2013 NCBTS-TSNA E-Version_Cadiz City
-
Upload
chanielou-sebog-javier -
Category
Documents
-
view
273 -
download
0
Transcript of 2013 NCBTS-TSNA E-Version_Cadiz City
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
1/40
NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMEN
Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basi
are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improve
This package of policy reforms is referred to as the Basic Education Sector eform !genda "BES!#.
$ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "
establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able
behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their rol
)n response to the need for an instrument that identifies the professional strengths and development needs of the
Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +roect ST)-E "
in the -isayas#, in coordination (ith the ED+)T! "Educational Development )mplementing Task orce#, and egi
%egros $ccidental, Bohol and %orthern Samar in /001, and further validated by the TED+'T23 "Teacher Education
2orking 3roup at the national level.
This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS orientation program and resource materials, st
manual for administration scoring and interpretation hard copy and e versions of the tool the monitoring and eval
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
2/40
manual for administration scoring and interpretation hard copy and e versions of the tool the monitoring and eval
!n important aspect of the TS%! process is the utili9ation of its results that (ill serve as inputs in the preparation o
Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional level
school, division and regional level inform the school improvement plan "S)+# particularly the School +rofessional Dev
>aster +lans for +rofessional Development ">++D# for the egion and the Division.
GAP
PHASE III
STRENGTH-NEED ANALYSIS
PHASE I
Jo Ana!"#$#
Competency Analysis
PHASE II
Current KSA and Competency
KSA Required andCompetency Standards
COMPETENCYASSESSMENT
Instrumentationata Gat!erin"
T%ac&%r Tra$n%%
Competency Stren"t!s #$earnin" Needs
Consolidated TSNA Result
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
3/40
;.C. &urriculum
;.. +lanning, !ssessing and eporting
;.A. &ommunity
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
4/40
The principle of school'based management empo(ers the School Jeads to provide instructional leadership and
the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Je
development of the teachers is (hen they have the first'hand information about the training needs of teachers. T
identify specific training needs of teachers, thus the School Jeads and Schools Supervisors need to be kno(led
and its proper administration and results utili9ation.
The orientation should therefore, involve clusters of School Jeads (ith their respective %&BTS School &oordina
District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretio
consideration the criteria outlined in the $rientation 3uide contained in the %&BTS'TS%! +ackage.
The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the
conduct TS%! at the school level. The package provides the participants (ith7 "a# a deeper understanding of the
of the domains, strands, and performance indicators, and the identification of the 6S!sI "b# familiarity (ith the co
proper administration to assist schools in the conduct of TS%!.
B. Schoo$s-C$uster TSNA p$ee!t#to!
Schools (ithin the Division are expected to form clusters. Each cluster should designate a
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
5/40
c education. These policy reforms
education effort already started.
&BTS#. This is a frame(ork that
to appreciate the complex set of
es and responsibilities.
teachers, the %&BTS'Teachers*
trengthening the Basic Education
ns -), -)) and -))), Divisions of
Development +rogram'Technical
ructured learning session guides,
uation scheme and tools for the
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
6/40
f )ndividual +lan for +rofessional
s. The consolidated TS%!s at the
elopment +lan "S++D#, and the
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
7/40
h of the seven domain and /=
ed domains for effective teaching
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
8/40
therefore they must be a(are of
ads can support the professional
he %&BTS'TS%! tool intends to
geable of the features of the tool
tors from
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
9/40
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
10/40
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
11/40
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
12/40
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
13/40
GETTING STARTED WITH THE SELF-ASSESSMENT TOOL
Code !terpret#to!
