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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. These policy reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already started. This package of policy reforms is referred to as the Basic Education Sector eform !genda "BES !#. $ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "%&BTS#. This is a frame(ork that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities. )n response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the %&BTS'Teachers* Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +ro,ect ST )-E "Strengthening the Basic Education in the -isayas#, )mplementing Task .orce#, and in coordination (ith the ED+)T!. "Educational Development egions -), -)) and -))), Divisions of %egros $ccidental, Bohol and %orthern Samar in /001, and

further validated by the TED+'T23 "Teacher Education Development +rogram'Technical 2orking 3roup at the national level. This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS orientation program and resource materials, structured learning session guides, manual for administration, scoring and interpretation, hard copy and e'versions of the tool, the monitoring and evaluation scheme and tools for the implementation of the %&BTS'TS%!.

THE TSNA SYSTEM FRAMEWORK


The Teachers4 Strengths 5 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professional development programs that are aligned to the needs of the programs4 clientele. The TS%! determines the differences bet(een the actual situation "(hat is# and the desired condition "(hat should be# in terms of teacher4s competencies (ithin the department. )n this %&BTS'TS%! the actual situation is described the current competencies as perceived by the teacher. The profile of the teacher4s current competencies is compared to the %&BTS standards for effective teaching. This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the current teacher4s competencies in terms of 6no(ledge, Skills, and !ttitudes "6S!s# that actually define the domains, strands and performance indicators of the %&BTS. The TS%! involves three essential stages of training needs analysis7 +hase ) "8ob !nalysis for Effective Teaching# is actually done by analy9ing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffice and egional $ffices are tasked to do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to determine the current teacher competency levels in 6S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed analysis# is the analysis of the strengths and discrepancies bet(een the standards set and the current teachers4 data on their competencies (hich is carried out at the school, cluster, District or Division level for their respective purposes related to teacher training:development.

!n important aspect of the TS%! process is the utili9ation of its results that (ill serve as inputs in the preparation of )ndividual +lan for +rofessional Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TS%!s at the school, division and regional level inform the school improvement plan "S)+# particularly the School +rofessional Development +lan "S++D#, and the >aster +lans for +rofessional Development ">++D# for the egion and the Division.

COMPETENCY ASSESSMENT

PHASE I Jo Ana!"#$# PHASE II T%ac&%r Tra$n%% Competency Analysis

GAP
KSA Required and Competency Standards

Instrumentation ata Gat!erin"

Current KSA and Competency


PHASE III

STRENGTH-NEED ANALYSIS

Competency Stren"t!s # $earnin" Needs Consolidated TSNA Result SIP Master Plans &or E P Pro&essional e'elopment

Teac!er%s IP P SIP SIP E P E P

2hen established, the TS%! system ensures that ?teachers routinely use &BTS in making self'assessments of their current practices to identify their individual development needs, and that school heads, division and regional offices also routinely use &BTS in identifying teacher performance factors that affect school'(ide learning outcomes@ "BES ! +)+, /00A -ersion "+)+ -.;, p. /;#.

Purpose of the NCBTS-TSNA


)n order to reali9e the commitment to provide quality basic education through the 6ey esult Thrust "6 T/# of BES ! emphasi9ing the +rofessional Development of Teachers, the TS%! is conducted to gather data on the needs of teachers for their continuing training and development. Specifically, the TS%! intends to7 ;. Determine the competency gaps or learning needs in terms of 6S!s of individual teachers vis'B'vis the standards set by the %&BTS in each of the seven domains and /= strands7 ;.;. Social egard for <earning ;./. <earning Environment ;.=. Diversity of <earners

;.C. &urriculum ;.D. +lanning, !ssessing and eporting ;.A. &ommunity <inkages ;.E. +ersonal 3ro(th and +rofessional Development /. &onsolidate the TS%! results at the school, cluster, and division levels.

Expected Outputs Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs7 A. At the !d " du#$ $e"e$% !n )ndividual Teacher Scoring Template that contains TS%! results indicating the strengths and training needs in each of the seven domain and /= strands. B.At the schoo$ $e"e$% &onsolidated TS%! results that reflect the general strengths and learning needs of the teachers in the school C.At the c$uster0 0d " s o! $e"e$% &onsolidated TS%! results of participating school teachers in a given cluster:division

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


The TS%! tool is anchored on the %&BTS .rame(ork set by the Department of Education. This contains seven integrated domains for effective teaching (hich are7 Domain ;ISocial egard for <earningJ Domain /I<earning EnvironmentJ Domain =IDiversity of <earnersJ Domain CI&urriculumJ Domain DI +lanning, !ssessing and eportingJ Domain AI&ommunity <inkagesJ and Domain EI +ersonal 3ro(th and +rofessional Development. Each domain has its corresponding strands and each strand has performance indicators. ! total of seven domains, /= strands and 10 performance indicators make up the %&BTS competency standards set by the DepED "6 T/ eport, /00A#. The domains, strands and performance indicators (ere translated to specific 6no(ledge, Skills, and !ttitudes "6S!s# to compose the TS%! Tool (ith /E0 6S!s in the various clusters as in the specifications belo(7 6S! Specifications of the E D$>!)%S, /= ST !%DS "S#, and 10 +E .$ >!%&E )%D)&!T$ S "+#7 Domain ;7 Social egard for <earning................................. Domain /7 <earning Environment........................................ Domain =7 Diversity of <earnersHHHHHHHHHHHHHH.. Domain C7 &urriculumHHHHHHHHHHHHHHHHHHH Domain D7 +lanning, !ssessing and eporting HHHHHHHH Domain A7 &ommunity <inkages Domain E7 +ersonal and +rofessional 3ro(th Tot#$ '''''''''''''''.. Schoo$-B#sed ./p$e/e!t#t o! of the TSNA A. Or e!t#t o! of Schoo$ He#ds o! the NCBTS #!d the TSNA SF/ SFD SF; SFE SFC SF; SF= S()* +F D +F;E +F1 +F// +F;/ +FA +F;0 P(+, 6S!F ;1 6S!FDG 6S!F/E 6S!FE1 6S!FC0 6S!F;1 6S!F=0 &SA()-,

The principle of school'based management empo(ers the School Keads to provide instructional leadership and therefore they must be a(are of the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Keads can support the professional development of the teachers is (hen they have the first'hand information about the training needs of teachers. The %&BTS'TS%! tool intends to identify specific training needs of teachers, thus the School Keads and Schools Supervisors need to be kno(ledgeable of the features of the tool and its proper administration and results utili9ation. The orientation should therefore, involve clusters of School Keads (ith their respective %&BTS School &oordinators from <eader Schools and District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretion of the School Kead taking into consideration the criteria outlined in the $rientation 3uide contained in the %&BTS' TS%! +ackage. The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the transfer of the technology to conduct TS%! at the school level. The package provides the participants (ith7 "a# a deeper understanding of the %&BTS frame(ork, the meaning of the domains, strands, and performance indicators, and the identification of the 6S!sJ "b# familiarity (ith the content of the TS%! tool and its proper administration to assist schools in the conduct of TS%!. B. Schoo$s-C$uster TSNA ./p$e/e!t#t o! Schools (ithin the Division are expected to form clusters. Each cluster should designate a <eader School. <eader School Keads and their respective %&BTS &oordinators become the ?)mplementers@ of the TS%! across the schools (ithin their clusters. School Keads from (ithin each cluster are convened to go through parallel kno(ledge building and to conduct the TS%! for their o(n teachers. The District Supervisors (ill take the role of guiding and monitoring the TS%! system and procedures (ithin the cluster or district.

