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NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING

Code for Complementary Level:
Strand 1.1 Teacher's actions Demonstrate value for Learning
Indicator 1.1.1 inplement school policies and procedures
At what Level do I..
1
know school policies and procedures?
2
understand school opeerations?
3
implement school policies and procedures?
inform students,parents and other concerned
4
persons regarding school policies and procedures?
5
abide by school policies and procedures?
Indicator 1.1.2 demonstrates punctuality
At what Level do I..
6

L-Low
S-satiafactory

process awareness on the implementation of "time

on task" in all responsibilities?

7
demonstrate punctuality in accomplishing expected
tasks and functions?
8
model the value of puntuality or being on time?
Indicator 1.1.3 Maintains appropriate appearance
At what Level do I..
L
9
know appropriate appearance and decorum (i.e. dress
code,behavior) of teachers?
10
maintain appropriate appearance and decorum on all
occasions?
11
value appropriate appearance and decorum expected of
teachers?
Indicator 1.1.4 . Is careful about the effect of one's behavior on students
At what Level do I..
L
12
know the concepts and principles of social learnings?
13
show the appropriate behavior as example to my students?
14
apply knowledge on social learning in dealing with
students?
15
consider the influence my behavior has on students?

strand 1.2 Teacher demonstrates that learning is of different kinds and comes from differen
sources
indicator 1.2.1 Makes use of vartious learning experiences and resources
At what Level do I..
L
F
16
know a range of sources through which social learning
may be experienced?
17
use information from a variety of sources for learning
(e.g.family,church,other sectors of community)?
18
appreciate that students learn from different social
experiences?

NCBTS DOMAIN 2.LEARNING ENVIRONMENT

Code for Complementary Level:

L-Low
S-satiafactory

Strand 2.1 Teacher's creates an environment that promotes fairness

Indicator 2.1.1. Montains learning environment of courtesy and respect for different learner
(e.g. ability,culture,gender)
At what Level do I..
L
F
19
understand the dynamics of teaching learners from diverse
backgrounds (e.g ability,culture,family background
and gender)
20
maintain learning environment that promotes courtesy
and respect for all learners regardless of their culture,
family background and gender
21
show courtesy and respect to everyone at all times?
Indicator 2.1.2. Provides gender-fair opportunities for learning
At what Level do I..
L
F
22
understand the objectives,principles and strategies for
gender and development(GAD)?
23
provide gender-fair learning opportunities?
24
uphold gender sensitivity in my daily dealings with my
learners?
Indicator 2.1.3 recognizes that every learner has strenghts
At what Level do I..
L
F
25
understand the physical,psychological and social
foundations and learner's growth and development?
26
know about potentialities and uniqueness of individual
learners?
27
provide learning activities that allow all learners to reach
their full potencial?
28
recognize learners' individual potentials and strenghts?
strand 2.2 Teacher makes the classroom environment safe and conductive to learning
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions
At what Level do I..
L
F
29
know the principles of classroom management,room
structuring, and safety measures?
30
maintain a safe, clean and orderly classroom free from
distructions?
31
show concern for classrooms in which is safe and
conductive for learning?
Indicator 2.2.2 Arranges challenging activities in a given physical environment
At what Level do I..
L
F
32
know the various challenging activities that can be adapted
in any given physical environment?
33
conduct challenging learning activities despite difficult
physical environment?
34
show enthusiasm to conduct varied learning activities at
any given situation?

indicator 2.2.3 uses individual and cooperative learning activities to improve capacities of
learners for higher learning
At what Level do I..
L
F
35
understand the importance and the process of both
individual and cooperative learning?
36
knowing varied strategies for individual and cooperative
learning?
37
balance the use of individual and cooperative learning
activities?
38
see the value in facilitating for individual and cooperative
learing activities?

Strand 2.3 Teacher communicates higher learningexpectations to each learner

indicator 2.3.1 encourages learners to ask questions
At what Level do I..
L
F
39
know the art of questioning and diferent techniques of
asking and responding to higher order questions?
40
provide opporunities for learners to ask and answer
questions?
41
ask questions that stimulate critical, creative and higher
level thinking among learners?
42
show an accepting /challenging response /gesture in
dealing with questions of learners?
indicator 2.3.2 Provides learners with a variety of learning experiences
At what Level do I..
L
F
43
know various strategies that raise students' level of
learning?
44
engage learners with variety of experiences that enhace
learning?
45
willingly select and facilitate challenging learning activities?
indicator 2.3.3. provides varied enrichment activities to nurture the desires for further lear
At what Level do I..
L
F
46
understand how enrichment activities enhance the learners'
desire to learn?
47
know the ways of motivating the learners to learn further
and more effectively?
48
facilitate varied enrichment activities that are interesting
to improve further learning?
49
show interest and diligence in making enrichment
materials?
indicator 2.3.4 Communicates and maintains high standards of learning performance
At what Level do I..
L
F
50
know the ways of achieving high standards of learning for
total human development?
51
help learners maintain high standards of learning?
52
inspire learners to value and set high performance
targets for themselves?

