9elopment "oals ,*7//8 (7//
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D. I'T
To*a! D S)7& S)7' S)7( S)7) S)7* S)7+ S.+1 To*a! D. S*7& S*7'
', ', + + '& ) ) &/ ,- && &,
&/- &/- ') ') -) &+ &+ )/ (&' )) +-
1/ C )C )/ // )) ) , )C ,/ /)
,+1C ,+0 + ,+/ ,+0, ,+1/ ,+/ ,+ ,+., ,+,1 +
0+.. 1.+1 1/+ 0,+/ 0/+.C 0C+1/ 0,+/ 1,+/ 0+/C /0+C, 1/+
S*7' S*7( S*7) To tal * S+7& Tota l + S,7& S,7' S,7( Total ,
(7//'7-(
(7//,+1C
'7)) '7))
'7.' (7// (7// '7.,
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'o(6%*%nc" L%2%!
E76%r$%nc%d
E1periencedE1perienced
E76%r$%nc%d
E1perienced
E1perienced
E1perienced
E1perienced
E1perienced
E76%r$%nc%d
E1perienced
D%2%!o6$ng
S*7& S*7' S*7( S*7)Total *S+7&Total +S,7& S,7' S,7(Total ,
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E1perienced
E1perienced
e9elopin"
E1perienced
E1perienced
e9elopin"
E1perienced
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8/10/2019 Rece Ncbts
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8/10/2019 Rece Ncbts
58/63
8/10/2019 Rece Ncbts
59/63
8/10/2019 Rece Ncbts
60/63
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Do(D%#c S*rand#
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9earning Environment D:
Diversity of 9earners D;
&urriculum DA
+lanning, !sessing 2 eporting D
&ommunity 9inkages D?+ersonal 0ro(th 2 +rofessional Devt DC
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8/10/2019 Rece Ncbts
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Social egard for 9earning
9earning Environment
Diversity of 9earners
&urriculum
+lanning, !sessing 2 eporting
&ommunity 9inkages+ersonal 0ro(th 2 +rofessional Devt
Teacher actions demonstrate value for learning
Demonstrates that learning is of different kinds and from different sources
&reates an environment that promotes fairness
akes the classroom environment safe and conducive to learning
&ommunicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners* behavior
&reates a healthy psychological climate for learning
Determines, understands and accepts the learners* diverse background kno(ledge
Demonstrates mastery of the subect
&ommunicates clear learning goals for the lessons that are appropriate for learnersake good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
ecogni6es general learning processes as (ell as unique processes of individual learners
+romotes purposive study
Demonstrates skills in the use of )&T in teaching and learning
Develops and utili6es creative and appropriate instructional plan
Develops and uses a variety of appropriate assessment strategies to monitor
onitors regularly and provides feedback on learners* understanding
&ommunicates promptly and clearly to learners, parents and superiors about
Establishes learning environment that respond to the aspiration of the community
Takes pride in the nobility of teachers as a profession
Builds professional links (ith colleagues to enrich teaching practice
eflects on the extent of the attainment of professional development goals
8/10/2019 Rece Ncbts
63/63
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