SIP E P

GETTING STARTED WITH THE SELF-ASSESSMENT TOOL


The TS%! Tool is a self'assessment exercise that is introduced by the School Kead:%&BTS &oordinator through an orientation process in order for the teacher'respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format "Excel# is contained on a compact disk "&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 on a common computer. )t takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (ith corresponding strands and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument. Se$f-Ad/ ! str#t o! of the TSNA Too$ !. The TS%! esponses The instrument contains clusters of 6S!s specific to a particular performance indicator (ith a common stem7 ?!t (hat level do )H@ &onsidering that the %&BTS'TS%! tool is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. Kigh "K#, Satisfactory "S#, .air ".#, and <o( "<#. The reference codes presented belo( guide the respondent in registering her:his self'assessment for each 6S!7

Code K "Kigh# S "Satisfactory# . ".air# < " <o(#

.!terpret#t o! ) am very competent in the 6S! and this is not a priority training need. ) am competent in the 6S! but ) (ould benefit from further training ) am fairly competent in the 6S! but need further training ) have lo( competence in the 6S! and require urgent training

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


This Electronic Self'!ssessment Template consists of three (orksheets labelled as7

N 1Te#cher Prof $e1 ' pink'colored tab and a data'entry form for teacher respondent*s personal and professional data NO 1Se$f-Assess/e!t1 ' green'colored tab is the TS%! instrument N 1Su//#r21 ' yello('colored tab displays the result of assessment after all TS%! items have been accomplished .!struct o!s %ote that the areas in the teacher profile surrounded by a bold box contain data items that are required. Lou (ill not be able to see your self'assessment score until you provide the required data in these areas. /. !fter completing the Teacher +rofile, proceed to the Self'!ssessment 2orksheet 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 6S!. =.; !s a checkbox is ticked, the ro( color turns blue indicating that the response:ans(er is accepted. =./ 2hen more than one ans(er is provided for one 6S!, the ro( color turns red indicating an erroneous ans(er. $nly one ans(er must be provided for each 6S!, hence only one checkbox ticked.

C. Ppon successfully completing all items, message M&lick Summary 2orksheet to vie( resultsM is displayed. &lick Summary 2orksheet to vie( interpretation of assessment results. D. ! command button at the bottom of the MSelf !ssessmentM is provided to allo( the respondent clear all check boxes.

Note : !utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and:or t(o
ans(ers (ere provided for one 6S!. )n this case, the message ME $ M is displayed. evie( ans(ers giving special attention to red and grey colored ro(s. Lou (ill also not be able to vie( your scores if the required items in the Teacher profile "see above# have not been provided. ! message informing you of this (ill appear belo( the E $ message described above if this is the case. .!terpret !3 #!d Co!so$ d#t o! of the TSNA Prof $es TS%! results may be interpreted using the scale scores or the percentage scores. Ppon completion of the %&BTS'TS%! Tool, an obtained score (hether an average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be interpreted may either be an average of a particular domain, or a strand or a specific performance indicator as the case may be.

R#!3e Scale scores =.D;'C.00 /'D;'=.D0 ;.D;'/.D0 ;.00';.D0 % Scores 1E.D;Q ' ;00Q A/.D;Q ' 1E.D0Q =E.D;Q ' A/.D0Q /D.00Q ' =E.D0Q

4e"e$ of Te#ch !3 Co/pete!ce Expert. -ery competent and can support other teacher*s improvement Exper e!ced. &ompetent in the 6S! but (ould benefit from further training and development De"e$op !3. .airly competent in 6S! and need further training and development Be3 !! !3. <acking competence in 6S! and require urgent training and development

The electronic version also provides profiles on the categories for 6no(ledge, Skills and !ttitude. <earning needs and strengths along these dimensions may also be inferred from the TS%! results. &onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division. 5t $ 6#t o! of TSNA Resu$ts for the De"e$op/e!t of .PPDs The TS%! )ndividual +rofile is used for the development of the teacher4s )++D. The identified learning needs therein are appraised by the teacher (hile taking into consideration the priorities set by the school for its future development. )t is important that the teachers develop themselves in order to contribute to(ards addressing the most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to identify their training needs in line (ith their o(n priorities and those of the school. ! separate document has been developed detailing the concepts and procedures related to the preparation of )++Ds.

Te#cher Prof $e
(old outline indicates required entries)
I. PERSONAL DATA AND DETAILS OF CURRENT POSITION 1. Family Name (Last name) First Name

2. 5.

Gender Birth Date


MM DD YYYY

3.

Civil Status 6. la!e "# Birth

$.

C"nta!t .ddress (City/State/Country)

*ip Code
%. 11. &e'i"n () * +,S-,&N ()S./.S 0. Divisi"n VI - WESTERN VISAYAS

Ba'" City

Bago City
12. 312$22

11. S!h""l )D

S!h""l Name

Ramon S!h""l 2
12.

Torres Malingin NHS

302722

S!h""l .ddress

15. 16.

Start Date "# -ea!hin' Servi!e (YYYY / MM)

Su34e!t .rea C"n!entrati"n5


Elem: Sec : 888 ,n'lish 888 ,n'lish 6ath 6ath S!ien!e S!ien!e ili9in" ili9in" 888 S"!ial Studies 888 S"!ial Studies

6a7a3ayan F.LS, :"me ,! ; L<h""d F.LS, -e!hn"l. ; :me ,! 888 6usi!=.rts= , 888 ,=:ealth=6usi! F.LS, (alues F.LS, (alues

1$.

Grades -au'ht in Current "siti"n


re. 1. 2. 3. 2. 5. 6. $. %. 0. 11.

II. EDUCATIONAL ATTAINMENT De'ree


Ba!hel"r 6aster<s D"!t"ral >thers

6a4"r

S!h""l

III. WORK EXPERIENCE PRIOR TO CURRENT POSITION (IMPORTANT: DO NOT INCLUDE CURRENT POSITION)) "siti"n Su34e!ts -au'ht Grade=/r

(Please use additional sheet if necessary) IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years) -itle Su34e!ts .rea N". :"urs Level

V. SCHOLARSHIP/GRANTS RECEIVED )n!lusive Dates -itle S9"ns"rin' .'en!y


mm dd yyyy

VI. OTHER

UALIFICATIONS

I ce!"#$% "&'" "&e ("'"eme)"( m'*e +% me #) ')(,e! "- "&e $-!e.-#). /0e("#-)( '!e "!0e1 c-m2le"e ')* c-!!ec" "- "&e +e(" -$ m% 3)-,le*.e ')* +el#e$.

