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Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic education. These polic
reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort alread
started. This package of policy reforms is referred to as the Basic Education Sector Reform Agenda (BESRA).
One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards (NCBTS). This is a framework tha
establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex set o
behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities.
In response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the NCBTS-Teacher
Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (Strengthening the Bas
Education in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII
Divisions of Negros Occidental, Bohol and Northern Samar in 2008, and further validated by the TEDP-TWG (Teacher Education Developmen
Program-Technical Working Group at the national level.
This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured learning session guides
manual for administration, scoring and interpretation, hard copy and e-versions of the tool, the monitoring and evaluation scheme and tools for th
implementation of the NCBTS-TSNA.
The Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional development programs that ar
aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (what is) and the desired conditio
(what should be) in terms of teachers competencies within the department. In this NCBTS-TSNA the actual situation is described the curren
competencies as perceived by the teacher. The profile of the teachers current competencies is compared to the NCBTS standards for effectiv
teaching. This TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teachers competencie
in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators of the NCBTS.
The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) is actually done by analyzin
nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED Central Office and Regional Office
are tasked to do this phase of the TSNA process.
Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teache
competency levels in KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the analysis of th
strengths and discrepancies between the standards set and the current teachers data on their competencies which is carried out at the school, cluste
District or Division level for their respective purposes related to teacher training/development.
An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of Individual Plan for Professiona
Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs a
the school, division and regional level inform the school improvement plan (SIP) particularly the School Professional Development Plan (SPPD), an
the Master Plans for Professional Development (MPPD) for the Region and the Division.
COMPETENCY
ASSESSMENT
PHASE I
Job Analysis
PHASE II
Teacher Trainee
Competency Analysis
Instrumentation
Data Gathering
GAP
KSA Required and
Competency Standards
STRENGTH-NEED ANALYSIS
SIP
Master Plans
for
DEDP
Professional Development
Teacher's IPDP
SIP
SIPDEDP
DEDP
When established, the TSNA system ensures that teachers routinely use CBTS in making self-assessments of their current practices to identify the
individual development needs, and that school heads, division and regional offices also routinely use CBTS in identifying teacher performance factor
that affect school-wide learning outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).
1.4. Curriculum
1.5. Planning, Assessing and Reporting
1.6. Community Linkages
1.7. Personal Growth and Professional Development
2. Consolidate the TSNA results at the school, cluster, and division levels.
Expected Outputs
Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:
A.
The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven integrated domains for effectiv
teaching which are: Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3Diversity of Learners; Domain 4Curriculum
Domain 5 Planning, Assessing and Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and Professional Development. Eac
domain has its corresponding strands and each strand has performance indicators. A total of seven domains, 23 strands and 80 performance indicator
make up the NCBTS competency standards set by the DepED (KRT2 Report, 2006).
The domains, strands and performance indicators were translated to specific Knowledge, Skills, and Attitudes (KSAs) to compose the TSNA Tool wit
270 KSAs in the various clusters as in the specifications below:
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
Domain 1: Social Regard for Learning.................................
Domain 2: Learning Environment........................................
Domain 3: Diversity of Learners..
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal and Professional Growth
Total ..
S=2
S=5
S=1
S=7
S=4
S=1
S=3
S=23
P= 5
P=17
P=8
P=22
P=12
P=6
P=10
P=80
KSA= 18
KSA=59
KSA=27
KSA=78
KSA=40
KSA=18
KSA=30
KSA=270
support the professional development of the teachers is when they have the first-hand information about the training needs of teachers
The NCBTS-TSNA tool intends to identify specific training needs of teachers, thus the School Heads and Schools Supervisors need to
be knowledgeable of the features of the tool and its proper administration and results utilization.
The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators from Leader
Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is upon the discretion of the
School Head taking into consideration the criteria outlined in the Orientation Guide contained in the NCBTS-TSNA Package.
