NCBTS TSNA Guide and Tools July V2010

8/18/2019 NCBTS TSNA Guide and Tools July V2010

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Republic of the PhilippinesDepartment of Education

DepED-EDPITAF-STRIVETraining and Development

June 2!

NCBTS-TSNA Guide and Tools

GUIDE AND TOOLS


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This document, The NCBTS-TSNA Guide and Tools,was developed and validated in Regions VI, VII and VIII,

Divisions o Neg!os "ccidental, Bohol#Tag$ila!an andNo!the!n Sama! th!ough the AusAID-unded p!o%ect,STRIVE &St!engthening the Implementation o Basic'ducation in selected (!ovinces in the Visa)as*, in

coo!dination with the 'D(ITA+ &'ducational Development (!o%ect Implementing Tas +o!ce* and in consultation

with the T'D(-TG, N'A( and the Bu!eaus o the


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TA"#E $F %$&TE&TS

I' Introductor( Information

)))))))))))))))))))))))))))))))))))'''! Basis of the NCBTS – TSNA, p1

The NCBTS – TSNA System Framework, p1

Purpose of the NCBTS – TSNA, p2

Expecte !utputs, p2

The NCBTS a" the #SA $e%e&ope for the NCBTS'TSNA, p(

2' Establishment of Re*ional and Di+ision TD&A ,orin*.roups)))))))))))))) /

T$NA')orki"* +roup o&es a" espo"si-i&ities, p.NCBTS'TSNA Structura& Process F&ow , p/

o&es a" espo"si-i&ities to Support the !rie"tatio" o" the NCBTS' TSNA, p/

Criteria for the Se&ectio" of Schoo& NCBTS Coori"ators , p0

0' $rientation of Super+isors1 School eads and &%"TS%oordinators)))))))) )))''3

4' School 5%luster &%"TS-TS&A Implementation ))))))'))))))))))))))))'!

The E&ectro"ic a" ar Copy ersio"s of the NCBTS'TSNA Too&s , p11 Se&f Ami"istratio" of the NCBTS'TSNA Too& , p11 3"terpretatio" of the NCBTS'TSNA esu&ts , p12 Co"so&iatio" of the NCBTS'TSNA esu&ts , p1(

/' 6tili7ation of &%"TS-TS&A Results)))))))))))))))''))))))))))))))!0

8' 9onitorin* and E+aluation of the &%"TS-TS&A)))))''))))))))))))))))''!4

Attachment !: &%"TS-TS&A Tools and Templates ))))))))''))))))))))))))'!;

Attachment 2: 9


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.#$SSAR> $F A%R$&>9S

AIP A""ua& 3mp&eme"tatio" P&a"

"ESRA Basic Eucatio" Sector eform A*e"a

%"TS Compete"cy Base Teacher Sta"ars

%$ Ce"tra& !4ce

%$T Ce"ter of Trai"i"*

DEDP $i%isio" Eucatio" $e%e&opme"t P&a"

DepED $epartme"t of Eucatio"D$ $i%isio" !4ce

EDPITAF Eucatio"a& $e%e&opme"t Pro5ect 3mp&eme"ti"* Task Force

E"EIS E"ha"ce Basic Eucatio" 3"formatio" System

ES Eucatio" Super%isor

F.D Focus +roup $iscussio"

I%T 3"formatio" Commu"icatio" Tech"o&o*y

I%T4E 3"formatio" Commu"icatio" Tech"o&o*y for Eucatio"

I&SET 3"'Ser%ice Eucatio" a" Trai"i"*

IRR 3mp&eme"ti"* u&es a" e*u&atio"s of A 61.., $ecem-er 2778

IPPD 3"i%iua& P&a" for Professio"a& $e%e&opme"t

?RT #ey esu&ts Thrust

?SA #"ow&e*e, Ski&&s a" Attitues

#A% 9ear"i"* Actio" Ce&&s

#R9DS 9ear"i"* esource :a"a*eme"t a" $e%e&opme"t System

9$$E :ai"te"a"ce a" !ther !perati"* Expe"ses

9PPD :aster P&a" for Professio"a& $e%e&opme"t

9


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&ational %ompetenc(-"ased Teacher Standards -&ational %ompetenc(-"ased Teacher Standards -Teachers Stren*ths and &eeds Assessment B&%"TS-TS&ACTeachers Stren*ths and &eeds Assessment B&%"TS-TS&AC

!'!' Introductor( InformationIntroductor( Information

"asis of the &%"TS-TS&A"asis of the &%"TS-TS&A

The $epartme"t of Eucatio" is prese"t&y pursui"* a packa*e of po&icy reforms thatseeks to impro%e the ort a&reay starte= This packa*e of po&icy reforms isreferre to as the Basic Eucatio" Sector eform A*e"a ?BESA@=

!"e key e&eme"t i" the reform a*e"a is the esta-&ishme"t of the Natio"a&Compete"cy'Base Teacher Sta"ars ?NCBTS@= This is a framework that ie"ties thecompete"cy sta"ars for teacher performa"ce so that teachers, &ear"ers a"stakeho&ers are a-&e to appreciate the comp&ex set of -eha%iors, attitues a" ski&&s

that each teacher must possess i" orer to carry out the satisfactory performa"ce of their ro&es a" respo"si-i&ities=

3" respo"se to the "ee for a" i"strume"t that ie"ties the professio"a& stre"*ths a"e%e&opme"t "ees of the teachers, the NCBTS 'TSNA was e%e&ope a" %a&iatethrou*h the AusA3$'fu"e Pro5ect Stre"*the"i"* the 3mp&eme"tatio" of BasicEucatio" i" Se&ecte Pro%i"ces i" the isayas ?ST3E@= This i"itiati%e was u"ertake"i" coori"atio" with the Eucatio"a& $e%e&opme"t Pro5ect 3mp&eme"ti"* Task Force?E$P3TAF@ a" e*io"s 3, 33 a" 333, $i%isio"s of Ne*ros !ccie"ta&, Boho&Ta*-i&ara"a" Norther" Samar, a" further %a&iate -y the Teacher Eucatio" $e%e&opme"tPro*ram'Tech"ica& )orki"* +roup ?TE$P'T)+@ at the "atio"a& &e%e&=

The &%"TS- TS&A S(stem Frame=or The &%"TS- TS&A S(stem Frame=or

The NCBTS'TSNA aopts the T$NA System Framework= The process etermi"es thei>ere"ces -etwee" the actua& situatio" ?what is@ a" the esire co"itio" ?whatshou& -e@ i" terms of teacher professio"a& compete"cies= 3" the NCBTS'TSNA, theactua& situatio" is escri-e -y the curre"t compete"cies as percei%e -y the teacher=

The pro&e of the teachers curre"t compete"cies is compare to the NCBTS sta"arsfor e>ecti%e teachi"*= This NCBTS'TSNA, therefore, ie"ties -oth the compete"cystre"*ths a" "ees as a resu&t of etermi"i"* the i>ere"ce -etwee" the expectea" the curre"t teachers compete"cies= These compete"cies are tra"s&ate i" terms of #"ow&e*e, Ski&&s, a" Attitues ?#SAs@ that actua&&y e"e the omai"s, stra"s a"

performa"ce i"icators of the NCBTS=

As i" the T$NA Framework, the NCBTS'TSNA i"%o&%es three esse"tia& sta*es of stre"*ths a" "ees a"a&ysis; Phase 3 ?Do- A"a&ysis for E>ecti%e Performa"ce@ isactua&&y o"e -y a"a&yi"* "atio"a&&y set teacher sta"ars i" -eha%iora& terms or -yie"tifyi"* e>ecti%e teachi"* compete"cies= The $epE$ Ce"tra& !4ce a" e*io"a&!4ces are taske to o this phase of the TSNA process= Phase 33 ?3"i%iua& Trai"i"*Nees A"a&ysis@ is the i"strume"tatio" to etermi"e the curre"t teacher compete"cy&e%e&s i" #SA terms which is o"e -y the i"i%iua& teacher at the schoo& &e%e&= Phase 333?Stre"*ths'Nees a"a&ysis@ is the a"a&ysis of the iscrepa"cies -etwee" the sta"arsset a" the curre"t teachers ata o" their compete"cies= :i"ima& iscrepa"ciesi"icate stre"*ths whi&e -i* iscrepa"cies i"icate &ear"i"* "ees= The co"so&iatio" of resu&ts is carrie out at the schoo&, c&uster, $istrict, $i%isio" or e*io" &e%e& for theirrespecti%e purposes re&ate to ie"tifyi"* teacher trai"i"* a" e%e&opme"t "ees=

NCBTS-TSNA Guide and Tools (age /


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Job Anal(sis for Eecti+e Performance

%onsolidatedTD&A Results

tren*th-&eeds Anal(sis

A" importa"t aspect of the NCBTS'TSNA process is the uti&iatio" of its resu&ts that wi&&ser%e as i"puts i" the preparatio" of 3"i%iua& P&a" for Professio"a& $e%e&opme"t?3PP$@ a" i" esi*"i"* pro*rams a" acti%ities for teachers at the schoo&, istrict a"i%isio" &e%e&s= The co"so&iate NCBTS'TSNA resu&ts at the schoo&, i%isio", a"re*io"a& &e%e& i"form the Schoo& 3mpro%eme"t P&a" ?S3P@, the $i%isio" Eucatio"$e%e&opme"t P&a" ?$E$P@ a" the e*io"a& Eucatio" $e%e&opme"t P&a" ?E$P@, withrespect to the p&a"s for professio"a& e%e&opme"t at the schoo&, i%isio" a" there*io"a& &e%e&s=

)he" esta-&ishe, the NCBTS'TSNA system e"sures that teache!s !outinel) use CBTSin maing sel-assessments o thei! cu!!ent p!actices to identi) thei! individualdevelopment needs, and that school heads, division and !egional o0ces also !outinel) use CBTS in identi)ing teache! pe!o!mance acto!s that a1ect school-wide lea!ningoutcomesG ?BESA P3P, 277/ ersio" ?P3P =1, p= 21@=

The framework is i&&ustrate -e&ow=

Purpose of the &%"TS-TS&APurpose of the &%"TS-TS&A

To rea&ie the pro%isio" of


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2= Co"so&iate the NCBTS'TSNA resu&ts at the schoo&, istrict, i%isio", a" re*io"&e%e&s

Epected $utputsEpected $utputs

Base o" the purpose state a-o%e, the NCBTS'TSNA is expecte to yie& the fo&&owi"*

specic outputs;

A' At the indi+idual le+el:

A" 3"i%iua& Teacher Summary of NCBTS'TSNA esu&ts i"icati"* the stre"*ths a"&ear"i"* "ees i" each of the se%e" omai"s a" 2( stra"s=

"' At the school le+el:

Co"so&iate NCBTS'TSNA resu&ts that reIect the *e"era& stre"*ths a" &ear"i"*"ees of the teachers i" the schoo&

%' At the cluster5district 5di+ision5re*ion le+el:Co"so&iate NCBTS'TSNA resu&ts of participati"* schoo& teachers i" a *i%e"c&usteristricti%isio"re*io"=

TheThe &%"TS and the ?SAs De+eloped for the &%"TS-TS&A&%"TS and the ?SAs De+eloped for the &%"TS-TS&A

The NCBTS'TSNA too& is a"chore o" the NCBTS Framework set -y the $epartme"t of Eucatio"= This co"tai"s se%e" i"te*rate omai"s for e>ecti%e teachi"* which are;Domain !–Socia& e*ar for 9ear"i"*J Domain 2–9ear"i"* E"%iro"me"tJ Domain 0–$i%ersity of 9ear"ersJ Domain 4–Curricu&umJ Domain /– P&a""i"*, Assessi"* a"eporti"*J Domain 8–Commu"ity 9i"ka*esJ a" Domain ;–Perso"a& +rowth a"

Professio"a& $e%e&opme"t= Each omai" has its correspo"i"* stra"s a" each stra"has performa"ce i"icators= A tota& of se%e" omai"s, 2( stra"s a" 07 performa"cei"icators make up the NCBTS compete"cy sta"ars set -y the $epE$=

The omai"s, stra"s a" performa"ce i"icators were tra"s&ate to specic #SAs tocompose the NCBTS'TSNA Too& with 287 #SAs i" the %arious c&usters as escri-e i" theta-&e -e&ow;

DOMAINS STRANDS PERFORMANCEINDICATORS

KSAs

Domain 1: Social Regard for Learning ! 1"

Domain : Learning En#ironmen$ ! 1% !&

Domain ': Di#ersi$( of Learners 1 " %Domain ): C*rric*l*m % %"

Domain !: Planning+ Assessing and Re,or$ing ) 1 )-

Domain .: Comm*ni$( Lin/ages 1 . 1"