Date5

Si'nature5

N.B.

.DB :&*)NS,F"rm N". F"rm 3%1=12 N". 211%*111 v2.1

6iddle Name

2.

-ea!her )D

h"ne Fa? ,*mail

Distri!t
13.

Se!"ndary
S!h""l -y9e
Elementary :

Secondary
u3li! 6"n"'rade 6ulti'rade S ,D rivate Central N"n*Central

312$22

302722

Secondary:

General S9e!ial S!ien!e ,?tensi"n S ,D

6ain -e!h("! Ni'ht

$oc+,-nloc+ Re"ion $oc+,-nloc+ istrict

$oc+,-nloc+ i'ision $oc+,-nloc+ Sc!ool # Sc!ool I

)n!lusive eri"d
mm dd yyyy mm dd yyyy

@nits

:"n"rs &e!eived

S!h""l

mm

dd

yyyy

mm

dd

yyyy

Level

&"le

S9"ns"rin' .'en!y

)n!lusive Dates
mm dd yyyy

,le*.e ')* +el#e$.

Do'a$n (

SO)IAL REGARD FOR LEARNING

Strand 1.1 T%ac&%r ac*$on# d%'on#*ra*% +a!u% ,or !%arn$ng


Indicator 1.1.1 Implements school policies and procedures At what level do I ... K. K/ S. S/ . / 0 1 kno( school policies and proceduresR understand school operationsR implement policies and procedures R communicate policies and procedures to students, parents and other concerned personsR H S

A. 2 abide by the school policies and proceduresR Indicator 1.1.2 Demonstrates punctuality At what level do I ... K0 3 possess a(areness on the implementation of Mtime on taskM in all responsibilitiesR S0 4 demonstrate punctuality in accomplishing expected tasks and functionsR A/ 5 model the value of punctualityR Indicator 1.1.3 Maintains appropriate appearance At what level do I ... K1 6 kno( decorum i.e. dress code, behavior of teachersR S1 .7 practice decorum in all occasionsR A0 .. value decorum expected of teachersR Indicator 1.1.4 Is careful about the effect of one s behavior on students At what level do I ... K2 S2 S3 A1 ./ .0 .1 .2 understand the theoretical concepts and principles of social learningR sho( appropriate behavior even during unguarded momentsR apply kno(ledge on social learning in dealing (ith studentsR consider the influence my behavior has on studentsR

S*rand (-. D%'on#*ra*%# *&a* !%arn$ng $# o, d$,,%r%n* k$nd# and ,ro' d$,,%r%n* #ourc%#
Indicator 1.2.1 Ma!es use of various learnin" e#periences and resources At what level do I ... K3 .3 kno( a range of sources through (hich social learning may be experiencedR S4 A2 .4 .5 use information from a variety of sources for learning "e.g. family, church, other sectors of the community#R appreciate that students learn through a range of different social experiencesR H S

Do'a$n .

LEARNING EN/IRONMENT

S*rand .-( )r%a*%# an %n+$ron'%n* *&a* 0ro'o*%# ,a$rn%##


Indicator 2.1.1 Maintains a learnin" environment of courtesy $ respect for different learners %e.".ability& culture& "ender' At what level do I ... H .6 understand the dynamics of teaching learners from diverse backgrounds "e.g. ability, culture, family background and gender#R K4 S5 /7 maintain a learning environment that promotes courtesy and respect for all learnersR A3 /. sho( courtesy and respect to everyone at all timesR Indicator 2.1.2 (rovides "ender)fair opportunities for learnin" At what level do I ... K5 S6 // /0 understand the ob,ectives, principles and strategies for 3ender and Development "3!D#R provide gender fair learning opportunitiesR S

A4 /1 uphold gender sensitivity in my dealings (ith learners and othersR Indicator 2.1.3 *eco"ni+es that every learner has stren"ths At what level do I ... K6 /2 understand the psychological foundations of learner*s gro(th and development K.7 S.7 A5 /3 /4 /5 kno(s about potentialities and uniqueness of individual learnersR provide learning activities that allo( all learners to reach their full potentialR recogni9e leraner*s individual potentials and strengthsR

S*rand .-. Mak%# *&% c!a##roo' %n+$ron'%n* #a,% and conduc$+% *o !%arn$ng
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions At what level do I ... K.. /6 kno( the principles of classroom management, room structuring and safety measuresR S.. 07 maintain a safe, clean and orderly classroom free from distractionsR A6 0. sho( concern for a safe and conducive learning environmentR Indicator 2.2.2 Arran"es challen"in" activities in a "iven physical environment At what level do I ... K./ S./ 0/ 00 kno( various challenging activities that can be adapted in any given physical environmentR conduct challenging learning activities despite physical environment constraintsR H S

A.7 01 sho( enthusiasm to conduct learning activities in any given situationR Indicator 2.2.3 ,ses individual and cooperative learnin" activities to improve capacities of learners for hi"her learnin" At what level do I ... H K.0 02 understand the importance and dynamics of both individual and cooperative learningR K.1 03 kno( varied strategies for individual and cooperative learningR

S.0 A..

04 05

balance the use of individual and cooperative learning activitiesR see the value in creating individual and cooperative learning activitiesR

S*rand .-1 )o''un$ca*%# &$g&%r !%arn$ng %20%c*a*$on# *o %ac& !%arn%r


Indicator 2.3.1 -ncoura"es learners to as! .uestions At what level do I ... K.2 S.1 06 17 kno( the art of questioning and different techniques of asking higher order questionsR provide opportunities for learners to ask questionsR H S

S.0 1. ask questions that stimulate critical and creative thinking among learnersR A.. 1/ sho( an accepting response:gesture in dealing (ith questions of learnersR Indicator 2.3.2 (rovides learners with a variety of learnin" e#perience At what level do I ... K.3 10 kno( various strategies that elevate students* level of learningR S.3 11 provide learners (ith variety of experiences that enhance learningR A.0 12 (illingly provide learners (ith a variety of challenging learning activitiesR Indicator 2.3.3 (rovides varied enrichment activities to nurture the desire for further learnin" At what level do I ... K.4 K.5 13 14 understand ho( enrichment activities enhance the learners* desire to learnR kno( (ays of motivating the learners to learn further and more effectivelyR

S.4 15 facilitate varied enrichment activities that are interesting for further learningR A.1 16 sho( diligence in making enrichment materialsR Indicator 2.3.4 /ommunicates and maintains hi"h standards of learnin" performance At what level do I ... K.6 S.5 A.2 27 2. 2/ kno( the implications of achieving high standards of learning performance for total human developmentR help learners maintain high standards of learningR inspire learners to set high performance targets for themselvesR