The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and for the transfer of the
technology to conduct TSNA at the school level. The package provides the participants with: (a) a deeper understanding of the NCBTS
framework, the meaning of the domains, strands, and performance indicators, and the identification of the KSAs; (b) familiarity with the
content of the TSNA tool and its proper administration to assist schools in the conduct of TSNA.
B. Schools-Cluster TSNA Implementation
Schools within the Division are expected to form clusters. Each cluster should designate a Leader School. Leader School Heads and
their respective NCBTS Coordinators become the Implementers of the TSNA across the schools within their clusters. School Heads
from within each cluster are convened to go through parallel knowledge building and to conduct the TSNA for their own teachers. The
District Supervisors will take the role of guiding and monitoring the TSNA system and procedures within the cluster or district.
es and responsibilities.
of the NCBTS.
SIP
Master Plans
for
DEDP
Professional Development
d development.
S-TSNA Package.
e cluster or district.
The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process in order for the tea
respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format (Excel) is contained on a compact
with an auto-scoring system. Each teacher may be given an individual CD or may respond to the TSNA tool from a file installed on a common computer. It
average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands and
performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrume
Self-Administration of the TSNA Tool
A. The TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: At what level do I Considering that the NC
TSNA tool is intended for self-assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. High (H), Satisfactor
(F), and Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code
H
(High)
S
(Satisfactory)
F
(Fair)
L
( Low)
Interpretation
I am very competent in the KSA and this is not a priority training
need.
I am competent in the KSA but I would benefit from further training
I am fairly competent in the KSA but need further training
I have low competence in the KSA and require urgent training
"Teacher Profile" - pink-colored tab and a data-entry form for teacher respondent's personal and professional data
"Self-Assessment" - green-colored tab is the TSNA instrument
"Summary" - yellow-colored tab displays the result of assessment after all TSNA items have been accomplished
Instructions
Note that the areas in the teacher profile surrounded by a bold box contain data items that are required.
You will not be able to see your self-assessment score until you provide the required data in these areas.
2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab.
3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA.
3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is accepted.
3.2 When more than one answer is provided for one KSA, the row color turns red indicating an erroneous answer.
Only one answer must be provided for each KSA, hence only one checkbox ticked.
4. Upon successfully completing all items, message "Click Summary Worksheet to view results" is displayed.
Click Summary Worksheet to view interpretation of assessment results.
Note : Automatic scoring is not enabled when any one of the items in the worksheet has not been answered and/or two
answers were provided for one KSA. In this case, the message "ERROR" is displayed. Review answers giving special
attention to red and grey colored rows.
You will also not be able to view your scores if the required items in the Teacher profile (see above) have not been provided.
A message informing you of this will appear below the ERROR message described above if this is the case.
Interpreting and Consolidation of the TSNA Profiles
TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA Tool, an obtained score w
average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart below. A score to be interpreted may ei
average of a particular domain, or a strand or a specific performance indicator as the case may be.
Range
Scale scores
3.51-4.00
% Scores
87.51% - 100%
2-51-3.50
62.51% - 87.50%
1.51-2.50
37.51% - 62.50%
1.00-1.50
25.00% - 37.50%
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and strengths along these dimen
also be inferred from the TSNA results.
Consolidation of TSNA results is done electronically to report on TSNA of a given school, cluster or Division.
Utilization of TSNA Results for the Development of IPPDs
The TSNA Individual Profile is used for the development of the teachers IPPD. The identified learning needs therein are appraised by the teacher while
consideration the priorities set by the school for its future development. It is important that the teachers develop themselves in order to contribut
addressing the most urgent needs and the priorities identified by the school. The IPPD is therefore prepared by the teachers to identify their training ne
with their own priorities and those of the school. A separate document has been developed detailing the concepts and procedures related to the prep
IPPDs.
ng Competence
Teacher Profile
Bold outline indicates required entries.
I. PERSONAL DATA AND DETAILS OF CURRENT POSITION
1.
First Name
Abarico
Roszald Betelguese
Male
2.
Gender
5.
Birth Date
7.
3.
29
1984
MM
DD
YYYY
Married
Civil Status
6. Place of Birth
8.