J
"Jigh#
S ) am competent in the 6S! but ) (ould benefit from further training
"Satisfactory#
The TS%! Tool is a self'assessment exercise that is introduced by the School Jead:%&BTS &oordinator through an orientation process in
respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format "Excel# is contain
an auto'scoring system. Each teacher may be given an individual &D or may respond to the TS%! tool from a file installed on a common
one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (ith corresponding strands
electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument.Se$f-Ad!str#to! of the TSNA Too$!. The TS%! esponses
The instrument contains clusters of 6S!s specific to a particular performance indicator (ith a common stem7 ?!t (hat level do )G@ &onsid
is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. Jigh "J#, Satis
The reference codes presented belo( guide the respondent in registering her:his self'assessment for each 6S!7
) am very competent in the 6S! and this is not a priority trainingneed.
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
14/40
C. Ppon successfully completing all items, message M&lick Summary 2orksheet to vie( resultsM is displayed.
&lick Summary 2orksheet to vie( interpretation of assessment results.
. ! command button at the bottom of the MSelf !ssessmentM is provided to allo( the respondent clear all check boxes.
ans(ers (ere provided for one 6S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special
attention to red and grey colored ro(s.
Lou (ill also not be able to vie( your scores if the required items in the Teacher profile "see above# have not been provided.
! message informing you of this (ill appear belo( the E$ message described above if this is the case.
!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es
R#!3e 4e"e$ of Te#ch!3 Co
Scale scores % Scores
= ; C 00 1 ;Q ;00Q
Note :!utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and:or t(o
TS%! results may be interpreted using the scale scores or the percentage scores. Ppon completion of the %&BTS'TS%! Tool, an ob
of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be interpreteparticular domain, or a strand or a specific performance indicator as the case may be.
E t - t t d t th t
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
15/40
order for the teacher'
d on a compact disk "&D# (ith
omputer. )t takes an average of
nd performance indicators are
ering that the %&BTS'TS%! tool
factory "S#, air "#, and
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
16/40
ete!ce
tained score (hether an average
may either be an average of a
h * i t
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
17/40
Te#cher Prof$e(old outline indicates required entries)
I. PERSONAL DATA AND DETAILS OF CURRENT POSITION
1. Family Name (Last name) First Name
2. Gender 3. Civil Status
5. Birth Date 6. la!e "# Birth
MM DD YYYY
$.
%. &e'i"n . Divisi"n
11. S!h""l Name
1. S!h""l *ddress
15.
16. Su+,e!t *rea C"n!entrati"n- a/a+ayan
Elem: n'lish ath S!ien!e iliin"0 S"!ial Studies 4"me ! Lh""d usi
Sec : n'lish ath S!ien!e iliin"0 S"!ial Studies 8e!hn"l. 4me ! 74
1$ G d 8 ht i C t iti
C"nta!t *ddress (City/State/Country)
Start Date "# 8ea!hin' Servi!e (YYYY / MM)
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
18/40
Date- Si'nature-
N.B.
*D 4&;
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
19/40
iddle Name
. &C "!
=tensi"n Ni'ht
SD
>alues
>alues
1
$oc+,-nloc+ istrict
$oc+,-nloc+ Re"ion $oc+,-nloc+ i'ision
c+,-nloc+ Sc!ool # Sc!ool I
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
20/40
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
21/40
Do'a$n ( SO)IAL REGARD FOR LEARNING
Strand 1.1 T%ac&%r ac*$on# d%'on#*ra*% +a!u% ,or !%arn$ng
Indicator 1.1.1 Implements school policies and procedures
At what level do I ...
K. . kno( school policies and proceduresR
K/ / understand school operationsR
S. 0 implement policies and procedures R
S/ 1 communicate policies and procedures to students, parents and other concerned personsR
A. 2 abide by the school policies and proceduresR
Indicator 1.1.2 Demonstrates punctuality
At what level do I ...
K0 3 possess a(areness on the implementation of Mtime on taskM in all responsibilitiesR
S0 4 demonstrate punctuality in accomplishing expected tasks and functionsR
A/ 5 model the value of punctualityR
Indicator 1.1.3 Maintains appropriate appearance
At what level do I ...
K1 6 kno( decorum i.e. dress code, behavior of teachersR
S1 .7 practice decorum in all occasionsR
A0 .. value decorum expected of teachersR
Indicator 1.1.4 Is careful about the eect of one!s behavior on students
At what level do I ...