Domain %: Personal and Professional 0ro$2 ' 1- '-

Total -7 Domains 23 80 270

The NCBTS'TSNA Too& co"te"t a" methoo&o*y were %a&iate -y %arious *roups ati>ere"t &e%e&s across e*io"s 3, 33, a" 333 a" at the Ce"tra& !4ce &e%e&= The%a&iatio" process i"%o&%e the fo&&owi"*;

1@ Pre&imi"ary Co"te"t a&iatio"; The %a&iatio" *roup i"c&ue the ST3E2

Pro5ect Compo"e"t Team compose of (K eucators with K e*io"a& Super%isors,/ $i%isio" Super%isors, 22 Pri"cipa&s, 1 Ami"istrati%e !4cer ?former :!(@,

NCBTS-TSNA Guide and Tools (age 3


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a" 1 $istrict A9S Coori"ator= The process reuce the ori*i"a& (8. items to2/7 items=

2@ e*io", a" $i%isio" 9e%e& Co"te"t a&iatio"; Six e*io"a& Eucatio" $i%isio"ChiefsJ 1/ $i%isio" Super%isorsJ 1( $istrict Super%isorsJ 28 Schoo& eas, 28E&eme"tary Schoo& :aster Teachers a" 28 i*h Schoo& :aster Teachers werese&ecte to re%iew the too& for co"te"t a" &a"*ua*e use= They su-mitte theircomme"ts a" mar*i"a& "otes for the re"eme"t of the too&=

(@ Fie& Process a&iatio"; Sixty 3"'ser%ice Teachers were aske to respo" to thetoo& with two %ersio"s= Thirty ?(7@ teachers use the ma"ua& %ersio" a" (7teachers use the e&ectro"ic %ersio"= esu&ts showe that it was more e4cie"t tocomp&ete the e&ectro"ic %ersio"= Time spe"t i" accomp&ishi"* -oth %ersio"s wererecore to -e o" a%era*e two hours for the ma"ua& a" o"e hour for thee&ectro"ic= There were re"eme"ts o"e for the e&ectro"ic too& re&ate to thepro*rammi"* of resu&ts per omai" a" stra"=

K@ a&iatio" -y six of the ST3E pro5ects Tech"ica& A%isers; T$NA a" SB:

A%iser, the Natio"a& a" 3"ter"atio"a& TL$ A%isers, the Natio"a& a"3"ter"atio"a& 3CT A%isers a" the SB:'MAAF A%iser= There was arecomme"atio" to i"c&ue items specic to 3CT compete"cies su-mitte -y the9:$S A%isers= The 3CTKE sta"ars were stuie a" ten items were aeto the four ori*inal items to compose the 3CT omai"G= This mae the tota& of items 2; i" a&&=

4* Experts a&iatio" at the Ce"tra& !4ce 9e%e&; The TE$P who was respo"si-&e i"formu&ati"* the NCBTS was co"su&te to re%iew the too&= The TE$P *roupi"c&ue; the $irector of the Teacher Eucatio" Cou"ci& ?TEC@, a Professor a"former ice'Presie"t for Acaemics of )est isayas State "i%ersity, theAssociate Co&&e*e $ea" of Arts a" Scie"ces of the "i%ersity of the Phi&ippi"es,

the Co&&e*e $ea" of Ce"tro Esco&ar "i%ersity a" Natio"a& Presie"t of PAFTE, aSchoo& ea a" the Presie"t of NAPSS3, a Schoo& ea a" Presie"t of PESPA, a" a SPE$ specia&ist a" Assista"t Chief of the Bureau of E&eme"taryEucatio"= To*ether with the TL$ Team a" the 3CT a" TL$ Tech"ica& A%isers,they re%iewe the ma"ua& a" thorou*h&y i"specte the 287 items, item -y item=As a resu&t, further re"eme"ts were i"corporate to the Too&= Aitio"a&&y, the

TE$P expresse appreciatio" for the e%e&ope NCBTS too& a" for the aitio"of a set of 1K items that compose a" 3CT omai"G=

/@ Prese"tatio" of the +uie a" Too&s to a "atio"a& *roup of teacher eucators;Comme"ts a" poi"ts for re"eme"t were *athere from the participa"ts of the

First Natio"a& Co"fere"ce of Ce"ters of Trai"i"* 3"stitutio"s, atte"e -y easa" $ea"s of 02 Teacher Eucatio" 3"stitutio"s ?TE3s@, i"c&ui"* a few $s, A$s,a" S$Ss, he& at the $e%e&opme"t Acaemy of the Phi&ippi"es, Ta*aytay City=Poi"ts co"siere for the impro%eme"t of the +uie a" too& were the i"c&usio"of the PS$Ss to -e co'respo"si-&e with the Schoo& eas for the ami"istratio"of the NCBTS Too& to teachers i" their c&usters, the i"c&usio" of a" item for *uiereIectio" as a compete"cy, reco"sieratio" of the &e"*th of the Too&, amo"*others=

8@ Preparatio" of the NCBTS'TSNA !rie"tatio" Packa*e; 3" the course of oi"* thesteps me"tio"e a-o%e, there was a c&ear reco*"itio" that teachers must ha%ea" ae


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eas a" NCBTS Coori"ators o" the BESA a" the NCBTS= The NCBTS'TSNA!rie"tatio" Packa*e, which co"sists of a series of Structure 9ear"i"* Episoes?S9Es@, was a&so to -e co"ucte to teachers prior to the i"itia& ami"istratio" of the NCBTS'TSNA Too&=

0@ Process Try'out of the NCBTS'TSNA +uie a" Too&s, i"c&ui"* the NCBTS'TSNA!rie"tatio" Packa*e; The NCBTS'TSNA system, proceures were trie out i" ao"e'schoo& samp&e that i"%o&%e a&& the teachers a" the Schoo& ea of the

Ta-a&o"* Natio"a& i*h Schoo&, $auis, $i%isio" of Boho&= The co"te"t a"processes of co"ucti"* the S9Es, the too& ami"istratio", scori"*, i"i%iua& a"schoo& co"so&iatio" pro&i"*, a" the :LE mecha"isms were trie with ((teachers= e"eme"ts were o"e fo&&owi"* the try'out -ase o" the o-ser%atio"sof the TL$ Team a" fee-ack from the teacher respo"e"ts= The Pi&ot ersio"of the NCBTS'TSNA +uie a" Too&s, a" NCBTS'TSNA'!rie"tatio" Packa*e wasthe" prepare for a -i**er samp&e of schoo&s=

6@ $i%isio" Pi&ot'Test of the NCBTS'TSNA +uie a" Too&s, i"c&ui"* the NCBTS'TSNA!rie"tatio" Packa*e; The pi&ot'testi"* of the NCBTS'TSNA system usi"* the

NCBTS'TSNA +uie a" Too&s a" the NCBTS'TSNA !rie"tatio" Packa*e was o"ei" the (77 pi&ot schoo&s i" the $i%isio"s of Boho&, Ne*ros !ccie"ta& a" Norther"Samar= This expa"e to i"c&ue the six hu"re twe"ty ?/27@ "o"'pi&ot schoo&si" the i%isio" of Ne*ros !ccie"ta&= Tech"ica& reports were e%e&ope toocume"t the process a" were the -asis for the "a&iatio" of the NCBTS'TSNA+uie a" Too& a" NCBTS'TSNA !rie"tatio" Packa*e= This was tur"e'o%er tothe ce"tra& o4ce which further %a&iate the +uie a" Too&s a" the !rie"tatio"packa*e to six re*io"s outsie the ST3E sites=

17@ Fi"a&iatio" of the NCBTS'TSNA +uie a" Too& a" NCBTS'TSNA!rie"tatio" Packa*e; Base o" the "atio"a& %a&iatio" co"ucte -y the TE$P'

T)+ i" 9uo" a" :i"a"ao, further re%isio"s were mae such as the re"ami"*

of the packa*e to &%"TS-TS&A ?Teachers Stre"*ths a" Nees Assessme"t@,the c&usteri"* of 17 3CT items u"er a "ew STAN$ ?K=8@, aitio" of aperforma"ce i"icator o" 3CT ?K=8=1@= The 17 of the 1K 3CT items fou" i"i>ere"t stra"s i" the ori*i"a& too& were se&ecte a" "a&&y c&assie u"erthis performa"ce i"icator a" 3CT stra"=

2'2' Establishment of Re*ional and Di+ision TD&A-,orin* .roupsEstablishment of Re*ional and Di+ision TD&A-,orin* .roups

The e*io"a& a" $i%isio" T$NA )orki"* +roups ?T$NA')+s@ may -e co"%e"e to takerespo"si-i&ity for the ma"a*eme"t of the NCBTS'TSNA process= The e*io"a& T$NA')+

mem-ers ?represe"ti"* the e&eme"tary a" the seco"ary &e%e&s who are prefera-&yEucatio" Super%isors@, wou& -e esi*"ate -y the e*io"a& $irector= The $i%isio" T$NA')+ is or*a"ie -y the Schoo&s $i%isio" Superi"te"e"t ?S$S@= Both e*io"a& a"$i%isio" T$NA')+ mem-ers are chose" -ase o" experie"ces i" assessme"t a" i" thetrai"i"* of teachers= Chairs a" Co'Chairs may -e assi*"e to &ea the worki"* *roups=

TD&A-,. Roles and Responsibilities

The T$NA')+s ha%e o%era&& respo"si-i&ity for the ma"a*eme"t of the NCBTS'TSNAprocess= They shou& -e fami&iar with the process for orie"ti"* *roups of Schoo& easwith their NCBTS Coori"ators at the c&usteristrict &e%e& o" the process for co"ucti"*the NCBTS'TSNA, a" e"sure they are the" a-&e to ami"ister the too&s to the teachers

at the schoo& &e%e&= The T$NA')+ mem-ers are expecte to p&ay a key ro&e i" thepreparatio", ami"istratio", mo"itori"*, ata co"so&iatio" a" reporti"* the resu&ts of



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the NCBTS'TSNA= The *e"era& Iow of processes re&ate to the NCBTS'TSNA across thee*io"a&, $i%isio"$istrict a" Schoo& &e%e&s is see" i" the ia*ram -e&ow=



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! uti&ies NCBTS' TSNA resu&ts to i"form the :PP$ L E$P

a" NCBTS Coori"ator co"so&iate NCBTS'TSNA resu&ts a" su-mit report to $istrict Super%isor a" $i%isio" T$NA')+

NCBTS- TSNA Structural rocess !lo"

O Note; The !rie"tatio" Packa*e o"&y "ees to -e e&i%ere whe" rst i"trouci"* the NCBTS'TSNA=

Roles and Responsibilities to Support the $rientation on the &%"TS-TS&A

Re*ional Super+isors• To support a" mo"itor the $i%isio" i" the imp&eme"tatio" of the NCBTS'TSNA

!rie"tatio" a" the ami"istratio" of the NCBTS'TSNA Too&

District5Di+ision Super+isors• To atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars

a" the Teachers Stre"*ths a" Nees Assessme"t Too&

• To pro%ie assista"ce to 9ea Schoo& eas i" coori"ati"* c&usters to meet to

u"ertake a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars


• To assist i" *e"erati"* resources for the $i%isio" NCBTS'TSNA acti%ities

• To acti%e&y support Schoo& eas a" NCBTS Coori"ators i" the co"uct of the

orie"tatio" of a&& teachers re*ari"* the NCBTS



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• To acti%e&y support Schoo& eas a" NCBTS Coori"ators i" the ami"istratio"

of the NCBTS'TSNA Too& to a&& teachers

• To support the co"so&iatio" of the resu&ts of the teacher NCBTS'TSNA at the

schoo& &e%e& a" the i"corporatio" of "i"*s i"to Schoo& 3mpro%eme"t P&a"s?S3P@

a" Schoo& P&a"s for Professio"a& $e%e&opme"t ?SPP$@

• To co"so&iate istrict NCBTS'TSNA resu&ts a" i"corporate "i"*s i"to p&a"s for

$istrict &e%e& trai"i"*

• To mo"itor a" e%a&uate the co"uct of the orie"tatio" a" ami"istratio" o"

the NCBTS'TSNA

• To *i%e fee-ack a" recomme"atio" o" the co"uct of orie"tatio" a"

ami"istratio" of the NCBTS'TSNA

#ead School eads

• To orie"t a&& Schoo& eas a" NCBTS Coori"ators withi" their c&uster to theNatio"a& Compete"cy'Base Teacher Sta"ars a" the Teachers Stre"*ths a"

Nees Assessme"t Too&

• To assist Schoo&s eas i" ie"tifyi"*or*a"ii"* i>ere"t worki"* *roups for the

schoo& &e%e& orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars


• Support schoo&s withi" their c&usters with resources to support the NCBTS'TSNA

!rie"tatio" a" the e&ectro"ic co"so&iatio" of NCBTS'TSNA resu&ts

School eads• To atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars


• To ie"tifyor*a"ie i>ere"t worki"* *roups for the orie"tatio" o" the Natio"a&

Compete"cy'Base Teacher Sta"ars a" the Teachers Stre"*ths a" Nees

Assessme"t Too&

• To orie"t a&& teachi"* sta> withi" their schoo& o" the Natio"a& Compete"cy'Base