S*rand .-3 E#*a !$#&%# and 'a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#4 %&a+$or
Indicator 2.4.1 0andles behavior problems .uic!ly and with due respect to children s ri"hts At what level do I ... K/7 20 understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! EA;0, +D A0=R K/. S.6 S/7 21 22 23 kno( behavior management techniques for learners (ith behavioral problemsR identify learners (ith behavioral problemsR employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsR H S

A.3 24 sho( a compassion and caring attitude in managing behavior problemsR Indicator 2.4.2 1ives timely feedbac! to reinforce appropriate learners behavior At what level do I ... K// 25 kno( the concept, importance and techniques of social reinforcementR provide timely and appropriate reinforcement on learners* behaviorR S/. 26 A.4 37 believe that positive reinforcement leads to improved learner behaviorR Indicator 2.4.3 1uides individual learners re.uirin" development of appropriate social and learnin" behavior At what level do I ... K/1 3. understand the learners* social development stagesR K/2 3/ kno( different strategies that enhance learners* social developmentR S// 30 use varied teaching'learning strategies that make use of social interactionR A.5 31 sho( patience in managing different social and learning activitiesR Indicator 2.4.4 /ommunicates and enforces school policies and procedures for appropriate learner behavior At what level do I ... K/3 32 kno( DepED:school policies and procedures on student disciplineR S/0 A.6 33 34 communicate and enforce policies and procedures related to students behaviorR commit to enforcing school policies and proceduresR

S*rand .-5 )r%a*%# a &%a!*&" 0#"c&o!og$ca! c!$'a*% ,or !%arn$ng


Indicator 2.2.1 -ncoura"es free e#pression of ideas from students At what level do I ... K/4 35 kno( the concepts and principles of democratic expression of ideasR S/1 36 provide activities that (ill encourage respect and free expresssion of ideasR A/7 47 encourage learners to express their ideas freely and responsiblyR Indicator 2.2.2 /reates stress)free environment At what level do I ... K/5 4. kno( the the elements and importance of establishing a stress'free learning environmentR S/2 S/3 4/ 40 manage conflicts and other stress'related situationsR initiate and create programs "e.g. child'friendly school system# and activities that promote stress'free environmentR A/. 41 get involved in advocacy activities that create a stress'free environmentR Indicator 2.2.3 3a!es measures to minimi+e an#iety and fear of the teacher and4or sub5ect At what level do I ... K/6 42 kno( about child'friendly teaching strategiesR S/4 43 encourage learners to develop a positive attitude to(ards their sub,ect and teacherR H S

A//

44

let my students feel they are acceptedR

Do'a$n 1

DI/ERSITY OF LEARNERS

S*rand 1-( D%*%r'$n%#6 und%r#*and# and acc%0*# *&% !%arn%r#4 d$+%r#% ackground kno7!%dg% and %20%r$%nc%
Indicator 3.1.1 6btains information on the learnin" styles& multiple intelli"ences and needs of learners At what level do I ... K07 45 understand the theories and concepts of multiple intelligences and learning stylesR S/5 A/0 46 57 identify learning styles and multiple intelligences of learnersR sho( diligence in obtaining information on different learning needsR H S H S

Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners At what level do I ... K0. 5. kno( techniques and strategies in designing:selecting activities for varied types of learnersR S/6 5/ utili9e varied activities for various types of learnersR A/1 50 sho( respect and concern for individual differences of studentsR Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners K0/ S07 S0. 51 52 53 54 At what level do I ... understand the requirements in setting goals for differentiated learningR utili9e differentiated activities to meet expected learning goals of learnersR assist learners in setting learning goals for themselvesR appreciate t!e need to consider t!e di&&erences in e8periences and capa9ilities o& learners:

A/2 Indicator 3.1.4 (aces lessons appropriate to needs and difficulties of learners At what level do I ... K00 55 kno( teaching principles and strategies for addressing learners* needs and difficultiesR S0/

56 pace lessons according to learners* needs and difficultiesR sho( flexibility in pacing lessons to support the needs of the learnersR A/3 67 Indicator 3.1.2 Initiates other learning approaches for learners whose needs have not been et b! usual approaches At what level do I ... have the kno(ledge on teaching principles and strategies for students'at'risk R keep track of students at riskR provide appropriate intervention programs for learners'at'riskR H S

K01 S01 S02

6. 6/ 60

A/4 61 appreciate the need to help students'at'riskR Indicator 3.1.7 "ecogni#es ulti$cultural background of learners when providing learning opportunities K02 S03 A/5 62 63 64 At what level do I ... kno( the cultural background of my students and its implications to my teachingR provide appropriate learning activities to students (ith different cultural backgroundR sho( appreciation for cultural diversitiesR H S H S

Indicator 3.1.8 Adopts strategies to address needs of differentl!$abled students% At what level do I ... K03 65 kno( the educational psychology of learners (ith special needsR S04 66 use appropriate strategies for learners (ith special needsR A/6 .77 sho( sensitivity to learners (ith special needsR Indicator 3.1.9 &akes appropriate ad'ust ents for learners of different socio$econo ic backgrounds K04 S05 S06 A07 .7. .7/ .70 .71 At what level do I ... understand the effects of socio'economic status on learning performanceR determine the different socio'economic background of trainersR use techniques to motivate learners of the lo(er socio'economic statusR sho( fairness to all learners regardless of their economic statusR

Do'a$n 3

C5RR.C545M

S*rand 3-( De/o!str#tes /#ster2 of the su78ect


Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate ethodologies( approaches and strategies At what level do I ... have an updated content kno(ledge and teaching strategy in my sub,ect areaR H S

K05 S17

.72

.73 apply the updated content and appropriate strategies in my teachingR commit to deliver accurate and updated content kno(ledgeR A0. .74 Indicator 4.1.2 Integrates language( literac! and )uantitative skill develop ent and values in his*her sub'ect area At what level do I ... have kno(ledge about multi'disciplinary integrative modes and techniques of teachingR use multi'disciplinary integrative modes and techniques of teaching the sub,ect areaR support the integration of language, literacy, skill development and values in the learning activitiesR H S

K06 S1. A0/

.75 .76 ..7

Indicator 4.1.3 -#plains learnin" "oals& instructional procedures and content clearly and accurately to students At what level do I ... K17 ... possess in'depth understanding of the sub,ect area*s learning goals, instructional procedures and content based on curriculumR S1/ A00 give sufficient time to explain the lessons for clear understanding of the learnersR Indicator 4.1.4 +inks the current content with past and duture lessons ..1 ..2 ..3 At what level do I ... understand interrelation of topics:content (ithin the sub,ect area taughtR link the present sub,ect matter content (ith the past and future lessonsR value the need to relate prior kno(ledge of learners (ith the present and future lessonsR ../ ..0 explains learning goals, concepts and processes clearly and accurately to learnersR