Region
11.
School Name
9.
Lapu-Lapu City
Division
School Address
Pajo, Lapu-Lapu City
15.
2011
16.
###
Elem:
Sec :
17.
English
English
Math
Math
Science
Science
Pilipi
Pilipi
0 Social Studies
Social Studies
1.
2.
3.
4.
5.
6.
7.
Major
Schoo
Bachelor BEED
General Education
Master's MAED
Administration -Supervision
CTU
Doctoral
Others
III. WORK EXPERIENCE PRIOR TO CURRENT POSITION (IMPORTANT: DO NOT INCLUDE CURRENT POSITION))
Position
Subjects Taught
NONE
NONE
Subjects Area
V. SCHOLARSHIP/GRANTS RECEIVED
Title
Sponsoring Agency
NONE
NONE
I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my k
Date:
JULY 1, 2016
N.B.
Signature:
Middle Name
Roszald Betelguese
Tumulak
Married
4.
1084041
Teacher ID
Place of Birth
0943-6745195
Phone
Fax
Zip Code
0
10.
North District
District
12. School ID
guesemybai@yahoo.com
13.
119966
School Type
Public
Elementary :
Monograde
City
Secondary:
SPED
General
Makabayan
Home Ec & L'hood
Technol. & Hme Ec
8.
0 Music/Arts/PE
9.
PE/Health/Music
10.
Multigrade
Special Science
Extension
SPED
0 Values
Values
School
Inclusive Period
mm
dd
yyyy
mm
Units
dd
Honors Received
yyyy
10
2010
CTU
RRENT POSITION))
Grade/Yr
No. Hours
24
24
School
Level
mm dd
Role
yyyy
mm
dd
Sponsoring Agency
Inclusive Dates
nsoring Agency
mm dd
NONE
NONE
yyyy
mm
dd
yyyy
943-6745195
mybai@yahoo.com
Private
Central
Non-Central
Main
TechVoc
Night
Honors Received
yyyy
Sponsoring Agency
Domain 1
Strand 1.1
Indicator 1.1.1
K1
1
K2
2
S1
3
S2
4
A1
5
Indicator 1.1.2
K3
6
S3
7
A2
8
Indicator 1.1.3
K4
9
S4
10
A3
11
Indicator 1.1.4
K5
S5
S6
A4
12
13
14
15
Strand 1.2
Indicator 1.2.1
K6
S7
A5
16
17
18
Domain 2
Strand 2.1
Indicator 2.1.1
19
K7
S8
20
A6
21
Indicator 2.1.2
K8
22
S9
23
A7
24
Indicator 2.1.3
K9
K10
S10
25
26
27
A8
28
Strand 2.2
Indicator 2.2.1
K11
29
S11
30
A9
31
Indicator 2.2.2
K12
32
S12
33
A10
34
Indicator 2.2.3
K13
K14
S13
A11
35
36
37
38
Strand 2.3
Indicator 2.3.1
K15
39
S14
40
S13
41
A11
42
Indicator 2.3.2
K16
43
S16
44
A13
45
Indicator 2.3.3
K17
46
K18
47
S17
48
A14
49
Indicator 2.3.4
K19
S18
A15
50
51
52
Strand 2.4
Indicator 2.4.1
K20
53
K21
54
S19
55
S20
56
A16
57
Indicator 2.4.2
K22
58
S21
59
A17
60
Indicator 2.4.3
K24
61
K25
62
S22
63
A18
64
Indicator 2.4.4
K26
S23
A19
65
66
67
Strand 2.5
Indicator 2.5.1
K27
68
S24
69
A20
70
Indicator 2.5.2
K28
71
S25
72
S26
73
A21
74
Indicator 2.5.3
K29
S27
A22
75
76
77
Domain 3
Strand 3.1
Indicator 3.1.1
K30
78
S28
79
A23
80
Indicator 3.1.2
K31
81
S29
82
A24
83
Indicator 3.1.3
K32
S30
S31
84
85
86
87
A25
Indicator 3.1.4
K33
88
S32
89
A26
90
Indicator 3.1.5
K34
91
S34
92
S35
93
A27
94
Indicator 3.1.6
K35
95
S36
96
A28
97
Indicator 3.1.7
K36
98
S37
99
A29
100
Indicator 3.1.8
K37
S38
S39
A30
101
102