Teacher Sta"ars

• To ami"ister the NCBTS'TSNA Too& to a&& teachers withi" their schoo&

• To co"so&iate the schoo& &e%e& NCBTS'TSNA resu&ts e&ectro"ica&&y

• To ie"tify the stre"*ths a" "ees of teachers -ase o" the NCBTS'TSNA resu&ts

• To su-mit co"so&iate NCBTS'TSNA esu&ts to the $istrict Super%isor a" the

$i%isio" T$NA')+

&%"TS %oordinators• To atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars

a" the Teachers Stre"*ths a" Nees Assessme"t



15/76

• To assist the Schoo& ea to orie"t a&& teachi"* sta> withi" their schoo& o" theNatio"a& Compete"cy'Base Teacher Sta"ars

• To assist the Schoo& ea i" the ami"istratio" of the NCBTS'TSNA to a&& teacherswithi" their schoo&

• To assist i" the e&ectro"ic co"so&iatio" of the schoo& &e%e& NCBTS'TSNA resu&ts

Teachers• Atte" a" orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars a"

the Teachers Stre"*ths a" Nees Assessme"t Too&

• To rea a" reIect o" e%ery item of NCBTS'TSNA Too&

• To a"swer e%ery item -ase o" a" ho"est assessme"t of o"ese&f to i"form future

professio"a& e%e&opme"t acti%ities

• Comp&ete a Teachers Stre"*ths a" Nees Assessme"t i"c&ui"* the

e%e&opme"t of a" 3"i%iua& Teacher Summary of NCBTS'TSNA esu&ts

• To use the resu&ts i" e%e&opi"* a" 3"i%iua& P&a" for Professio"a& e%e&opme"t

?3PP$@

%riteria for the Selection of School &%"TS %oordinators The orie"tatio" o" the Natio"a& Compete"cy'Base Teacher Sta"ars a" the TeachersStre"*ths a" Nees Assessme"t to teachers i" a&& schoo&s is the respo"si-i&ity of theSchoo& eas a" their respecti%e NCBTS Schoo& Coori"ators= The esi*"atio" of theNCBTS Schoo& Coori"ator is at the iscretio" of the Schoo& ea taki"* i"toco"sieratio" the fo&&owi"* criteria=

NCBTS Coori"ator shou& ha%e;

• at &east ( years of teachi"* experie"ceJ

• k"ow&e*e a" experie"ce i" faci&itati"* trai"i"* acti%itiesJ

• computer ski&&s i" )or, Exce& a" PowerPoi"tJ

• *oo commu"icatio" a" &eaership ski&&sJ

wi&&i"*"ess a" commitme"t i" comp&eti"* NCBTS re&ate tasks to support o"'*oi"* teacher e%e&opme"t=

0'0' $rientation of Super+isors1 School eads and &%"TS School$rientation of Super+isors1 School eads and &%"TS School

%oordinators%oordinators The pri"cip&e of schoo&'-ase ma"a*eme"t empowers the Schoo& eas to pro%iei"structio"a& &eaership a" therefore i" orer for them to support teachers, Schoo&eas must -e aware of the framework of the NCBTS that e"es the co"cept of e>ecti%e teachi"*= 3" aitio", Schoo& eas ca" o"&y e>ecti%e&y support theprofessio"a& e%e&opme"t of the teachers whe" they ha%e the rst'ha" i"formatio"a-out the trai"i"* a" e%e&opme"t "ees of teachers= Schoo& eas a" Schoo&sSuper%isors "ee to -e orie"te so they are k"ow&e*ea-&e of the NCBTS a" thefeatures of the NCBTS'TSNA too& a" its proper ami"istratio" a" resu&ts uti&iatio" if they are to pro%ie e>ecti%e i"structio"a& &eaership=

The $i%isio" T$NA')+ is respo"si-&e for the orie"tatio" of a&& Schoo& Super%isors a"Schoo& eas with their respecti%e NCBTS Schoo& Coori"ators o" the NCBTS a" the

TSNA= The NCBTS'TSNA !rie"tatio" Packa*e ser%es as a *uie a" resource for the



16/76

i"trouctio" of the NCBTS a" the i"itia& ami"istratio" of the se&f'assessme"t too&= The packa*e with accompa"yi"* resource materia&s is esi*"e for k"ow&e*e -ui&i"*a" a%ocacy o" the NCBTS a" for the tra"sfer of the tech"o&o*y to co"uct NCBTS'

TSNA to the Schoo& eas= The packa*e ca" a&so -e use to pro%ie teacher-e"eciaries with a eep u"ersta"i"* of the NCBTS a" its re&atio"ship to i"'ser%iceteachers professio"a& e%e&opme"t a" to i"trouce the NCBTS'TSNA too&, withco"sieratio" of the too&s proper ami"istratio" with teachers a" how resu&ts ca" -euti&ie=

The NCBTS'TSNA !rie"tatio" Packa*e aims to;• e"ha"ce imp&eme"ters u"ersta"i"* of BESA a" the si*"ica"ce of teacher

e%e&opme"t i" achie%i"* its *oa&sJ• i"trouce the NCBTS a" its re&e%a"ce to teacher i"'ser%ice e%e&opme"tJ

• eepe" imp&eme"ters u"ersta"i"* of the se%e" omai"s, stra"s a"performa"ce i"icators of the NCBTSJ

• i"trouce the NCBTS'TSNA Too& a" co"sier *uie&i"es for its imp&eme"tatio"J

• prepare Schoo& eas, NCBTS Coori"ators a" Super%isors to imp&eme"t theNCBTS'TSNA to teachers=

The NCBTS'TSNA !rie"tatio" Packa*e co"sists of resource materia&s for the co"uct of orie"tatio" of the NCBTS to those respo"si-&e for imp&eme"ti"* the NCBTS'TSNA ?e=*=Schoo& heas, NCBTS Coori"ators a" Super%isors@ as we&& as to teachers= There are%e Structure 9ear"i"* Episoes ?S9Es@= Each S9E sets out the specic keyu"ersta"i"* to -e e%e&ope, the specic &ear"i"* o-5ecti%es to -e achie%e, therecomme"e uratio", a" the etai&e escriptio" of the proceura& Iow of thesessio" e=*= the core acti%ities to -e e&i%ere= Accompa"yi"* PowerPoi"ts a"ha"outs are i"c&ue i" the packa*e=

The co"te"t of the S9Es a" correspo"i"* e&eme"ts are summarie i" the matrix-e&ow;

S#Es5Title $becti+es ?e( 6nderstandin*sSupport

9aterials

SLE 0:

NCBTS-TSNAOrientationOverview

13 4nders$and $2e o56ec$i#esof $2e '7da( orien$a$ion

3 Define and s2aree8,ec$a$ions of $2e '7da(orien$a$ion

'3 Iden$if( $2e 2o*se r*les)3 A,,recia$e $2e #al*e of

s2aring ideas

• An *nders$anding of $2e o56ec$i#es of $2e NC9TS7

TSNA orien$a$ion ill ens*re ,ar$ici,an$s areaare of $2e ,*r,ose for $2e $raining3

• Agreed learning e8,ec$a$ions ill ens*re

,ar$ici,an$s and facili$a$ors are or/ing $oards$2e same goal3

• A se$ of ;o*se R*les< ill s*,,or$ $2e smoo$2

cond*c$ of $2e $raining3

7 ;ando*$s:ProgramO56ec$i#es andSc2ed*le:Orien$a$ion on$2e NC9TS7TSNA

7 PoerPoin$,resen$a$ion

SLE 1:

!T 2 an"BES!A

13 Disc*ss $2e ini$ia$i#es5eing im,lemen$ed$2ro*g2 9ESRA

3 4nders$and 2o $2e KRTsof 9ESRA lead $o $2ea$$ainmen$ of EFA goalsand =*ali$( ed*ca$ion

'3 4nders$and 2o oneDe,ED?3

• To ac2ie#e $2e desired ed*ca$ional o*$comes for

all Fili,inos+ 9ESRA foc*ses on s,ecific ,olic(ac$ion i$2in fi#e Ke( Reform T2r*s$s >KRTs?incl*ding KRT Teac2er De#elo,men$3

• As $2e ins$r*c$ional leader of $2e sc2ool+ $2e

Sc2ool ;ead s2o*ld s*,,or$+ enco*rage andmo$i#a$e $2e $eac2ers< con$in*o*s ,rofessionalde#elo,men$3

7 ;ando*$ on9ESRA

7 PoerPoin$Presen$a$ion

NCBTS-TSNA Guide and Tools (age /:


17/76

SLE 2:NCBTS # A$%i"e &or all'ili(inoTea)*ers

13 E8,lain $2e frameor/+s$r*c$*re and fea$*res of$2e NC9TS

3 E8,lain $2e significanceand im,or$ance of $2eNC9TS and i$s $arge$*sers

'3 Disc*ss $2e *se of $2eNC9TS and 2o i$ can2el, $eac2ers im,ro#e$eac2ing and learning

)3 A,,recia$e $2e #al*e of$2e NC9TS

• T2e NC9TS is an in$egra$ed $2eore$ical

frameor/ $2a$ defines $2e differen$ dimensionsof effec$i#e $eac2ing+ 2ere effec$i#e $eac2ingmeans 5eing a5le $o 2el, all $(,es of s$*den$sac2ie#e $2e #ario*s learning goals in $2ec*rric*l*m3

• T2e NC9TS ,ro#ides a clear g*ide for all $eac2er

de#elo,men$ ,rograms and ,ro6ec$s from sc2oolle#el *, $o $2e na$ional le#el3

• @ario*s s$a/e2olders and ins$i$*$ions *se $2e

NC9TS in $2eir roles $o main$ain =*ali$(ed*ca$ion $2ro*g2 effec$i#e $eac2ing andlearning3

7 ;ando*$ on $2eNC9TS


SLE3:

T*e NCBTSCom(onentsan" Str%)t%re:A Closer Loo+at t*e

Domains

13 Define $2e differen$domains of NC9TS

3 Classif( indica$ors ands$rands according $odomains

'3 A,,recia$e $2e #al*e ofNC9TS in $eac2erDomains $o .?1.1: Domains on $eac2ing ,rac$icesrela$ed $o $2e $ec2nical as,ec$ of $2e$eac2ing and learning ,rocesses>Domains '+ ) and !?1.2: Domains on $eac2ing ,rac$ices $2a$em5ed $2e learning ,rocess in ana,,ro,ria$e con$e8$ >Domains .?

3 Domains $2a$ rela$e $o $2e $eac2er as a

learner >Domain 1 %?

7 ;ando*$s:

Lis$ of NC9TSDomains+S$rands andPerformanceIndica$ors


SLE ,

T*eA"ministration o& t*eNCBTS - TSNAto Tea)*ers

13 9e familiar i$2 $2e NC9TS7

TSNA Tool and $2e

g*idelines for i$s

adminis$ra$ionB

3 Prac$ice $2e adminis$ra$ion

and ,rofiling of $2e NC9TS7

TSNA Tool >2ard co,( and

elec$ronic #ersions?

