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 in 2008, and further validated by the TEDP-TWG (Teacher Education
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 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 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) particularly the School Professional Development Plan (SPPD), and the Master
Plans for Professional Development (MPPD) for the Region and the Division.

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
DEDP for
Teacher's IPDP Professional
Development
SIP
SIP
DEDP
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 domain 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 4Curriculum; 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 (KRT2
Report, 2006).

The domains, strands and performance indicators were translated to specific Knowledge, Skills, and Attitudes
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
(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 KSA= 18
Domain
Domain 2:3: Learning Environment........................................
Diversity of S=5 P=17 KSA=59
Learners..
Domain 4: S=1 P=8 KSA=27
Curriculum
Domain 5: Planning, Assessing and Reporting S=7 P=22 KSA=78
S=4 P=12 KSA=40
Domain 6: Community Linkages S=1 P=6 KSA=18
Domain 7: Personal and Professional Growth S=3 P=10 KSA=30
Total .. S=23 P=80 KSA=270

School-Based Implementation of the TSNA

A. Orientation of School Heads on the NCBTS and the TSNA

 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.
GETTING STARTED WITH THE 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 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 (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 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 what level do
I Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, the 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

H I am very competent in the KSA and this is not a

(High) priority training need.
S I am competent in the KSA but I would benefit from
further training
(Satisfactory)
F I am fairly competent in the KSA but need further
(Fair) training
L I have low competence in the KSA and require
( Low) urgent training

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

Instructions

Note that the areas in the teacher profile surrounded by a bold box contain data items that are required.
You will not be able to see your self-assessment score until you provide the required data in these areas.
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.
You will also not be able to view your scores if the required items in the Teacher profile (see above) have not been provided.
A message informing you of this will appear below the ERROR message described above if this is the case.

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 whether an average of the domain, strand or performance indicator, is interpreted using the
appropriate indices in the chart below. A 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.

Range Level of Teaching Competence

Scale scores % Scores
3.51-4.00 87.51% - 100% Expert. Very competent and can support other teacher's
improvement
2-51-3.50 62.51% - 87.50% Experienced. Competent in the KSA but would benefit from
further training 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 and development

The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs 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.

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 taking into consideration the priorities set by the school for its future development. It is
important that the teachers develop themselves in order to contribute towards addressing the most urgent needs and the
priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training needs in line with
their own priorities and those of the school. A separate document has been developed detailing the concepts and procedures
related to the preparation of IPPDs.
Teacher Profile
Bold outline indicates required entries.
I. PERSONAL DATA AND DETAILS OF CURRENT POSITION

1. Family Name (Last name) First Name

Abarico Roszald Betelguese

2. Gender Male 3. Civil Status Married

5. Birth Date 4 29 1984 6. Place of Birth

MM DD YYYY

7. Contact Address (City/State/Country)

Mustang, Pusok Lapu-Lapu City

Zip Code 6

8. Region VII - CENTRAL VISAYAS 9. Division Lapu-Lapu City

11. School Name 12. School ID

Mactan Air Base Elementary School 119966
14. School Address
Pajo, Lapu-Lapu City

15. Start Date of Teaching Service (YYYY / MM)

2011 / 8
16. Subject Area Concentration: Makabayan

Elem: English Math Science Pili 0 Social Studies 0 Home Ec & L'hood 0 Music/Arts/PE 0 Values

Sec : English Math Science Pili 0 Social Studies 0 Technol. & Hme Ec 0 PE/Health/Music 0 Values

17. Grades Taught in Current Position

Pre. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

II. EDUCATIONAL ATTAINMENT

Degree Major School

Bachelor BEED General Education Univereity of Cebu- Lapulapu & Mandaue

Master's MAED Administration -Supervisio CTU
Doctoral
Others

III. WORK EXPERIENCE PRIOR TO CURRENT POSITION (IMPORTANT: DO NOT INCLUDE CURRENT POSITION))

Position Subjects Taught Grade/Yr

NONE NONE

(Please use additional sheet if necessary)

IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)

Title Subjects Area No. Hours Level

journalism 24
Robotics 24
 V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Date
Title Sponsoring Agency mm dd
NONE NONE

VI. OTHER QUALIFICATIONS

NONE

I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my k

Date: Signature:
JULY 1, 2016

N.B.

