E-Version Ncbts

NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT
Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. These policy
reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort
already started. This package of policy reforms is referred to as the Basic Education Sector Reform Agenda (BESRA).
One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards (NCBTS). This is a framework
that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the
complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and
responsibilities
In response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the NCBTS-Teachers'
Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (Strengthening the Basic
Education in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII,
Divisions of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Development ProgramTechnical Working Group at the national level.
This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured learning session
guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the monitoring and evaluation scheme and
tools for the implementation of the NCBTS-TSNA.
THE TSNA SYSTEM FRAMEWORK

The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional development programs that
are aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (what is) and the desired
condition (what should be) in terms of teachers competencies within the department. In this NCBTS-TSNA the actual situation is described the
current competencies as perceived by the teacher. The profile of the teachers current competencies is compared to the NCBTS standards for
effective teaching. This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teachers
competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators of the
NCBTS.
The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actually done by analyzing
nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED Central Office and Regional
Offices are tasked to do this phase of the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current
teacher competency levels in KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the
analysis of the strengths and discrepancies between the standards set and the current teachers data on their competencies which is carried out at
the school, cluster, District or Division level for their respective purposes related to teacher training/development.
An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of Individual Plan for Professional
Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs
at the school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and the Regional
Development Plan (REDP), with respect to the plans for professional development at the school, division and the regional levels.
COMPETENCY
ASSESSMENT
PHASE I
Job Analysis
PHASE II
Teacher Trainee
Competency Analysis
Instrumentation
Data Gathering
GAP
KSA Required and
Competency Standards
Current KSA and

Competency
PHASE III
STRENGTH-NEED ANALYSIS
Competency Strengths
& Learning Needs
Consolidated TSNA Result
SIP
Master Plans
for
DEDP
Professional Development
Teacher's IPDP
SIP
SIPDEDP
DEDP
When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current practices to identify
their individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher performance
factors that affect school-wide learning outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).
Purpose of the NCBTS-TSNA

In order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) of BESRA emphasizing the Professional
Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for their continuing training and development.
Specifically, the TSNA intends to:
1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set by the NCBTS in each of
the seven domains and 23 strands:
1.1. Social Regard for Learning
1.2. Learning Environment
1.3. Diversity of Learners
1.4. Curriculum
1.5. Planning, Assessing and Reporting
1.6. Community Linkages
1.7. Personal Growth and Professional Development
2. Consolidate the TSNA results at the school, cluster, and division levels.
Expected Outputs
Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:
A.
At the individual level:

An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of the seven domains
and 23 strands.
B.At the school level:
Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the school
C.At the cluster/ /division level:
Consolidated TSNA results of participating school teachers in a given cluster/division
The NCBTS and the KSAs Developed for the TSNA

The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven integrated domains for effective
teaching which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3Diversity of Learners; Domain 4
Curriculum; Domain 5 Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professional
Development. Each domain has its corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and
80 performance indicators make up the NCBTS competency standards set by the DepED.
The domains, strands and performance indicators were translated to specific Knowledge, Skills, and Attitudes (KSAs) to compose the TSNA Tool
with 270 KSAs in the various clusters as in the specifications below:
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
Domain 1: Social Regard for Learning.................................
Domain 2: Learning Environment........................................
Domain 3: Diversity of Learners..
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal and Professional Growth
Total ..
School-Based Implementation of the TSNA
A. Orientation of School Heads on the NCBTS and the TSNA
S=2
S=5
S=1
S=7
S=4
S=1
S=3
S=23
P= 5
P=17
P=8
P=22
P=12
P=6
P=10
P=80
KSA= 18
KSA=59
KSA=27
KSA=78
KSA=40
KSA=18
KSA=30
KSA=270
The principle of school-based management empowers the School Heads to provide instructional leadership and therefore they must
be aware of the framework of the NCBTS that defines the concept of effective teaching. One of the ways by which School Heads
can support the professional development of the teachers is when they have the first-hand information about the training needs of
teachers. The NCBTS-TSNA tool intends to identify specific training needs of teachers, thus the School Heads and Schools
Supervisors need to be knowledgeable of the features of the tool and its proper administration and results utilization.
The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators from Leader
Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is upon the discretion of the
School Head taking into consideration the criteria outlined in the Orientation Guide contained in the NCBTS-TSNA Package.
The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and for the transfer of the
technology to conduct TSNA at the school level. The package provides the participants with: (a) a deeper understanding of the
NCBTS framework, the meaning of the domains, strands, and performance indicators, and the identification of the KSAs; (b)
familiarity with the content of the TSNA tool and its proper administration to assist schools in the conduct of TSNA.
B. Schools-Cluster TSNA Implementation
Schools within the Division are expected to form clusters. Each cluster should designate a Leader School. Leader School Heads and
their respective NCBTS Coordinators become the Implementers of the TSNA across the schools within their clusters. School
Heads from within each cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own
teachers. The District Supervisors will take the role of guiding and monitoring the TSNA system and procedures within the cluster or
district.
basic education. These policy
the improved education effort
(NCBTS). This is a framework

s are able to appreciate the
erformance of their roles and
achers, the NCBTS-Teachers'
IVE (Strengthening the Basic
and Regions VI, VII and VIII,
cation Development Program-
s, structured learning session
g and evaluation scheme and
al development programs that
tion (what is) and the desired
tual situation is described the