Strand 2.4 Teacher establishes and maintains consistent standards of learner's behavior
indicator 2.4.1 Handles behavior problems quickly and with due respect to children's rights
At what Level do I..
L
F
understand the rights and responsibilities of the child as
53
embodied in different laws such as RA 7610-Child Labor
Program,and PD 603-Philippine Child and Youth Welfare
Code 1974
54
know behavior management techniques for learners with
behavior problems?
55
identify learners with behavioral problems?
56
use appropriate procedures and actions consistently when
dealing with learners with behavioral problems?
57
show compassion and caring attitude towards learners
in managing behavior problems?
indicator 2.4.2. Gives timely feedback to reinforce appropriate learners' behavior
At what Level do I..
L
F
58
know the concept,importance, and techniques of social
reinforcement?
59
provide timely and appropriate reinforcement on
learners' behavior?
60
respond that positive renforcement leads to improved
learner behavior?
indictor 2.4.3. Guides individual learnersto the development of appropriate moral,social and
learning behavior
At what Level do I..
L
F
61
understand the learners' moral and social development
stages?
62
know different strategies that enhance learners' moral
and social development?
63
use varied teaching-learning strategies that encourages
development in social interaction?
64
show patience in managing different social and learning
activities?
indicator 2.2.4 Communicates and enforces school policies and procedures for appropriate
learner behavior?
At what Level do I..
L
F
65
know DepED / school policies and procedures on students
discipline?
66
explain to students policies on discipline and procedures
related to student's behavior?
67
adhere to enforce school policies and procedures on
studens discipline?
Strand 2.5 Teacher creates a healthy psychological climate for learning
indicator 2.5.1. Encourages free expression ideas from students
At what Level do I..
L
68
know the concepts and principles of democratic
expressions of ideas?
69
provide activities that will encourage respect and free
expressions of ideas?
70
encourage learners to express their ideas freely and
responibilities?

indicator 2.5.2 Creates a stress-free environment

At what Level do I..
71
know the elements and importance of establishing a stressfree learning environment?
72
manage conflicts and other stressful situations?
73
initiate and participate in programs (e.g child-friendly school
system) and activities that promote stress-free environment?
74
get involve in advocacy activities that contribute to a stressfree learning environment?

NCBTS DOMAIN 3. DIVERSITY OF LEARNERS

Code for Complementary Level:

L-Low

S-satiafactory
Strand 3.1 Teacher determines, understands, and accepts the learners' diverse knowledge
and experience
indicator 3.1.1 Obtains information on the learning styles, multiple intellegences and need
of learners
At what Level do I..
L
F
78
understand the theories concepts of multiple intelligences
and learning styles?
79
identify learning styles and multiple intelligences of
learners?
80
show interest and diligence in obtaining information
on differentiated learning strengths and needs?
indicator 3.1.2 Designs or selects learning experiences suited to different kind of learners
At what Level do I..
L
F
81
know techniques and strategies in designing /selecting
activities for varied types of learners?
82
utilize varied designs of activities for the different
types of learners?
83
show respect and concern for individual differences in the
design and selection of learning experiences?
indicator 3.1.3. Establishes goals that define appropriate expectationsfor all learners
At what Level do I..
L
F
84
understand the requirements in setting goals for different
kind of learning?
85
use varied activities to meet expected learning goals of
learners?
86
assist learners in setting learning goals appropriate for
themselves?
87
appreciate the need to consider individual differences in
experiences and capabilities of learners in setting
learning goals?
indicator 3.1.4. Paces lessons appropriate to needs and diffidulties of learners
At what Level do I..
L
F
88
know teching principles and strategies that address
learners' needs and difficulties?
89
move from one part of the lesson to the next according
to learners' need and difficulties?

90

show flexibility in moving from one part of the lesson to the

next in order to support the needs of the learners?
indicator 3.1.5. Initiates other learning approches for learners whose needs have not been
by usual approches
At what Level do I..
L
F
91
have the knowledge about teaching principles and strategies
for students-at-risk?
92
keep track of students-at-risk in my class?
93
provide appropriate intervention activities for learnersat-risk in my class?
94
appreciate and value the need to help students-at-risk?
indicator 3.1.6. Recognizes multi-cultural backgound of learners when providing learning
opportunities
At what Level do I..
L
F
95
know the cultural background of my students and its
implementations to teaching-learning?
96
provide appropriate learning activities for students coming
from different cultural background?
97
show interest and appreciation for cultural diversities
of learners?
indicator 3.1.7. Adoptsstrategies to address needs of differently-abled students
At what Level do I..
L
F
98
know the educational psychology of learners with special
strenghts and needs?
99
use appropriate teaching-learning strategies for learners
with special needs?
100
show sensitivity and compassion to learners with special
strenghts and needs?
indicator 3.1.8. Makes appropriate adjustments for learners of different socio-economic bac
At what Level do I..
L
F
101
understand the effects of socio-economic status of learners
on their learning performance?
102
consider the different socio-economic background of
learners in the adjustment of my teaching?
103
use techniques to motivate learners of the lower socioeconomic status?
104
show fairness and considiration to all learners regardless
of their cocio-economic status?