AHR-INSET Form No. 2008-001 v4.0

 Middle Name
Tumulak

4. Teacher ID 1084041

Phone 0943-6745195
Fax

0 1 5 E-mail [email protected]

10. District North District

School ID 13. School Type Public Private

119966 Elementary : Monograde Central

Multigrade Non-Central

SPED

Secondary: General Main

Special Science TechVoc

Extension Night

SPED

Values

Values

Inclusive Period Units Honors Received

mm dd yyyy mm dd yyyy
3 10 2010

School mm dd yyyy mm dd yyyy

Level Role Sponsoring Agency

 Inclusive Dates
yyyy mm dd yyyy

correct to the best of my knowledge and belief.

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 12
S5 13
S6 14
A4 15
Strand 1.2
Indicator 1.2.1

K6 16
S7 17
A5 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 25
K10 26
S10 27
A8 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 35
K14 36
S13 37
A11 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 50
S18 51
A15 52
Strand 2.4
Indicator 2.4.1
K20 53

K21 54
S19 55
S20 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 66
A19 67
Strand 2.5
Indicator 2.5.1

K27 68
S24 69
A20 70
Indicator 2.5.2

K28 71
S25 72
S26 73

A21 74
Indicator 2.5.3

K29 75
S27 76
A22 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 85
S31 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 102
S39 103
A30 104

Domain 4
 Strand 4.1
Indicator 4.1.1

K38 105
S40 106
A31 107
Indicator 4.1.2

K39 108
S41 109
A32 110
Indicator 4.1.3

K40 111

S42 112
A33 113
Indicator 4.1.4

K41 114
S43 115
A34 116
Indicator 4.1.5

K42 117

S44 118
A35 119
Indicator 4.1.6

K43 120
S45 121
A36 122
Indicator 4.1.7

K43 123
ICT 124
A36 125
Indicator 4.1.8
K43 126
S45 127
A36 128
Indicator 4.1.9

K43 129
S45 130
A36 131
Strand 4.2
Indicator 4.2.1

K43 132
S45 133
A36 134
Indicator 4.2.2

K43 135
S45 136
A36 137
Strand 4.3
Indicator 4.3.1

K43 138
S45 139
A36 140
Indicator 4.3.2

K43 141
S45 142
A36 143
Strand 4.4

Indicator 4.4.1

K43 144

S45 145
A36 146
Indicator 4.4.2

ICT 147
ICT 148
ICT 149
S45 150
A36 151
Indicator 4.4.3
K43 152
S45 153
A36 154
Indicator 4.4.4

K43 155
S45 156
A36 157
Indicator 4.4.5

K43 158
S45 159
A36 160
Indicator 4.4.6

K43 161
S45 162
A36 163
164
Strand 4.5
Indicator 4.5.1

K43 165
S45 166
A36 167
168
Strand 4.6
Indicator 4.6.1

K43 169
S45 170
A36 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 184
A36 185
A36 186
187