103
104
Domain 4
Strand 4.1
Indicator 4.1.1
K38
105
S40
106
A31
107
Indicator 4.1.2
108
K39
S41
109
A32
110
Indicator 4.1.3
K40
111
S42
112
A33
113
Indicator 4.1.4
K41
114
S43
115
A34
116
Indicator 4.1.5
K42
117
S44
118
A35
119
Indicator 4.1.6
K43
120
S45
121
A36
122
Indicator 4.1.7
K43
123
ICT
124
A36
125
Indicator 4.1.8
K43
126
S45
127
A36
128
Indicator 4.1.9
K43
S45
A36
129
130
131
Strand 4.2
Indicator 4.2.1
K43
132
S45
133
A36
134
Indicator 4.2.2
K43
S45
A36
135
136
137
Strand 4.3
Indicator 4.3.1
K43
138
S45
139
A36
140
Indicator 4.3.2
K43
S45
141
142
A36
143
Strand 4.4
Indicator 4.4.1
K43
144
S45
145
A36
146
Indicator 4.4.2
ICT
ICT
ICT
147
148
149
S45
150
A36
151
Indicator 4.4.3
K43
152
S45
153
A36
154
Indicator 4.4.4
K43
155
S45
156
A36
157
Indicator 4.4.5
K43
158
S45
159
A36
160
Indicator 4.4.6
K43
S45
A36
161
162
163
164
Strand 4.5
Indicator 4.5.1
K43
S45
A36
165
166
167
168
Strand 4.6
Indicator 4.6.1
K43
169
S45
170
A36
171
172
Strand 4.7
Indicator 4.7.1
173
174
175
176
177
178
179
180
181
182
Domain 5
Strand 5.1
Indicator 5.1.1
K43
183
S45
A36
A36
184
185
186
187
Indicator 5.1.2
K43
A36
188
189
190
Indicator 5.1.3
K43
191
S45
A36
192
193
Strand 5.2
Indicator 5.2.1
K43
194
S45
195
A36
196
Indicator 5.2.2
K43
197
S45
198
A36
199
Indicator 5.2.3
K43
A36
200
201
202
Indicator 5.2.4
K43
203
S45
A36
204
205
206
A36
207
Indicator 5.2.5
K43
208
S45
A36
209
210
Strand 5.3
Indicator 5.3.1
K43
211
S45
212
A36
213
A36
214
Indicator 5.3.2
K43
S45
215
216
Strand 5.4
Indicator 5.4.1
K43
217
S45
A36
218
219
Indicator 5.4.2
K43
220
S45
A36
221
222
Domain 6
Strand 6.1
Indicator 6.1.1
K43
223
S45
A36
224
225
Indicator 6.1.2
K43
226
S45
A36
227
228
Indicator 6.1.3
K43
229
S45
A36
230
231
Indicator 6.1.4
K43
232
S45
A36
233
234
Indicator 6.1.5
K43
235
S45
A36
236
237
Indicator 6.1.6
K43
238
S45
A36
239
240
Domain 7
Strand 7.1
Indicator 7.1.1
K43
241
S45
A36
242
243
Indicator 7.1.2
K43
S45
A36
244
245
246
Indicator 7.1.3
K43
247
S45
A36
248
249
Indicator 7.1.4
K43
250
S45
A36
251
252
Strand 7.2
Indicator 7.2.1
K43
253
S45
A36
254
255
Indicator 7.2.2
K43
256
S45
A36
257
258
Strand 7.3
Indicator 7.3.1
K43
259
S45
A36
260
261
Indicator 7.3.2
K43
262
S45
A36
263
264
Indicator 7.3.3
K43
265
S45
A36
266
267
Indicator 7.3.4
K43
268
S45
A36
269
270
LEARNING ENVIRONMENT
Creates an environment that promotes fairness
Maintains a learning environment of courtesy & respect for different learners (e.g.abilit
At what level do I ...
understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family background and gender)?
maintain a learning environment that promotes courtesy and respect for all learners?
show courtesy and respect to everyone at all times?