'3 A,,recia$e $2e im,or$ance of$2e NC9TS7TSNA Tool in

$2e ,lanning and designing

,rofessional de#elo,men$

in$er#en$ions and deli#er(

modes for $eac2ers3

• T2e NC9TS7TSNA $ool is anc2ored on $2e

NC9TS Frameor/ se$ 5( $2e De,ar$men$ ofEd*ca$ion3 T2is con$ains $2e se#en in$egra$eddomains for effec$i#e $eac2ing3

• T2e domains+ s$rands and ,erformance indica$ors

are $ransla$ed $o s,ecific Knoledge+ S/ills+ andA$$i$*des >KSAs? $o com,ose $2e NC9TS7TSNATool i$2 %- KSAs3

• Dis$ric$ S*,er#isors+ Sc2ool ;eads and $2eir

res,ec$i#e NC9TS Coordina$ors 5ecome $2e

Im,lemen$ers of $2e NC9TS7TSNA across $2esc2ools i$2in $2eir cl*s$ers3

• T2e NC9TS7TSNA Tool is a#aila5le in an

elec$ronic forma$ i$2 an a*$o7scoring s(s$em orin 2ard co,( i$2 a se,ara$e anser s2ee$ andIndi#id*al Teac2er


18/76

SLE #

.For SH)

A)tion/lannin &orNCBTS-TSNAA"ministratio

n

13 Ma/e a ,lan for cl*s$er andsc2ool75asedim,lemen$a$ion of $2eNC9TS7TSNA

3 Posi$i#el( acce,$s*gges$ions made on $2e,ro,osed ac$ion ,lan

• An Ac$ion Plan ill s*,,or$ $2e im,lemen$a$ion of

$2e NC9TS7TSNA a$ $2e cl*s$er and sc2ool le#el

• An ac$ion ,lan s2o*ld 5e com,le$e and doa5le3

• An ac$ion ,lan s2o*ld s*i$ $2e cl*s$ersc2ool

se$$ing3

• An ac$ion ,lan s2o*ld 5e done colla5ora$i#el(3

7 Ac$ion Plan,roforma

7 PoerPoin$,resen$a$ion

7 Par$ici,an$E#al*a$ion

Proforma

The packa*e ca" -e accesse throu*h the Trai"i"* $e%e&opme"t 3"formatio" System?T$3S@ which is a" e&eme"t of the E"ha"ce Basic Eucatio" 3"formatio" System?EBE3S@ at http;-eis=epe=*o%=ph or throu*h the 9ear"i"* esource :a"a*eme"ta" $e%e&opme"t System ?9:$S@ Porta& at http; &rms =epe=*o%=ph

4'4' Schools-%luster &%"TS-TS&A ImplementationSchools-%luster &%"TS-TS&A Implementation

Schoo&s withi" the $i%isio" are expecte to form c&usters= Each c&uster shou& esi*"atea 9eaer Schoo&= 9eaer Schoo& eas a" their respecti%e NCBTS Coori"ators-ecome the 3mp&eme"tersG of the NCBTS'TSNA across the schoo&s withi" theirc&usters= Schoo& eas from withi" each c&uster are co"%e"e to *o throu*h para&&e&k"ow&e*e -ui&i"* a" to co"uct the NCBTS'TSNA for their ow" teachers= The $istrictSuper%isors wi&& take the ro&e of *uii"* a" mo"itori"* the NCBTS'TSNA orie"tatio"a" ami"istratio" proceures withi" the c&uster or istrict=

The Electronic and ard %op( Versions of the &%"TS-TS&A ToolThe Electronic and ard %op( Versions of the &%"TS-TS&A Tool

The NCBTS'TSNA Too& is a se&f'assessme"t proceure that is i"trouce -y the Schoo&

eaNCBTS Coori"ator throu*h a" orie"tatio" process i" orer for the teacher'respo"e"ts to see its importa"ce a" thus reIecti%e&y respo" to the too&= The NCBTS' TSNA Too& is a%ai&a-&e i" a" e&ectro"ic format with a" auto'scori"* system, or i" a harcopy with a separate scori"* a" resu&ts summary temp&ate= 3f the e&ectro"ic %ersio" isuse, each teacher respo"s to the NCBTS'TSNA too& from a &e i"sta&&e o" a commo"computer i" the schoo&= 3t takes approximate&y o"e'a"'a'ha&f hours to accomp&ish thei"strume"t, a&thou*h "o time &imit shou& -e impose= The scores a" i"i%iua& pro&eof the teacher i" the se%e" omai"s with the correspo"i"* stra"s are e&ectro"ica&&y*e"erate i"sta"t&y upo" comp&etio" of the i"strume"t= A&& schoo&s are e"coura*e touse the e-ve!sion of the too& for easy pro&i"* a" co"so&iatio"=

Schoo&s that ha%e "o access to the tech"o&o*y re


19/76

a" the 3"i%iua& esu&ts Temp&ate to a&& re*io"s a" i%isio"s with the expectatio"that a&& teachers wou& -e pro%ie with a copy=

Self-Administration of the &%"TS-TS&A ToolSelf-Administration of the &%"TS-TS&A Tool

The NCBTS- TSNA Responses

The i"strume"t co"tai"s c&usters of #SAs specic to a particu&ar performa"ce i"icatorwith a commo" stem; #At "hat level do I$% Co"sieri"* that the NCBTS'TSNA too& isi"te"e for se&f'assessme"t a" "ot for performa"ce rati"*s, the respo"ses to theitems are expresse


20/76

Interpretation of the &%"TS-TS&A ResultsInterpretation of the &%"TS-TS&A Results

po" comp&etio" of the NCBTS'TSNA Too&, a" o-tai"e score whether a" a%era*e of theomai" or stra" is i"terprete usi"* the appropriate i"ices i" the chart -e&ow=

Ran*e Description of the #e+el of Teachin*%ompetence

?eferre to as Teacher Professio"a&$e%e&opme"t 3"ex i" $epE$ NCBTS'TSNA

Primer@

Sca&eScores Perce"ta*eScores

(=.1'K=77

08=.1 ' 177 Epertery compete"t a" ca" support otherteachers impro%eme"t

Teache! has almost all the competencies o! e1ective teaching at high level. These a!e theidenti=ed st!engths. St!engths have to $esustained and enhanced> howeve! p!oessional

development needs have to $e continuousl)add!essed?

2=.1'(=.7 /2=.1 '08=.7

EperiencedCompete"t i" the #SA -ut wou& -e"et fromfurther trai"i"* a" e%e&opme"t

Teache! has the ma%o!it) o the competenciesat high level o! e1ective teaching. St!engthshave to $e enhanced. T!aining anddevelopment needs have to $e add!essed?.

1=.1'2=.7 (8=.1 –

/2=.7

De+elopin*

Fair&y compete"t i" #SA a" "ee furthertrai"i"* a" e%e&opme"t

Teache! has ave!age o all the competenciesat high level o e1ective teaching. Thesest!engths have to $e enhanced> howeve!,t!aining needs have to $e add!essed as

p!io!it).?1=77'1=.7 2.=77 –

(8=.7"e*innin*9acki"* compete"ce i" the #SA a" re


21/76

schoo& &e%e& resu&ts= A" i"i%iua& summary resu&t as we&& as a schoo& pro&e ca" -e*e"erate ie"tifyi"* a si"*&e teachers or a schoo&s stre"*ths a" priority trai"i"* a"e%e&opme"t "ees accori"* to the NCBTS omai"s a" stra"s= $ata ca" -ea"a&ye a" use to i"form the teachers e%e&opme"t of a" 3"i%iua& Professio"a&$e%e&opme"t P&a" ?3PP$@ a" the Schoo& P&a" for Professio"a& $e%e&opme"t ?SPP$@=

Simi&ar&y, the ata-ase ca" -e use to support the co"so&iatio" a" a"a&ysis of NCBTS' TSNA resu&ts at the istrict, i%isio" a" re*io"a& &e%e&=

The T$NA $ata-ase at the schoo& a" istrict &e%e& is a sta" a&o"e ata-ase that oes"ot re


22/76

$istrict co"so&iate NCBTS'TSNA resu&ts shou& -e a"a&ye -y Super%isors so thattech"ica& assista"ce ca" -e tar*ete to the ie"tie "ees of i"i%iua&s as we&& as*roups of teachers= Commo" "ees of teachers across schoo&s ca" -ecome the focusfor $istrict'&e trai"i"* a" e%e&opme"t pro*rams= Division &evel Consolidated NCBTS-TSNA Results

A" a"a&ysis of $i%isio" &e%e& NCBTS'TSNA resu&ts ca" support the ie"ticatio" of commo" trai"i"* a" e%e&opme"t "ees of teachers across the i%isio"= Thisi"formatio" ca" the" i"form the type of trai"i"* a" e%e&opme"t acti%ities that areco"ucte -y the $i%isio" to support impro%e teachi"* a" &ear"i"* a" -ei"corporate i"to $i%isio" :PP$s= esu&ts shou& i"form Trai"i"* of Trai"er pro*rams,pro*rams for teachers, as we&& as the type of tech"ica& assista"ce $i%isio" Super%isorspro%ie to teachers=

Region &evel Consolidated NCBTS-TSNA Results

)hi&e the e*io" oes "ot "orma&&y pro%ie trai"i"* irect&y to teachers, a" a"a&ysis of

the co"so&iate NCBTS'TSNA resu&ts ca" -e use to i"form the re*io" o" the type of tech"ica& assista"ce they "ee to pro%ie to the $i%isio"s= esu&ts shou& -e a"a&yewhe" e%e&opi"* e*io"a& :PP$s to pro%ie irectio" o" the type of trai"i"* pro*ramsa" resources that the re*io" shou& -e pro%ii"* $i%isio" perso""e&= This is o"e sothey are a-&e to assist teachers i" impro%i"* teachi"* a" &ear"i"* practices=

8'8' 9onitorin* and E+aluation of the &%"TS-TS&A9onitorin* and E+aluation of the &%"TS-TS&A

:o"itori"* a" e%a&uatio" ?:LE@ acti%ities are %ita& i" e"suri"* that pro*ramimp&eme"tatio" aheres to the sta"ars set= 3" carryi"* out these acti%ities, : L Ei"strume"ts are i"ispe"sa-&e a" the processes re&ati"* to the use of thesei"strume"ts eere"t : L E too&s arei"te"e to support this preparatio" a" assist i" the co&&ectio" of i>ere"t types of i"formatio" such as the o%era&&


23/76

monitorin

NC9TS Im,lemen$ersde$ails in rela$ion $o$2eir c*rren$ ,osi$ion+$2eir le#el ofe8,erience and=*alifica$ion

All NC9TSIm,lemen$ers ill5e as/ed $ocom,le$e $2e,rofile

TD-6E 'orm

1: n"ivi"%al

/ro&ile Tem(late

TDNA70 Prior $o $2eirin#ol#emen$ in$2e NC9TS7TSNA ,rocess

Res*l$s ill 5e anal(Ged$o ens*re NC9TSIm,lemen$ers 2a#e $2ere=*ired KSAs3 Res*l$s ill 5e en$ered in$o $2eTDIS

Teac2ers de$ails inrela$ion $o $2eir c*rren$,osi$ion+ $2eir le#el ofe8,erience and=*alifica$ion

All $eac2ers ill5e as/ed $ocom,le$e $2e,rofile

NCBTS-6E

'orm 1: Tea)*er

/ro&ile &or

NCBTS-TSNA

TDNA70 Prior $o $2eaccom,lis2men$of $2e NC9TS7TSNA Tool

Res*l$s ill 5e en$eredin$o $2e TD IS da$a5asealong i$2 $2eircorres,onding NC9TS7TSNA res*l$s

Im,lemen$a$ion of $2eNC9TS7TNAOrien$a$ion Pac/age inrela$ion $o $2e

,rocesses folloed

A ProcessO5ser#er ill 5eassigned $ocom,le$e a

Learning ProcessO5ser#a$ion foreac2 session

NCBTS-6E

'orm 2:

Learnin

/ro)ess

O4servation

TDNA 70 D*ring $2eNC9TSorien$a$ion or/s2o,

Res*l$s ill 5edisc*ssed i$2 indi#id*alTrainers $o iden$if(s$reng$2s and areas for

im,ro#emen$ d*ringde5riefing sessions3Recommenda$ions5ased on a anal(sis of$2e res*l$s s2o*ld 5eincl*ded in $2e ProgramCom,le$ion Re,or$

T2e com,e$enc( of $2eNC9TS Coordina$orsin rela$ion $o $2ecri$eria se$ for $2e role3

A TDNA70mem5er ill 5eassigned $oo5ser#er $2e

NC9TSCoordina$ord*ring $2eorien$a$ion,rocess

NCBTS-6E

'orm 3: NCBTS

Coor"inator9s

C*e)+list

Di#isionTDNA70

D*ring $2eNC9TSorien$a$ion or/s2o,

Res*l$s ill 5edisc*ssed i$2 indi#id*alNC9TS Coordina$ors $oiden$if( s$reng$2s and

areas for im,ro#emen$Res*l$s ill 5e *sed $oinform f*$*re decisionsregarding $2e cri$eriaand ,rocess forselec$ing NC9TSCoordina$ors3Recommenda$ions5ased on an anal(sis of$2e res*l$s s2o*ld 5eincl*ded in $2e ProgramCom,le$ion Re,or$

T2e o#eralleffec$i#eness of $2e or/s2o, as deli#ered5( $2e 2ole Team3

Eac2 of $2e$rainers ill 5eas/ed $o ma/ean assessmen$ of$2e orien$a$ion3

NCBTS-6E

'orm ,:

Trainer9s

Assessment o&

t*e NCBTS

Orientation

or+s*o(

Di#isionTDNA70

4,on com,le$ionof $2e NC9TSorien$a$ion or/s2o,

Res*l$s ill 5e colla$edand anal(Ged 5( $2eTDNA703 A s*mmar(of $2e res*l$s ill 5eincl*ded in $2e ProgramCom,le$ion Re,or$ and ill inform f*$*re$raining3

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7 $2e o#erall =*ali$( of

All ,ar$ici,an$s ill 5e as/ed $ocom,le$e $2eTrainee


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$2e $raining7 $2e *sef*lness of $2e

$raining7 $2eir a5ili $( $o

im,lemen$ $2econ$en$ of $2e $raining

7 s$reng$2s and

ea/nesses of $2e$raining

F' ProgramAssessmen$Form

Assessment

'orm

s*mmar( of $2e res*l$s ill 5e incl*ded in $2eProgram Com,le$ionRe,or$ and ill informf*$*re $raining3