NCBTS DOMAIN 4.CURRICULUM

Code for Complementary Level:

L-Low
S-satiafactory

Strand 4.1 Teacher demonstrates mastery of the subject

indicator 4.1.1. Delivers accurate and updated content knowledge using appropriate metho
approaches and strategies
At what Level do I..
L
F
105
have updated knowledge in content and teaching
strategies in my subject area?
106
apply the updated content and appropriate strategies
in my teaching?

107

commit to use accurate and updated content

knowledge in my teaching?
indicator 4.1.2. integrates language, literacy and quantitive skill development and values
in the subject area
At what Level do I..
L
F
108
have knowledge about multi-disciplinary integrative
modes and techniques of teaching?
109
use multi-disciplinary integritive modes and techniques
of teaching my subject area?
110
support the integregation of language , literacy, skill
development and values in the school and community
activities?
indicator 4.1.3 Explains learning goals, intructional procedures and values in the subject ar
At what Level do I..
L
F
111
posses in-depth understanding of the subject area's
learning goals, instructional procedures and content based
on the current curriculum?
112
explain clearly and accurately the learning goals,concept
and process to my learners?
113
give sufficient time to explain the lessons for clear
understanding of my learners?
indicator 4.1.4. Links the current content with pastand future lessons
At what Level do I..
L
F
114
understand interrelationship of topics/content within
the subject area I teach?
115
link the present subject matter content with past and future
lessons?
116
value the need to relate prior knonwledge of learners
with the present and future lessons?
indicator 4.1.5. Aligns with the lesson objectives the teaching methods, learning activities
and instructional materials or resources appropriate to learners
At what Level do I..
L
F
117
have the knowledge in designing lessons with congruent
objectives and materials?
118
teach lessons that have congruent objectives,procedure,
materials, and evaluation?
119
appreciate the value of aligning objectives with all the
parts of the lesson?
indicator 4.1.6. creates situations that encourage learners to use high order thinking skills
At what Level do I..
L
F
120
undertand the concept of critical, higher order thinking and
the facets of understanding?
121
engage learners in activities that develop higher order
thinking skills?
122
patiently motivate and encourage learners to develop
higher order thinking skills?
indicator 4.1.7. engages and sustains learners' interests in the subject by making content
meaningful and relevant to them
At what Level do I..
L
F
123
know strategies and materials to teach content meaningfully
and promote authentic learning?
124
apply various appropriate strategies or technology to
motivate and sustain learning?

125

believe in relating classroom learning to real world

experiences?
indicator 4.1.8. Integrates relevant scholarly works and ideas to enrich the lessons as need
At what Level do I..
L
F
126
update myself with relevant scholarly works and ideas
related to my subject area?
127
integrate scholarly works and ideas to enrich the lesson
for the learners?
128
show enthusiasm and openness to teach new learning?
indicator 4.1.9. Integrates content of subject area with other disciplines
At what Level do I..
L
F
129
know about other disciplines related to the subject I am
teaching ?
130
integrate contents of my subject area with other
disciplines?
131
appreciate integrative interdisciplinary mode of teaching?
Strand 4.2 Teacher communicates clear learning goals for the lessons that are
learners
indicator 4.2.1 Sets appropriate learning goals
At what Level do I..
L
132
know the learning goals / objectives vis--vis specific
subject contentof the level I am teaching?
133
set do-able and appropriate daily learning goals / objective
for the learners?
134
reflectively choose appropriate learning goals/objectives?
indicator 4.2.2. understands the learning goals
At what Level do I..
L
135
understand the connection of the short-term goals /
objectives to the long-term goals of learning?
136
practice connecting short-term goals to long-term goals
for learning?
137
value the importance of learning goals set in the
curriculum?
Strand 4.3. Teachers makes good use of allotted instructional time
indicator 4.3.1 Establishes routines and procedures to maximize instructional
At what Level do I..
L
138
understand the principles and procedure of maximizing
instructional time?
139
apply techniques of"time on task"in planning and delivering
lessons?
140
observe strict obserbance in the use of my time in teaching?
indicator 4.3.2. Plans lessons to fit within available instructional time
At what Level do I..
L
141
know the principles and techniques of lesson planning
taking into consideration the allotted instructional time?
142
design parts of the lesson within the allotted instructional
time?
143
show efficiency in the use of time to effectively attain
learning goals / objectives?