Indicator 5.1.2

K43 188
A36 189
190
Indicator 5.1.3

K43 191

S45 192
A36 193
Strand 5.2

Indicator 5.2.1

K43 194

S45 195
A36 196
Indicator 5.2.2

K43 197
S45 198
A36 199
Indicator 5.2.3

K43 200
A36 201
202
Indicator 5.2.4

K43 203
S45 204
A36 205
 206
A36 207
Indicator 5.2.5

K43 208
S45 209
A36 210
Strand 5.3

Indicator 5.3.1

K43 211
S45 212
A36 213
A36 214
Indicator 5.3.2

K43 215
S45 216
Strand 5.4

Indicator 5.4.1

K43 217
S45 218
A36 219

Indicator 5.4.2

K43 220

S45 221
A36 222

Domain 6

Strand 6.1
Indicator 6.1.1

K43 223
S45 224
A36 225
Indicator 6.1.2

K43 226
S45 227
A36 228
 Indicator 6.1.3

K43 229
S45 230
A36 231
Indicator 6.1.4

K43 232
S45 233
A36 234
Indicator 6.1.5

K43 235
S45 236
A36 237
Indicator 6.1.6

K43 238
S45 239
A36 240

Domain 7

Strand 7.1
Indicator 7.1.1

K43 241

S45 242
A36 243
Indicator 7.1.2

K43 244
S45 245
A36 246
Indicator 7.1.3

K43 247
S45 248
A36 249
Indicator 7.1.4

K43 250
S45 251
A36 252
Strand 7.2
 Indicator 7.2.1

K43 253
S45 254
A36 255
Indicator 7.2.2

K43 256
S45 257
A36 258
Strand 7.3
Indicator 7.3.1

K43 259
S45 260
A36 261
Indicator 7.3.2

K43 262
S45 263
A36 264
Indicator 7.3.3

K43 265
S45 266
A36 267
Indicator 7.3.4

K43 268
S45 269
A36 270
SOCIAL REGARD FOR LEARNING

Teacher actions demonstrate value for learning

Implements school policies and procedures
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H

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
At what level do I ... H
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.ability, culture, gender)
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H

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
At what level do I ... H
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
At what level do I ... H
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 higher learning
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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 behavior
At what level do I ... H
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 behavior
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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 knowledge

and experience
Obtains information on the learning styles, multiple intelligences and needs of learners
At what level do I ... H
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
At what level do I ... H

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
At what level do I ... H

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

At what level do I ... H
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
At what level do I ... H

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
At what level do I ... H

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?
At what level do I ... H

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
At what level do I ... H
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
At what level do I ... H

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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H

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
At what level do I ... H
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
At what level do I ... H

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
At what level do I ... H

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
At what level do I ... H


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
At what level do I ... H

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
At what level do I ... H

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
At what level do I ... H

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
At what level do I ... H

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
At what level do I ... H
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
At what level do I ... H
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 to
the learners & learning objectives
At what level do I ... H
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 culture
At what level do I ... H
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 matter
and the learners
At what level do I ... H

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
At what level do I ... H
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
At what level do I ... H
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 learners
Designs and utilizes teachning methods that take into account the learning process
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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

At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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.)

At what level do I ... H
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

At what level do I ... H
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 action to
address them
At what level do I ... H
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

At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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

At what level do I ... H
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 community

Involves community in sharing accountability for learners' achievement
At what level do I ... H
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

At what level do I ... H
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

At what level do I ... H
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

At what level do I ... H
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

At what level do I ... H
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

At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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

At what level do I ... H
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

At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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
At what level do I ... H
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

At what level do I ... H
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 weaknesses
At what level do I ... H
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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SUMMARY OF RESULTS (NCBTS-TSNA)
Teacher: Roszald Betelguese Abarico

Domain D1 D2 D3
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
No. Of KSAs 15 3 18 10 10 14 15 10 59 27 27 27 6
HPS 60 12 72 40 40 56 60 40 236 108 108 108 24
Raw Score 55 11 66 38 34 50 57 37 216 98 98 104 23
Mean Score 3.67 3.67 3.67 3.80 3.40 3.57 3.80 3.70 3.66 3.63 3.63 3.85 3.83
% Score 91.67% 91.67% 91.67% 95.00% 85.00% 89.29% 95.00% 92.50% 91.53% 90.74% 90.74% 96.30% 95.83%

Summary of TSNA Result

By Mean Scale Score

5.00

Mean
Score 4.00 4.00
4.00 3.85
3.80 3.80 3.83 3.81 3.81 3.82 3.83 3.83 3.80
3.70 3.75 3.73 3.75
3.67 3.67 3.67 3.66 3.63 3.63 3.67 3.67 3.67
3.57
3.50 3.
3.40

3.00
S1.1 S1.2 Tota l D1 S2.1 S2.2 S2.3 S2.4 S2.5 Tota l D2 S3.1 Tota l D3 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Tota l D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Tota l D6 S7.1 S7.2 S7