K1. S10 A01

Indicator 4.1.2 Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional aterials or resources appropriate to learners K1/ S11 A02 ..4 ..5 ..6 At what level do I ... have the kno(ledge in designing lessons (ith congruent ob,ectives, teaching methods, learning activities and materialsR teach lessons that have congruency of ob,ectives, procedure, materials and evaluationR H S

appreciate the value of aligning ob,ectives (ith all the parts of a lessonR Indicator 4.1.7 ,reates situations that encourage learners to use high order thinking skills ./7 ./. .// At what level do I ... understand the concept of critical thinking and the facets of understandingR engage learners in activities that develop higher order thinking skillsR patiently motivate learners to develop higher order thinking skillsR H S

K10 S12 A03

Indicator 4.1.8 Engages and sustains learners- interests in the sub'ect b! aking content eaningful and relevant to the K10 ICT A03 ./0 ./1 ./2 At what level do I ... kno( strategies and materials that promote authentic learningR apply various appropriate strategies and:or technology to motivate 5 sustain learningR believe in relating classroom learning to real (orld expereincesR At what level do I ... update myself (ith relevant scholarly (orks and ideas related to my sub,ect areaR integrate scholarly (orks and ideas to enrich the lesson for the learnersR sho( enthusiasm and openness to ne( learningR H S H S H S

Indicator 4.1.9 Integrates relevant scholarl! works and ideas to enrich the lessons as needed K10 S12 A03 ./3 ./4 ./5

Indicator 4.1.: Integrates content of sub'ect areas with other disciplines At what level do I ... K10 ./6 kno( about other disciplines related to the sub,ect ) am teachingR S12 A03 .07 .0. integrate content of sub,ect area (ith other disciplinesR appreciate integrative mode of teachingR

S*rand 3-. Co//u! c#tes c$e#r $e#r! !3 3o#$s for the $esso!s th#t #re #ppropr #te for $e#r!ers
Indicator 4.2.1 Sets appropriate learning goals K10 S12 A03 .0/ .00 .01 At what level do I ... kno( the learning goals vis'B'vis specific sub,ect content of the level ) am teachingR set doable and appropriate daily learning goals for the learnersR reflectively choose appropriate learning goalsR H S H S

Indicator 4.2.2 .nderstand the learning goals At what level do I ... K10 .02 understand the connection of the short'term goals to the long'term goals of learningR S12 A03 .03 .04 practice relating short'term goals to long term goals for learningR value the learning goals set in the curriculumR

S*rand 3-1 M#9e 3ood use of #$$otted !struct o!#$ t /e


Indicator 4.3.1 Establishes routines and procedures to axi i#e instructional ti e K10 S12 A03 .05 .06 .17 At what level do I ... understand the principles and procedure of maximi9ing instructional timeR apply techniques of Mtime on taskM in planning and delivering lessonsR observe discipline on time managementR H S H S

Indicator 4.3.2 /lans lessons to fit within available instructional ti e At what level do I ... K10 .1. kno( the principles and techniques of lesson planning considering the allotted instructional time R S12 A03 .1/ .10 design parts of the lesson (ithin available instructional timeR sho( efficiency in the use of time to effectively attain learning goalsR

S*rand 3-3 Se$ects te#ch !3 /ethods: $e#r! !3 #ct " t es #!d the !struct o!#$ /#ter #$s or resources #ppropr #te to the $e#r!ers #!d #$ 3!ed to o78ect "es of the $esso!
Indicator 4.4.1 3ranslates learnin" competencies to instructional ob5ectives At what level do I ... H S

K10

.11

kno( the learning competencies in my learning areas in order to formulate appropriate instructional ob,ectivesR

translate learning competencies into instructional ob,ectivesR S12 .12 A03 .13 sho( a reflective attitude in translating learning competencies to instructional ob,ectivesR Indicator 4.4.2 Selects& prepares& and utili+es technolo"y and other instructional materials appropriate to the learners $ learnin" ob5ectives At what level do I ... ICT .14 kno( various technology and instructional materials appropriate for my learning areaR ICT .15 select and utili9e updated and appropriate technology:instructional materialsR ICT .16 use appropriate technology resources to achieve curriculum standards and ob,ectivesR S12 .27 prepare adequate and appropriate instructional materials for the learners and the learning ob,ectivesR A03 .2. manifest resourcefulness in preparing instructional materialsR Indicator 4.4.3 (rovides activities and uses materials which fit the learners learnin" styles& "oals and culture At what level do I ... K10 .2/ kno( the principles of instructional material preparation for different types of learnersR S12 .20 use relevant activities and materials suited to the learning styles, goals and culture of the learnersR A03 .21 believe in the need to provide activities and use materials appropriate to the learnersR Indicator 4.4.4 ,ses a variety of teachin" approaches and techni.ues appropriate to the sub5ect matter and the learners At what level do I ... K10 .22 understand the theories, approaches and strategies in teaching the sub,ect areaR use variety of teaching strategies and techniques appropriate to the learners and sub,ect matterR S12 .23 A03 .24 sho( enthusiasm in using innovative and appropriate teaching techniquesR Indicator 4.4.2 ,tili+es information derived from assessment to improve teachin" and learnin" At what level do I ... K10 .25 understand the proper utili9ation of assessment results to improve teaching and learningR use assessment results in setting learning ob,ectives and learning activities R S12 .26 A03 .37 appreciate the value of assessment in improving teaching and learningR Indicator 4.4.7 (rovides activities and uses materials which involves students in meanin"ful learnin" At what level do I ... K10 .3. kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningR S12 A03 .3/ .30 .31 apply relevant teaching approaches to achieve meaningful learningR use improvised and indigenous materials for meaningful learningR appreciate teaching approaches to meaningful learning "e.g., constructivism#R

S*rand 3-5 R%cogn$8%# g%n%ra! !%arn$ng 0roc%##%# a# 7%!! a# un$9u% 0roc%##%# o, $nd$+$dua! !%arn%r#
Indicator 4.2.1 Desi"ns and utili+es teachnin" methods that ta!e into account the learnin" process At what level do I ... K10 .32 kno( different teaching approaches and strategies suitable to various learnersR S12 A03 .33 .34 .35 have kno(ledge on general and specific learning processesR apply teaching'learning methodologies that respond to general and specific learning processesR recogni9e the need to design teaching methods apropriate to the learning processR H S

S*rand 3-: Pro'o*%# 0ur0o#$+% #*ud"


Indicator 4.7.1 /ultivates "ood study habits throu"h appropriate activities and pro5ects At what level do I ... K10 .36 kno( the techniques in forming good study habitsR S12 .47 determine the current study habits of my studentsR A03 .4. provide appropriate learning tasks and pro,ects that support development of good study habitsR take extra time to help students form good study habitsR .4/ H S

S*rand 3-; D%'on#*ra*%# #k$!!# $n *&% u#% o, I)T $n *%ac&$ng and !%arn$ng
Indicator 4.8.1 ,tili+es I/3 to enhance teachin" and learnin" At what level do I ... .40 kno( the nature and operations of )&T systems as they apply to teaching and learningR understand ho( )&T'based instructional materials:learning resources support teaching and learningR .41 .42 .43 .44 .45 .46 .57 .5. .5/ understand the process in planning and managing )&T'assisted instructionR design, develop ne( or modify existing digital:and or non'digital learning resourcesR use of )&T resources for planning and designing teaching'learning activitiesR use )&T tools to process assessment and evaluation data and report resultsR demonstrate proficiency in the use of computers to support teaching and learningR use )&T tools and resources to improve efficiency and professional practiceR value and practice social responsibility, ethical and legal use of )&T tools and resourcesR sho( positive attitude to(ards the use of )&T in keeping records of the learnersR H S