K2 ./ understand the theoretical concepts and principles of social learningR
S2 .0 sho( appropriate behavior even during unguarded momentsR
S3 .1 apply kno(ledge on social learning in dealing (ith studentsR
A1 .2 consider the influence my behavior has on studentsR
S*rand (. D%'on#*ra*%# *&a* !%arn$ng $# o, d$/%r%n* k$nd# and ,ro' d$/%r%n* #ourc%#
Indicator 1.2.1 Ma"es use of various learnin# e$periences and resources
At what level do I ...
K3 .3 kno( a range of sources through (hich social learning may be experiencedR
S4 .4 use information from a variety of sources for learning "e.g. family, church, other sectors of the community#R
A2 .5 appreciate that students learn through a range of different social experiencesR
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
22/40
S.0 04 balance the use of individual and cooperative learning activitiesR
A.. 05 see the value in creating individual and cooperative learning activitiesR
S*rand .2 )o''un$ca*%# &$g&%r !%arn$ng %31%c*a*$on# *o %ac& !%arn%r
Indicator 2.3.1 ncoura#es learners to as" /uestions
At what level do I ...
K.2 06 kno( the art of questioning and different techniques of asking higher order questionsR
S.1 17 provide opportunities for learners to ask questionsR
S.0 1. ask questions that stimulate critical and creative thinking among learnersR
A.. 1/ sho( an accepting response:gesture in dealing (ith questions of learnersR
Indicator 2.3.2 )rovides learners with a variety of learnin# e$perience
At what level do I ...
K.3 10 kno( various strategies that elevate students* level of learningR
S.3 11 provide learners (ith variety of experiences that enhance learningR
A.0 12 (illingly provide learners (ith a variety of challenging learning activitiesR
Indicator 2.3.3 )rovides varied enrichment activities to nurture the desire for further learnin#
At what level do I ...
K.4 13 understand ho( enrichment activities enhance the learners* desire to learnR
K.5 14 kno( (ays of motivating the learners to learn further and more effectivelyR
S.4 15 facilitate varied enrichment activities that are interesting for further learningR
A.1 16 sho( diligence in making enrichment materialsR
Indicator 2.3.4 0ommunicates and maintains hi#h standards of learnin# performance
At what level do I ...
K.6 27 kno( the implications of achieving high standards of learning performance for total human developmentR
S.5 2. help learners maintain high standards of learningR
A.2 2/ inspire learners to set high performance targets for themselvesR
S*rand .4 E#*a!$#&%# and 'a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#5 %&a+$or
Indicator 2.4.1 andles behavior problems /uic"ly and with due respect to children!s ri#hts
At what level do I ...
K/7 20 understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! A;0, +D A0=R
K/. 21 kno( behavior management techniques for learners (ith behavioral problemsR
S.6 22 identify learners (ith behavioral problemsR
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
23/40
A// 44 let my students feel they are acceptedR
Do'a$n 2 DI0ERSITY OF LEARNERS
S*rand 2( D%*%r'$n%#7 und%r#*and# and acc%1*# *&% !%arn%r#5 d$+%r#% ackground kno8!%dg%
and %31%r$%nc%
Indicator 3.1.1 7btains information on the learnin# styles' multiple intelli#ences and needs of learners
At what level do I ...
K07 45 understand the theories and concepts of multiple intelligences and learning stylesR
S/5 46 identify learning styles and multiple intelligences of learnersR
A/0 57 sho( diligence in obtaining information on different learning needsR
Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
K0. 5. kno( techniques and strategies in designing:selecting activities for varied types of learnersR
S/6 5/ utili9e varied activities for various types of learnersR
A/1 50 sho( respect and concern for individual differences of studentsR
Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners
At what level do I ...