Strands & Domain

Summary of TSNA Result

By % Score
 Summary of TSNA Result
By % Score

105%

100%

95%

90%
% Score
85%

80%

75%
.1 .2 1 .1 .2 .3 .4 .5 2 .1 3 .1 .2 .3 .4 .5 .6 .7 4 .1 .2 .3 .4 5 .1 6 .1 .2
S1 S1 ta l D S2 S2 S2 S2 S2 ta l D S3 ta l D S4 S4 S4 S4 S4 S4 S4 ta l D S5 S5 S5 S5 ta l D S6 ta l D S7 S7
To To To To To To

Strands and Domain

INTERPRETATION BY DOMAIN & STRAND

Mean
Domain and Strands % Score Score Competency Level
D1 Social Regard for Learning 91.67% 3.67 Expert
S1.1 Teacher actions demonstrate value for learning 91.67% 3.67 Expert
S1.2 Demonstrates that learning is of different kinds and from different sources 91.67% 3.67 Expert
D2 Learning Environment 91.53% 3.66 Expert
S2.1 Creates an environment that promotes fairness 95.00% 3.80 Expert
S2.2 Makes the classroom environment safe and conducive to learning 85.00% 3.40 Experienced
S2.3 Communicates higher learning expectations to each learner 89.29% 3.57 Expert
S2.4 Establishes and maintains consistent standards of learners' behavior 95.00% 3.80 Expert
S2.5 Creates a healthy psychological climate for learning 92.50% 3.70 Expert
D3 Diversity of Learners 90.74% 3.63 Expert
S3.1
Determines, understands and accepts the learners' diverse background knowledge 90.74% 3.63 Expert
D4 Curriculum 95.19% 3.81 Expert
S4.1 Demonstrates mastery of the subject 96.30% 3.85 Expert
S4.2
Communicates clear learning goals for the lessons that are appropriate for learners 95.83% 3.83 Expert
S4.3 Make good use of allotted instructional time 100.00% 4.00 Expert
S4.4 Selects teaching methods, learning activities and the instructional materials 95.24% 3.81 Expert
S4.5 Recognizes general learning processes as well as unique processes of individual
learners 93.75% 3.75 Expert
S4.6 Promotes purposive study 100.00% 4.00 Expert
S4.7 Demonstrates skills in the use of ICT in teaching and learning 87.50% 3.50 Experienced
D5 Planning, Asessing & Reporting 95.00% 3.80 Expert
S5.1 Develops and utilizes creative and appropriate instructional plan 93.18% 3.73 Expert
S5.2 Develops and uses a variety of appropriate assessment strategies to monitor 95.59% 3.82 Expert
S5.3 Monitors regularly and provides feedback on learners' understanding 95.83% 3.83 Expert
S5.4 Communicates promptly and clearly to learners, parents and superiors about 95.83% 3.83 Expert
D6 Community Linkages 91.67% 3.67 Expert
S6.1 Establishes learning environment that respond to the aspiration of the community 91.67% 3.67 Expert
D7 Personal Growth & Professional Devt 90.83% 3.63 Expert
S7.1 Takes pride in the nobility of teachers as a profession 93.75% 3.75 Expert
S7.2 Builds professional links with colleagues to enrich teaching practice 91.67% 3.67 Expert
S7.3 Reflects on the extent of the attainment of professional development goals 87.50% 3.50 Experienced
 D4 ICT D5 D6 D7
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
6 21 4 4 10 78 11 17 6 6 40 18 18 12 6
24 84 16 16 40 312 44 68 24 24 160 72 72 48 24
24 80 15 16 35 297 41 65 23 23 152 66 66 45 22
4.00 3.81 3.75 4.00 3.50 3.81 3.73 3.82 3.83 3.83 3.80 3.67 3.67 3.75 3.67
100.00% 95.24% 93.75% 100.00% 87.50% 95.19% 93.18% 95.59% 95.83% 95.83% 95.00% 91.67% 91.67% 93.75% 91.67%