Do'a$n 5

PLANNING6 ASSESSING AND REPORTING

S*rand 5-( D%+%!o0# and u*$!$8%# cr%a*$+% and a00ro0r$a*% $n#*ruc*$ona! 0!an
Indicator 2.1.1 Shows proof of instructional plannin" At what level do I ... K10 .50 kno( the elements and process of developing an instructional plan "e.g. daily, (eekly, quarterly, yearly#R H S

S12 A03 A03

.51 .52 .53 .54

arrrange sequentially the learning units (ith reasonable time allotmentR identify appropriate learning ob,ectives, strategies, and accompanying materials in the planR identify appropriate and varied assessment proceduresR sho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningR

Indicator 2.1.2 Implements instructional plan At what level do I ... K10 .55 kno( the factors for successful implementation of the instructional planR A03 .56 ad,ust the instructional plan to ensure attainment of ob,ectivesR .67 appreciate the value of instructional planningR Indicator 2.1.3 Demonstrates ability to cope with varied teachin" millieu At what level do I ... K10 .6. kno( the different teaching'learning situations that could affect the implementation of the instructional planR S12 A03 .6/ .60 cope (ith varied teaching milieu:settingR manifest openness to make necessary ad,ustements to improve the instructional planR

S*rand 5-. D%+%!o0# and u#%# a +ar$%*" o, a00ro0r$a*% a##%##'%n* #*ra*%g$%# *o 'on$*or and %+a!ua*% !%arn$ng
Indicator 2.2.1 (repares formative and summative tests in line with the curriculum At what level do I ... K10 .61 kno( the principles and purposes of instructional assessment including formative and summative testingR S12 .62 construct valid and reliable formative and summative testsR A03 .63 appreciate the value of testing as a tool to improve instruction and learning performanceR Indicator 2.2.2 -mploys non)traditional assessment techni.ues %portfolio&5ournals& rubric& etc.' At what level do I ... K10 .64 kno( the concepts, principles and strategies of non'traditional assessmentR S12 .65 use appropriate non'traditional assessment techniquesR A03 .66 value the use of non'traditional assessmentR Indicator 2.2.3 Interprets and uses assessment results to improve teachin" and learnin" At what level do I ... K10 /77 kno( concepts, principles on interpretation and utili9ation of assessment resultsR A03 /7. interpret and use test results to improve teaching and learningR /7/ manifest fairness in the interpretation of test resultsR Indicator 2.2.4 Identifies teachin")learnin" difficulties and possible causes and ta!es appropriate action to address them At what level do I ... K10 /70 kno( the concept and principles of diagnostic testingR S12 /71 kno( the types of remedial lessons for slo( learnersR A03 /72 identify teaching'learning difficulties and possible causesR /73 manage remediation programsR A03 /74 manifest (illingness and patience in conducting remediation programsR Indicator 2.2.2 ,ses tools for addressin" authentic learnin" At what level do I ... K10 /75 kno( the concepts and principles of authentic learning assessmentR S12 /76 utili9e appropriate tools for assessing authentic learningR A03 /.7 enthusiastically develop and use tools for assessing authentic learningR H S

S*rand 5-1 Mon$*or# r%gu!ar!" and 0ro+$d%# ,%%d ack on !%arn%r#4 und%r#*and$ng o, con*%n*
Indicator 2.3.1 (rovides timely and accurate feedbac! to learners to encoura"e them to reflect on and monitor their own learnin" "rowth At what level do I ... K10 /.. kno( the principles of giving and receiving feedback on learners* progressR S12 /./ use strategies for giving feedback:reporting progress of individual learnerR A03 /.0 motivate learners* to reflect and monitor their learning gro(thR A03 /.1 consistently provide timely and accurate feedbackR Indicator 2.3.2 ;eeps accurate records of "rades4performance levels of learners At what level do I ... K10 /.2 kno( the current guidelines about the grading systemR S12 /.3 maintain accurate and updated learners* recordsR

S*rand 5-3 )o''un$ca*%# 0ro'0*!" and c!%ar!" *o !%arn%r#6 0ar%n*# and #u0%r$or# a ou* 0rogr%## o, !%arn%r#
Indicator 2.4.1 /onducts re"ular meetin"s with learners and parents to respect learners pro"ress At what level do I ... K10 /.4 kno( the dynamics of communicating learners* progress to students, parents and other stakeholdersR S12 /.5 plan and implement a comprehensive program to report learners* progress to students and parentsR A03 /.6 manifest accountability and responsibility in communicating the learners* progress to intended stakeholdersR Indicator 2.4.2 Involves parents to participate in school activities that promote learnin" H S

K10 S12 A03

//7 //. ///

At what level do I ... understand the role and responsibilities of parents in supporting school programs to enhance children*s learning progressR involve parents to participate in school activities that promote their children*s learning progressR establish rapport and a cooperative (orking relationship (ith parentsR

Do'a$n :

)OMM<NITY LINKAGES

S*rand :-( E#*a !$#&%# !%arn$ng %n+$ron'%n* *&a* r%#0ond *o *&% a#0$ra*$on o, *&% co''un$*"
Indicator 7.1.1 Involves community in sharin" accountability for learners achievement At what level do I ... K10 //0 kno( the programs, pro,ects, and thrusts of DepEd on school'community partnershipR S12 //1 involve the community in the programs, pro,ects and thrusts of the schoolR A03 //2 promote shared accountability for the learners* achievementR Indicator 7.1.2 ,ses community resources %human& material' to support learnin" At what level do I ... K10 //3 kno( the various community resources available to enhance learningR S12 //4 use available community resources "human, material# to support learningR A03 //5 recogni9e community resources to support learningR Indicator 7.1.3 ,ses community as a laboratory for learnin" At what level do I ... K10 //6 kno( strategies for experiential learning outside the classroomR S12 /07 make use of the community as a laboratory for learningR A03 /0. appreciate the (orld as a learning environmentR Indicator 7.1.4 (articipates in community activities that promote learnin" At what level do I ... K10 /0/ kno( the teacher*s social responsibilityR S12 /00 link (ith sectors for involvement in community (orkR A03 /01 sho( enthusiasm in ,oining community activitiesR Indicator 7.1.2 ,ses community networ!s to publici+e school events and achievements At what level do I ... K10 /02 kno( the dynamics of community net(orking and information disseminationR S12 /03 communicate the school events:achievements through community net(orksR A03 /04 share information on school events:achievements to the communityR Indicator 7.1.7 -ncoura"es students to apply classroom learnin" to the community At what level do I ... K10 /05 kno( the social realities outside the classroom to make learning relevantR S12 /06 provide learning activities ensuring their application to the communityR A03 /17 sho( sensitivity to the needs of the communityR H S