appropriate f

time
F

Strand 4.4 Teacher selects teaching methods, learning activities and the instructional mate
resources appropriate to the learners and aligned to objectives of the lesson
Indicator 4.4.1 Translates learning competencies to instructional objectives
At what Level do I..
L
F
144
know the learning competencies in the students' learning
areas in order to formulate appropriate instructional
objectives?
145
translate learning competencies into instructional
objectives?
146
show a reflective attitude in translating learning
competencies to instructional objectives?
Indicator 4.4.2 Selects, prepares, and utilizes technology and other interstructional materia
appropriate to the learners and the learning objectives
At what Level do I..
L
F
147
know various technologies and instructional materials
appropriate to my learning area?
148
select and utilize updated and appropriate technology /
instructional materials?
149
use appropriate technology resources to achieve curriculum
standards and objectives?
150
prepare adequate and appropriate instructional materials
to support the learning objectives of the learners?
151
manifest resourcefulness in preparing instructional
materials?
indicator 4.4.3. provides activities and uses materials which fit the learners' learning styles
goals, and culture
At what Level do I..
L
F
152
know the principles of instructional material preparation
for different types of learners?
153
use relevant activities and materials suited to the learning
styles,goals and culture of the learners?
154
value the need to provide activities and use materials
appropriate to the learners?
indicator 4.4.4. Uses a variety of teaching approaches and techniques appropriate to the su
matter and learners
At what Level do I..
L
F
155
understanding the theories, approaches and strategies in
teaching the subject area?
156
use variety of teaching strategies and techniques
appropriate to the learners and subject matter?
157
show enthusiasm in using varied innovative and appropriate
teaching techniques?
indicator 4.4.5. utilizes information derived from assesment to improve teaching and learn
At what Level do I..
L
F
158
understanding the proper use of assessment results to
improve teaching and learning?
159
use assessment results in setting learning objectives for
specific learning activities?
160
appreciate the value of assessment in improving
teaching and learning?

indicator 4.4.6. Provides activities and uses materials which involve student in meaningful
At what Level do I..
L
F
161
know various educational theories,(e.g. constructivism,
behaviorism,behaviorism cognitivism) and their
implications to meaningful learning?
162
apply relevant teaching approaches that involve the student
to achieve meaningful learning?
163
use improvised,local and indigenous material for
meaningful learning?
164
appreciate teaching approaches and use materials
which would result to meaningful learning (e.g.
constructivism, behaviorism,cognitive)?

Strand 4.5 Teacher recognizes general learning process as well as unique processes of
individual learners
Indicator 4.5.1. Designs and utilizes teaching methods that take into account the learning p
At what Level do I..
L
F
165
know different teaching methods, approaches and strategies
suitable to various learners?
166
have knowledge about general and specific learning
process?
167
apply teaching-learning methodologies that respond to
general and specific learning prpocess?
168
recognize the need to design teaching methods that
match with the learning process?

Strand 4.6. Teacher promotes purposive study

Indicator 4.6.1 Cultivates good study habits through appropriate acvtivities abd projects
At what Level do I..
L
F
169
know the techniques in forming good study habits?
170
determine the current study habits of my students?
171
provide appropriate learning tasks and projects that
support development of good study habits?
172
take extra time to help students from good study habits?
Strand 4.7 Teacher demonstrates skills in the use of information and communication techno
in teaching and learning.
Indicator 4.7.1 Utilizes information and communication technology to enhance teaching and
learning
At what Level do I..
L
F
173
know the nature and operations of ICT(technology)
systems as they apply to teaching and learning?
174
understand how ICT-based instructional material/learning
resources support teaching and learning?
175
understand the process in planning and managing
ICT-assisted instruction?
176
design, develop new or modify existing digital and/or
non-digital learning resources?
177
use of ICT resources for planning and designing
teaching-learning activities
178
use ICT tools to process assessment and evaluation data
and report results?

179
180
181
182

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 learners?

NCBTS DOMAIN 4.CURRICULUM

Code for Complementary Level:

L-Low

S-satiafactory
Strand 5.1Teacher develops and utilizes creative and appropriate instructional plan
indicator 5.1.1. shows proofs of inst ructional planning
At what Level do I..
L
F
183
know the elements and process of developing an
instructional plan (e.g. daily,weekly, quarterly,yearly)?
184
arrange sequentially the learning units with
reasonable time allotment?
185
identify appropriate learning objectives, strategies, and
accompanying materials in the plans?
186
identify appropriate and varied assessment procedures?
187
show enthusiasm in sourcing materials (e.g. lesson plan
packages) as guides for instructional planning?
indicator 5.1.2. Implements instructional plan
At what Level do I..
L
F
188
know the factors for successful implementation of the
instructional plan?
189
adjust the instructional plan to ensure attainment of
objectives?
190
appreciate the value of instructional planning?
indicator 5.1.3. demonstrate ability to cope with varied teaching milieu
At what Level do I..
L
F
191
know the different teaching-learning situations that could
affect the implementation of the instructional plans?
192
cope with varied situation and conditions in teaching?
193
manifest openness to make necessary adjustment to
to improve the instructional plan appropriate for the
teaching condition?
Strand 5.2 Teacher develops and uses a variety of appropriate assessment strategies to mo
and evaluate learning
Indicator 5.2.1. prepares formative and summative tests in line with the curriculum
At what Level do I..
L
F
194
know the principles and puposes of insructional assessment
including formative and summative testing?
195
construct valid and reliable fomative and summative test?
196
appreciate the value of testing as a tool to improve
instruction and learning performance?
Indicator 5.2.2. Employs non-traditional assessment techniques (portfolio,journals,rubrics,e
At what Level do I..
L
F
197
know the concepts, principles and strategies of non-