3.80 3.75
3.67 3.67 3.67 3.63
3.50

Total D5 S6.1 Tota l D6 S7.1 S7.2 S7.3 Total D7

4 D5 .1 6 .1 .2 .3 7
ta
l S6 ta l D S7 S7 S7 ta l D
To To To
 S7.3 Total D7
12 30
48 120
42 109
3.50 3.63
87.50% 90.83%
Gender Civil Status Region Division GradeYr Subject Domain
Female Married I - ILOCOS Bohol 1 English D1
Male Separated II - CAGAYAN VALLEY Tagbilaran 2 Science D2
Single III - CENTRAL LUZON NegOcc 3 Math D3
Widow/er IV A - CALABARZON Nsamar 4 Filipino D4
IV B - MIMAROPA 5 Makabayan D5
V - BICOL 6 D6
VI - WESTERN VISAYAS 7 D7
VII - CENTRAL VISAYAS 8
VIII - EASTERN VISAYAS 9
IX - ZAMBOANGA 10
X - NORTHERN MINDANAO 1,2
XI - DAVAO 1,2,3
XII - SOCCSKSARGEN 1,2,3,4
XIII - CARAGA 1,2,3,4,5
CORDILLERA ADMIN REGION 1,2,3,4,5,6
NATIONAL CAPITAL REGION 2,3
ARMM 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
7,8
7,8,9
7,8,9,10
8,9
8,9,10
9,10
 DomDesc Strands
Social Regard for Learning D1
Learning Environment D2
Diversity of Learners D3
Curriculum D4
Planning, Asessing & Reporting D5
Community Linkages D6
Personal Growth & Professional Devt 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 min
Social Regard for Learning 1
Learning Environment 1.51
Diversity of Learners 2.51
Curriculum 3.51
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Teacher actions demonstrate value for learning
Demonstrates that learning is of different kinds and from different sources
Creates an environment that promotes fairness
Makes the classroom environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners' behavior
Creates a healthy psychological climate for learning
Determines, understands and accepts the learners' diverse background knowledge
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
Recognizes general learning processes as well as unique processes of individual learners
Promotes purposive study
Demonstrates skills in the use of ICT in teaching and learning
Develops and utilizes creative and appropriate instructional plan
Develops and uses a variety of appropriate assessment strategies to monitor
Monitors regularly and provides feedback on learners' understanding
Communicates 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 with colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals
max level month School Name School ID District
1.5 Beginner 1 Abuno ES 119972 South
2.5 Developing 2 Agus ES 119973 South
3.5 Experienced 3 Babag I ES 119985 West
4 Expert 4 Babag II ES 119986 West
5 Bagong Silang ES 119974 South
6 Bankal ES 119963 North
7 Baring ES 119950 East
8 Basak ES 119975 South
9 Buaya ES 119964 North
10 Buyong ES 119976 South
11 Candagsao ES 119951 East
12 Canjulao ES 119987 West
Caw-oy ES 119954 East
Cawhagan ES 119953 East
Felipe F. Matbagon Mem. ES 119952 East
Gun-ob ES 119977 South
Ibo ES 119965 North
Kalawisan ES 119988 West
Lapu-Lapu City CES 119989 West
Look ES 119990 West
Mactan Air Base ES 119966 North
Mactan ES 119967 North
Maribago ES 119978 South
Marigondon ES 119979 South
Nemesio Epifanio Mem. ES 119961 East
Pajac PS 119980 South
Pajo ES 119968 North
Pangan-an ES 119955 East
Poblacion PS 119991 West
Poo ES 119956 East
Punta Engano ES 119969 North
Pusok ES 119970 North
Sabang ES 119957 East
Science and Tech. Educ. Cen 119981 South
Soong ES 119971 North
Sta. Rosa ES 119958 East
Suba Basbas ES 119982 South
Suba ES 119959 East
Suba Masulog ES 119983 South
Sudtonggan ES 119984 South
Talima ES 119960 East
Tiangue ES 119992 West
Timpolok ES 119993 West
Tungasan ES 119962 East
Babag National High School 303172
Babag NHS - Babag Night HS 312701
Babag NHS - Poblacion Night 303173
