SLE 4:

The NCBTS-TSNA Tool: Use and Interpretation

Learning Objectives
Be familiar with the NCBTS-TSNA Tool and the guidelines for its administration Appreciate the importance of the NCBTSTSNA Tool in the planning and designing professional development interventions and delivery modes for teachers

Discussion on TSNA:

Is Teacher Strengths &Training Needs Assessment (TSNA) important? Why? Do you know of existing TSNA tools that you can use for teachers INSET? What can happen if INSETs are not based on TNAs?

Research says
Strive Baseline Research on InService Teacher Education in Bohol, Northern Samar and validated in Negros Oriental reveal major findings:
Gap exists between current provision of INSET and the regional vision for quality in-service teacher development
4

Research says
Lack of regional and division structures for the systematic delivery of quality INSET programs for teachers Laxity of implementation of policies and standards and the conduct of training programs
5

Research says
INSET is wanting of effective systems and procedures including the lack of systematic TSNA processes, delivery modes and technologies
6

On the lack of systematic TNA processes

Attributed to not having accurate information on the training needs of teachers.

65 % of school heads are not aware of TSNA instruments to assess training needs of teachers. Orders and memoranda and results of achievement tests heavily used in the selection of INSET content.
7

On the lack of systematic TSNA processes

INSET content generally not TSNAbased. Topics are merely cascaded from seminars attended in the higher levels. Some are from professional magazines or consultations from TICs and Master Teachers. Moreover, some topics are not relevant and some strategies are inappropriate.
8

On the lack of systematic TSNA processes

Content of trainings had become repetitive and that they found them a waste of time. Topics are not suited to the grade level or learning area they are handling.
Expressed appreciation in the use of multimedia in a few INSET programs.
9

TSNA is the determination of the differences

between the actual condition (what is) and the desired condition (what should be) in teacher competencies against the national standards of the DepEd. It is expressed in terms of knowledge, skills, and attitudes

PHASE I

Teacher Strengths and Training Needs Analysis

PHASE II

Job Analysis for Effective Teaching

Competency Analysis

Differen ce

Teacher Trainee Analysis Instrumentation Data Gathering

KSAs Required and Competency Standards

PHASE III

Current KSAs and Competency

Difference Analaysis

(Competency Strengths &

TSNA Data

Deficiencies /Priority Learning Needs)

Outputs are results, products, information, events, decisions of performance in teaching. Competency is a focused grouping of knowledge, skills, attitude critical in the performance of teaching and production of learning outcomes. Knowledge is an awareness or understanding of information such as facts, concepts and principles. It is necessary competency in teaching. Skill is a psychomotor ability needed to perform teaching effectively. It can be physical or mental Attitude is a state of mind or feeling in regard to some matter. It includes values, beliefs and ways of behaving.

Example:

KNOWLEDGE (APPROPRIATE TECHNIQUES)

SKILLS (USING VARIED TECHNIQUES FOR VARIOUS LEARNERS

ATTITUDE (RESPECT AND CONCERN FOR INDIVIDUAL LEARNERS

13

 What are ways by which you have reflected on the quality of your teaching? Have these ways reflected the true picture of your teaching practice? How have these ways helped you to see what competencies you need to develop further?
14

The Good News The NCBTS-TNA Tool!

It is anchored on the National Competency-Based Standards for Teachers It is a Self-Assessment tool, NOT a performance rating instrument It is based on the principle of individual accountability for continuous professional learning.
15

Accomplishing the TSNA Tool a)Manual Version b) Electronic version

16

What will I do with the accomplished NCBTSTNA Tool???

17

Plenary: Scoring for the Manual Version

You will be provided with an Instruction for Scoring, Scoring Template, and an Individual Teacher Profile Template.

18

Plenary:
Scoring starts on the individual answer sheet.

