Académique Documents
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Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic
education. These policy reforms are expected to create the critical changes necessary to further accelerate, broaden,
deepen and sustain the improved education effort already started. This package of policy reforms is referred to as the Basic
Education Sector Reform Agenda (BESRA).
One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards
(NCBTS). This is a framework that establishes the competency standards for teacher performance so that teachers, learners
and stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess
in order to carry out a satisfactory performance of their roles and responsibilities
In response to the need for an instrument that identifies the professional strengths and development needs of the teachers,
the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded
Project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (Educational
Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and Northern
Samar, and further validated by the TEDP-TWG (Teacher Education Development 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 and the monitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.
The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actually
done by analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching competencies.
The DepED Central Office and Regional Offices are tasked to do this phase of the TSNA process. Phase II (Teacher
Trainee Analysis) is the instrumentation to determine the current teacher competency levels in KSA terms which is done by
the individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of the strengths and
discrepancies between the standards set and the current teachers data on their competencies which is carried out at the
school, cluster, District or Division level for their respective purposes related to teacher training/development.
An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of
Individual Plan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at the
school, division and regional levels. The consolidated TSNAs at the school, division and regional level inform the school
improvement plan (SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP), with respect to
the plans for professional development at the school, division and the regional levels.
r current practices to identify their individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher p
1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set by
the NCBTS in each of the seven domains and 23 strands:
1.1. Social Regard for Learning
1.2. Learning Environment
1.3. Diversity of Learners
1.4. Curriculum
1.5. Planning, Assessing and Reporting
1.6. Community Linkages
1.7. Personal Growth and Professional Development
2. Consolidate the TSNA results at the school, cluster, and division levels.
Expected Outputs
Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:
A.
At the individual level:
An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of the
seven domains and 23 strands.
B.
At the school level:
Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the school
C.
At the cluster/ /division level:
Consolidated TSNA results of participating school teachers in a given cluster/division
rsity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Profe
erformance indicators were translated to specific Knowledge, Skills, and Attitudes (KSAs) to compose the TSNA Tool with 270 KSAs in the various clusters as in the s
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
Domain 1: Social Regard for Learning.................................
Domain 2: Learning Environment........................................
Domain 3: Diversity of Learners..
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal and Professional Growth
Total ..
S=2
S=5
S=1
S=7
S=4
S=1
S=3
S=23
P= 5
P=17
P=8
P=22
P=12
P=6
P=10
P=80
KSA= 18
KSA=59
KSA=27
KSA=78
KSA=40
KSA=18
KSA=30
KSA=270
The 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 NCBTSTSNA 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.
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
H
(High)
S
(Satisfactory)
F
(Fair)
L
( Low)
Interpretation
My level of competence in the KSA is high. This is my strength,
although not a priority training & development need.
My level of competence in the KSA is satisfactory but I would benefit
from further training & development
My level of competence in the KSA is fair and I need further training
& development as a priority.
My level of competence in the KSA is low. I urgently need training
and development
1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd
2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab
3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA
3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accept
3.2 When more than one answer is provided for one KSA, the row color turns red indicating an err
Only one answer must be provided for each KSA, hence only one checkbox ticked.
4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed.
Click Summary Worksheet to view interpretation of assessment results.
Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and/or two
answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving special
attention to red and grey colored rows.
Interpreting and Consolidation of the TSNA Profiles
TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, an
obtained score 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
Scale scores
3.51-4.00
% Scores
87.51% - 100%
2-51-3.50
62.51% - 87.50%
1.51-2.50
37.51% - 62.50%
1.00-1.50
25.00% - 37.50%
version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dimensions may also be inferred from
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
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
ELF-ASSESSMENT TOOL
d professional data
een accomplished
System of DepEd
n the "Self Assessment" tab
answer for each KSA
Teaching Competence
hs along these dimensions may also be inferred from the TSNA results.
PDs
s 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
Teacher Profile
I. PERSONAL DATA
1.
2.
Gender
4.
Date of Birth
First Name
3.
5.
MM
6.
Civil Status
DD
Place of Birth
YYYY
Zip Code
7.