Provides gender-fair opportunities for learning
At what level do I ...
understand the objectives, principles and strategies for Gender and Development (GAD)?
provide gender fair learning opportunities?
uphold gender sensitivity in my dealings with learners and others?
Recognizes that every learner has strengths
At what level do I ...
understand the psychological foundations of learner's growth and development
knows about potentialities and uniqueness of individual learners?
provide learning activities that allow all learners to reach their full potential?
DIVERSITY OF LEARNERS
Obtains information on the learning styles, multiple intelligences and needs of learners
At what level do I ...
understand the theories and concepts of multiple intelligences and learning styles?
identify learning styles and multiple intelligences of learners?
show diligence in obtaining information on different learning needs?
Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
know techniques and strategies in designing/selecting activities for varied types of learners?
utilize varied activities for various types of learners?
show respect and concern for individual differences of students?
Establishes goals that define appropriate expectations for all learners
At what level do I ...
understand the requirements in setting goals for differentiated learning?
utilize differentiated activities to meet expected learning goals of learners?
assist learners in setting learning goals for themselves?
appreciate the need to consider the differences in experiences and capabilities of learners?
Paces lessons appropriate to needs and difficulties of learners
CURRICULUM
Demonstrates mastery of the subject
Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies
At what level do I ...
have an updated content knowledge and teaching strategy in my subject area?
apply the updated content and appropriate strategies in my teaching?
commit to deliver accurate and updated content knowledge?
Integrates language, literacy and quantitative skill development and values in his/her
subject area
At what level do I ...
have knowledge about multi-disciplinary integrative modes and techniques of teaching?
use multi-disciplinary integrative modes and techniques of teaching the subject area?
support the integration of language, literacy, skill development and values in the learning activities?
Explains learning goals, instructional procedures and content clearly and accurately to
students
At what level do I ...
possess in-depth understanding of the subject area's learning goals, instructional procedures and content based on curriculum?
explains learning goals, concepts and processes clearly and accurately to learners?
give sufficient time to explain the lessons for clear understanding of the learners?
Links the current content with past and duture lessons
At what level do I ...
Communicates clear learning goals for the lessons that are appropriate for learners
Sets appropriate learning goals
At what level do I ...
know the learning goals vis--vis specific subject content of the level I am teaching?
set doable and appropriate daily learning goals for the learners?
reflectively choose appropriate learning goals?
Understand the learning goals
At what level do I ...
understand the connection of the short-term goals to the long-term goals of learning?
practice relating short-term goals to long term goals for learning?
value the learning goals set in the curriculum?
provide appropriate learning tasks and projects that support development of good study habits?
take extra time to help students form good study habits?
COMMUNITY LINKAGES
involve the community in the programs, projects and thrusts of the school?
promote shared accountability for the learners' achievement?
Uses community resources (human, material) to support learning
At what level do I ...
know the various community resources available to enhance learning?
use available community resources (human, material) to support learning?
recognize community resources to support learning?
Uses community as a laboratory for learning
At what level do I ...
know strategies for experiential learning outside the classroom?
make use of the community as a laboratory for learning?
appreciate the world as a learning environment?
Participates in community activities that promote learning
At what level do I ...
know the teacher's social responsibility?
link with sectors for involvement in community work?
show enthusiasm in joining community activities?
Uses community networks to publicize school events and achievements
At what level do I ...
know the dynamics of community networking and information dissemination?
communicate the school events/achievements through community networks?
share information on school events/achievements to the community?
Encourages students to apply classroom learning to the community
At what level do I ...
know the social realities outside the classroom to make learning relevant?
provide learning activities ensuring their application to the community?
show sensitivity to the needs of the community?