1.Get the equivalent score for each KSA using the numerical equivalent for the descriptor of the response (L-1, F-2, S- 3, H-4) Do this per cluster of KSA in a particular competency indicator (P). 2. Compute the sum of the scores of all KSAs for each cluster indicator. Divide the sum by the number of items in each competency indicator to get the mean score. Write the mean scores on the cells beside each competency indicator (C).
19

Plenary:
3. Compute the sum of all the Competency Indicators for each Strand (S). Divide the sum by the total number of indicators in a strand. The value becomes the mean score of the teacher for the strand. Write the mean score on the cell beside each strand. 4. Compute the sum of all the Strands within each Domain (D). Divide the sum by the number of strands in each domain. Write the mean score on the cell beside each Domain.
20

Summary of the Distribution of the Domains, Strands, Indicators and the KSAs of the TSNA.
Domains Strands D 1 Social Regard for 2 Learning D2 Learning Environment 5 D3 Diversity of Learners 1 D4 Curriculum 7 D5 Planning, Assessing & Reporting 4 D6 Community Linkages 1 D7 Personal Growth and 3 Professional Development Total 23 Indicators 5 17 8 22 12 6 10 KSA 18 59 27 78 40 18 30

80

270

Per KSA score

Code for Competency level H-High (4) Interpretation

My level of competence in the KSA is high. This is my strength. Although not a priority training or professional development need, I should continue to enhance this competency. S-Satisfactory (3) My level of competence in the KSA is satisfactory, but I would benefit from further training and professional development. F-Fair (2) My level of competence in the KSA is fair. And I need further training and professional development as a priority. L-Low (1) My level of competence in the KSA is low. I urgently need training and professional development.

Teacher Professional Development Index (TPD Index) for each Domain.

Competency Level 3.51 4.00 Labels for the Index Expert Description Teacher has almost all the competencies for effective teaching at high level. These are the identified strengths. Strengths have to be sustained and enhanced; however professional development needs have to be continuously address.

2.51-3.50

Experienced

Teacher has majority of the competencies at high level for effective teaching. Strengths have to be enhanced. Training and professional development needs to be addressed.

Teacher Professional Development Index (TPD Index) for each Domain

Competency Level 1.51 2.50 Labels for the Index Developing Description Teacher has average of all the competencies at high level for effective teaching. These strengths have to be enhanced; however, training needs have to be addressed as priority. Teacher has very few of the competencies at high level for effective teaching. Training needs have to be given priority and addressed urgently.

1.00 1.50

Beginning

Plenary:
Scoring starts on the individual answer sheet. (Example)
Domain 1: Social Regard for Learning
S1: Teachers action demonstrate value for learning

D1 3.01+3= 3.0 S1= 3.01

L (1)

F (2)

S (3)

H (4)

KSA 1
2 3 4 5 C1 C2 C3 1,2,3,4,5 6,7,8 9,10,11

/
/ / / / 2.8 4.0 3.0 14/5= 2.8

C4

12,13,14,15

2.25
25

Plenary:
Scoring starts on the individual answer sheet. (Example)
Domain 1: Social Regard for Learning L (1) KSA 16 17 18 C1 16,17,18 F (2) / / / 3.0 9/3=3 S (3) H (4) D1- 3.01+ 3.0= 3.0 S2: Demonstrates that learning is of different S2= 3.0

26

Individual Scoring Template Sample Domain 1

Domain D1 Strand S1 Competency C1 C2 C3 C4 Strand S2 Competency C1

Index Values
Index Value Descriptor

3.0
Expr.

3.0
Expr.

2.8
Expr.

4.0
Expt.

3.0
Expr.

2.25
Dev.

3.0
Expr.

3.0
Expr.

D1 = S1+ S2 / 2 S1 = C1 + C2 + C3 + C4 / 4 S2 = C1 / 1 C = K+S+A / n

Teacher Profile in Bar Graph

4.0

3.51-4.00 Expert
3.0 3.0

2.8

3.0

3.0

3.0

2.51-3.50 Experienced
1.51 2.50 Developing 1.00 1.50 - Beginning

2.25

Plenary: School Consolidation of TSNA Results:

Each School will have to consolidate the results of all teachers TSNA scores. A Consolidation Template is provided. An electronic version for this purpose will soon be in place for your use.

29