to the NCBTS standards for
cted and the current teachers
performance indicators of the
is actually done by analyzing
D Central Office and Regional
ation to determine the current
Strength-Need analysis) is the
tencies which is carried out at
ndividual Plan for Professional
vels. The consolidated TSNAs
an (DEDP) and the Regional
onal levels.
SIP
Master Plans
for
DEDP
fessional Development
eir current practices to identify
entifying teacher performance
emphasizing the Professional
and development.
et by the NCBTS in each of
each of the seven domains
tegrated domains for effective

sity of Learners; Domain 4
onal Growth and Professional
even domains, 23 strands and
s) to compose the TSNA Tool
rship and therefore they must
ys by which School Heads
about the training needs of
l Heads and Schools
ults utilization.
Coordinators from Leader
or is upon the discretion of the
CBTS-TSNA Package.
nd for the transfer of the
per understanding of the
ation of the KSAs; (b)
ct of TSNA.
ool. Leader School Heads and

n their clusters. School
the TSNA for their own
ocedures within the cluster or
GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL
The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process in order for the tea
respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format (Excel) is contained on a compact
(CD) with an auto-scoring system. Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common compu
takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding stra
performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrume
Self-Administration of the TSNA Tool
A. The TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: At what level do I Considering that the NC
TSNA tool is intended for self-assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. High (H), Satisfactor
Fair (F), and Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code
Interpretation
H
(High)
My level of competence in the KSA is high. This is my strength, although not a

priority training & development need.
My level of competence in the KSA is satisfactory but I would benefit from further
training & development
(Satisfactory)
F
(Fair)
L
( Low)
My level of competence in the KSA is fair and I need further training &
development as a priority.
My level of competence in the KSA is low. I urgently need training and
development
B. The Electronic Self-Assessment Tool

This Electronic Self-Assessment Template consists of three worksheets labelled as:
"Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional data
"Self-Assessment" - green-colored tab is the TSNA instrument
"Summary" - yellow-colored tab displays the result of assessment after all TSNA items have been accomplished
1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd
2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab
3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA
3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted
3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer
Only one answer must be provided for each KSA, hence only one checkbox ticked.
4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed.
Click Summary Worksheet to view interpretation of assessment results.
Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and/or two
answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving special
attention to red and grey colored rows.
Interpreting and Consolidation of the TSNA Profiles
TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, an obtained score wh
average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart below. A score to be interpreted may eith
average of a particular domain, or a strand or a specific performance indicator as the case may be.
Range
Level of Teaching Competence
Scale scores
3.51-4.00
% Scores
87.51% - 100%
2-51-3.50
62.51% - 87.50%
Experienced. Competent in the KSA but would benefit from further tra
and development
1.51-2.50
37.51% - 62.50%
Developing. Fairly competent in KSA and need further training and

development
1.00-1.50
25.00% - 37.50%
Beginning. Lacking competence in KSA and require urgent training an

development
Expert. Very competent and can support other teacher's improvement
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dimensi
also be inferred from the TSNA results.
Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.
Utilization of TSNA Results for the Development of IPPDs
The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein are appraised by the teacher while ta
consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribute
addressing the most urgent needs and the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training need
with their own priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the prepa
IPPDs.
MENT TOOL
ation process in order for the teacher-
xcel) is contained on a compact disk
e installed on a common computer. It
omains with corresponding strands and
sed for completing the instrument.

do I Considering that the NCBTS-
atively i.e. High (H), Satisfactory (S),
SNA Tool, an obtained score whether an

core to be interpreted may either be an
ng Competence
ort other teacher's improvement
ut would benefit from further training
and need further training and
A and require urgent training and
strengths along these dimensions may
praised by the teacher while taking into

mselves in order to contribute towards
ers to identify their training needs in line
rocedures related to the preparation of
Teacher Profile
I. PERSONAL DATA
1.
Family Name (Last name)
First Name
CUETO
JOANNA MARIE
Female
2.
Gender
4.
Date of Birth
6.
3.
14
1988
MM
DD
YYYY
Single
Civil Status
5.
Place of Birth
QUEZIN CITY
Contact Address (City/State/Country)
053B RIZAL AVENUE BRGY. BITIN BAY LAGUNA

PHILIPPINES
4
Zip Code
IV-A
7.
Region
10.
School Name
8.
Division
CALABARZON
0
9.
11.
3
District
School ID
BITIN ELEMENTARY SCHOOL

12.
School Address
BITIN, BAY, LAGUNA
13.
Start Date of Teaching Service (YYYY-MM)
2013
14.
Subject Area Concentration:

Elem:
Sec :
English
## Math
Scie Science
English
Scie Science
Math
Pilipino
Makabayan
Pilipino
Makabayan
II. EDUCATIONAL ATTAINMENT

Degree
Major
School
Inclusive Per
mm
Major
BACHELOR
TLE
PUP BATANGAS CAMPUS
Master's
Doctoral
Others
III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)
Position
Subjects Taught
Grade/Yr
School
TEACHER I
ESP, MTB, FILIPINO, ARALING PANLIPUNAN, ENGLISH, MATH,2MAPEH
FACULTY TEACHER
ENGLISH, SPEECH
ST. THOMAS ACADEMY
Subjects Area
No. of Hours
(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)
Title
K TO 12 CURRICULUM TRAINING PROGRAM