Do'a$n ;

PERSONAL GROWTH AND PROFESSIONAL DE/ELOPMENT

S*rand ;-( Tak%# 0r$d% $n *&% no $!$*" o, *%ac&%r# a# a 0ro,%##$on


Indicator 8.1.1 Maintains stature and behavior that upholds the di"nity of teachin" At what level do I ... K10 /1. kno( the set of ethical and moral principles, standards and values embodied in the &ode of Ethics for +rofessional TeachersR S12 /1/ practice the &ode of Ethics for +rofessional TeachersR A03 /10 manifest the values that uphold the dignity of teachingR Indicator 8.1.2 Allocates time for personal and professional development throu"h participation in educational seminars and wor!shops readin" educational materials re"ularly and en"a"in" in educational research At what level do I ... K10 /11 kno( the requirements:expectations for personal and professional development of teachersR S12 /12 prepare and implement an individual personal and professional development plan ")+D+#R A03 /13 manifest 9eal in undertaking educational research R Indicator 8.1.3 Manifests personal .ualities li!e enthusiasm& fle#ibility and carin" attitude At what level do I ... K10 /14 kno( the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance themR S12 /15 engage in self'assessment to enhance my personal qualitiesR A03 /16 exhibit personal qualities such as enthusiasm, flexibility and caring attitudeR Indicator 8.1.4 Articulates and demonstrates one s personal philosophy of teachin" At what level do I ... K10 /27 understand the value of having a personal philosophy of teachingR S12 /2. translate my philosophy of teaching into actionR A03 /2/ share my personal philosophy of teaching (ith othersR H S

S*rand ;-. Bu$!d# 0ro,%##$ona! !$nk# 7$*& co!!%agu%# *o %nr$c& *%ac&$ng 0rac*$c%
Indicator 8.2.1 ;eeps abreast with recent developments in education At what level do I ... H S

K10 /20 S12 /21 A03 /22 Indicator 8.2.2 K10 S12 A03 /23 /24 /25

update myself (ith recent developments in educationR apply updated kno(ledge to enrich teaching practiceR manifest openness to recent developments in educationR <in!s with other institutions and or"ani+ations for sharin" best practices At what level do I ... kno( of institutions and organi9ations (ith a goal to improve teaching practiceR link (ith other institutions and organi9ations that are helpful to the teaching professionR get involved in professional organi9ations and other agencies that can improve my teaching practiceR

S*rand ;-1 R%,!%c*# on *&% %2*%n* o, *&% a**a$n'%n* o, 0ro,%##$ona! d%+%!o0'%n* goa!#
Indicator 8.3.1 *eflects on the .uality of his4her own teachin" At what level do I ... K10 /26 kno( the techniques and benefits derived from theory'guided introspectionR S12 /37 make a self assessment of my teaching competenciesR A03 /3. desire to improve the quality of my teachingR Indicator 8.3.2 Improves teachin" performance based on feedbac! from the mentor& students& peers& superiors and others At what level do I ... K10 /3/ kno( the purposes and approaches in establishing an effective feedback systemR S12 /30 actively seek feedback from a range of people to improve my teaching performanceR A03 /31 manifest positive attitude to(ards comments:recommendationsR Indicator 8.3.3 Accepts personal accountability to learners achievement and performance At what level do I ... K10 /32 kno( my accountability and responsibilities to(ard students* learning performanceR S12 /33 examine myself vis'a'vis my accountability for the learners and to the teaching professionR A03 /34 accept my personal accountability to the learnersR Indicator 8.3.4 ,ses self)evaluation to reco"ni+e and enhance one s stren"th and correct one s wea!nesses At what level do I ... K10 /35 kno( the concept and strategies for self'evaluationR S12 /36 identify my strengths and (eaknesses as a person and as a teacherR A03 /47 manifest determination to become a better person and teacherR H S

Automatic scorin" is enabled only after all items have been accomplished

-**6* (lease chec! inputs. Ma!e sure that only one bo# is tic!ed for every indicator. =our Scores will not be available until you complete the re.uired items on the teacher profile sheet
%see the indicated errors beneath the form on the 3eacher (rofile sheet'

S<MMARY OF RES<LTS =N)BTS-TSNA>


Teac!er;
Do'a$n S*rand No- O, KSA# HPS Ra7 Scor% M%an Scor% @ Scor% D( S.). .2 37 S.)/ 0 ./ To*a! D( .5 4/ ? ?-?? ?-??@ S/). .7 17 S/)/ .7 17 D. S/)0 .1 23 D1 S0). /4 .75 D3 S1)1 /. 51 I)T S3-; .7 17 D5 S2)0 3 /1 D: S3). .5 4/ D; S4)/ 3 /1

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Su''ar" o, TSNA R%#u!* B" M%an Sca!% Scor%


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M%an Scor%

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S*rand# A Do'a$n

Su''ar" o, TSNA R%#u!* B" @ Scor%


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S*rand# and Do'a$n

INTERPRETATION BY DOMAIN A STRAND


Do'a$n and S*rand#
D( S.). S.)/ D. S/). S/)/ S/)0 S/)1 S/)2 D1 S0). D3 S1). S1)/ S1)0 S1)1 S1)2 S1)3 S1)4 D5 S2). S2)/ S2)0 S2)1 D: S3). D; S4). Soc$a! R%gard ,or L%arn$ng Teac!er actions demonstrate 'alue &or learnin" emonstrates t!at learnin" is o& di&&erent +inds and &rom di&&erent sources L%arn$ng En+$ron'%n* Creates an en'ironment t!at promotes &airness Ma+es t!e classroom en'ironment sa&e and conduci'e to learnin" Communicates !i"!er learnin" e8pectations to eac! learner Esta9lis!es and maintains consistent standards o& learners% 9e!a'ior Creates a !ealt!y psyc!olo"ical climate &or learnin" D$+%r#$*" o, L%arn%r# etermines= understands and accepts t!e learners% di'erse 9ac+"round +no>led"e )urr$cu!u' emonstrates mastery o& t!e su9?ect Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners Ma+e "ood use o& allotted instructional time Selects teac!in" met!ods= learnin" acti'ities and t!e instructional materials Reco"ni@es "eneral learnin" processes as >ell as unique processes o& indi'idual learners Promotes purposi'e study emonstrates s+ills in t!e use o& ICT in teac!in" and learnin" P!ann$ng6 A#%##$ng A R%0or*$ng e'elops and utili@es creati'e and appropriate instructional plan e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor Monitors re"ularly and pro'ides &eed9ac+ on learners% understandin" Communicates promptly and clearly to learners= parents and superiors a9out )o''un$*" L$nkag%# Esta9lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community P%r#ona! Gro7*& A Pro,%##$ona! D%+* Ta+es pride in t!e no9ility o& teac!ers as a pro&ession @ Scor% ?-??@ M%an Scor% ?-?? )o'0%*%nc" L%+%! BNCA <N,A <N,A BNCA <N,A <N,A <N,A <N,A <N,A BNCA <N,A BNCA <N,A <N,A <N,A <N,A <N,A <N,A <N,A BNCA <N,A <N,A <N,A <N,A BNCA <N,A BNCA <N,A

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S*rand#
D; D/ D= DC DD DA DE S;.; S;./ S/.; S/./ S/.= S/.C S/.D S=.; SC.; SC./ SC.= SC.C SC.D SC.A SC.E SD.; SD./ SD.= SD.C SA.; SE.; SE./ SE.=

S*randD%#c
Social egard for <earning <earning Environment Diversity of <earners &urriculum +lanning, !sessing 5 eporting &ommunity <inkages +ersonal 3ro(th 5 +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 sub,ect &ommunicates clear learning goals for the lessons that are appropriate for learners >ake good use of allotted instructional time Selects teaching methods, learning activities and the instructional materials ecogni9es 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 utili9es 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

'$n . .)2. /)2. 0)2.