T2e im,lemen$a$ion of$2e NC9TS7TSNAOrien$a$ion a$ $2edi#ision+ cl*s$er andsc2ool le#elTomorro

A ProcessO5ser#er ill 5eiden$ified andas/ed $ocom,le$e $2e $ool

NCBTS-6E'orm :Do)%mentationTool &or t*eCon"%)t o&Cl%ster orS)*ool LevelNCBTS-TSNA

m(lementation

Region+Di#isionTDNA 7 0

D*ring $2eNC9TS7TSNAOrien$a$ionor/s2o, a$ $2eDi#ision+ Cl*s$eror Sc2ool Le#el

Res*l$s $o 5e disc*ssed i$2 $2e Im,lemen$ersand iden$if( s$reng$2sand areas forim,ro#emen$3

O5ser#a$ions ill 5ecolla$ed 5( $2e TDNA7

0 and $2e res*l$sanal(Ged $o informf*$*re $raining

T2e ,riori$( $rainingneeds of $eac2ers

T2e NC9TSCoordina$or and$2e Sc2ool ;ead ill consolida$e$2e res*l$s from$2eadminis$ra$ion of$2e NC9TS HTSNA $ool

NCBTS-6E'orm 7:S)*ool9sNCBTS-TSNAConsoli"ationTem(late

TDNA70 Af$er $2eaccom,lis2men$of $2e NC9TS7TSNA $ool

Res*l$s ill 5e *sed $oinform sc2ool anddi#ision ,lans for,rofessionalde#elo,men$3 Res*l$s ill 5e s*5mi$$ed $o $2eDi#ision3

NCBTS-TSNA Guide and Tools (age /8


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ATTACHMENT ONE: NCBTS-TSNA Tools &Templates

7 The NCBTS-TSNA Tool and Answer Sheet

7 Individual Teahers NCBTS-TSNA !esults Summar" Template# with sample

7 Shool NCBTS-TSNA Consolidation# with sample

- E-$ersion o% the NCBTS-TSNA Tool

NCBTS-TSNA Guide and Tools (age /9


26/76

The &ational %ompetenc( "ased TeacherStandards

Teachers Stren*ths and &eeds AssessmentB&%"TS-TS&AC

Tool and Ans=er Sheet

June 2! DepED-EDPITAF-STRIVE

NCBTS-TSNA Guide and Tools (age 2:

&%"TS-TEA%ERS STRE&.TS A&D &EEDSASSESS9E&T BTS&AC


27/76

P6RP$SE:

Teachers, &ike a&& professio"a&s, "ee to -e pro%ie with opportu"ities to impro%e theirk"ow&e*e, ski&&s a" attitues throu*h we&&'p&a""e pro*rams for professio"a&e%e&opme"t= This NCBTS'TSNA too& is esi*"e to he&p you etermi"e your professio"a&e%e&opme"t a" trai"i"* "ees as a schoo&teacher= The NCBTS'TSNA is a se&f'assessme"texercise that a&&ows you to reIect o" your curre"t compete"cies %is'H'%is the Natio"a&Compete"cy'Base Teacher Sta"ars ?NCBTS@ set -y the $epartme"t of Eucatio"=

3t shou& -e c&ear that the ata from this acti%ity wi&& N!T -e use for performa"cee%a&uatio" a" thus, you shou& fee& co"e"t a-out pro%ii"* accurate i"formatio"= Qourcarefu& a" ho"est ma""er whe" accomp&ishi"* the NCBTS'TSNA wi&& -e of irect -e"etto you= The ata whe" a"a&ye wi&& he&p you chart your ow" professio"a& e%e&opme"tp&a" a" wi&& i"form the pro*ram p&a""ers i" esi*"i"* trai"i"* pro*rams a"e%e&opme"t acti%ities for the -e"et of teachers i" your schoo&, c&uster, i" your i%isio"a" re*io"=

.eneral Directions for Accomplishin* the &%"TS-TS&A:1= Be sure you ha%e participate i" a" orie"tatio" pro*ram o" the NCBTS -efore you

accomp&ish the NCBTS'TSNA= Qou shou& a&so ha%e accomp&ishe the Teachers

Pro&e -efore you start respo"i"* to this NCBTS'TSNA Too&=2= Muick&y sca" the i"strume"t= Note that it co"tai"s c&usters of k"ow&e*e, ski&&s a"

attitues ?#SAs@ specic to the particu&ar Performa"ce 3"icators withi" each Stra"a" $omai" of the NCBTS=

(= The #SAs ha%e a commo" stem; #At "hat level do I$%' espo" to each itemwith the coe that -est represe"ts a true assessme"t of yourse&f= Each coe isi"terprete i" the chart -e&ow=

%ode of %ompetenc(

#e+elGualitati+e Description

' ?i*h@ 3 am %ery compete"t i" the #SA a" this is "ot mypriority trai"i"* "eeS' ?Satisfactory@ 3 am compete"t i" the #SA -ut 3 wou& -e"et from

further trai"i"*=F'?Fair@ 3 am fair&y compete"t i" the #SA -ut "ee further

trai"i"*=9' ?9ow@ 3 ha%e &ow compete"ce i" the #SA a" re


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&%"TS D$9AI& !' S$%IA# RE.ARD F$R #EAR&I&.

STRAND 1.1 TEA%ERHS A%TI$&S DE9$&STRATE VA#6E F$R #EAR&I&.

INDICATOR 1.1.1. Implements school policies and procedures'

At what level do I…

1 /no sc2ool ,olicies and ,roced*res

2 *nders$and sc2ool o,era$ions

3 im,lemen$ ,olicies and ,roced*res

4 comm*nica$e ,olicies and ,roced*res $o s$*den$s+ ,aren$s and o$2er concerned ,ersons

5 a5ide 5( $2e sc2ool ,olicies and ,roced*res

INDICATOR 1.1.2. Demonstrates punctualit('


6 ,ossess aareness on $2e im,lemen$a$ion of J$ime on $as/J in all res,onsi5ili$ies

7 demons$ra$e ,*nc$*ali$( in accom,lis2ing e8,ec$ed $as/s and f*nc$ions

8 model $2e #al*e of ,*nc$*ali$(

INDICATOR 1.1.3. 9aintains appropriate appearance'


9 /no decor*m+ i3e3 dress code+ 5e2a#ior of $eac2ers

10 ,rac$ice decor*m on all occasions

11 #al*e decor*m e8,ec$ed of $eac2ers

INDICATOR 1.1.4. Is careful about the eect of oneHs beha+ior on students'


12 *nders$and $2e $2eore$ical conce,$s and ,rinci,les of social learning

13 s2o a,,ro,ria$e 5e2a#ior e#en d*ring *ng*arded momen$s

14 a,,l( /noledge on social learning in dealing i$2 s$*den$s

15 consider $2e infl*ence m( 5e2a#ior 2as on s$*den$s

STRAND 1.2 DE9$&STRATES TAT #EAR&I&. IS $F DIFFERE&T ?I&DS A&D FR$9DIFFERE&T S$6R%ES

INDICATOR 1.2.1 9aes use of +arious learnin* eperiences and resources'


16 /no a range of so*rces $2ro*g2 2ic2 social learning ma( 5e e8,erienced

17 *se informa$ion from a #arie$( of so*rces for learning >e3g3 famil(+ c2*rc2+ o$2er sec$ors of $2e comm*ni$(?

18 a,,recia$e $2a$ s$*den$s learn $2ro*g2 a range of differen$ social e8,eriences

&%"TS D$9AI& 2' #EAR&I&. E&VIR$&9E&T

STRAND 2.1 %REATES A& E&VIR$&9E&T TAT PR$9$TES FAIR&ESS

INDICATOR 2.1.1 Maintains a learning environment of courtes and res!ect for different learners"e.g.a#ilit$ culture$ gender%

At what level do I… 19 *nders$and $2e d(namics of $eac2ing learners from di#erse 5ac/gro*nds >e3g3 a5ili$(+ c*l$*re+ famil(

5ac/gro*nd gender?

20 main$ain a learning en#ironmen$ $2a$ ,romo$es co*r$es( and res,ec$ for all learners

21 s2o co*r$es( and res,ec$ $o e#er(one a$ all $imes

INDICATOR 2.1.2 Pro+ides *ender-fair opportunities for learnin*'



START HERE:


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22 *nders$and $2e o56ec$i#es+ ,rinci,les and s$ra$egies for 0ender and De#elo,men$ >0AD?

23 ,ro#ide gender7fair learning o,,or$*ni$ies

24 *,2old gender sensi$i#i$( in m( dail( dealings i$2 learners and o$2ers

INDICATOR 2.1.3 Reco*ni7es that e+er( learner has stren*ths'


25 *nders$and $2e ,s(c2ological fo*nda$ions of learners gro$2 and de#elo,men$

26 /no a5o*$ ,o$en$iali$ies and *ni=*eness of indi#id*al learners

27 ,ro#ide learning ac$i#i$ies $2a$ allo all learners $o reac2 $2eir f*ll ,o$en$ial28 recogniGe learners indi#id*al ,o$en$ials and s$reng$2s

STRAND 2.2 9A?ES TE %#ASSR$$9 E&VIR$&9E&T SAFE A&D %$&D6%IVE T$#EAR&I&.

INDICATOR 2.2.1 9aintains a safe and orderl( classroom free from distractions

At what level do I… 29 /no $2e ,rinci,les of classroom managemen$+ room s$r*c$*ring+ and safe$( meas*res

30 main$ain a safe+ clean and orderl( classroom free from dis$rac$ions

31 s2o concern for a safe and cond*ci#e learning en#ironmen$

INDICATOR 2.2.2 Arran*es challen*in* acti+ities in a *i+en ph(sical en+ironment'

At what level do I… 32 /no #ario*s c2allenging ac$i#i$ies $2a$ can 5e ada,$ed in an( gi#en ,2(sical en#ironmen$

33 cond*c$ c2allenging learning ac$i#i$ies des,i$e ,2(sical en#ironmen$ cons$rain$s

34 s2o en$2*siasm $o cond*c$ learning ac$i#i$ies a$ an( gi#en si$*a$ion

INDICATOR 2.2.3 6ses indi+idual and cooperati+e learnin* acti+ities to impro+e capacitiesof learners for hi*her learnin*'


35 *nders$and $2e im,or$ance and d(namics of 5o$2 indi#id*al and coo,era$i#e learning

36 /no #aried s$ra$egies for indi#id*al and coo,era$i#e learning

37 5alance $2e *se of indi#id*al and coo,era$i#e learning ac$i#i$ies

38 see $2e #al*e in crea$ing indi#id*al and coo,era$i#e learning ac$i#i$ies

STRAND 2.& %$996&I%ATES I.ER #EAR&I&. EPE%TATI$&S T$ EA% #EAR&ER

INDICATOR 2.3.1 Encoura*es learners to as uestions'


39 /no $2e ar$ of =*es$ioning and differen$ $ec2ni=*es of as/ing 2ig2er order =*es$ions

40 ,ro#ide o,,or$*ni$ies for learners $o as/ =*es$ions

41 as/ =*es$ions $2a$ s$im*la$e cri$ical and crea$i#e $2in/ing among learners 42 s2o an acce,$ing res,onseges$*re in dealing i$2 =*es$ions of learners

INDICATOR 2.3.2 Pro+ides learners =ith a +ariet( of learnin* eperiencesAt what level do I…

43 /no #ario*s s$ra$egies $2a$ ele#a$e s$*den$s le#el of learning

44 ,ro#ide learners i$2 #arie$( of e8,eriences $2a$ en2ance learning

45 illingl( ,ro#ide learners i$2 a #arie$( of c2allenging learning ac$i#i$ies

INDICATOR 2.3.3 Pro+ides +aried enrichment acti+ities to nurture the desire for furtherlearnin*'

At what level do I… 46 *nders$and 2o enric2men$ ac$i#i$ies en2ance $2e learners desire $o learn

47 /no a(s of mo$i#a$ing $2e learners $o learn f*r$2er and more effec$i#el(



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48 facili$a$e #aried enric2men$ ac$i#i$ies $2a$ are in$eres$ing for f*r$2er learning

49 s2o diligence in ma/ing enric2men$ ma$erials

INDICATOR 2.3.4 %ommunicates and maintains hi*h standards of learnin* performance'


50 /no $2e im,lica$ions of ac2ie#ing 2ig2 s$andards of learning for $o$al 2*man de#elo,men$

51 2el, learners main$ain 2ig2 s$andards of learning

52 ins,ire learners $o se$ 2ig2 ,erformance $arge$s for $2emsel#es

STRAND 2.' (STA)*IS+(S AND MAINTAINS ,-NSIST(NT STANDARDS - *(ARN(RS/ )(+A0I-R

INDICATOR 2.4.1 andles beha+ior problems uicl( and =ith due respect to childrenHsri*hts'