ESP, MTB, FILIPINO, ARALING PANLIPUNAN, ENGLISH, MATH,
40MAPEH
Level
V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Dates
Title
Sponsoring Agency
mm dd
yy
VI. OTHER QUALIFICATIONS
32.
I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief.
Date:
N.B.
AHR-INSET Form No. 2008-001 v2.0
Signature:
Middle Name
CATANDUANES
3.
Employee No.
QUEZIN CITY
0919-677-9583
Phone
Fax
jmcueto14@gmail.com
E-mail
BAY
District
12.
School Type
## Public
## Private
Elementary :
## Monograde
Central
Non-Central
Secondary:
Multigrade
SPED
General
Special Science
TechVoc
Extension
Night
SPED
Inclusive Period
dd
yy
1
Units
mm dd
4
Honors Received
yy
1
School
mm
m
dd
yy
mm dd
15
13
ST. THOMAS ACADEMY
Level
## Main
30
yy
11
Role
Sponsoring Agency
TRAINEE
DEPED LAGUNA
Inclusive Dates
mm dd
yy
Domain 1
Strand 1.1
Indicator 1.1.1
K1
1
K2
2
S1
3
S2
4
A1
5
Indicator 1.1.2
K3
6
S3
7
A2
8
Indicator 1.1.3
K4
9
S4
10
A3
11
Indicator 1.1.4
K5
S5
S6
A4
12
13
14
15
Strand 1.2
Indicator 1.2.1
K6
S7
A5
16
17
18
Domain 2
Strand 2.1
Indicator 2.1.1
19
K7
S8
20
A6
21
Indicator 2.1.2
K8
22
S9
23
A7
24
Indicator 2.1.3
K9
K10
S10
A8
25
26
27
28
Strand 2.2
Indicator 2.2.1
K11
29
S11
30
A9
31
Indicator 2.2.2
K12
32
S12
33
A10
34
Indicator 2.2.3
K13
K14
S13
A11
35
36
37
38
Strand 2.3
Indicator 2.3.1
K15
39
S14
40
S13
41
A11
42
Indicator 2.3.2
K16
43
S16
44
A13
45
Indicator 2.3.3
K17
46
K18
47
S17
48
A14
49
Indicator 2.3.4
K19
S18
A15
50
51
52
Strand 2.4
Indicator 2.4.1
K20
53
K21
S19
S20
54
55
56
A16
57
Indicator 2.4.2
K22
58
S21
59
A17
60
Indicator 2.4.3
K24
61
K25
62
S22
63
A18
64
Indicator 2.4.4
K26
65
S23
A19
66
67
Strand 2.5
Indicator 2.5.1
K27
68
S24
69
A20
70
Indicator 2.5.2
K28
71
S25
S26
72
73
A21
74
Indicator 2.5.3
K29
75
S27
A22
76
77
Domain 3
Strand 3.1
Indicator 3.1.1
K30
78
S28
79
A23
80
Indicator 3.1.2
K31
81
S29
82
A24
83
Indicator 3.1.3
K32
84
S30
S31
85
86
87
A25
Indicator 3.1.4
K33
88
S32
89
A26
90
Indicator 3.1.5
K34
91
S34
92
S35
93
A27
94
Indicator 3.1.6
K35
95
S36
96
A28
97
Indicator 3.1.7
K36
98
S37
99
A29
100
Indicator 3.1.8
K37
101
S38
S39
A30
102
103
104
Domain 4
Strand 4.1
Indicator 4.1.1
K38
105
S40
106
A31
107
Indicator 4.1.2
K39
S41
A32
108
109
110
Indicator 4.1.3
K40
111
S42
A33
112
113
Indicator 4.1.4
K41
114
S43
A34
115
116
Indicator 4.1.5
K42
117
S44
A35
118
119
Indicator 4.1.6
K43
120
S45
A36
121
122
Indicator 4.1.7
K43
123
ICT
A36
124
125
Indicator 4.1.8
K43
126
S45
A36
127
128
Indicator 4.1.9
K43
129
S45
A36
130
131
Strand 4.2
Indicator 4.2.1
K43
132
S45
A36
133
134
Indicator 4.2.2
K43
135
S45
A36
136
137
Strand 4.3
Indicator 4.3.1
K43
138
S45
A36
139
140
Indicator 4.3.2
K43
141
S45
A36
142
143
Strand 4.4
Indicator 4.4.1
K43
144
S45
A36
145
146
Indicator 4.4.2
ICT
ICT
ICT
147
148
149
S45
A36
150
151
Indicator 4.4.3
K43
152
S45
A36
153
154
Indicator 4.4.4
K43
155
S45
A36
156
157
Indicator 4.4.5
K43
158
S45
A36
159
160
Indicator 4.4.6
K43
161
S45
A36
162
163
164
Strand 4.5
Indicator 4.5.1
K43
165
S45
A36
166
167
168
Strand 4.6
Indicator 4.6.1
K43
169
S45
A36
170
171
172
Strand 4.7
Indicator 4.7.1
173
174
175
176
177
178
179
180
181
182
Domain 5
Strand 5.1
Indicator 5.1.1
K43
183
S45
A36
A36
184
185
186
187
Indicator 5.1.2
K43
A36
188
189
190
Indicator 5.1.3
K43
191
S45
A36
192
193
Strand 5.2
Indicator 5.2.1
K43
194
S45
A36
195
196
Indicator 5.2.2
K43
197
S45
A36
198
199
Indicator 5.2.3
K43
A36
200
201
202
Indicator 5.2.4
K43
203
S45
A36
204
205
A36
206
207
Indicator 5.2.5
K43
208
S45
A36
209
210
Strand 5.3
Indicator 5.3.1
K43
211
S45
A36
A36
212
213
214
Indicator 5.3.2
K43
215
S45
216
Strand 5.4
Indicator 5.4.1
K43
217
S45
A36
218
219
Indicator 5.4.2
K43
220
S45
A36
221
222
Domain 6
Strand 6.1
Indicator 6.1.1
K43
223
S45
A36
224
225
Indicator 6.1.2
K43
226
S45
A36
227
228
Indicator 6.1.3
K43
229
S45
A36
230
231
Indicator 6.1.4
K43
232
S45
A36
233
234
Indicator 6.1.5
K43
235
S45
A36
236
237
Indicator 6.1.6
K43
238
S45
A36
239
240
Domain 7
Strand 7.1
Indicator 7.1.1
K43
241
S45
A36
242
243
Indicator 7.1.2
K43
244
S45
A36
245
246
Indicator 7.1.3
K43
247
S45
A36
248
249
Indicator 7.1.4
K43
250
S45
A36
251
252
Strand 7.2
Indicator 7.2.1
K43
253
S45
A36
254
255
Indicator 7.2.2
K43
256
S45
A36
257
258
Strand 7.3
Indicator 7.3.1
K43
259
S45
A36
260
261
Indicator 7.3.2
K43
262
S45
A36
263
264
Indicator 7.3.3
K43
265
S45
A36
266
267
Indicator 7.3.4
K43
268
S45
A36
269
270
SOCIAL REGARD FOR LEARNING