Region
8.
Division
9.
District
11. School ID
English
## Math
ScieScience
Pilipino
Makabayan
Sec :
English
Math
ScieScience
Pilipino
Makabayan
Major
School
Inclusive Perio
mm
Major
Master's
Doctoral
Others
III. WORK EXPERIENCE (IMPORTANT: Please put CURRENT position FIRST)
Position
Subjects Taught
Grade/Yr
Subjects Area
No. of Hours
School
Title
Level
V. SCHOLARSHIP/GRANTS RECEIVED
Inclusive Dates
Title
Sponsoring Agency
mm dd
yy
32. I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief.
Date:
N.B.
Signature:
Middle Name
3.
Employee No.
Phone
Fax
E-mail
District
12.
School Type
## Public
Elementary :
## Private
Monograde
Central
Multigrade
Non-Central
SPED
Secondary:
General
## Main
Special Science
TechVoc
Extension
Night
SPED
Inclusive Period
dd
yy
Units
mm dd
School
Level
mm m
dd
Role
Honors Received
yy
yy
mm dd
yy
Sponsoring Agency
Inclusive Dates
mm dd
yy
12
13
14
15
Strand 1.2
Indicator 1.2.1
K6
S7
A5
16
17
18
Domain 2
Strand 2.1
Indicator 2.1.1
19
K7
S8
20
A6
21
Indicator 2.1.2
K8
22
S9
23
A7
24
Indicator 2.1.3
K9
K10
S10
A8
25
26
27
28
Strand 2.2
Indicator 2.2.1
K11
29
S11
30
A9
31
Indicator 2.2.2
K12
32
S12
33
A10
34
Indicator 2.2.3
K13
K14
S13
A11
35
36
37
38
Strand 2.3
Indicator 2.3.1
K15
39
S14
40
S13
41
A11
42
Indicator 2.3.2
K16
43
S16
44
A13
45
Indicator 2.3.3
K17
46
K18
47
S17
48
A14
49
Indicator 2.3.4
K19
S18
A15
50
51
52
Strand 2.4
Indicator 2.4.1
K20
53
K21
S19
S20
54
55
56
A16
57
Indicator 2.4.2
K22
58
S21
59
A17
60
Indicator 2.4.3
K24
61
K25
62
S22
63
A18
64
Indicator 2.4.4
K26
65
S23
A19
66
67
Strand 2.5
Indicator 2.5.1
K27
68
S24
69
A20
70
Indicator 2.5.2
K28
71
S25
S26
72
73
A21
74
Indicator 2.5.3
K29
75
S27
A22
76
77
Domain 3
Strand 3.1
Indicator 3.1.1
K30
78
S28
79
A23
80
Indicator 3.1.2
K31
81
S29
82
A24
83
Indicator 3.1.3
K32
84
S30
S31
85
86
87
A25
Indicator 3.1.4
K33
88
S32
89
A26
90
Indicator 3.1.5
K34
91
S34
S35
A27
92
93
94
Indicator 3.1.6
K35
95
S36
96
A28
97
Indicator 3.1.7
K36
98
S37
99
A29
100
Indicator 3.1.8
K37
101
S38
S39
A30
102
103
104
Domain 4
Strand 4.1
Indicator 4.1.1
K38
105
S40
106
A31
107
Indicator 4.1.2
K39
S41
A32
108
109
110
Indicator 4.1.3
K40
111
S42
A33
112
113
Indicator 4.1.4
K41
114
S43
A34
115
116
Indicator 4.1.5
K42
117
S44
A35
118
119
Indicator 4.1.6
K43
120
S45
A36
121
122
Indicator 4.1.7
K43
123
ICT
A36
124
125
Indicator 4.1.8
K43
126
S45
A36
127
128
Indicator 4.1.9
K43
129
S45
A36
130
131
Strand 4.2
Indicator 4.2.1
K43
132
S45
A36
133
134
Indicator 4.2.2
K43
135
S45
A36
136
137
Strand 4.3
Indicator 4.3.1
K43
138
S45
A36
139
140
Indicator 4.3.2
K43
141
S45
A36
142
143
Strand 4.4
Indicator 4.4.1
K43
144
S45
A36
145
146
Indicator 4.4.2
ICT
ICT
ICT
147
148
149
S45
A36
150
151
Indicator 4.4.3
K43
152
S45
A36
153
154
Indicator 4.4.4
K43
155
S45
A36
156
157
Indicator 4.4.5
K43
158
S45
A36
159
160
Indicator 4.4.6
K43
161
S45
A36
162
163
164
Strand 4.5
Indicator 4.5.1
K43
165
S45
A36
166
167
168
Strand 4.6
Indicator 4.6.1
K43
169
S45
A36
170
171
172
Strand 4.7
Indicator 4.7.1
173
174
175
176
177
178
179
180
181
182
Domain 5
Strand 5.1
Indicator 5.1.1
K43
183
S45
A36
A36
184
185
186
187
Indicator 5.1.2
K43
A36
188
189
190
Indicator 5.1.3
K43
191
S45
A36
192
193
Strand 5.2
Indicator 5.2.1
K43
194
S45
A36
195
196
Indicator 5.2.2
K43
197
S45
A36
198
199
Indicator 5.2.3
K43
A36
200
201
202
Indicator 5.2.4
K43
203
S45
A36
204
205
A36
206
207
Indicator 5.2.5
K43
208
S45
A36
209
210
Strand 5.3
Indicator 5.3.1
K43
211
S45
A36
A36
212
213
214
Indicator 5.3.2
K43
215
S45
216
Strand 5.4
Indicator 5.4.1
K43
217
S45
A36
218
219
Indicator 5.4.2
K43
220
S45
A36
221
222
Domain 6
Strand 6.1