53 *nders$and $2e rig2$s and res,onsi5ili$ies of $2e c2ild as em5odied in differen$ las+ e3g3 RA %.1-+PD .-'

54 /no 5e2a#ior managemen$ $ec2ni=*es for learners i$2 5e2a#ioral ,ro5lems

55 iden$if( learners i$2 5e2a#ioral ,ro5lems

56 em,lo( a,,ro,ria$e ,roced*res and ac$ions consis$en$l( 2en dealing i$2 learners i$2 5e2a#ioral ,ro5lems

57 s2o a com,assion and caring a$$i$*de in managing 5e2a#ior ,ro5lems

INDICATOR 2.4.2 .i+es timel( feedbac to reinforce appropriate learnersH beha+ior'


58 /no $2e conce,$+ im,or$ance+ and $ec2ni=*es of social reinforcemen$

59 ,ro#ide $imel( and a,,ro,ria$e reinforcemen$ on learners 5e2a#ior

60 5elie#e $2a$ ,osi$i#e reinforcemen$ leads $o im,ro#ed learner 5e2a#ior

INDICATOR 2.4.3 .uides indi+idual learners reuirin* de+elopment of appropriate socialand learnin* beha+ior'


61 *nders$and $2e learners social de#elo,men$al s$ages

62 /no differen$ s$ra$egies $2a$ en2ance learners social de#elo,men$

63 *se #aried $eac2ing7learning s$ra$egies $2a$ enco*rage social in$erac$ion

64 s2o ,a$ience in managing differen$ social and learning ac$i#i$ies

INDICATOR 2.4.4 %ommunicates and enforces school policies and procedures forappropriate learner beha+ior'


65 /no De,ED sc2ool ,olicies and ,roced*res on s$*den$ disci,line

66 comm*nica$e and enforce ,olicies and ,roced*res rela$ed $o s$*den$s 5e2a#ior67 commi$ $o enforcing sc2ool ,olicies and ,roced*res

STRAND 2. %REATES A EA#T> PS>%$#$.I%A# %#I9ATE F$R #EAR&I&.

INDICATOR 2.5.1 Encoura*es free epression of ideas from students'


68 /no $2e conce,$s and ,rinci,les of democra$ic e8,ression of ideas

69 ,ro#ide ac$i#i$ies $2a$ ill enco*rage res,ec$ and free e8,ression of ideas

70 enco*rage learners $o e8,ress $2eir ideas freel( and res,onsi5l(



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INDICATOR 2.5.2 %reates stress-free en+ironment


71 /no $2e elemen$s and im,or$ance of es$a5lis2ing a s$ress7free learning en#ironmen$

72 manage conflic$s and o$2er s$ress7rela$ed si$*a$ions

73ini$ia$e and crea$e ,rograms >e3g3 c2ild7friendl( sc2ool s(s$em? and ac$i#i$ies $2a$ ,romo$e s$ress7freeen#ironmen$

74 ge$ in#ol#ed in ad#ocac( ac$i#i$ies $2a$ crea$e a s$ress7free en#ironmen$

INDICATOR 2.5.3 Taes measure to minimi7e aniet( and fear of the teacher and5orsubect'


75 /no a5o*$ c2ild7friendl( $eac2ing s$ra$egies

76 enco*rage learners $o de#elo, a ,osi$i#e a$$i$*de $oards $2eir s*56ec$ and $eac2er

77 le$ m( s$*den$s feel $2e( are acce,$ed

&%"TS D$9AI& 0' DIVERSIT> $F #EAR&ERS

STRAND &.1 DETER9I&ES1 6&DERSTA&DS A&D A%%EPTS TE #EAR&ERSH DIVERSE"A%?.R$6&D ?&$,#ED.E A&D EPERIE&%E

INDICATOR 3.1.1

$btains information on the learnin* st(les1 multiple intelli*ences andneeds of learners


78 *nders$and $2e $2eories and conce,$s of m*l$i,le in$elligences and learning s$(les

79 iden$if( learning s$(les and m*l$i,le in$elligences of learners

80 s2o diligence in o5$aining informa$ion on differen$ learning needs

INDICATOR 3.1.2 Desi*ns or selects learnin* eperiences suited to dierent inds oflearners


81 /no $ec2ni=*es and s$ra$egies in designingselec$ing ac$i#i$ies for #aried $(,es of learners

82 *$iliGe #aried ac$i#i$ies for #ario*s $(,es of learners

83 s2o res,ec$ and concern for indi#id*al differences of s$*den$s

INDICATOR 3.1.3 Establishes *oals that deKne appropriate epectations for all learners

At what level do I… 84 *nders$and $2e re=*iremen$s in se$$ing goals for differen$ia$ed learning

85 *$iliGe differen$ia$ed ac$i#i$ies $o mee$ e8,ec$ed learning goals of learners

86 assis$ learners in se$$ing learning goals for $2emsel#es

87 a,,recia$e $2e need $o consider $2e differences in e8,eriences and ca,a5ili$ies of learners

INDICATOR 3.1.4 Paces lessons appropriate to needs and diLculties of learners

At what level do I… 88 /no $eac2ing ,rinci,les and s$ra$egies for addressing learners needs and diffic*l$ies 89 ,ace lessons according $o learners needs and diffic*l$ies

90 s2o fle8i5ili$( in ,acing lessons $o s*,,or$ $2e needs of $2e learners

INDICATOR 3.1.5 Initiates other learnin* approaches for learners =hose needs ha+e notbeen met b( usual approaches

At what level do I… 91 2a#e $2e /noledge on $eac2ing ,rinci,les and s$ra$egies for s$*den$s 7a$ 7ris/

92 /ee, $rac/ of s$*den$s7a$7ris/



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93 ,ro#ide a,,ro,ria$e in$er#en$ion ,rograms for learners7 a$7 ris/

94 a,,recia$e $2e need $o 2el, s$*den$s7a$7ris/

INDICATOR 3.1.6 Reco*ni7es multi-cultural bac*round of learners =hen pro+idin*learnin* opportunities

At what level do I… 95 /no $2e c*l$*ral 5ac/gro*nd of m( s$*den$s and i$s im,lica$ions $o m( $eac2ing 96 ,ro#ide a,,ro,ria$e learning ac$i#i$ies $o s$*den$s i$2 differen$ c*l$*ral 5ac/gro*nd 97

s2o a,,recia$ion for c*l$*ral di#ersi$ies INDICATOR 3.1.7 Adopts strate*ies to address needs of dierentl(-abled students

At what level do I… 98 /no $2e ed*ca$ional ,s(c2olog( of learners i$2 s,ecial needs

99 *se a,,ro,ria$e s$ra$egies for learners i$2 s,ecial needs

100 s2o sensi$i#i$( $o learners i$2 s,ecial needs

INDICATOR 3.1.8 9aes appropriate adustments for learners of dierent socio-economicbac*rounds


101 *nders$and $2e effec$s of socio7economic s$a$*s on learning ,erformance

102 de$ermine $2e differen$ socio7economic 5ac/gro*nd of learners 103 *se $ec2ni=*es $o mo$i#a$e learners of $2e loer socio7economic s$a$*s

104 s2o fairness $o all learners regardless of $2eir socio7economic s$a$*s

&%"TS D$9AI& 4' %6RRI%6#69

STRAND '.1 DE9$&STRATES 9ASTER> $F TE S6"JE%T

INDICATOR 4.1.1 Deli+ers accurate and updated content no=led*e usin* appropriatemethodolo*ies1 approaches and strate*ies


105 2a#e *,da$ed /noledge in con$en$ and $eac2ing s$ra$egies in m( s*56ec$ area

106 a,,l( $2e *,da$ed con$en$ and a,,ro,ria$e s$ra$egies in m( $eac2ing107 commi$ $o deli#er acc*ra$e and *,da$ed con$en$ /noledge

INDICATOR 4.1.2. Inte*rates lan*ua*e1 literac( and uantitati+e sill de+elopment and+alues in his5her subect area


108 2a#e /noledge a5o*$ m*l$i7disci,linar( in$egra$i#e modes and $ec2ni=*es of $eac2ing

109 *se m*l$i7disci,linar( in$egra$i#e modes and $ec2ni=*es of $eac2ing $2e s*56ec$ area

110 s*,,or$ $2e in$egra$ion of lang*age+ li$erac(+ s/ill de#elo,men$ and #al*es in $2e learning ac$i#i$ies

INDICATOR 4.1.3. Eplains learnin* *oals1 instructional procedures and content clearl(and accuratel( to students


111,ossess in7de,$2 *nders$anding of $2e s*56ec$ areas learning goals+ ins$r*c$ional ,roced*res and con$en$5ased on c*rric*l*m

112 e8,lains learning goals+ conce,$ and ,rocess+ clearl( and acc*ra$el( $o learners

113 gi#e s*fficien$ $ime $o e8,lain $2e lessons for clear *nders$anding of $2e learners

INDICATOR 4.1.4. #ins the current content =ith past and future lessons


114 *nders$and in$errela$ion of $o,icscon$en$ i$2in $2e s*56ec$ area $a*g2$

115 lin/ $2e ,resen$ s*56ec$ ma$$er con$en$ i$2 $2e ,as$ and f*$*re lessons

116#al*e $2e need $o rela$e ,rior /noledge of learners i$2 $2e ,resen$ and f*$*re lessons

INDICATOR 4.1.5. Ali*ns =ith lesson obecti+es the teachin* methods1 learnin* acti+itiesand instructional materials or resources appropriate to learners



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1172a#e $2e /noledge in designing lessons i$2 congr*en$ o56ec$i#es+ $eac2ing me$2ods+ learning ac$i#i$ies andma$erials

118 $eac2 lessons $2a$ 2a#e congr*enc( of o56ec$i#es+ ,roced*re+ ma$erials and e#al*a$ion

119 a,,recia$e $2e #al*e of aligning o56ec$i#es i$2 all $2e ,ar$s of a lesson

INDICATOR 4.1.6. %reates situations that encoura*e learners to use hi*h order thinin*sills


120 *nders$and $2e conce,$ of cri$ical $2in/ing and $2e face$s of *nders$anding

121 engage learners in ac$i#i$ies $2a$ de#elo, 2ig2er order $2in/ing s/ills

122 ,a$ien$l( mo$i#a$e learners $o de#elo, 2ig2er order $2in/ing s/ills

INDICATOR4.1.7 En*a*es and sustains learnersH interests in the subect b( main*content meanin*ful and rele+ant to them


123 /no s$ra$egies and ma$erials $2a$ ,romo$e a*$2en$ic learning

124 a,,l( #ario*s a,,ro,ria$e s$ra$egies and or $ec2nolog( $o mo$i#a$e and s*s$ain learning

125 5elie#e in rela$ing classroom learning $o real orld e8,eriences

INDICATOR 4.1.8. Inte*rates rele+ant scholarl( =ors and ideas to enrich the lesson asneeded


126 *,da$e m(self i$2 rele#an$ sc2olarl( or/s and ideas rela$ed $o m( s*56ec$ area

127 in$egra$e sc2olarl( or/s and ideas $o enric2 $2e lesson for $2e learners

128 s2o en$2*siasm and o,enness $o ne learning

INDICATOR 4.1.9. Inte*rates content of subect area =ith other disciplines


129 /no a5o*$ o$2er disci,lines rela$ed $o $2e s*56ec$ I am $eac2ing

130in$egra$e con$en$ of s*56ec$ area i$2 o$2er disci,lines

131 a,,recia$e in$egra$i#e mode of $eac2ing

STRAND '.2 %$996&I%ATES %#EAR #EAR&I&. .$A#S F$R TE #ESS$&S TAT AREAPPR$PRIATE F$R #EAR&ERS

INDICATOR 4.2.1 Sets appropriate learnin* *oals


132 /no $2e learning goals #is77#is s,ecific s*56ec$ con$en$ of $2e le#el I am $eac2ing

133 se$ doa5le and a,,ro,ria$e dail( learning goals for $2e learners

134 reflec$i#el( c2oose a,,ro,ria$e learning goals

INDICATOR 4.2.2 6nderstands the learnin* *oals


135 *nders$and $2e connec$ion of $2e s2or$7$erm goals $o $2e long7$erm goals of learning

136 ,rac$ice rela$ing s2or$7$erm goals $o long $erm goals for learning

137 #al*e $2e learning goals se$ in $2e c*rric*l*m

STRAND '.& 9A?E .$$D 6SE $F A##$TTED I&STR6%TI$&A# TI9E



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INDICATOR 4.3.1. Establishes routines and procedures to maimi7e instructional time


138 *nders$and $2e ,rinci,les and ,roced*re of ma8imiGing ins$r*c$ional $ime

139 a,,l( $ec2ni=*es of J$ime on $as/J in ,lanning and deli#ering lessons

140 o5ser#e disci,line on $ime managemen$

INDICATOR 4.3.2. Plans lessons to Kt =ithin a+ailable instructional time

At what level do I…141 /no $2e ,rinci,les and $ec2ni=*es of lesson ,lanning considering $2e allo$$ed ins$r*c$ional $ime