traditional assessment?
198
use appropriate non-traditional assessment techniques?
199
value the use of non-traditional assessment?
Indicator 5.2.3. Intercepts and uses assessment results to improve teaching and learning
At what Level do I..
L
F
200
know concepts, principles on interpretation and utilization
of assessment results?
201
interpret and use test results to improve teaching and
learning?
202
manifest fairness in the interpretation of test results?
Indicator 5.2.4 Identifies teaching - learning difficulties and possible causes and takes
appropriate action to address them
At what Level do I..
L
F
203
know the concept and principles of diagnostic testing?
204
know the types of remedial activities for slow learners?
205
identify teaching-learning difficulties and possible causes?
206
manage remediation activities?
207
manifest willingness and patience in conducting
remediation activities?
Indicator 5.2.5. Uses tools for assessing authentic learning
At what Level do I..
L
F
208
know the concept and principles in the use of the tools for
assessment of authentic learners?
209
utilize appropriate tools for assessing authentic
learning?
210
enthusiastically develop and use tools for assessing
authentic learning?

Strand 5.3. Teacher regularly monitors and provides feedback on learners'understanding of

content
Indicator 5.3.1. provides timely and accurate feedback to learners to encourage them to refl
and monitor their own learning growth
At what Level do I..
L
F
211
know the principles of giving and receiving feedback
on learners' progress?
212
use strategies for giving feedback / reporting propress of
individual learner?
213
motivate learners' to reflect and monitor their learning
growth?
214
consistently provide timely and accurate feedback?
Indicator 5.3.2. keeps accurate records of grades/performance levels for learners
At what Level do I..
L
F
215
know the current guidelines about the grading system?
216
maintain accurate and updated learners' records?

Strand 5.4. Teacher communicates promptly and clearly to learners and parents to report
Learners' progress
Indicator 5.4.1. condcuts regular meetings with learners and parents to report to learners' p
At what Level do I..
L
F
217
know the importance of communicating learners' progress
to students, parents, and other stakeholders?
218
hold regular meetings to report learners' progress to
students and parents?

219

manifest accountability and responsibility in communicating

the learners' progress to intended stakeholders?

Indicator 5.4.2. Involves parents to participate in school activities that promote learning
At what Level do I..
L
F
220
understand the role and responsibilities of parents in
supporting school programs to enhance children's progress?
221
involve parents to participate in school activities that
promote their children's learning progress?
222
establish rapport and a cooperative working relationship
with parents to support learning?

NCBTS DOMAIN 6. COMMUNITY LINKAGES

Code for Complementary Level:

L-Low

S-satiafactory
Strand 6.1 Teachers establishes learning an environment that respond to the aspirations
of the community
indicator 6.1 Teacher stablishes learning an environment that responds to the aspirations
At what Level do I..
L
F
223
know the programs, projects, and thrusts of DepEd on schoolcommunity partnership?
224
involve the community in the programs,projects and thrusts
of the school?
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..
L
F
226
know the various community resources available to
enhance learning?
227
use available community resources (human, material) to
support learning?
228
recognize community resources to support learning?
indicator 6.1.3. Uses community as a laboratory for learning
At what Level do I..
L
F
229
know community resources and strategies for experimental
learning?
230
make use of the community as a laboratory for learning
231
appreciate the whole community as a learning environment?
indicator 6.1.4. Participtes in community activities that promote learning
At what Level do I..
L
F
232
know my social responsiblities in the community?
233
get involve in community work?
234
show enthusiasm in joining community activities?
indicator 6.1.5. Uses community networks to publisize school events and achievements
At what Level do I..
L
F
235
know the community networks and disseminate information?
236
use community network to communicate the school events
and achievements?
237
take interest to share information on school events and
achievements to the community?

indicator 6.1.6 Encourages students to apply classroom learning to the community

At what Level do I..
L
F
238
know the social realities in the community to make learning
relevant?
239
provide activities that ensure application of learning to
home and communities?
240
show concern about needs of communities by encouraging
application to learning?

NCBTS DOMAIN 7. PERSONAL GROWTH AND PROFESSIONA

Code for Complementary Level:

L-Low
S-satiafactory

Strand 7.1 Teacher takes pride in the nobility of teaching as a profess

indicator 7.1.1. Maintains statureand behavior that upholds the dignity of teaching
At what Level do I..
L
F
241
know the set of ethical and moral principles, standards and
values embodied in the Code of Ethics for professional
learners?
242
abide by and practice the Code of Ethics for professional
teachers?
243
manifest the values that uphold the dignity of teaching?
indicator 7.1.2. Allocates time for personal and professional development through participa
educational seminars and networkshops, reading educational materials regularly a
engaging in educational research
At what Level do I..
L
F
244
know the requirements / expectations for personal and
professional development of teachers?
245
prepare and implement my Individual Plan for
Professional Development?
246
manifest enthusiasm in undertaking educational research?
indicator 7.1.3. Manifest personal qualities like enthusiasm, flexibility, and a caring attitude
At what Level do I..
L
F
247
know the value of personal qualities such as enthusiasm,
flexibility, and a caring attitude and the strategies
to enhance them?
248
engage in self-assessment to develop my personal qualities?
249
exhibit personal qualities such as enthusiasm, flexibility and a
caring attitude among others?
indicator 7.1.4. Articulates and demonstrates one's personal philosophy of teaching
At what Level do I..
L
F
250
understand the value of having a personal philosophy of
teaching?
251
translate my philosophy of teaching into action?
252
share my personal philosophy of teaching with my peers ?
Strand 7.2. Teacher builds professional links with colleagues to enrich teaching practice
indicator 7.2.1. keeps abreast with recent developments in education