K0/ 51 understand the requirements in setting goals for differentiated learningR
S07 52 utili9e differentiated activities to meet expected learning goals of learnersR
S0. 53 assist learners in setting learning goals for themselvesR
A/2 54 appreciate t!e need to consider t!e di8erences in e9periences and capa:ilities o& learners;
Indicator 3.1.4 )aces lessons appropriate to needs and di8culties of learnersAt what level do I ...
K00 55 kno( teaching principles and strategies for addressing learners* needs and difficultiesR
S0/ 56 pace lessons according to learners* needs and difficultiesR
A/3 67 sho( flexibility in pacing lessons to support the needs of the learnersR
Indicator 3.1. Initiates other learning approaches for learners whose needs have not been et b! usual
approaches
At what level do I ...
K01 6. have the kno(ledge on teaching principles and strategies for students'at'risk R
S0 6/ k k f d i k
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
24/40
Indicator 4.1.3 $plains learnin# #oals' instructional procedures and content clearly and accurately to
students
At what level do I ...
K17 ... possess in'depth understanding of the subect area*s learning goals, instructional procedures and content based on curriculumR
S1/ ../ explains learning goals, concepts and processes clearly and accurately to learnersR
A00 ..0 give sufficient time to explain the lessons for clear understanding of the learnersR
Indicator 4.1.4 +inks the current content with past and duture lessons
At what level do I ...
K1. ..1 understand interrelation of topics:content (ithin the subect area taughtR
S10 ..2 link the present subect matter content (ith the past and future lessonsR
A01 ..3 value the need to relate prior kno(ledge of learners (ith the present and future lessonsR
Indicator 4.1. Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional
aterials or resources appropriate to learners
At what level do I ...
K1/ ..4 have the kno(ledge in designing lessons (ith congruent obectives, teaching methods, learning activities and materialsR
S11 ..5 teach lessons that have congruency of obectives, procedure, materials and evaluationR
A02 ..6 appreciate the value of aligning obectives (ith all the parts of a lessonR
Indicator 4.1.9 ,reates situations that encourage learners to use high order thinking skills
At what level do I ...
K10 ./7 understand the concept of critical thinking and the facets of understandingR
S12 ./. engage learners in activities that develop higher order thinking skillsRA03 .// patiently motivate learners to develop higher order thinking skillsR
Indicator 4.1.: Engages and sustains learners- interests in the sub'ect b! aking content eaningful and
relevant to the
At what level do I ...
K10 ./0 kno( strategies and materials that promote authentic learningR
ICT ./1 apply various appropriate strategies and:or technology to motivate 5 sustain learningR
A03 ./2 believe in relating classroom learning to real (orld expereincesR
Indicator 4.1.; Integrates relevant scholarl! works and ideas to enrich the lessons as needed
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
25/40
K10 .11 kno( the learning competencies in my learning areas in order to formulate appropriate instructional obectivesR
S12 .12 translate learning competencies into instructional obectivesR
A03 .13 sho( a reflective attitude in translating learning competencies to instructional obectivesR
Indicator 4.4.2 Selects' prepares' and utili,es technolo#y and other instructional materials appropriate to
the learners % learnin# ob6ectives
At what level do I ...
ICT .14 kno( various technology and instructional materials appropriate for my learning areaR
ICT .15 select and utili9e updated and appropriate technology:instructional materialsR
ICT .16 use appropriate technology resources to achieve curriculum standards and obectivesR
S12 .27 prepare adequate and appropriate instructional materials for the learners and the learning obectivesR
A03 .2. manifest resourcefulness in preparing instructional materialsR
Indicator 4.4.3 )rovides activities and uses materials which =t the learners! learnin# styles' #oals and cultur
At what level do I ...
K10 .2/ kno( the principles of instructional material preparation for different types of learnersR
S12 .20 use relevant activities and materials suited to the learning styles, goals and culture of the learnersR
A03 .21 believe in the need to provide activities and use materials appropriate to the learnersR
Indicator 4.4.4 -ses a variety of teachin# approaches and techni/ues appropriate to the sub6ect matter
and the learners
At what level do I ...