142 design ,ar$s of $2e lesson i$2in a#aila5le ins$r*c$ional $ime

143 s2o efficienc( in $2e *se of $ime $o effec$i#el( a$$ain learning goals

STRAND '.' SE#E%TS TEA%I&. 9ET$DS1 #EAR&I&. A%TIVITIES A&D TEI&STR6%TI$&A# 9ATERIA#S $R RES$6R%ES APPR$PRIATE T$ TE #EAR&ERS A&DA#I.&ED T$ $"JE%TIVES $F TE #ESS$&

INDICATOR 4.4.1 Translate learnin* competencies to instructional obecti+es'


144/no $2e learning com,e$encies in m( learning areas in order $o form*la$e a,,ro,ria$e ins$r*c$ionalo56ec$i#es

145 $ransla$e learning com,e$encies in$o ins$r*c$ional o56ec$i#es

146 s2o a reflec$i#e a$$i$*de in $ransla$ing learning com,e$encies $o ins$r*c$ional o56ec$i#es

INDICATOR 4.4.2 Selects1 prepares1 and utili7es technolo*( and other instructionalmaterials appropriate to the learners and the learnin* obecti+es'


147 /no #ario*s $ec2nolog( and ins$r*c$ional ma$erials a,,ro,ria$e for m( learning area

148 selec$ and *$iliGe *,da$ed and a,,ro,ria$e $ec2nolog(ins$r*c$ional ma$erials

149 *se a,,ro,ria$e $ec2nolog( reso*rces $o ac2ie#e c*rric*l*m s$andards and o56ec$i#es150 ,re,are ade=*a$e and a,,ro,ria$e ins$r*c$ional ma$erials for $2e learners and $2e learning o56ec$i#es

151 manifes$ reso*rcef*lness in ,re,aring ins$r*c$ional ma$erials

INDICATOR 4.4.3 Pro+ides acti+ities and uses materials =hich Kt the learnersH learnin*st(les1 *oals and culture'


152 /no $2e ,rinci,les of ins$r*c$ional ma$erial ,re,ara$ion for differen$ $(,es of learners

153 *se rele#an$ ac$i#i$ies and ma$erials s*i$ed $o $2e learning s$(les+ goals and c*l$*re of $2e learners

154 5elie#e in $2e need $o ,ro#ide ac$i#i$ies and *se ma$erials a,,ro,ria$e $o $2e learners

INDICATOR 4.4.4 6ses a +ariet( of teachin* approaches and techniues appropriate to thesubect matter and the learners '


155 *nders$and $2e $2eories+ a,,roac2es and s$ra$egies in $eac2ing $2e s*56ec$ area

156 *se #arie$( of $eac2ing s$ra$egies and $ec2ni=*es a,,ro,ria$e $o $2e learners and s*56ec$ ma$$er

157 s2o en$2*siasm in *sing inno#a$i#e and a,,ro,ria$e $eac2ing $ec2ni=*es

INDICATOR 4.4.5 6tili7es information deri+ed from assessment to impro+e teachin* andlearnin*'

At what level do I… 158 *nders$and $2e ,ro,er *$iliGa$ion of assessmen$ res*l$s $o im,ro#e $eac2ing and learning

159 *se assessmen$ res*l$s in se$$ing learning o56ec$i#es and learning ac$i#i$ies

160 a,,recia$e $2e #al*e of assessmen$ in im,ro#ing $eac2ing and learning

INDICATOR 4.4.6 Pro+ides acti+ities and uses materials =hich in+ol+e students inmeanin*ful learnin*'



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At what level do I… 161 /no #ario*s ed*ca$ional $2eories >e3g3 cons$r*c$i#ism? and $2eir im,lica$ions $o meaningf*l leaning

162 a,,l( rele#an$ $eac2ing a,,roac2es $o ac2ie#e meaningf*l learning

163 *se im,ro#ised and indigeno*s ma$erials for meaningf*l learning

164 a,,recia$e $eac2ing a,,roac2es $o meaningf*l learning >e3g3+ cons$r*c$i#ism?

STRAND '. RE%$.&IMES .E&ERA# #EAR&I&. PR$%ESSES AS ,E## AS 6&IG6EPR$%ESSES $F I&DIVID6A# #EAR&ERS

INDICATOR 4.5.1 Desi*ns and utili7es teachin* methods that tae into account thelearnin* process'

At what level do I… 165 /no differen$ $eac2ing a,,roac2es and s$ra$egies s*i$a5le $o #ario*s learners

166 2a#e /noledge on general and s,ecific learning ,rocesses

167 a,,l( $eac2ing7learning me$2odologies $2a$ res,ond $o general and s,ecific learning ,rocesses

168 recogniGe $2e need $o design $eac2ing me$2ods a,,ro,ria$e $o $2e learning ,rocess

STRAND '. PR$9$TES P6RP$SIVE ST6D>

INDICATOR 4.6.1 %ulti+ates *ood stud( habits throu*h appropriate acti+ities and proects'

At what level do I… 169 /no $2e $ec2ni=*es in forming good s$*d( 2a5i$s

170 de$ermine $2e c*rren$ s$*d( 2a5i$s of m( s$*den$s

171 ,ro#ide a,,ro,ria$e learning $as/s and ,ro6ec$s $2a$ s*,,or$ de#elo,men$ of good s$*d( 2a5i$s

172 $a/e e8$ra $ime $o 2el, s$*den$s from good 2a5i$s

STRAND '.3 Demonstrates sills in the use of I%T in teachin* and learnin*

INDICATOR 4.7.1 6tili7es I%T to enhance teachin* and learnin*.

At what level do I…173 Kno $2e na$*re and o,era$ions of $ec2nolog( s(s$ems as $2e( a,,l( $o $eac2ing and learning

174 *nders$and 2o ICT75ased ins$r*c$ional ma$erialslearning reso*rces s*,,or$ $eac2ing and learning175 *nders$and $2e ,rocess in ,lanning and managing ICT7assis$ed ins$r*c$ion

176 designde#elo, ne or modif( e8is$ing digi$al andor non7digi$al learning reso*rces

177 *se ICT reso*rces for ,lanning and designing $eac2ing7learning ac$i#i$ies

178 *se ICT $ools $o ,rocess assessmen$ and e#al*a$ion da$a and re,or$ res*l$s

179 demons$ra$e ,roficienc( in $2e *se of com,*$er $o s*,,or$ $eac2ing and learning

180 *se ICT $ools and reso*rces $o im,ro#e efficienc( and ,rofessional ,rac$ice

181 #al*e and ,rac$ice social res,onsi5ili$(+ e$2ical and legal *se of ICT $ools and reso*rces

182 s2o ,osi$i#e a$$i$*de $oards $2e *se of ICT in /ee,ing records of learners

&%"TS D$9AI& /' P#A&&I&.1 ASSESSI&. A&D REP$RTI&.STRAND /'! DEVE#$PS A&D 6TI#IMES %REATIVE A&D APPR$PRIATE I&STR6%TI$&A#P#A&'

INDICATOR 5.1.1 Sho=s proofs of instructional plannin*'


183 /no $2e elemen$s and ,rocess of de#elo,ing an ins$r*c$ional ,lan >e3g3 dail(+ ee/l(+ =*ar$erl(+ (earl(?

184 arrange se=*en$iall( $2e learning *ni$s i$2 reasona5le $ime allo$men$

185 iden$if( a,,ro,ria$e learning o56ec$i#es+ s$ra$egies+ and accom,an(ing ma$erials in $2e ,lan

186 iden$if( a,,ro,ria$e and #aried assessmen$ ,roced*res

187s2o en$2*siasm in so*rcing ma$erials >e3g3 lesson ,lan ,ac/ages? as g*ides for ins$r*c$ional ,lanning

INDICATOR 5.1.2 Implements instructional plan'




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188 /no $2e fac$ors for s*ccessf*l im,lemen$a$ion of $2e ins$r*c$ional ,lan

189 ad6*s$ $2e ins$r*c$ional ,lan $o ens*re a$$ainmen$ of o56ec$i#es

190 a,,recia$e $2e #al*e of ins$r*c$ional ,lanning

INDICATOR 5.1.3 Demonstrates abilit( to cope =ith +aried teachin* milieu'


191 /no $2e differen$ $eac2ing7learning si$*a$ions $2a$ co*ld affec$ $2e im,lemen$a$ion of $2e ins$r*c$ional ,lans

192 co,e i$2 #aried $eac2ing milie*se$$ing193 manifes$ o,enness $o ma/e necessar( ad6*s$men$s $o im,ro#e $2e ins$r*c$ional ,lan

STRAND /'2 DEVE#$PS A&D 6SES A VARIET> $F APPR$PRIATE ASSESS9E&TSTRATE.IES T$ 9$&IT$R A&D EVA#6ATE #EAR&I&.'

INDICATOR 5.2.1 Prepares formati+e and summati+e tests in line =ith the curriculum'


194 /no $2e ,rinci,les and ,*r,oses of ins$r*c$ional assessmen$ incl*ding forma$i#e and s*mma$i#e $es$ing

195 cons$r*c$ #alid and relia5le forma$i#e and s*mma$i#e $es$s

196 a,,recia$e $2e #al*e of $es$ing as a $ool $o im,ro#e ins$r*c$ion and learning ,erformanceINDICATOR 5.2.2 Emplo(s non-traditional assessment techniues Bportfolio1 ournals1rubrics1 etcC'


197 /no $2e conce,$s+ ,rinci,les and s$ra$egies of non7$radi$ional assessmen$

198 *se a,,ro,ria$e non7$radi$ional assessmen$ $ec2ni=*es

199 #al*e $2e *se of non7$radi$ional assessmen$

INDICATOR 5.2.3 Interprets and uses assessment results to impro+e teachin* andlearnin*'


200 /no conce,$s+ ,rinci,les on in$er,re$a$ion and *$iliGa$ion of assessmen$ res*l$s

201 in$er,re$ and *se $es$ res*l$s $o im,ro#e $eac2ing and learning

202 manifes$ fairness in $2e in$er,re$a$ion of $es$ res*l$s

INDICATOR 5.2.4 IdentiKes teachin* -learnin* diLculties and possible causes and taesappropriate action to address them'


203 /no $2e conce,$ and ,rinci,les of diagnos$ic $es$ing

204 /no $2e $(,es of remedial lessons for slo learners

205 iden$if( $eac2ing7learning diffic*l$ies and ,ossi5le ca*ses

206 manage remedia$ion ,rograms

207 manifes$ illingness and ,a$ience in cond*c$ing remedia$ion ,rograms

INDICATOR 5.2.5 6ses tools for assessin* authentic learnin*'


208 /no $2e conce,$s and ,rinci,les of a*$2en$ic learning assessmen$

209 *$iliGe a,,ro,ria$e $ools for assessing a*$2en$ic learning

210 en$2*sias$icall( de#elo, and *se $ools for assessing a*$2en$ic learning

STRAND /'0 9$&IT$RS RE.6#AR#> A&D PR$VIDES FEED"A%? $& #EAR&ERSH6&DERSTA&DI&. $F %$&TE&T'

INDICATOR 5.3.1 Pro+ides timel( and accurate feedbac to learners to encoura*e them to

reNect on and monitor their o=n learnin* *ro=th'At what level do I…

211 /no $2e ,rinci,les of gi#ing and recei#ing feed5ac/ on learners ,rogress

NCBTS-TSNA Guide and Tools (age 3:


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212 *se s$ra$egies for gi#ing feed5ac/re,or$ing ,rogress of indi#id*al learner

213 mo$i#a$e learners $o reflec$ and moni$or $2eir learning gro$2

214 consis$en$l( ,ro#ide $imel( and acc*ra$e feed5ac/

INDICATOR 5.3.2 4ee!s accurate records of grades5!erformance levels of learners.