At what
253
254
255

Level do I..
update myself with recents developments in education?
apply updated knowledge to enrich my teaching practice?
manifest openness to recent developments in education?

indicator 7.2.2. Links with other institutions and organizations for sharing best practices
At what Level do I..
L
F
256
know of institutions and organizations with a goal to
improve teaching practices?
257
link with other institutions and organizations that are helpful
to the teaching profession?
258
get involved in professional organizations to other agencies
that improve teaching practice?

Strand 7.3. Teacher reflects on the extent of the attg ainment of professional development
indicator 7.3.1. reflects on the quality of his/her own teaching
At what Level do I..
L
F
259
know the techniques and benefits derived from theoryguided introspection?
260
make a self assessment of my teaching competencies?
261
desire to improve the quality of my teaching?
Indicator 7.3.2 Imrpoves teaching preformance based on feedback from the mentor, student
superiors and others
At what Level do I..
L
F
262
know the puposes and approaches in stablishing an effective
feedback system?
263
actively seek feedback from range of people to improve my
teaching performance?
264
manifest positive attitude towards constructive comments,
suggestions and recommendations?
Indicator 7.3.3. accepts personal accountability to learners' achievement and performance
At what Level do I..
L
F
265
know my accountability and responsibilities toward student's
learning performance?
266
examine myself vis--vis accountability for the learners and
to the teaching profession?
267
accept my personal accountability to the learnes?
Indicator 7.3.4. Uses self-evaluation to recognize and enhance one's strength and corrects o
weaknesses
At what Level do I..
L
F
268
know the concept and strategies for self-evaluation?
269
identify my strengths and weaknesses as a person and as a
teacher ?
270
manifest determination to become a better person and
teacher ?
END of SELF-ASSESSMENT

NG
F-Fair
H-High

rom different

T
F-Fair
H-High

rent learners
S

rning

pacities of
S

urther learning
S
H

ance
S

behavior
ren's rights
S

al,social and
S

ppropriate
S

RS
F-Fair
H-High

knowledge

es and needs
S

of learners
S

arners
S

ve not been met

S

g learning
S

conomic background
S
H

F-Fair
H-High

riate methodologies,
S

and values
S

e subject area
S

ng activities
S

nking skills
S

ng content
S

ons as needed
S

ppropriate for

me

tional materials or
esson
S

nal materials
S

rning styles,
S

ate to the subject

S

g and learning
S

meaningful learning
S
H

ses of

e learning projects
S
H

projects
S

tion technology

eaching and
S

F-Fair
H-High

lan
S

egies to monitor

um
S

als,rubrics,etc.)
S
H

learning
S

takes
S

standing of

them to reflect on
S

to report

o learners' progress
S
H

learning
S

S
F-Fair
H-High

pirations

spirations
S

ements
S

ESSIONAL
F-Fair
H-High

ing
S

gh participation in
regularly and
S

ing attitude
S

hing
S

practice

practices
S

velopment goals
S

tor, students peers,

S

rformance
S

d corrects one's
S

TEACHER PROFILE
I.

PERSONAL DATA
Name:
(surname)
Employee Number:
Date of birth:
Sex:
Home Address:
Contact #:
Region:
School Name:
School Type:
(elementary)
(seconcdary)

(first name)
CIVIL STATUS:
Male

Female

(middle name)
Single
Married

e-mail Address:
District:
Scholl Address:

Division:

Monograde

Multigrade

SPED

General
Main

Special Science
Extension

Tech-Voc

II. EDUCATIONAL ATTAINMENT

DEGREE

MAJOR

SCHOOL

INCLUSIVE
PERIOD

Bachelor's
Master's
Doctoral
III.WORK EXPERIENCE
POSITION

SUBJECT/S TAUGHT

GRADE/YEAR
LEVEL

SCHOOL

use additional sheet if necessary

IV. TRAINING ATTENDED/CONDUCTED(last 3 years)
TITLE

SUBJECT AREA

# OF HOURS

LEVEL

use additional sheet if necessary

V. SCHOLARSHIPS / GRANTS RECEIVED
TITLE

VI.SPECIAL SKILLS

SPONSOR AGENCY

ROLE

(middle name)
Widow/er
Separated

Central

Non-Central

Sped

Night

UNITS
EARNED

HONOR/S
RECIEVE

INCLUSIVE
PERIOD

SCHOOL

ROLE

SPONSOR
AGENCY

INCLUSICE PERIOD

NCBTS-TSNA
DOMAIN 1. SOCIAL REGARD FOR LEARNING
S1.1 Teacher's actions demonstrate value for learning