K10 .22 understand the theories, approaches and strategies in teaching the subect areaR
S12 .23 use variety of teaching strategies and techniques appropriate to the learners and subect matterR
A03 .24 sho( enthusiasm in using innovative and appropriate teaching techniquesR
Indicator 4.4. -tili,es information derived from assessment to improve teachin# and learnin#At what level do I ...
K10 .25 understand the proper utili9ation of assessment results to improve teaching and learningR
S12 .26 use assessment results in setting learning obectives and learning activities R
A03 .37 appreciate the value of assessment in improving teaching and learningR
Indicator 4.4.9 )rovides activities and uses materials which involves students in meanin#ful learnin#
At what level do I ...
K10 .3. kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningR
S12 .3/ apply relevant teaching approaches to achieve meaningful learningR
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
26/40
S12 .51 arrrange sequentially the learning units (ith reasonable time allotmentR
A03 .52 identify appropriate learning obectives, strategies, and accompanying materials in the planR
A03 .53 identify appropriate and varied assessment proceduresR
.54 sho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningR
Indicator .1.2 Implements instructional plan
At what level do I ...
K10 .55 kno( the factors for successful implementation of the instructional planR
A03 .56 adust the instructional plan to ensure attainment of obectivesR
.67 appreciate the value of instructional planningRIndicator .1.3 Demonstrates ability to cope with varied teachin# millieu
At what level do I ...
K10 .6. kno( the different teaching'learning situations that could affect the implementation of the instructional planR
S12 .6/ cope (ith varied teaching milieu:settingR
A03 .60 manifest openness to make necessary adustements to improve the instructional planR
S*rand 6. D%+%!o1# and u#%# a +ar$%*" o, a11ro1r$a*% a##%##'%n* #*ra*%g$%# *o 'on$*or
and %+a!ua*% !%arn$ng
Indicator .2.1 )repares formative and summative tests in line with the curriculum
At what level do I ...
K10 .61 kno( the principles and purposes of instructional assessment including formative and summative testingR
S12 .62 construct valid and reliable formative and summative testsR
A03 .63 appreciate the value of testing as a tool to improve instruction and learning performanceRIndicator .2.2 mploys non*traditional assessment techni/ues &portfolio'6ournals' rubric' etc.(
At what level do I ...
K10 .64 kno( the concepts, principles and strategies of non'traditional assessmentR
S12 .65 use appropriate non'traditional assessment techniquesR
A03 .66 value the use of non'traditional assessmentR
Indicator .2.3 Interprets and uses assessment results to improve teachin# and learnin#
At what level do I ...
K10 /77 kno( concepts, principles on interpretation and utili9ation of assessment resultsR
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
27/40
At what level do I ...
K10 //7 understand the role and responsibilities of parents in supporting school programs to enhance children*s learning progressR
S12 //. involve parents to participate in school activities that promote their children*s learning progressR
A03 /// establish rapport and a cooperative (orking relationship (ith parentsR
Do'a$n ; )OMM=NITY LINKAGES
S*rand ;( E#*a!$#&%# !%arn$ng %n+$ron'%n* *&a* r%#1ond *o *&% a#1$ra*$on o, *&% co''un$*"
Indicator 9.1.1 Involves community in sharin# accountability for learners! achievement
At what level do I ...
K10 //0 kno( the programs, proects, and thrusts of DepEd on school'community partnershipR
S12 //1 involve the community in the programs, proects and thrusts of the schoolR
A03 //2 promote shared accountability for the learners* achievementR
Indicator 9.1.2 -ses community resources &human' material( to support learnin#At what level do I ...
K10 //3 kno( the various community resources available to enhance learningR
S12 //4 use available community resources "human, material# to support learningR
A03 //5 recogni9e community resources to support learningR
Indicator 9.1.3 -ses community as a laboratory for learnin#
At what level do I ...
