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Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve
quality of basic education. These policy reforms are expected to create the critical changes necessary
further accelerate, broaden, deepen and sustain the improved education effort already started. This package
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 Teac
Standards (NCBTS). This is a framework that establishes the competency standards for teacher performance
that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes a
skills that each teacher must possess in order to carry out a satisfactory performance of their roles a
responsibilities
In response to the need for an instrument that identifies the professional strengths and development needs
the teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and valida
through the AusAID-funded Project STRIVE (Strengthening the Basic Education in the Visayas), in coordinat
with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisio
of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Educat
Development Program-Technical Working Group at the national level.
This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resou
materials, structured learning session guides, manual for administration, scoring and interpretation, hard co
and e-versions of the tool and the monitoring and evaluation scheme and tools for the implementation of
NCBTS-TSNA.
The Teachers’ Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of qua
professional development programs that are aligned to the needs of the programs’ clientele. The TS
determines the differences between the actual situation (what is) and the desired condition (what should be
terms of teacher’s competencies within the department. In this NCBTS-TSNA the actual situation is describ
the current competencies as perceived by the teacher. The profile of the teacher’s current competencies
compared to the NCBTS standards for effective teaching. This TSNA, therefore, identifies the competen
strengths as well as the gap between the expected and the current teacher’s competencies in terms
Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators
the NCBTS.
The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effect
Teaching) is actually done by analyzing nationally set teacher standards in behavioral terms or by identify
effective teaching competencies. The DepED Central Office and Regional Offices are tasked to do this phase
the TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teac
competency levels in KSA terms which is done by the individual teacher at the school level. Phase III (Streng
Need analysis) is the analysis of the strengths and discrepancies between the standards set and the curr
teachers’ data on their competencies which is carried out at the school, cluster, District or Division level
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
preparation of Individual Plan for Professional Development Plan (IPPD) and in designing programs a
activities for teachers at the school, division and regional levels. The consolidated TSNAs at the school, divis
and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and
Regional Development Plan (REDP), with respect to the plans for professional development at the scho
division and the regional levels.
COMPETENCY
ASSESSMENT
PHASE I
Competency Analysis
Instrumentation
Data Gathering
GAP
KSA Required and
Competency Standards
Current KSA and
Competency
PHASE III
STRENGTH-NEED ANALYSIS
SIP
SIP
DEDP
DEDP
When established, the TSNA system ensures that “teachers routinely use CBTS in making self-assessments
their current practices to identify their individual development needs, and that school heads, division a
regional offices also routinely use CBTS in identifying teacher performance factors that affect school-w
learning outcomes” (BESRA PIP, 2006 Version (PIP V.1, p. 21).
In order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) o
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.
1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis-à-vis the
standards set by the NCBTS in each of the seven domains and 23 strands:
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:
The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains sev
integrated domains for effective teaching which are: Domain 1–Social Regard for Learning; Domain 2–Learn
Environment; Domain 3–Diversity of Learners; Domain 4–Curriculum; Domain 5– Planning, Assessing a
Reporting; Domain 6–Community Linkages; and Domain 7–Personal Growth and Professional Developme
Each domain has its corresponding strands and each strand has performance indicators. A total of sev
domains, 23 strands and 80 performance indicators make up the NCBTS competency standards set by
DepED.
The
KSA domains, strands
Specifications and7 performance
of the DOMAINS, 23 indicators
STRANDS were (S), and translated to specific Knowledge,
80 PERFORMANCE INDICATORSSkills,
(P): and Attitud
(KSAs) to compose the TSNA Tool with 270 KSAs in the various clusters as in the specifications below:
Domain 1: Social Regard for Learning.................................
S=2 P= 5
Domain 2: Learning Environment........................................ S=5 P=17
Domain 3: Diversity of Learners…………………………………….. S=1 P=8
Domain 4: Curriculum………………………………………………… S=7 P=22
Domain 5: Planning, Assessing and Reporting …………………… S=4 P=12
Domain 6: Community Linkages S=1 P=6
Domain 7: Personal and Professional Growth S=3 P=10
Total ……………………………………….. S=23 P=80
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 criter
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
the transfer of the technology to conduct TSNA at the school level. The package provides the participa
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.
Schools within the Division are expected to form clusters. Each cluster should designate a Leader Scho
Leader School Heads and their respective NCBTS Coordinators become the “Implementers” of the TSN
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.