Indicator 6.1.1
K43
223
S45
A36
224
225
Indicator 6.1.2
K43
226
S45
A36
227
228
Indicator 6.1.3
K43
229
S45
A36
230
231
Indicator 6.1.4
K43
232
S45
A36
233
234
Indicator 6.1.5
K43
235
S45
A36
236
237
Indicator 6.1.6
K43
238
S45
A36
239
240
Domain 7
Strand 7.1
Indicator 7.1.1
K43
241
S45
A36
242
243
Indicator 7.1.2
K43
244
S45
A36
245
246
Indicator 7.1.3
K43
247
S45
A36
248
249
Indicator 7.1.4
K43
250
S45
A36
251
252
Strand 7.2
Indicator 7.2.1
K43
253
S45
A36
254
255
Indicator 7.2.2
K43
256
S45
A36
257
258
Strand 7.3
Indicator 7.3.1
K43
259
S45
A36
260
261
Indicator 7.3.2
K43
262
S45
A36
263
264
Indicator 7.3.3
K43
265
S45
A36
266
267
Indicator 7.3.4
K43
268
S45
A36
269
270
LEARNING ENVIRONMENT
Creates an environment that promotes fairness
Maintains a learning environment of courtesy & respect for different learners (e.g.abili
At what level do I ...
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?
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
At what level do I ...
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?
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 ...
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
Obtains information on the learning styles, multiple intelligences and needs of learners
At what level do I ...
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 ...
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 ...
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 ...
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 ...
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?
CURRICULUM
Demonstrates mastery of the subject
Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies
At what level do I ...
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 ...
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 ...
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 ...
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 ...
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 ...
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 ...
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 ...
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 ...
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 ...
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 ...
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?
Selects, prepares, and utilizes technology and other instructional materials appropriate
the learners & learning objectives
At what level do I ...
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
At what level do I ...
know the principles of instructional material preparation for different types of learners?
use relevant activities and materials suited to the learning styles, goals and culture of the learners?
believe in the need to provide activities and use materials appropriate to the learners?
Uses a variety of teaching approaches and techniques appropriate to the subject matte
and the learners
At what level do I ...
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 ...
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
show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?
Implements instructional plan
At what level do I ...
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 ...
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?
Provides timely and accurate feedback to learners to encourage them to reflect on and
monitor their own learning growth
At what level do I ...
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 ...
know the current guidelines about the grading system?
maintain accurate and updated learners' records?