K10 //6 kno( strategies for experiential learning outside the classroomR
S12 /07 make use of the community as a laboratory for learningR
A03 /0. appreciate the (orld as a learning environmentRIndicator 9.1.4 )articipates in community activities that promote learnin#
At what level do I ...
K10 /0/ kno( the teacher*s social responsibilityR
S12 /00 link (ith sectors for involvement in community (orkR
A03 /01 sho( enthusiasm in oining community activitiesR
Indicator 9.1. -ses community networ"s to publici,e school events and achievements
At what level do I ...
K10 /02 kno( the dynamics of community net(orking and information disseminationR
S12 /03 communicate the school events:achievements through community net(orksR
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
28/40
K10 /20 update myself (ith recent developments in educationR
S12 /21 apply updated kno(ledge to enrich teaching practiceR
A03 /22 manifest openness to recent developments in educationR
Indicator :.2.2 @in"s with other institutions and or#ani,ations for sharin# best practices
At what level do I ...
K10 /23 kno( of institutions and organi9ations (ith a goal to improve teaching practiceR
S12 /24 link (ith other institutions and organi9ations that are helpful to the teaching professionR
A03 /25 get involved in professional organi9ations and other agencies that can improve my teaching practiceR
S*rand %c*# on *&% %3*%n* o, *&% a**a$n'%n* o, 1ro,%##$ona! d%+%!o1'%n* goa!#
Indicator :.3.1 +e>ects on the /uality of his5her own teachin#
At what level do I ...
K10 /26 kno( the techniques and benefits derived from theory'guided introspectionR
S12 /37 make a self assessment of my teaching competenciesR
A03 /3. desire to improve the quality of my teachingR
Indicator :.3.2 Improves teachin# performance based on feedbac" from the mentor' students' peers'superiors and others
At what level do I ...
K10 /3/ kno( the purposes and approaches in establishing an effective feedback systemR
S12 /30 actively seek feedback from a range of people to improve my teaching performanceR
A03 /31 manifest positive attitude to(ards comments:recommendationsR
Indicator :.3.3 Accepts personal accountability to learners! achievement and performance
At what level do I ...
K10 /32 kno( my accountability and responsibilities to(ard students* learning performanceR
S12 /33 examine myself vis'a'vis my accountability for the learners and to the teaching professionRA03 /34 accept my personal accountability to the learnersR
Indicator :.3.4 -ses self*evaluation to reco#ni,e and enhance one!s stren#th and correct one!s wea"nesses
At what level do I ...
K10 /35 kno( the concept and strategies for self'evaluationR
S12 /36 identify my strengths and (eaknesses as a person and as a teacherR
A03 /47 manifest determination to become a better person and teacherR
Automatic scorin# is enabled only after all items have been accomplished
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
29/40
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
30/40
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
31/40
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
32/40
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
33/40
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
34/40
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
35/40
H S F L
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
36/40
H S F L
H S F L
H S F L
H S F L
H S F L
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
37/40
S=MMARY OF RES=LTS ?N)BTS-TSNA@Teac!er<
Do'a$n D( D.
S*rand S.). S.)/ To*a! D( S/). S/)/ S/)0 S/)1 S/)2 To*a! D. SNo O, KSA# .2 0 .5 .7 .7 .1 .2 .7 26
HPS 37 ./ 4/ 17 17 23 37 17 /03
Ra8 Scor%
M%an Scor%
Scor%
S.). S.)/ Total
.
S/). S/)/ S/)0 S/)1 S/)2 Total
/
S0). Tota l
0
S1). S1)/ S1)0 S1)1 S1)2 S1)3 S1)4
7)77
.)77
Su''ar" o, TSNA R%#uB" M%an Sca!% Scor%
S*rand# C Do'a$n
M%an
Scor%
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
38/40
S4)/ (uilds pro&essional lin+s ?it! collea"ues to enric! teac!in" practice
S4)0 Reects on t!e e9tent o& t!e attainment o& pro&essional de'elopment "oals
-
8/21/2019 2013 NCBTS-TSNA E-Version_Cadiz City
39/40
D