Teacher actions demonstrate value for learning
Implements school policies and procedures
At what level do I ...
know school policies and procedures?
understand school operations?
implement policies and procedures ?
communicate policies and procedures to students, parents and other concerned persons?
abide by the school policies and procedures?
Demonstrates punctuality
possess awareness on the implementation of "time on task" in all responsibilities?
demonstrate punctuality in accomplishing expected tasks and functions?
model the value of punctuality?
Maintains appropriate appearance
know decorum i.e. dress code, behavior of teachers?
practice decorum in all occasions?
value decorum expected of teachers?
Is careful about the effect of one's behavior on students
understand the theoretical concepts and principles of social learning?
show appropriate behavior even during unguarded moments?
apply knowledge on social learning in dealing with students?
consider the influence my behavior has on students?
Demonstrates that learning is of different kinds and from different sources

Makes use of various learning experiences and resources
know a range of sources through which social learning may be experienced?
use information from a variety of sources for learning (e.g. family, church, other sectors of the community)?
appreciate that students learn through a range of different social experiences?
LEARNING ENVIRONMENT
Creates an environment that promotes fairness
Maintains a learning environment of courtesy & respect for different learners (e.g.abilit
understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)?
maintain a learning environment that promotes courtesy and respect for all learners?
show courtesy and respect to everyone at all times?
Provides gender-fair opportunities for learning
understand the objectives, principles and strategies for Gender and Development (GAD)?
provide gender fair learning opportunities?
uphold gender sensitivity in my dealings with learners and others?
Recognizes that every learner has strengths

understand the psychological foundations of learner's growth and development
knows about potentialities and uniqueness of individual learners?
provide learning activities that allow all learners to reach their full potential?
recognize leraner's individual potentials and strengths?
Makes the classroom environment safe and conducive to learning

Maintains a safe and orderly classroom free from distractions
know the principles of classroom management, room structuring and safety measures?
maintain a safe, clean and orderly classroom free from distractions?
show concern for a safe and conducive learning environment?
Arranges challenging activities in a given physical environment
know various challenging activities that can be adapted in any given physical environment?
conduct challenging learning activities despite physical environment constraints?
show enthusiasm to conduct learning activities in any given situation?
Uses individual and cooperative learning activities to improve capacities of learners for
understand the importance and dynamics of both individual and cooperative learning?
know varied strategies for individual and cooperative learning?
balance the use of individual and cooperative learning activities?
see the value in creating individual and cooperative learning activities?
Communicates higher learning expectations to each learner

Encourages learners to ask questions
know the art of questioning and different techniques of asking higher order questions?
provide opportunities for learners to ask questions?
ask questions that stimulate critical and creative thinking among learners?
show an accepting response/gesture in dealing with questions of learners?
Provides learners with a variety of learning experience
know various strategies that elevate students' level of learning?
provide learners with variety of experiences that enhance learning?
willingly provide learners with a variety of challenging learning activities?
Provides varied enrichment activities to nurture the desire for further learning
understand how enrichment activities enhance the learners' desire to learn?
know ways of motivating the learners to learn further and more effectively?
facilitate varied enrichment activities that are interesting for further learning?
show diligence in making enrichment materials?
Communicates and maintains high standards of learning performance
know the implications of achieving high standards of learning performance for total human development?
help learners maintain high standards of learning?
inspire learners to set high performance targets for themselves?
Establishes and maintains consistent standards of learners' behavior

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

understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610, PD 603?
know behavior management techniques for learners with behavioral problems?
identify learners with behavioral problems?
employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?
show a compassion and caring attitude in managing behavior problems?
Gives timely feedback to reinforce appropriate learners' behavior
know the concept, importance and techniques of social reinforcement?
provide timely and appropriate reinforcement on learners' behavior?
believe that positive reinforcement leads to improved learner behavior?
Guides individual learners requiring development of appropriate social and learning beh
understand the learners' social development stages?
know different strategies that enhance learners' social development?

use varied teaching-learning strategies that make use of social interaction?
show patience in managing different social and learning activities?
Communicates and enforces school policies and procedures for appropriate learner beh
know DepED/school policies and procedures on student discipline?
communicate and enforce policies and procedures related to students behavior?
commit to enforcing school policies and procedures?
Creates a healthy psychological climate for learning