Uses self-evaluation to recognize and enhance one's strength and correct one's weakne
At what level do I ...
know the concept and strategies for self-evaluation?
identify my strengths and weaknesses as a person and as a teacher?
manifest determination to become a better person and teacher?
Automatic scoring is enabled only after all items have been accomplished
###
L
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L
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L
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L
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###
L
###
L
###
L
###
L
###
L
###
L
###
###
###
###
behavior
H
###
L
###
L
###
L
###
###
###
###
###
###
L
###
L
###
L
###
L
###
L
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L
###
L
###
###
###
###
###
###
###
###
###
L
###
d culture
H
L
###
L
###
L
###
L
###
al learners
H
###
L
###
###
L
###
L
###
###
###
L
###
###
L
###
L
###
###
L
###
L
###
###
###
L
###
L
###
L
###
L
###
L
###
L
###
###
L
###
L
###
###
###
###
###
###
###
#
#
Total D1
18
72
66
3.67
91.67%
S2.1
10
40
38
3.80
95.00%
S2.2
10
40
34
3.40
85.00%
D2
S2.3
14
56
50
3.57
89.29%
S2.4
15
60
57
3.80
95.00%
S2.5
10
40
37
3.70
92.50%
Total D2
59
236
216
3.66
91.53%
D3
S3.1
27
108
98
3.63
90.74%
Mean
Score
4.00
4.00
3.67
3.67
3.67
3.80
3.80
3.57
3.85
3.70
3.66
3.63
3.83
4.00
3.81
3.63
3.81
3.75
3.73
3.82
3.8
S5.2
S5.
3.50
3.40
3.00
S1.1
S2.2
S2.3
S2.4
S4.2
S4.3
S4.4
S4.5
S4.6
% Score
90%
85%
80%
75%
S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total D4 S5.1 S5.2
% Score
91.67%
91.67%
91.67%
91.53%
95.00%
85.00%
89.29%
95.00%
92.50%
90.74%
Mean
Score
3.67
3.67
3.67
3.66
3.80
3.40
3.57
3.80
3.70
3.63
90.74%
95.19%
96.30%
3.63
3.81
3.85
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
D5
S5.1
S5.2
S5.3
S5.4
D6
S6.1
D7
S7.1
S7.2
S7.3
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
Recognizes general learning processes as well as unique processes of individual
learners
Promotes purposive study
Demonstrates skills in the use of ICT in teaching and learning
Planning, Asessing & Reporting
Develops and utilizes creative and appropriate instructional plan
Develops and uses a variety of appropriate assessment strategies to monitor
Monitors regularly and provides feedback on learners' understanding
Communicates promptly and clearly to learners, parents and superiors about
Community Linkages
Establishes learning environment that respond to the aspiration of the community
Personal Growth & Professional Devt
Takes pride in the nobility of teachers as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals
95.83%
100.00%
95.24%
3.83
4.00
3.81
93.75%
100.00%
87.50%
95.00%
93.18%
95.59%
95.83%
95.83%
91.67%
91.67%
90.83%
93.75%
91.67%
87.50%
3.75
4.00
3.50
3.80
3.73
3.82
3.83
3.83
3.67
3.67
3.63
3.75
3.67
3.50
Total D3
27
108
98
3.63
90.74%
3.81
3.73
otal D4 S5.1
3.82
S4.1
27
108
104
3.85
96.30%
3.83
3.83
S4.2
6
24
23
3.83
95.83%
3.80
3.67
S4.3
6
24
24
4.00
100.00%
3.67
3.75
D4
S4.4
21
84
80
3.81
95.24%
3.67
3.50
S5.2
S5.3
S7.2
S4.5
4
16
15
3.75
93.75%
3.63
S7.3 Total D7
S4.6
4
16
16
4.00
100.00%
ICT
S4.7
10
40
35
3.50
87.50%
Total D4
78
312
297
3.81
95.19%
S5.1
11
44
41
3.73
93.18%
S5.2
17
68
65
3.82
95.59%
D5
S5.3
6
24
23
3.83
95.83%
4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3 Total D7
Competency Level
Expert
Expert
Expert
Expert
Expert
Experienced
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Experienced