ASSESSMENT
SIP
Master Plans for
DEDP
Professional Development
IP
DP
uster/division
ic Knowledge,
CE INDICATORSSkills,
(P): and Attitudes
the specifications below:
KSA= 18
KSA=59
KSA=27
KSA=78
KSA=40
KSA=18
KSA=30
KSA=270
ds to provide instructional
NCBTS that defines the concept of
t the professional development of
aining needs of teachers. The
, thus the School Heads and
ool and its proper administration
The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an
orientation process in order for the teacher-respondents to understand its importance and thus reflectively respond t
the instrument. The Tool in electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring syste
Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common
computer. It takes an average of one hour to accomplish the instrument. The scores and individual profile of the
teacher in the seven domains with corresponding strands and performance indicators are electronically generated
instantly upon completion of the instrument. There is no time limit imposed for completing the instrument.
Self-Administration of the TSNA Tool
A. The TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: “At wha
level do I…” Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, t
responses to the items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code Interpretation
¨ "Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional
¨ "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 Assessmen
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
answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving specia
attention to red and grey colored rows.
TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCB
TSNA Tool, an obtained score whether an average of the domain, strand or performance indicator, is interpreted us
the appropriate indices in the chart below. A score to be interpreted may either be an average of a particular domain
a strand or a specific performance indicator as the case may be.
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning ne
and strengths along these dimensions may 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.
oordinator through an
hus reflectively respond to
with an auto-scoring system.
talled on a common
dividual profile of the
ectronically generated
he instrument.
ng Competence
cluster or Division.
MM DD YYYY
Phone
Fax
10. School Name 11. School ID 12. School Type ### Public
### SPED
V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Dates
Title Sponsoring Agency mm dd yy mm dd yy
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: Signature:
N.B.
ADB
HR-INSET
Form No.
Form
380/02
No. 2008-001 v2.0
### Private
### Central
### Non-Central
### Main
Honors Received
mm dd yy
Sponsoring Agency
Domain 1 SOCIAL REGARD FOR LEARNING
Strand 3.1 Determines, understands and accepts the learners' diverse background knowledge
and experience
Indicator 3.1.1 Obtains information on the learning styles, multiple intelligences and needs of learners
At what level do I ...
K30 78 understand the theories and concepts of multiple intelligences and learning styles?
S28 79 identify learning styles and multiple intelligences of learners?
A23 80 show diligence in obtaining information on different learning needs?
Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
K31 81 know techniques and strategies in designing/selecting activities for varied types of learners?
S29 82 utilize varied activities for various types of learners?
A24 83 show respect and concern for individual differences of students?
Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners
At what level do I ...
K32 84 understand the requirements in setting goals for differentiated learning?
S30 85 utilize differentiated activities to meet expected learning goals of learners?
S31 86 assist learners in setting learning goals for themselves?
A25 87 appreciate the need to consider the differences in experiences and capabilities of learners?
Indicator 3.1.4 Paces lessons appropriate to needs and difficulties of learners
At what level do I ...
K33 88 know teaching principles and strategies for addressing learners' needs and difficulties?
S32 89 pace lessons according to learners' needs and difficulties?
A26 90 show flexibility in pacing lessons to support the needs of the learners?
Indicator 3.1.5 Initiates other learning approaches for learners whose needs have not been met by usual
approaches
At what level do I ...
K34 91 have the knowledge on teaching principles and strategies for students-at-risk ?
S34 92 keep track of students at risk?
S35 93 provide appropriate intervention programs for learners-at-risk?
A27 94 appreciate the need to help students-at-risk?
Indicator 3.1.6 Recognizes multi-cultural background of learners when providing learning opportunities
At what level do I ...
K35 95 know the cultural background of my students and its implications to my teaching?
S36 96 provide appropriate learning activities to students with different cultural background?
A28 97 show appreciation for cultural diversities?
Indicator 3.1.7 Adopts strategies to address needs of differently-abled students?
At what level do I ...
K36 98 know the educational psychology of learners with special needs?
S37 99 use appropriate strategies for learners with special needs?
A29 100 show sensitivity to learners with special needs?
Indicator 3.1.8 Makes appropriate adjustments for learners of different socio-economic backgrounds
At what level do I ...
K37 101 understand the effects of socio-economic status on learning performance?
S38 102 determine the different socio-economic background of trainers?
S39 103 use techniques to motivate learners of the lower socio-economic status?