CI-1.1.1

CI-1.1.2

CI-1.1.3

CI-1.1.4

Item
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15

H
CI-2.3.4

CI-2.4.1

CI-2.4.2

CI-2.4.3

16
17
18
DOMAIN 2. LEARNING ENVIRONMENT

S2.1 Creates an environment that promotes fairness

CI-2.1.1

CI-2.1.2

CI-2.1.3

S2.4. Establishes and maintains consistent of standards of learners' behavior

S1.2. Demonstates that learning is of different kinds

CI-1.2.1

ANSWER SHEET
Item
L
F
48
49
50
51
52

19
20
21
22
23
24
25
26
27
28

CI-2.4.4

53
54
55
56
57
58
59
60
61
62
63
64
65
66
67

S2.5 Creates a healthy psychological climate for learning

CI-2.5.1

CI-2.5.2

CI-2.5.3

68
69
70
71
72
73
74
75
76
77
DOMAIN 3. DIVERSITY OF LEARNERS

S2.2. Makes the classroom environment safe and conducive to learning

S3.1 Determines, understands and accepts the learners

CI-2.2.1

CI-3.1.1

CI-2.2.2

CI-2.2.3

29
30
31
32
33
34
35
36
37
38

CI-3.1.2

CI-3.1.3

S2.3. Communicates higher learning expectations to each learner

CI-2.3.1

CI-2.3.2.

CI-2.3.3

CI-3.1.7

CI-3.1.8

39
40
41
42
43
44
45
46
47

Item
98
99
100
101
102
103
104

CI-3.1.4

CI-3.1.5

CI-3.1.6

CI-4.4.3

DOMAIN 4. CURRICULUM

CI-4.4.4

S4.1. Demonstrates mastery of the subject

CI-4.1.1

CI-4.1.2

105
106
107
108
109

CI-4.4.5

CI-4.4.6

78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97

Item
148
149
150
151
152
153
154
155
156
157
158
159
160
161

CI-4.1.3

CI-4.1.4

CI-4.1.5

CI-4.1.6

CI-4.1.7

CI-4.1.8

CI-4.1.9

110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131

S4.2. Communicate clear learning goals for the lessons

CI-4.2.1

CI-4.2.2

132
133
134
135
136
137

162
163
164
S4.5 Recognizes general learning process as well as..

CI-4.5.1

S4.6 Promotes purposive study

CI-4.6.1

CI-4.3.2

138
139
140
141
142
143

CI-4.7.1

173
174
175
176
177
178
179
180
181
182
DOMAIN 5. PLANNING, ASSESSING AND REPORTING

S5.1 Develops and utilizes creative and appropriate

CI-5.1.1

CI-5.2.2

CI-5.1.3

S4.4 Select teaching methods, learning activities and etc..

CI-4.4.1

CI-4.4.2

144
145
146
147

169
170
171
172

S4.7 Demonstrate skills in the use of ICT.

S4.3 Make good use of alloted instructional time

CI-4.3.1

165
166
167
168

183
184
185
186
187
188
189
190
191
192
193

S5.2 Develops and utilizes creative and appropriate..

CI-5.2.1

194
195
196

NCBTS-TSNA Individual Scoring Template

DOMAIN 1. SOCIAL REGARD FOR LEARNING
Domain Strand
Competency
D1
S1
C1
C2
C3
Index
Values
Index
Values
Discriptor
Teacher Profile in Bar Graph
Domain Strand
D1
S1
4
3
2
1

C1

Competency
C2
C3

DIOMAIN 2.LEARNING ENVIRONMENT

Domain Strand
Competency
D2
S1
C1
C2
C3
Index
Values
Index
Values
Discriptor
Teacher Profile in Bar Graph
Domain Strand
D1
S1
4
3
2
1

Competency
C1
C2
C3

Strand
S2

C4

Strand
S2

C4

Strand
S2

C1

Strand
S2

StrandCompetency
C1

Competency
C2
C3

C1

Teacher Professional Development Index (TPDIndex)

Competency Label for
Description
Level
the Index
3.51-4.00
Expert
Teacher has almost all the competencies at high levels for a
These are the identified strenghts. Strenghts have to be sus
however professional developments needs to have continuo

Competency
C1

Strand
S3

Competency
C2
C3

C1

2.51-3.50

Experienced

Teacher has majority of the competencies at high levels for

Strengths have to be enhanced. Training and professional de
have to be addressed.

1.51-2.50

Developing

Techer has the average of the compitencies at high level for

These strengths have to be enhanced.
however professional developments needs have to be addr

Competency
C2
C3

Strand
S3

C1

C4

Strand
S4

Competency
C2
C3

C4

C1

Competency
C2
C3

Strand
S4

C1

C4

Strand
S5

Competency
C2
C3

C4

Description

mpetencies at high levels for affective teaching.

nghts. Strenghts have to be sustained and enhanced
pments needs to have continuously address.

ompetencies at high levels for effective teaching.

ed. Training and professional development needs

e compitencies at high level for effective teaching.

pments needs have to be address as a priority.