Encourages free expression of ideas from students
know the concepts and principles of democratic expression of ideas?
provide activities that will encourage respect and free expresssion of ideas?
encourage learners to express their ideas freely and responsibly?
Creates stress-free environment
know the the elements and importance of establishing a stress-free learning environment?
manage conflicts and other stress-related situations?
initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free environment?
get involved in advocacy activities that create a stress-free environment?
Takes measures to minimize anxiety and fear of the teacher and/or subject
know about child-friendly teaching strategies?
encourage learners to develop a positive attitude towards their subject and teacher?
let my students feel they are accepted?
DIVERSITY OF LEARNERS
Determines, understands and accepts the learners' diverse background knowled

and experience
Obtains information on the learning styles, multiple intelligences and needs of learners
understand the theories and concepts of multiple intelligences and learning styles?
identify learning styles and multiple intelligences of learners?
show diligence in obtaining information on different learning needs?
Designs or selects learning experiences suited to different kinds of learners
know techniques and strategies in designing/selecting activities for varied types of learners?
utilize varied activities for various types of learners?
show respect and concern for individual differences of students?
Establishes goals that define appropriate expectations for all learners
understand the requirements in setting goals for differentiated learning?
utilize differentiated activities to meet expected learning goals of learners?
assist learners in setting learning goals for themselves?
appreciate the need to consider the differences in experiences and capabilities of learners?
Paces lessons appropriate to needs and difficulties of learners
know teaching principles and strategies for addressing learners' needs and difficulties?
pace lessons according to learners' needs and difficulties?
show flexibility in pacing lessons to support the needs of the learners?
Initiates other learning approaches for learners whose needs have not been met by usual
approaches
have the knowledge on teaching principles and strategies for students-at-risk ?
keep track of students at risk?
provide appropriate intervention programs for learners-at-risk?
appreciate the need to help students-at-risk?
Recognizes multi-cultural background of learners when providing learning opportunities
know the cultural background of my students and its implications to my teaching?
provide appropriate learning activities to students with different cultural background?
show appreciation for cultural diversities?
Adopts strategies to address needs of differently-abled students?
know the educational psychology of learners with special needs?
use appropriate strategies for learners with special needs?
show sensitivity to learners with special needs?
Makes appropriate adjustments for learners of different socio-economic backgrounds
understand the effects of socio-economic status on learning performance?
determine the different socio-economic background of trainers?
use techniques to motivate learners of the lower socio-economic status?
show fairness to all learners regardless of their economic status?
CURRICULUM
Demonstrates mastery of the subject

Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies
have an updated content knowledge and teaching strategy in my subject area?
apply the updated content and appropriate strategies in my teaching?
commit to deliver accurate and updated content knowledge?
Integrates language, literacy and quantitative skill development and values in his/her
subject area
have knowledge about multi-disciplinary integrative modes and techniques of teaching?
use multi-disciplinary integrative modes and techniques of teaching the subject area?
support the integration of language, literacy, skill development and values in the learning activities?
Explains learning goals, instructional procedures and content clearly and accurately to
students
possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?
explains learning goals, concepts and processes clearly and accurately to learners?
give sufficient time to explain the lessons for clear understanding of the learners?
Links the current content with past and duture lessons
understand interrelation of topics/content within the subject area taught?
link the present subject matter content with the past and future lessons?
value the need to relate prior knowledge of learners with the present and future lessons?
Aligns with lesson objectives the teaching methods, learning activities and instructional
materials or resources appropriate to learners
have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and materials?
teach lessons that have congruency of objectives, procedure, materials and evaluation?
appreciate the value of aligning objectives with all the parts of a lesson?
Creates situations that encourage learners to use high order thinking skills
understand the concept of critical thinking and the facets of understanding?
engage learners in activities that develop higher order thinking skills?
patiently motivate learners to develop higher order thinking skills?
Engages and sustains learners' interests in the subject by making content meaningful and
relevant to them
know strategies and materials that promote authentic learning?
apply various appropriate strategies and/or technology to motivate & sustain learning?
believe in relating classroom learning to real world expereinces?
Integrates relevant scholarly works and ideas to enrich the lessons as needed
update myself with relevant scholarly works and ideas related to my subject area?
integrate scholarly works and ideas to enrich the lesson for the learners?
show enthusiasm and openness to new learning?
Integrates content of subject areas with other disciplines
know about other disciplines related to the subject I am teaching?
integrate content of subject area with other disciplines?
appreciate integrative mode of teaching?
Communicates clear learning goals for the lessons that are appropriate for learners
Sets appropriate learning goals
know the learning goals vis--vis specific subject content of the level I am teaching?
set doable and appropriate daily learning goals for the learners?
reflectively choose appropriate learning goals?
Understand the learning goals
understand the connection of the short-term goals to the long-term goals of learning?
practice relating short-term goals to long term goals for learning?
value the learning goals set in the curriculum?
Make good use of allotted instructional time

Establishes routines and procedures to maximize instructional time
understand the principles and procedure of maximizing instructional time?
apply techniques of "time on task" in planning and delivering lessons?
observe discipline on time management?
Plans lessons to fit within available instructional time
know the principles and techniques of lesson planning considering the allotted instructional time ?
design parts of the lesson within available instructional time?
show efficiency in the use of time to effectively attain learning goals?
Selects teaching methods, learning activities and the instructional materials

or resources appropriate to the learners and aligned to objectives of the lesson
Translates learning competencies to instructional objectives
know the learning competencies in my learning areas in order to formulate appropriate instructional objectives?
translate learning competencies into instructional objectives?
show a reflective attitude in translating learning competencies to instructional objectives?
Selects, prepares, and utilizes technology and other instructional materials appropriate
the learners & learning objectives
know various technology and instructional materials appropriate for my learning area?
select and utilize updated and appropriate technology/instructional materials?
use appropriate technology resources to achieve curriculum standards and objectives?
prepare adequate and appropriate instructional materials for the learners and the learning objectives?
manifest resourcefulness in preparing instructional materials?
Provides activities and uses materials which fit the learners' learning styles, goals and c