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Expert
Experienced
S5.4
6
24
23
3.83
95.83%
Total D5
40
160
152
3.80
95.00%
D6
S6.1
18
72
66
3.67
91.67%
Total D6
18
72
66
3.67
91.67%
S7.1
12
48
45
3.75
93.75%
D7
S7.2
6
24
22
3.67
91.67%
S7.3
12
48
42
3.50
87.50%
Total D7
30
120
109
3.63
90.83%
Gender
Female
Male
Civil Status
Married
Separated
Single
Widow/er
Region
I - ILOCOS
II - CAGAYAN VALLEY
III - CENTRAL LUZON
IV A - CALABARZON
IV B - MIMAROPA
V - BICOL
VI - WESTERN VISAYAS
VII - CENTRAL VISAYAS
VIII - EASTERN VISAYAS
IX - ZAMBOANGA
X - NORTHERN MINDANAO
XI - DAVAO
XII - SOCCSKSARGEN
XIII - CARAGA
CORDILLERA ADMIN REGION
NATIONAL CAPITAL REGION
ARMM
Division
Bohol
Tagbilaran
NegOcc
Nsamar
GradeYr
1
2
3
4
5
6
7
8
9
10
1,2
1,2,3
1,2,3,4
1,2,3,4,5
1,2,3,4,5,6
2,3
2,3,4
2,3,4,5
2,3,4,5,6
3,4
3,4,5
3,4,5,6
4,5
4,5,6
5,6
7,8
7,8,9
7,8,9,10
8,9
8,9,10
9,10
Subject
English
Science
Math
Filipino
Makabayan
Domain
D1
D2
D3
D4
D5
D6
D7
DomDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Strands
D1
D2
D3
D4
D5
D6
D7
S1.1
S1.2
S2.1
S2.2
S2.3
S2.4
S2.5
S3.1
S4.1
S4.2
S4.3
S4.4
S4.5
S4.6
S4.7
S5.1
S5.2
S5.3
S5.4
S6.1
S7.1
S7.2
S7.3
StrandDesc
Social Regard for Learning
Learning Environment
Diversity of Learners
Curriculum
Planning, Asessing & Reporting
Community Linkages
Personal Growth & Professional Devt
Teacher actions demonstrate value for learning
Demonstrates that learning is of different kinds and from different sources
Creates an environment that promotes fairness
Makes the classroom environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners' behavior
Creates a healthy psychological climate for learning
Determines, understands and accepts the learners' diverse background knowledge
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are appropriate for learners
Make good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
Recognizes general learning processes as well as unique processes of individual learners
Promotes purposive study
Demonstrates skills in the use of ICT in teaching and learning
Develops and utilizes creative and appropriate instructional plan
Develops and uses a variety of appropriate assessment strategies to monitor
Monitors regularly and provides feedback on learners' understanding
Communicates promptly and clearly to learners, parents and superiors about
Establishes learning environment that respond to the aspiration of the community
Takes pride in the nobility of teachers as a profession
Builds professional links with colleagues to enrich teaching practice
Reflects on the extent of the attainment of professional development goals
min
1
1.51
2.51
3.51
max
1.5
2.5
3.5
4
level
Beginner
Developing
Experienced
Expert
month
1
2
3
4
5
6
7
8
9
10
11
12
School Name
Abuno ES
Agus ES
Babag I ES
Babag II ES
Bagong Silang ES
Bankal ES
Baring ES
Basak ES
Buaya ES
Buyong ES
Candagsao ES
Canjulao ES
Caw-oy ES
Cawhagan ES
Felipe F. Matbagon Mem. ES
Gun-ob ES
Ibo ES
Kalawisan ES
Lapu-Lapu City CES
Look ES
Mactan Air Base ES
Mactan ES
Maribago ES
Marigondon ES
Nemesio Epifanio Mem. ES
Pajac PS
Pajo ES
Pangan-an ES
Poblacion PS
Poo ES
Punta Engano ES
Pusok ES
Sabang ES
Science and Tech. Educ. Cent
Soong ES
Sta. Rosa ES
Suba Basbas ES
Suba ES
Suba Masulog ES
Sudtonggan ES
Talima ES
Tiangue ES
Timpolok ES
Tungasan ES
Babag National High School
Babag NHS - Babag Night HS
Babag NHS - Poblacion Night
Bankal NHS
Bankal NHS - Abuno HS Ext.