COMMUNITY LINKAGES
Uses self-evaluation to recognize and enhance one's strength and correct one's weakne
At what level do I ...
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
Please accomplish Self Assessment ticking only one box for each indicator
learning behavior
H
S
learner behavior
H
S
s of learners
H
nd knowledge
curately to
appropriate to
H
bject matter
ul learning
individual learners
H
opriate action to
flect on and
H
e community
H
b
ne's weaknesses
H
S
nts, peers,
Total KSAs
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
1
0.9
0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0
Total D1
18
72
0
0.00
0.00%
S2.1
10
40
S2.2
10
40
D2
S2.3
14
56
0.00%
0.00%
0.00%
0.6
0.5
0.4
0.3
0.2
0.1
0
S1.1
S2.2
S2.3
S2.4
S4.2
S4.3
S4.4
D2
S2.4
15
60
S2.5
10
40
0.00%
0.00%
Total D2
59
236
0
0.00
0.00%
D3
S3.1
27
108
0.00%
Total D3
27
108
0
0.00
0.00%
S4.1
27
108
S4.2
6
24
S4.3
6
24
0.00%
0.00%
0.00%
tal D3 S4.1
S4.2
S4.3
S4.4
S4.5
ive to learning
h learner
earners' behavior
g
S4.6
S5.2
S5.3
% Score
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
Mean
Score Competency Level
0.00#N/A:lookupNotFound:0
Expert
Expert
0.00#N/A:lookupNotFound:0
Expert
Expert
Expert
Expert
Expert
0.00#N/A:lookupNotFound:0
0.00%
0.00%
0.00%
Expert
0.00#N/A:lookupNotFound:0
Expert
diverse background
he instructional materials
nique processes of individual
0.00%
0.00%
0.00%
0.00%
0.00%
nd learning
0.00%
0.00%
ructional plan
0.00%
ment strategies to monitor
0.00%
ers' understanding
0.00%
arents and superiors about
0.00%
0.00%
he aspiration of the community 0.00%
0.00%
on
0.00%
eaching practice
0.00%
onal development goals
0.00%
Expert
Expert
Expert
Expert
Expert
Expert
0.00#N/A:lookupNotFound:0
Expert
Expert
Expert
Expert
0.00#N/A:lookupNotFound:0
Expert
0.00#N/A:lookupNotFound:0
Expert
Expert
Expert
S7.2
S7.3 T
D4
S4.4
21
84
S4.5
4
16
S4.6
4
16
ICT
S4.7
10
40
0.00%
0.00%
0.00%
0.00%
Mean Score
Row 10
Total D4
78
312
0
0.00
0.00%
S5.1
11
44
S5.2
17
68
D5
S5.3
6
24
0.00%
0.00%
0.00%
Row 10
S7.2
S7.3 Total D7
S5.4
6
24
0.00%
Total D5
40
160
0
0.00
0.00%
D6
S6.1
18
72
0.00%
Total D6
18
72
0
0.00
0.00%
S7.1
12
48
D7
S7.2
6
24
S7.3
12
48
0.00%
0.00%
0.00%
Total D7
30
120
0
0.00
0.00%
Gender
Male
Female
Civil Status
Single
Married
Widow/er
Separated
Bohol
Tagbilaran
NegOcc
Nsamar
1
2
3
4
5
6
7
8
9
10
1,2
1,2,3
1,2,3,4
1,2,3,4,5
1,2,3,4,5,6
2,3
2,3,4
2,3,4,5
2,3,4,5,6
3,4
3,4,5
3,4,5,6
4,5
4,5,6
5,6
Subject
English
Science
Math
Filipino
Makabayan
Domain
D1
D2
D3
D4
D5
D6
D7
DomDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Strands
D1
D2
D3
D4
D5
D6
D7
S1.1
S1.2
S2.1
S2.2
S2.3
S2.4
S2.5
S3.1
S4.1
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
S5.1
S5.2
S5.3
S5.4
S6.1
S7.1
S7.2
S7.3
StrandDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
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
min
1
1.51
2.51
3.51
max
1.5
2.5
3.5
4
level
Beginner
Developing
Experienced
Expert