'a2 .)2 /)2 0)2 1

!%+%! (e"inner e'elopin" E8perienced E8pert

'on*& . / 0 1 2 3 4 5 6 .7 .. ./

Teac!er

Strand
7 S.). 7 S.)/ 7 S/). 7 S/)/ 7 S/)0 7 S/)1 7 S/)2 7 S0). 7 S1). 7 S1)/ 7 S1)0 7 S1)1 7 S1)2 7 S1)3 7 S1)4 7 S2). 7 S2)/ 7 S2)0 7 S2)1 7 S3). 7 S4). 7 S4)/ 7 S4)0

Score

Strand S.). S.)/ S/). S/)/ S/)0 S/)1 S/)2 S0). S1). S1)/ S1)0 S1)1 S1)2 S1)3 S1)4 S2). S2)/ S2)0 S2)1 S3). S4). S4)/ S4)0

SG escription Teac!er actions demonstrate 'alue &or learnin" emonstrates t!at learnin" is o& di&&erent +inds and &rom di&&erent sources Creates an en'ironment t!at promotes &airness Ma+es t!e classroom en'ironment sa&e and conduci'e to learnin" Communicates !i"!er learnin" e8pectations to eac! learner Esta9lis!es and maintains consistent standards o& learners% 9e!a'ior Creates a !ealt!y psyc!olo"ical climate &or learnin" etermines= understands and accepts t!e learners% di'erse 9ac+"round +no>led"e emonstrates mastery o& t!e su9?ect Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners Ma+e "ood use o& allotted instructional time Selects teac!in" met!ods= learnin" acti'ities and t!e instructional materials Reco"ni@es "eneral learnin" processes as >ell as unique processes o& indi'idual learners Promotes purposi'e study emonstrates s+ills in t!e use o& ICT in teac!in" and learnin" e'elops and utili@es creati'e and appropriate instructional plan e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor Monitors re"ularly and pro'ides &eed9ac+ on learners% understandin" Communicates promptly and clearly to learners= parents and superiors a9out Esta9lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community Ta+es pride in t!e no9ility o& teac!ers as a pro&ession (uilds pro&essional lin+s >it! collea"ues to enric! teac!in" practice Re&lects on t!e e8tent o& t!e attainment o& pro&essional de'elopment "oals

Ma8Score 37 ./ 17 17 23 37 17 .75 .75 /1 /1 51 .3 .3 17 11 35 /1 /1 4/ 15 /1 15

omain . . / / / / / 0 1 1 1 1 1 1 1 2 2 2 2 3 4 4 4

omain . / 0 1 2 3 4

G escription SOCIA$ REGAR HOR $EARNING $EARNING ENCIRONMENT ICERSITY OH $EARNERS C-RRIC-$-M P$ANNING= ASSESSING AN REPORTING COMM-NITY $INKAGES PERSONA$ GRODTF AN PROHESSIONA$ ECE$OPMENT

Teac!er 7

$astName 7

HirstName 7

MI

Sc!oolI 07/4//

Gender 7

Grades Err;27/

YStart 7

MStart 7

En"E Mat!E ScienceE P!ilE Ma+.E Ma+/E Ma+0E HA$SE HA$SE HA$SE HA$SE HA$SE HA$SE HA$SE

Ma+1E En"S Mat!S ScienceS P!ilS Ma+.S Ma+/S Ma+0S Ma+1S HA$SE HA$SE HA$SE HA$SE HA$SE HA$SE HA$SE HA$SE HA$SE

Ma?or e"

Ma?orMast

Ma?orP!

Ma?orOt!er

Sc!oolI 07/4//

Sc!oolName Sc!ool 1

Re"ion i'ision CI B DESTERN(a"o CISAYAS City

istrict Secondary

Pu9Pri Pu9lic

$e'el Elementary

SPE CentMain HA$SE HA$SE

Grad%#

)onca*E S*r$0La#*E

Err;27/

istrict I
.. 6. ,s9in"s ,S .3uanan ,S GuanA"n*Bal'"s ,S ). 6a7ilan ,S )n"!en!i" Lu!asan ,S B.L. .raneta ,S 6a. &"sari" .raneta ,S NeCt"n Bis"n ,S -.6. 6"rada Sr. ,S (idal Caunt"y ,S 11$203 11$202 11$205 11$206 11$20$ 11$20% 11$200 11$511 11$511 11$512

istrict II
B. .raneta ,S Ba'" City ,S Dr. .. Sian ,S Gen. Buan .. .raneta ,S Balsis ,S L. De La &ama ,S La'*asan ,S 6.L. .raneta ,S 11$513 11$512 11$515 11$516 11$51$ 11$51% 11$510 11$511

istrict III
.lianAa ,S .str" Farms ,S .ti9uluan ,S Ba'r"y ,S Caridad ,S D"n &emi'i" 6. Salas ,S 6a*a" Su'ar C,S Sa'asa ,S 11$511 11$512 11$513 11$512 11$515 11$516 11$51$ 11$51%

istrict IC
Cristina .. D"rmid" ,S Dr. .F. ,liAalde ,S B. 6"ntilla ,S L"uisiana ,S 6a*a" ,S 6ailum ,S Na4a3a ,S & ; S .3indan ,S &.6. .raneta ,S Salvad"r Benedi!t" ,S 11$510 11$521 11$521 11$522 11$523 11$522 11$525 11$526 11$52$ 11$52%

Secondary
&am"n -"rres N:S &am"n -"rres Dula" N:S &am"n -"rres 6a*a" Su'ar Cent.N:S &am"n -"rres 6alin'in N:S &am"n -"rres Sa'asa N:S &am"n -"rres L"uisiana N:S &am"n -"rres -al"! N:S 312$10 312$21 312$21 312$22 312$23 312$22 312$25

A+lan Antique (acolod City (a"o City Cadi@ Capi@ Escalante Guimaras Iloilo Iloilo City Ka9an+alan Ne"ros Occidental Passi City Ro8as City Sa"ay City San Carlos Silay City