215 /no $2e c*rren$ g*idelines a5o*$ $2e grading s(s$em

216 main$ain acc*ra$e and *,da$ed learners records

STRAND /'4 %$996&I%ATES PR$9PT#> A&D %#EAR#> T$ #EAR&ERS1 PARE&TS A&DS6PERI$RS A"$6T #EAR&ERS PR$.RESS'

INDICATOR 5.4.1 %onducts re*ular meetin*s =ith learners and parents to report learnersHpro*ress


217 /no $2e d(namics of comm*nica$ing learners ,rogress $o s$*den$s+ ,aren$s and o$2er s$a/e2olders

218 ,lan and im,lemen$ a com,re2ensi#e ,rogram $o re,or$ learners ,rogress $o s$*den$s and ,aren$s

219 manifes$ acco*n$a5ili$( and res,onsi5ili$( in comm*nica$ing $2e learners ,rogress $o in$ended s$a/e2olders

INDICATOR 5.4.2 In+ol+es parents to participate in school acti+ities that promotelearnin*'


220*nders$and $2e role and res,onsi5ili$ies of ,aren$s in s*,,or$ing sc2ool ,rograms $o en2ance c2ildrens learning,rogress

221 in#ol#e ,aren$s $o ,ar$ici,a$e in sc2ool ac$i#i$ies $2a$ ,romo$e $2eir c2ildrens learning ,rogress

222 es$a5lis2 ra,,or$ and a coo,era$i#e or/ing rela$ions2i, i$2 ,aren$s

&%"TS D$9AI& 8' %$996&IT> #I&?A.ESSTRAND .1 ESTA"#ISES #EAR&I&. E&VIR$&9E&T TAT RESP$&D T$ TE ASPIRATI$&$F TE %$996&IT>'

INDICATOR 6.1.1 In+ol+es communit( in sharin* accountabilit( for learnersH achie+ement'


223 /no $2e ,rograms+ ,ro6ec$s+ and $2r*s$s of De,ED on sc2ool7comm*ni$( ,ar$ners2i,224 in#ol#e $2e comm*ni$( in $2e ,rograms+ ,ro6ec$s and $2r*s$s of $2e sc2ool

225 ,romo$e s2ared acco*n$a5ili$( for $2e learners ac2ie#emen$

INDICATOR 6.1.2 6ses communit( resources Bhuman1 materialC to support learnin*'


226 /no $2e #ario*s comm*ni$( reso*rces a#aila5le $o en2ance learning

227 *se a#aila5le comm*ni$( reso*rces >2*man+ ma$erial? $o s*,,or$ learning

228 recogniGe comm*ni$( reso*rces $o s*,,or$ learning

INDICATOR 6.1.3 6ses the communit( as a laborator( for learnin*'

At what level do I… 229 /no s$ra$egies for e8,erien$ial learning o*$side $2e classroom

230 ma/e *se of $2e comm*ni$( as a la5ora$or( for learning

231 a,,recia$e $2e orld as a learning en#ironmen$

INDICATOR 6.1.4 Participates in communit( acti+ities that promote learnin*'

At what level do I… 232 /no $2e $eac2ers social res,onsi5ili$(

233 lin/ i$2 sec$ors for in#ol#emen$ in comm*ni$( or/

234 s2o en$2*siasm in 6oining comm*ni$( ac$i#i$ies

INDICATOR 6.1.5 6ses communit( net=ors to publici7e school e+ents and achie+ements'

At what level do I… 235 /no $2e d(namics of comm*ni$( ne$or/ing and informa$ion dissemina$ion

236 comm*nica$e $2e sc2ool e#en$sac2ie#emen$s $2ro*g2 comm*ni$( ne$or/s

NCBTS-TSNA Guide and Tools (age 3/


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237 s2are informa$ion on sc2ool e#en$sac2ie#emen$s $o $2e comm*ni$(

INDICATOR 6.1.6 Encoura*es students to appl( classroom learnin* to the communit('

At what level do I… 238 /no $2e social reali$ies o*$side $2e classroom $o ma/e learning rele#an$

239 ,ro#ide learning ac$i#i$ies ens*ring $2eir a,,lica$ion $o $2e comm*ni$(

240 s2o sensi$i#i$( $o $2e needs of $2e comm*ni$(

&%"TS D$9AI& ;' PERS$&A# .R$,T A&D PR$FESSI$&A# DEVE#$P9E&T

STRAND 3.1 TA?ES PRIDE I& TE &$"I#IT> $F TEA%I&. AS A PR$FESSI$&'

INDICATOR 7.1.1 9aintains stature and beha+ior that upholds the di*nit( of teachin*'


241/no $2e se$ of e$2ical and moral ,rinci,les+ s$andards and #al*es em5odied in $2e Code of E$2ics forProfessional Teac2ers

242 ,rac$ice $2e Code of E$2ics for Professional Teac2ers

243 manifes$ $2e #al*es $2a$ *,2old $2e digni$( of $eac2ing

INDICATOR 7.1.2 Allocates time for personal and professional de+elopment throu*hparticipation in educational seminars and =orshops1 readin* educational materialsre*ularl( and en*a*in* in educational research'


244 /no $2e re=*iremen$se8,ec$a$ions for ,ersonal and ,rofessional de#elo,men$ of $eac2ers

245 ,re,are and im,lemen$ an indi#id*al ,ersonal and ,rofessional de#elo,men$ ,lan >IPPD?

246 manifes$ Geal in *nder$a/ing ed*ca$ional researc2

INDICATOR 7.1.3 9anifests personal ualities lie enthusiasm1 Neibilit( < carin*attitude'

At what level do I… 247 /no $2e #al*e conce,$s of en$2*siasm+ fle8i5ili$( and caring a$$i$*de and s$ra$egies $o en2ance $2em

248 engage in self7assessmen$ $o en2ance m( ,ersonal =*ali$ies

249 e82i5i$ ,ersonal =*ali$ies s*c2 as en$2*siasm+ fle8i5ili$( and caring a$$i$*de

INDICATOR 7.1.4 Articulates and demonstrates oneHs personal philosoph( of teachin*'


250 *nders$and $2e #al*e of 2a#ing a ,ersonal ,2iloso,2( of $eac2ing

251 $ransla$e m( ,2iloso,2( of $eac2ing in$o ac$ion

252 s2are m( ,ersonal ,2iloso,2( of $eac2ing i$2 o$2ers

STRAND 3.2 "6I#DS PR$FESSI$&A# #I&?S ,IT %$##EA.6ES T$ E&RI% TEA%I&. PRA%TI%E'

INDICATOR 7.2.1 ?eeps abreast =ith recent de+elopments in education'


253 *,da$e m(self i$2 recen$ de#elo,men$s in ed*ca$ion

254 a,,l( *,da$ed /noledge $o enric2 $eac2ing ,rac$ice

255 manifes$ o,enness $o recen$ de#elo,men$s in ed*ca$ion

INDICATOR 7.2.2 #ins =ith other institutions and or*ani7ations for sharin* bestpractices'


256 /no of ins$i$*$ions and organiGa$ions i$2 a goal $o im,ro#e $eac2ing ,rac$ice

257 lin/ i$2 o$2er ins$i$*$ions and organiGa$ions $2a$ are 2el,f*l $o $2e $eac2ing ,rofession

258 ge$ in#ol#ed in ,rofessional organiGa$ions and o$2er agencies $2a$ can im,ro#e m( $eac2ing ,rac$ice

STRAND 3.& REF#E%TS $& TE #EVE# $F TE ATTAI&9E&T $F PR$FESSI$&A#DEVE#$P9E&T .$A#S'



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INDICATOR 7.3.1 ReNects on the ualit( of his5her o=n teachin*'


259 /no $2e $ec2ni=*es and 5enefi$s deri#ed from $2eor(7g*ided in$ros,ec$ion

260 ma/e a self assessmen$ of m( $eac2ing com,e$encies

261 desire $o im,ro#e $2e =*ali$( of m( $eac2ing

INDICATOR 7.3.2 Impro+es teachin* performance based on feedbac from the mentor1students1 peers1 superiors and others'

At what level do I… 262 /no $2e ,*r,oses and a,,roac2es in es$a5lis2ing an effec$i#e feed5ac/ s(s$em

263 ac$i#el( see/ feed5ac/ from a range of ,eo,le $o im,ro#e m( $eac2ing ,erformance

264 manifes$ ,osi$i#e a$$i$*de $oards commen$srecommenda$ions

INDICATOR 7.3.3 Accepts personal accountabilit( to learnersH achie+ement andperformance'


265 /no m( acco*n$a5ili$( and res,onsi5ili$ies $oard s$*den$s learning ,erformance

266 e8amine m(self #is7a7#is m( acco*n$a5ili$( for $2e learners and $o $2e $eac2ing ,rofession

267 acce,$ m( ,ersonal acco*n$a5ili$( $o $2e learners

INDICATOR 7.3.4 6ses self-e+aluation to reco*ni7e and enhance oneHs stren*th andcorrect oneHs =eanesses'


268 /no $2e conce,$ and s$ra$egies for self7e#al*a$ion

269 iden$if( m( s$reng$2s and ea/nesses as a ,erson and as a $eac2er

270 manifes$ de$ermina$ion $o 5ecome a 5e$$er ,erson and $eac2er

END of SELF-ASSESSMENT



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Domain 1:Social Regard for Learning H S F L

S1:Teachers actions demonstrate value for learning 2.3.3 46

H S F L 47

1.1.1 1 48

2 49

3 2.3.4 50

4 51

5 521.1.2 6 S4: Estalishes ! maintains consistent standards "

7 2.4.1 53

8 54

1.1.3 9 55

10 56

11 57

1.1.4 12 2.4.2 58

13 59

14 60

15 2.4.3 61

S: #emonstrates that learning is of diff $inds" 62

2.1.1 16 6317 2.4.4 64

18 65

Domain :Learning En!ironmen" 66

S1: %reates an environment that &romotes fairness 67

2.1.1 19 S#: %reates a health' &s'chological climate"

20 2.5.1 68

21 69

2.1.2 22 70

23 2.5.2 71

24 72

2.1.3 25 73

26 7427 2.5.3 75

28 76

S: (a$es the class environment safe ! conducive.. 77

Domain $: Di!er%i"& of Learner%

2.2.1 29 S1: #etermines) understands ! acce&ts the learner*s...

30 3.1.1 78

31 79

2.2.2 32 80

33 3.1.2 81

34 82

2.2.3 35 83

36 3.1.3 8437 85

38 86

S$: 'ommunicates higher e+&ectations to learners 87

2.3.1 39 3.1.4 88

40 89

41 90

42

2.3.2 43

44

45


START HERE:


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H S F L H S F L

3.1. 91 S$: (a$e good use of allotted instructional time

92 4.3. 138

93 139

94 140

3.1. 95 4.3. 14196 142

97 143

3.1. 98 S4: ,elects teaching methods) learning methods"

99 4.4. 144

100 145

3.1. 101 146

102 4.4. 147

103 148

104 149

Domain 4: '(rric(l(m 150

S1: #emonstrates master' of the su-ect 1514.1. 105 4.4. 152

106 153

107 154

4.1. 108 4.4. 155

109 156

110 157

4.1. 111 4.4. 158

112 159

113 160

4.1. 114 4.4. 161

115 162116 163

4.1. 117 164

118 S#: ecogni/es general learning &rocesses"

119 4.5. 165

4.1. 120 166

121 167

122 168

4.1. 123 S): romotes &ur&osive stud'

124 4.6.1. 169

125 170

4.1. 126 171

127 172

128 S*: #emonstrates s$ills in the use of %T in teaching

4.1. 129 4.7. 173

130 174

131 175

S: %ommunicates clear learning goals 176

4.2. 132 177

133 178

134 179

4.2. 135 180

136 181

137 182



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H S F L H S F L

Domain #:+lanning,A%%e%%ing-Reor"ing 6.1.2 226

S1: #evelo&s"a&&ro&riate instructional &lan 227

5.1.1 183 228

184 6.1.3 229

185 230186 231

187 6.1.4 232

5.1.2 188 233

189 234

190 6.1.5 235

5.1.3 191 236

192 237

193 6.1.6 238

S: #evelo&s a&&ro&riate assessment strategies" 239

5.2.1 194 240

195 Domain *: +er%onal Gro/"0 and +rofe%%ional

De!elomen".196

5.2.2 197 S1: Ta$es &ride in the noilit' of teaching "

198 7.1.1 241

199 242

5.2.3 200 243

201 7.1.2 244

202 245

5.2.4 203 246

204 7.1.3 247

205 248

206 249

207 7.1.4 2505.2.5 208 251

209 252

210 S: uilds &rofessional lin$s ith colleagues..

S$: (onitors regularl' and &rovides feedac$" 7.2.1 253

5.3.1 211 254

212 255

213 7.2.2 256

214 257

5.3.2 215 258

216 S$: eflects on the level of attainment of &rof dev

S4: %ommunicates &rom&tl' and clearl'" 7.3.1 259

5.4.1 217 260218 261

219 7.3.2 262

5.4.2 220 263

221 264

222 7.3.3 265

Domain ): 'omm(ni"& Linage% 266

S1: Estalishes learning environment " 267

6.1.1 223 7.3.4 268

224 269

225 270

END of SELF2ASSESS3ENT



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Domains D1 D1To$

Domain DTo$

D' D'To$

Domain ) D)To$

Domain ! D!To$

D. D.To$

Domain % #7Tot

S$rands S131

S13

S31

S3

S3'

S3)

S3!

S'31

S)31

S)3

S)3'

S)3)

S)3!

S)3.

S)3%

S!31

S!3

NCBTS TSNA Guide and Tools July V2010

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Transcript of NCBTS TSNA Guide and Tools July V2010