A30 104 show fairness to all learners regardless of their economic status?
Domain 4 CURRICULUM
Strand 5.1 Develops and utilizes creative and appropriate instructional plan
Indicator 5.1.1 Shows proof of instructional planning
At what level do I ...
K43 183 know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly,
yearly)?
S45 184 arrrange sequentially the learning units with reasonable time allotment?
A36 185 identify appropriate learning objectives, strategies, and accompanying materials in the plan?
A36 186 identify appropriate and varied assessment procedures?
187 show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?
Strand 6.1 Establishes learning environment that respond to the aspiration of the community
Indicator 6.1.1 Involves community in sharing accountability for learners' achievement
At what level do I ...
K43 223 know the programs, projects, and thrusts of DepEd on school-community partnership?
S45 224 involve the community in the programs, projects and thrusts of the school?
A36 225 promote shared accountability for the learners' achievement?
Indicator 6.1.2 Uses community resources (human, material) to support learning
At what level do I ...
K43 226 know the various community resources available to enhance learning?
S45 227 use available community resources (human, material) to support learning?
A36 228 recognize community resources to support learning?
Indicator 6.1.3 Uses community as a laboratory for learning
At what level do I ...
K43 229 know strategies for experiential learning outside the classroom?
S45 230 make use of the community as a laboratory for learning?
A36 231 appreciate the world as a learning environment?
Indicator 6.1.4 Participates in community activities that promote learning
At what level do I ...
K43 232 know the teacher's social responsibility?
S45 233 link with sectors for involvement in community work?
A36 234 show enthusiasm in joining community activities?
Indicator 6.1.5 Uses community networks to publicize school events and achievements
At what level do I ...
K43 235 know the dynamics of community networking and information dissemination?
S45 236 communicate the school events/achievements through community networks?
A36 237 share information on school events/achievements to the community?
Indicator 6.1.6 Encourages students to apply classroom learning to the community
At what level do I ...
K43 238 know the social realities outside the classroom to make learning relevant?
S45 239 provide learning activities ensuring their application to the community?
A36 240 show sensitivity to the needs of the community?
Automatic scoring is enabled only after all items have been accomplished
ERROR
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Total KSAs###
SUMMARY OF RESULTS (NCBTS-TSNA)
Teacher:
Domain D1 D2 D3 D4
Strand 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
No. Of KSAs 15 3 18 10 10 14 15 10 59 27 27 27 6 6 21
HPS 60 12 72 40 40 56 60 40 236 108 108 108 24 24 84
Raw Score 0 0 0
Mean Score 0.00 0.00 0.00
% Score 0.00% 0.00% 0.00%
Mean
Score
0.00
0.00 0.00 0.00 0.00 0.00 0.00 0.00
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 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D
Mean
Domain and Strands % Score Score Competency Level
D1 #REF! 0.00% 0.00 #REF!
S1.1 #REF! #REF!
S1.2 #REF! #REF!
D2 #REF! 0.00% 0.00 #REF!
S2.1 #REF! #REF!
S2.2 #REF! #REF!
S2.3 #REF! #REF!
S2.4 #REF! #REF!
S2.5 #REF! #REF!
D3 #REF! 0.00% 0.00 #REF!
S3.1
#REF! #REF!
D4 #REF! 0.00% 0.00 #REF!
S4.1 #REF! #REF!
S4.2
#REF! #REF!
S4.3 #REF! #REF!
S4.4 #REF! #REF!
S4.5
#REF! #REF!
S4.6 #REF! #REF!
S4.7 #REF! #REF!
D5 #REF! 0.00% 0.00 #REF!
S5.1 #REF! #REF!
S5.2 #REF! #REF!
S5.3 #REF! #REF!
S5.4 #REF! #REF!
D6 #REF! 0.00% 0.00 #REF!
S6.1 #REF! #REF!
D7 #REF! 0.00% 0.00 #REF!
S7.1 #REF! #REF!
S7.2 #REF! #REF!
S7.3 #REF! #REF!
ICT D5 D6 D7
S4.5 S4.6 S4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7
4 4 10 78 11 17 6 6 40 18 18 12 6 12 30
16 16 40 312 44 68 24 24 160 72 72 48 24 48 120
0 0 0 0
0.00 0.00 0.00 0.00
0.00% 0.00% 0.00% 0.00%
0.00 0.00
otal D6 S7.1 S7.2 S7.3 Total D7