Bankal NHS 303174
Bankal NHS - Abuno HS Ext. 303175
Bankal NHS - Maribago HS Ex 303176
Bankal Night HS 312702
Felipe F. Matbagon Memoria 303190
Lo-ok National High School 303177
Mactan NHS 303178
Mactan NHS - Punta Engano 303179
Marigondon NHS 303180
Marigondon NHS - Basak Nig 303181
Marigondon NHS - Gun-ob 312703
Marigondon NHS - Gun-ob N 303182
Marigondon NHS - Science Te 303183
Nemesio-Epifania Taneo MHS 303193
Pajo NHS 303184
Pajo NHS - Pajo (Night) HS 303185
Pajo NHS - Pasay City Nort 303186
Pusok NHS 303187
Pusok NHS - Pusok (Night) H 303188
Sta. Rosa NHS 303189
Sta. Rosa NHS - Pangan-an H 303191
Sudtonggan (Night) High Sc 312704
Teacher Strand Score
1084041 S1.1 55
1084041 S1.2 11
1084041 S2.1 38
1084041 S2.2 34
1084041 S2.3 50
1084041 S2.4 57
1084041 S2.5 37
1084041 S3.1 98
1084041 S4.1 104
1084041 S4.2 23
1084041 S4.3 24
1084041 S4.4 80
1084041 S4.5 15
1084041 S4.6 16
1084041 S4.7 35
1084041 S5.1 41
1084041 S5.2 65
1084041 S5.3 23
1084041 S5.4 23
1084041 S6.1 66
1084041 S7.1 45
1084041 S7.2 22
1084041 S7.3 42
Strand S_Description MaxScore Domain
S1.1 Teacher actions demonstrate value for learning 60 D1
S1.2 Demonstrates that learning is of different kinds and from different sources 12 D1
S2.1 Creates an environment that promotes fairness 40 D2
S2.2 Makes the classroom environment safe and conducive to learning 40 D2
S2.3 Communicates higher learning expectations to each learner 56 D2
S2.4 Establishes and maintains consistent standards of learners' behavior 60 D2
S2.5 Creates a healthy psychological climate for learning 40 D2
S3.1 Determines, understands and accepts the learners' diverse background knowledge 108 D3
S4.1 Demonstrates mastery of the subject 108 D4
S4.2 Communicates clear learning goals for the lessons that are appropriate for learners 24 D4
S4.3 Make good use of allotted instructional time 24 D4
S4.4 Selects teaching methods, learning activities and the instructional materials 84 D4
S4.5 Recognizes general learning processes as well as unique processes of individual learners 16 D4
S4.6 Promotes purposive study 16 D4
S4.7 Demonstrates skills in the use of ICT in teaching and learning 40 D4
S5.1 Develops and utilizes creative and appropriate instructional plan 44 D5
S5.2 Develops and uses a variety of appropriate assessment strategies to monitor 68 D5
S5.3 Monitors regularly and provides feedback on learners' understanding 24 D5
S5.4 Communicates promptly and clearly to learners, parents and superiors about 24 D5
S6.1 Establishes learning environment that respond to the aspiration of the community 72 D6
S7.1 Takes pride in the nobility of teachers as a profession 48 D7
S7.2 Builds professional links with colleagues to enrich teaching practice 24 D7
S7.3 Reflects on the extent of the attainment of professional development goals 48 D7
Domain D_Description
D1 SOCIAL REGARD FOR LEARNING
D2 LEARNING ENVIRONMENT
D3 DIVERSITY OF LEARNERS
D4 CURRICULUM
D5 PLANNING, ASSESSING AND REPORTING
D6 COMMUNITY LINKAGES
D7 PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Teacher LastName FirstName MI SchoolID Gender Grades YStart
1084041 Abarico Roszald Betel T 119966 Male 4 2011
MStart EngE MathE ScienceE PhilE Mak1E Mak2E Mak3E Mak4E EngS
8 0 0 0 1 0 0 0 0 0
MathS ScienceS PhilS Mak1S Mak2S Mak3S Mak4S MajorDeg
0 0 0 0 0 0 0 General Education
MajorMast MajorPhD MajorOther
Administration -Supervisi
SchoolID SchoolName Region Division District PubPri
119966 Mactan Air Base Elementary SchooVII - CENTRAL Lapu-Lapu City North DistrPublic
Level SPED CentMain
Elementary 0 0
Grades Concat: 4,
StripLast: 4

4,