School ID District
119972 South
119973 South
119985 West
119986 West
119974 South
119963 North
119950 East
119975 South
119964 North
119976 South
119951 East
119987 West
119954 East
119953 East
119952 East
119977 South
119965 North
119988 West
119989 West
119990 West
119966 North
119967 North
119978 South
119979 South
119961 East
119980 South
119968 North
119955 East
119991 West
119956 East
119969 North
119970 North
119957 East
119981 South
119971 North
119958 East
119982 South
119959 East
119983 South
119984 South
119960 East
119992 West
119993 West
119962 East
303172
312701
303173
303174
303175
303176
312702
303190
303177
303178
303179
303180
303181
312703
303182
303183
303193
303184
303185
303186
303187
303188
303189
303191
312704
Teacher
Strand
Score
1084041 S1.1
55
1084041 S1.2
11
1084041 S2.1
38
1084041 S2.2
34
1084041 S2.3
50
1084041 S2.4
57
1084041 S2.5
37
1084041 S3.1
98
1084041 S4.1
104
1084041 S4.2
23
1084041 S4.3
24
1084041 S4.4
80
1084041 S4.5
15
1084041 S4.6
16
1084041 S4.7
35
1084041 S5.1
41
1084041 S5.2
65
1084041 S5.3
23
1084041 S5.4
23
1084041 S6.1
66
1084041 S7.1
45
1084041 S7.2
22
1084041 S7.3
42
Strand
S_Description
S1.1
S1.2
S2.1
S2.2
S2.3
S2.4
S2.5
S3.1
S4.1
S4.2
Communicates clear learning goals for the lessons that are appropriate for learners
S4.3
S4.4
S4.5
S4.6
S4.7
S5.1
S5.2
S5.3
S5.4
S6.1
S7.1
S7.2
S7.3
MaxScore
Domain
60 D1
12 D1
40 D2
40 D2
56 D2
60 D2
40 D2
108 D3
108 D4
24 D4
24 D4
84 D4
16 D4
16 D4
40 D4
44 D5
68 D5
24 D5
24 D5
72 D6
48 D7
24 D7
48 D7
Domain
D1
D2
D3
D4
D5
D6
D7
D_Description
SOCIAL REGARD FOR LEARNING
LEARNING ENVIRONMENT
DIVERSITY OF LEARNERS
CURRICULUM
PLANNING, ASSESSING AND REPORTING
COMMUNITY LINKAGES
PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Teacher
LastName
1084041 Abarico
FirstName
MI
Roszald BetelgT
SchoolID Gender
119966 Male
Grades
4
YStart
MStart
2011
EngE
8
MathE
0
ScienceE
0
PhilE
0
Mak1E
Mak2E
0
Mak3E
0
Mak4E
0
EngS
0
MathS
ScienceS
PhilS
0
Mak1S
Mak2S
Mak3S
Mak4S
MajorDeg
General Education
MajorMast
MajorPhD MajorOther
Administration -Supervisio
SchoolID SchoolName
Region
Division
119966 Mactan Air Base Elementary SchoolVII - CENTRAL VLapu-Lapu City
District
PubPri
North DistriPublic
Level
Elementary
SPED
CentMain
#VALUE!
0
Grades
Concat: 4,
#VALUE! StripLast:4
#VALUE!
#VALUE!
#VALUE!
4,
#VALUE!
#VALUE!
#VALUE!
#VALUE!