know the principles of instructional material preparation for different types of learners?
use relevant activities and materials suited to the learning styles, goals and culture of the learners?
believe in the need to provide activities and use materials appropriate to the learners?
Uses a variety of teaching approaches and techniques appropriate to the subject matte
and the learners
understand the theories, approaches and strategies in teaching the subject area?
use variety of teaching strategies and techniques appropriate to the learners and subject matter?
show enthusiasm in using innovative and appropriate teaching techniques?
Utilizes information derived from assessment to improve teaching and learning
understand the proper utilization of assessment results to improve teaching and learning?
use assessment results in setting learning objectives and learning activities ?
appreciate the value of assessment in improving teaching and learning?
Provides activities and uses materials which involves students in meaningful learning
know various educational theories (e.g. constructivism) and their implications to meaningful leaning?
apply relevant teaching approaches to achieve meaningful learning?
use improvised and indigenous materials for meaningful learning?
appreciate teaching approaches to meaningful learning (e.g., constructivism)?
Recognizes general learning processes as well as unique processes of individual

Designs and utilizes teachning methods that take into account the learning process
know different teaching approaches and strategies suitable to various learners?
have knowledge on general and specific learning processes?
apply teaching-learning methodologies that respond to general and specific learning processes?
recognize the need to design teaching methods apropriate to the learning process?
Promotes purposive study

Cultivates good study habits through appropriate activities and projects
know the techniques in forming good study habits?
determine the current study habits of my students?
provide appropriate learning tasks and projects that support development of good study habits?
take extra time to help students form good study habits?
Demonstrates skills in the use of ICT in teaching and learning

Utilizes ICT to enhance teaching and learning
know the nature and operations of ICT systems as they apply to teaching and learning?
understand how ICT-based instructional materials/learning resources support teaching and learning?
understand the process in planning and managing ICT-assisted instruction?
design, develop new or modify existing digital/and or non-digital learning resources?
use of ICT resources for planning and designing teaching-learning activities?
use ICT tools to process assessment and evaluation data and report results?
demonstrate proficiency in the use of computers to support teaching and learning?
use ICT tools and resources to improve efficiency and professional practice?
value and practice social responsibility, ethical and legal use of ICT tools and resources?
show positive attitude towards the use of ICT in keeping records of the learners?
PLANNING, ASSESSING AND REPORTING

Develops and utilizes creative and appropriate instructional plan
Shows proof of instructional planning
know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)?
arrrange sequentially the learning units with reasonable time allotment?
identify appropriate learning objectives, strategies, and accompanying materials in the plan?
identify appropriate and varied assessment procedures?
show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?
Implements instructional plan
know the factors for successful implementation of the instructional plan?
adjust the instructional plan to ensure attainment of objectives?
appreciate the value of instructional planning?
Demonstrates ability to cope with varied teaching millieu
know the different teaching-learning situations that could affect the implementation of the instructional plan?
cope with varied teaching milieu/setting?
manifest openness to make necessary adjustements to improve the instructional plan?
Develops and uses a variety of appropriate assessment strategies to monitor

and evaluate learning
Prepares formative and summative tests in line with the curriculum
know the principles and purposes of instructional assessment including formative and summative testing?
construct valid and reliable formative and summative tests?
appreciate the value of testing as a tool to improve instruction and learning performance?
Employs non-traditional assessment techniques (portfolio,journals, rubric, etc.)
know the concepts, principles and strategies of non-traditional assessment?
use appropriate non-traditional assessment techniques?
value the use of non-traditional assessment?
Interprets and uses assessment results to improve teaching and learning

know concepts, principles on interpretation and utilization of assessment results?
interpret and use test results to improve teaching and learning?
manifest fairness in the interpretation of test results?
Identifies teaching-learning difficulties and possible causes and takes appropriate actio
address them
know the concept and principles of diagnostic testing?
know the types of remedial lessons for slow learners?
identify teaching-learning difficulties and possible causes?
manage remediation programs?

manifest willingness and patience in conducting remediation programs?
Uses tools for addressing authentic learning
know the concepts and principles of authentic learning assessment?
utilize appropriate tools for assessing authentic learning?
enthusiastically develop and use tools for assessing authentic learning?
Monitors regularly and provides feedback on learners' understanding

of content
Provides timely and accurate feedback to learners to encourage them to reflect on and
monitor their own learning growth
know the principles of giving and receiving feedback on learners' progress?
use strategies for giving feedback/reporting progress of individual learner?
motivate learners' to reflect and monitor their learning growth?
consistently provide timely and accurate feedback?
Keeps accurate records of grades/performance levels of learners
know the current guidelines about the grading system?
maintain accurate and updated learners' records?
Communicates promptly and clearly to learners, parents and superiors about

progress of learners
Conducts regular meetings with learners and parents to respect learners' progress
know the dynamics of communicating learners' progress to students, parents and other stakeholders?
plan and implement a comprehensive program to report learners' progress to students and parents?
manifest accountability and responsibility in communicating the learners' progress to intended stakeholders?
Involves parents to participate in school activities that promote learning
understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress?
involve parents to participate in school activities that promote their children's learning progress?
establish rapport and a cooperative working relationship with parents?
COMMUNITY LINKAGES
Establishes learning environment that respond to the aspiration of the communi