Competency
C1
C2
C3

Strand
S5

Competency
C1
C2
C3

DOMAIN 3. DIVERSITY OF LEARNERS

Domain
Strand
D3
S1
C1
Index Value
Index Value
Descriptor
Teacher Profile in Bar Graph
Domain
Strand
D3
S1
C1
4
3
2
1
DOMAIN 4. CURRICUMLUM
Domain
Strand
D4
S1
Index Value
Index Value
Descriptor
Teacher Profile in Bar Graph
Domain
Strand
D4
S1
C1
4
3
2
1

C2

C3

Competency
C4
C5
C6

Competency
C4
C5
C6

C2

C3

C1

C2

C3

C2

C3

C4

C4

Competency
C5
C6

Strand
S2

C7

C1

C8

C8

Competency
C5
C6

DOMAIN 5. PLANNING, ASSESSING AND REPORTING

Domain
Strand
Competency
Strand
D3
S1
C1
C2
C3
S2
Index Value
Index Value
Descriptor
Teacher Profile in Bar Graph
Domain
Strand
Competency
D5
S1
C1
C2
C3
4
3
2
1

C7

C7

C8

C7

C8

C9

C1

C2

C2

Strand
S2

Competency
C3
C4

Competency
C3
C4

Strand
S2

C9

C5

Competency
C1
C2

Competency
C1
C2

C5

Strand
S3

Strand
S3

Strand
S3

Strand
S3

Competency
C1
C2

Competency
C1
C2

Competency
C1
C2

Competency
C1
C2

Strand
S4

Strand
S4

Strand
S4

Strand
S4

Competency
C1
C2

Competency
C1
C2

C1

C1

C2

C2

Competency
C3
C4
C5

Competency
C3
C4
C5

C6

C6

Strand
S5

Strand Competency
S5
C1

DOMAIN 6. COMMUNITY LINKAGES

Domain
Strand
D6
S1
C1
Index Value
Index Value
Descriptor
Teacher Profile in Bar Graph
Domain
Strand
D6
S1
C1
4
3
2
1

C2

C2

Competency
C3
C4
C5

Competency
C3
C4
C5

DOMAIN 7. PERSONAL GROWTH AND PROFESSIONAL

Domain
Strand
Competency
D7
S1
C1
C2
C3
C4
Index Value
Index Value
Descriptor
Teacher Profile in Bar Graph
Domain
Strand
Competency
D7
S1
C1
C2
C3
C4
4
3
2
1

C6

C6

Strand
S2

Strand
S2

Competency
C1
C2

Competency
C1
C2

Strand
S3

Strand
S3

Competency
C1
C2
C3

Competency
C1
C2
C3

Competency
C1

Competency
C1

Strand Competency
S6
C1

Strand Competency
S6
C1

Strand Competency
S7
C1

Strand Competency
S7
C1

APPENDICES
Appendix A
Appendix B

List of Acronyms
List of References

Appendix A
List of Acronyms
BEAM BEED BESRA BASED CHED CI CMO CSC DEDP DepEd DO GAD HRIS ICT IPPD KRT2 KSA LAC LET NCBTS PGCE PIP PRC REDP SIP SLE STRIVE TEC TEDP TEDP-TWG TEI TIP TPDIx TSNA TSNA-WG -

Basic Education Assistance for Mindanao

Bachelor of Elementary Education
Basic Education Sector Reform Agenda
Bachelor of Secondary Education
Commission on Higher Education
Competency Indicator
Ched Memorandum Order
Commission on Civil Service
Division Education Development Plan
Department of Education
Department Office
Gender and Development
Human Resources Information System
Information and Communication Technology
Individual Plan for Professional Development
Key Reform Thrust 2
Knowledge, Skills, Values
Learning Action Cell
Licensure Examination for Teacher
National Competency-Based Teacher Standards
Post Graduate Certificate in Education
Project Implementation Plan
Professional Regulation Commission
Regional Education DEEvelopment Plan
School Improvement Plan
Suggested Learning Episode
Strengthening Implementation of Basic Education in the Visayas
Teacher Education Council
Teacher Education and Development Plan
Teacher Education and Development Plan Technical Working Group
Teacher Education Institution
Techer Induction Program
Teacher Professional Development Index
Teacher Strength and Needs Assessment
Teacher Strength and Needs Assessment Working Group

Appendix B
References
BEAM's NCBTS Teacher Performance and Development Framework
(TPDF)
BESRA Program Implementation Plan (PIP)
DepEd Teacher Education and Development Plan Framework
(TEDP)
and the National Competency- Based Teacher Standards
(NCBTS)
RA 9155 - Governance of Basic Education
STRIVE Individual Professional Development Plan (IPDP) Guide for Implementers and
Form A for Teachers
STRIVE Orientation Handbook, 2008

STRIVE's NCBTS-TNA - Tool Manual and Electronic Versions

TEC Experimental Learning Handbook, 2007

menters and