Involves community in sharing accountability for learners' achievement
know the programs, projects, and thrusts of DepEd on school-community partnership?
involve the community in the programs, projects and thrusts of the school?
promote shared accountability for the learners' achievement?
Uses community resources (human, material) to support learning
know the various community resources available to enhance learning?
use available community resources (human, material) to support learning?
recognize community resources to support learning?
Uses community as a laboratory for learning

know strategies for experiential learning outside the classroom?
make use of the community as a laboratory for learning?
appreciate the world as a learning environment?
Participates in community activities that promote learning
know the teacher's social responsibility?
link with sectors for involvement in community work?
show enthusiasm in joining community activities?
Uses community networks to publicize school events and achievements
know the dynamics of community networking and information dissemination?
communicate the school events/achievements through community networks?
share information on school events/achievements to the community?
Encourages students to apply classroom learning to the community
know the social realities outside the classroom to make learning relevant?
provide learning activities ensuring their application to the community?
show sensitivity to the needs of the community?
PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Takes pride in the nobility of teachers as a profession
Maintains stature and behavior that upholds the dignity of teaching
know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for Professional Teachers?
practice the Code of Ethics for Professional Teachers?
manifest the values that uphold the dignity of teaching?
Allocates time for personal and professional development through participation in
educational seminars and workshops reading educational materials regularly and
engaging in educational research
know the requirements/expectations for personal and professional development of teachers?
prepare and implement an individual personal and professional development plan (IPDP)?
manifest zeal in undertaking educational research ?

Manifests personal qualities like enthusiasm, flexibility and caring attitude
know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?
engage in self-assessment to enhance my personal qualities?
exhibit personal qualities such as enthusiasm, flexibility and caring attitude?

Articulates and demonstrates one's personal philosophy of teaching
understand the value of having a personal philosophy of teaching?
translate my philosophy of teaching into action?
share my personal philosophy of teaching with others?
Builds professional links with colleagues to enrich teaching practice
Keeps abreast with recent developments in education

update myself with recent developments in education?
apply updated knowledge to enrich teaching practice?
manifest openness to recent developments in education?
Links with other institutions and organizations for sharing best practices
know of institutions and organizations with a goal to improve teaching practice?
link with other institutions and organizations that are helpful to the teaching profession?
get involved in professional organizations and other agencies that can improve my teaching practice?
Reflects on the extent of the attainment of professional development goals

Reflects on the quality of his/her own teaching
know the techniques and benefits derived from theory-guided introspection?
make a self assessment of my teaching competencies?
desire to improve the quality of my teaching?
Improves teaching performance based on feedback from the mentor, students, peers,
superiors and others
know the purposes and approaches in establishing an effective feedback system?
actively seek feedback from a range of people to improve my teaching performance?

manifest positive attitude towards comments/recommendations?
Accepts personal accountability to learners' achievement and performance
know my accountability and responsibilities toward students' learning performance?
examine myself vis-a-vis my accountability for the learners and to the teaching profession?
accept my personal accountability to the learners?
Uses self-evaluation to recognize and enhance one's strength and correct one's weakne
know the concept and strategies for self-evaluation?
identify my strengths and weaknesses as a person and as a teacher?
manifest determination to become a better person and teacher?
Automatic scoring is enabled only after all items have been accomplished
END OF SELF ASSESSMENT

Click Summary Worksheet to view results
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ility, culture, gender)

H
S
###
L
###
L
###
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L
###
L
###
L
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for higher learning

H
S
L
###
L
###
L
###
###
###
L
###
###
###
###
behavior
L
###
L
###
###
###
###
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
L
###
###
L
###
L
###
###
L
###
L
###
L
###
nd culture
L
###
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###
###
L
###
L
###
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al learners
H
###
###
L
###
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###
###
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###
L
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L
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L
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L
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L
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L
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L
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H
b
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L
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Total KSAs
SUMMARY OF RESULTS (NCBTS-TSNA)

JOANNA MARIE CUETO
Teacher:
Domain
D1
Strand
S1.1
S1.2
Total D1
No. Of KSAs
15
3
18
HPS
60
12
72
Raw Score
40
12
52
Mean Score
2.67
4.00
2.89
% Score 66.67% 100.00% 72.22%
S2.1
10
40
27
2.70
67.50%
S2.2
10
40
23
2.30
57.50%
D2
S2.3
14
56
31
2.21
55.36%
S2.4
15
60
40
2.67
66.67%
S2.5
10
40
27
2.70
67.50%
Total D2
59
236
148
2.51
62.71%
D3
S3.1
27
108
68
2.52
62.96%
Summary of TSNA Result

By Mean Scale Score
5.00
4.00
4.00
3.30
Mean
Score
3.00
2.67
2.89
2.70
2.30
2.21
S2.2
S2.3
2.67
2.70
S2.4
S2.5 Total D2 S3.1 Total D3 S4.1
2.51
2.52
3.17
2.52
2.50
2.62
S4.3
S4.4
2.75
2.75
S4.5
S4.6
3.00
2.56
2.73
3.
2.59
2.00
1.00
0.00
S1.1
S1.2 Total D1 S2.1
S4.2
S4.7 Total D4 S5.1
Strands & Domain

By % Score
S5.2
S5

By % Score
120%
100%
80%
% Score
60%
40%
20%
0%
S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total D4 S5.1 S5.2
Strands and Domain
INTERPRETATION BY DOMAIN & STRAND
Social Regard for Learning

Learning Environment
Diversity of Learners
% Score
72.22%
66.67%
100.00%
62.71%
67.50%
57.50%
55.36%
66.67%
67.50%
62.96%
Mean
Score
2.89
2.67
4.00
2.51
2.70
2.30
2.21
2.67
2.70
2.52
Determines, understands and accepts the learners' diverse background knowledge

Curriculum
62.96%
64.10%
2.52
2.56
Domain and Strands

D1
S1.1
S1.2
D2
S2.1
S2.2
S2.3
S2.4
S2.5
D3
S3.1
D4
S4.1
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
D5
S5.1
S5.2
S5.3
S5.4
D6
S6.1
D7
S7.1
S7.2
S7.3
82.41%
3.30
79.17%
62.50%
65.48%
3.17
2.50
2.62
Recognizes general learning processes as well as unique processes of individual learners

Planning, Asessing & Reporting
Community Linkages
Establishes learning environment that respond to the aspiration of the community
Personal Growth & Professional Devt
68.75%
68.75%
75.00%
66.88%
68.18%
64.71%
75.00%
62.50%
65.28%
65.28%
65.83%
62.50%
70.83%
66.67%
2.75
2.75
3.00
2.68
2.73
2.59
3.00
2.50
2.61
2.61
2.63
2.50
2.83
2.67
Total D3
27
108
68
2.52
62.96%
S4.1
27
108
89
3.30
82.41%
S4.2
6
24
19
3.17
79.17%
S4.3
6
24
15
2.50
62.50%
D4
S4.4
21
84
55
2.62
65.48%
S4.5
4
16
11
2.75
68.75%
2.56
2.73
otal D4 S5.1
3.00
2.59
S5.2
2.50
S5.3
2.68
2.61
2.61
2.83
2.50
S5.4 Total D5 S6.1 Total D6 S7.1
S7.2
2.67
2.63
S7.3 Total D7
S4.6
4
16
11
2.75
68.75%
ICT
S4.7
10
40
30
3.00
75.00%
Total D4
78
312
200
2.56
64.10%
S5.1
11
44
30
2.73
68.18%
S5.2
17
68
44
2.59
64.71%
4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7
Competency Level
Experienced
Experienced
Expert
Experienced
Experienced
Developing
Developing
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Developing
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Experienced
Developing
Experienced
Experienced
Experienced
Developing
Experienced
Experienced
D5
S5.3
6
24
18
3.00
75.00%
S5.4
6
24
15
2.50
62.50%
Total D5
40
160
107
2.68
66.88%
D6
S6.1
18
72
47
2.61
65.28%
Total D6
18
72
47
2.61
65.28%
S7.1
12
48
30
2.50
62.50%
D7
S7.2
6
24
17
2.83
70.83%
S7.3
12
48
32
2.67
66.67%
Total D7
30
120
79
2.63
65.83%
Gender
Male
Female
Civil Status
Single
Married
Widow/er
Separated
Region Division
VI
VII
VIII
Bohol
Tagbilaran
NegOcc
Nsamar
GradeYr
1
2
3
4
5
6
7
8
9
10
1,2
1,2,3
1,2,3,4
1,2,3,4,5
1,2,3,4,5,6
2,3
2,3,4
2,3,4,5
2,3,4,5,6
3,4
3,4,5
3,4,5,6
4,5
4,5,6
5,6
Subject
English
Science
Math
Filipino
Makabayan
Domain
D1
D2
D3
D4
D5
D6
D7
DomDesc
Curriculum
Community Linkages
Strands
D1
D2
D3
D4
D5
D6
D7
S1.1
S1.2
S2.1
S2.2
S2.3
S2.4
S2.5
S3.1
S4.1
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
S5.1
S5.2
S5.3
S5.4
S6.1
S7.1
S7.2
S7.3
StrandDesc
Curriculum
Community Linkages
Determines, understands and accepts the learners' diverse background knowledge
Recognizes general learning processes as well as unique processes of individual learners
Establishes learning environment that respond to the aspiration of the community
min
1
1.51
2.51
3.51
max
1.5
2.5
3.5
4
level
Beginner
Developing
Experienced
Expert

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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

THE TSNA SYSTEM FRAMEWORK

Current KSA and

Purpose of the NCBTS-TSNA

At the individual level:

The NCBTS and the KSAs Developed for the TSNA

basic education. These policy

the improved education effort

(NCBTS). This is a framework

achers, the NCBTS-Teachers'

IVE (Strengthening the Basic

and Regions VI, VII and VIII,

cation Development Program-

s, structured learning session

g and evaluation scheme and

al development programs that

tion (what is) and the desired

tual situation is described the

cted and the current teachers

performance indicators of the

is actually done by analyzing

D Central Office and Regional

ation to determine the current

Strength-Need analysis) is the

tencies which is carried out at

ndividual Plan for Professional

vels. The consolidated TSNAs

an (DEDP) and the Regional

eir current practices to identify

entifying teacher performance

emphasizing the Professional

et by the NCBTS in each of

each of the seven domains

tegrated domains for effective

s) to compose the TSNA Tool

rship and therefore they must

ys by which School Heads

about the training needs of

l Heads and Schools

or is upon the discretion of the

nd for the transfer of the

per understanding of the

ation of the KSAs; (b)

ool. Leader School Heads and

GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL

My level of competence in the KSA is high. This is my strength, although not a

B. The Electronic Self-Assessment Tool

Level of Teaching Competence

Developing. Fairly competent in KSA and need further training and

Beginning. Lacking competence in KSA and require urgent training an

Expert. Very competent and can support other teacher's improvement

ation process in order for the teacher-

xcel) is contained on a compact disk

e installed on a common computer. It

omains with corresponding strands and

sed for completing the instrument.

atively i.e. High (H), Satisfactory (S),

SNA Tool, an obtained score whether an

ort other teacher's improvement

ut would benefit from further training

and need further training and

A and require urgent training and

strengths along these dimensions may

praised by the teacher while taking into