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Background
The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of
basic education. These policy reforms are expected to create the critical changes necessary to further accelerate,
broaden, deepen and sustain the improved education effort already started. This package of policy reforms is
referred to as the Basic Education Sector Reform Agenda (BESRA).
One key element in the reform agenda is the establishment of the National Competency-Based Teacher Standards
(NCBTS). This is a framework that establishes the competency standards for teacher performance so that teachers,
learners and stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each
teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities
In response to the need for an instrument that identifies the professional strengths and development needs of the
teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and validated through
the AusAID-funded Project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the
EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros
Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Development
Program-Technical Working Group at the national level.
This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials,
structured learning session guides, manual for administration, scoring and interpretation, hard copy and e-versions
of the tool and the monitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.
The Teachers’ Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality
professional development programs that are aligned to the needs of the programs’ clientele. The TSNA determines
the differences between the actual situation (what is) and the desired condition (what should be) in terms of
teacher’s competencies within the department. In this NCBTS-TSNA the actual situation is described the current
competencies as perceived by the teacher. The profile of the teacher’s current competencies is compared to the
NCBTS standards for effective teaching. This TSNA, therefore, identifies the competency strengths as well as the
gap between the expected and the current teacher’s competencies 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 analyzing nationally set teacher standards in behavioral terms or by identifying effective teaching
competencies. The DepED Central Office and Regional Offices are tasked to do this phase of the TSNA process.
Phase II (Teacher Trainee Analysis) is the instrumentation to determine the current teacher competency levels in
KSA terms which is done by the individual teacher at the school level. Phase III (Strength-Need analysis) is the
analysis of the strengths and discrepancies between the standards set and the current teachers’ data on their
competencies which is carried out at the school, cluster, District or Division level for their respective purposes
related to teacher training/development.
An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of
Individual Plan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at
the school, division and regional levels. The consolidated TSNAs at the school, division and regional level inform the
school improvement plan (SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP),
with respect to the plans for professional development at the school, division and the regional levels.
COMPETENCY
ASSESSMENT
PHASE I
Competency Analysis
Instrumentation
Data Gathering
GAP
KSA Required and
Competency
Standards
Current KSA and
Competency
PHASE III
STRENGTH-NEED ANALYSIS
Competency Strengths
& Learning Needs
Consolidated TSNA
Result
SIP
Master Plans
DEDP for
Teacher's IPDP Professional
Development
SIP
SIP
DEDP
DEDP
When established, the TSNA system ensures that “teachers routinely use CBTS in making self-assessments of their
current practices to identify their individual development needs, and that school heads, division and regional offices
also routinely use CBTS in identifying teacher performance factors that affect school-wide learning outcomes”
(BESRA PIP, 2006 Version (PIP V.1, p. 21).
In order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) of
BESRA emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the
needs of teachers for their continuing training and development.
1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis-à-vis the standards
set by the NCBTS in each of the seven domains and 23 strands:
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:
The TSNA tool is anchored on the NCBTS Framework set by the Department of Education. This contains seven
integrated domains for effective teaching which are: 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; and Domain 7–Personal Growth and Professional Development. Each
domain has its corresponding strands and each strand has performance indicators. A total of seven domains, 23
strands and 80 performance indicators make up the NCBTS competency standards set by the DepED.
The domains, strands and performance indicators were translated to specific Knowledge, Skills, and Attitudes
(KSAs) to compose the TSNA Tool with 270 KSAs in the various clusters as in the specifications below:
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):
Domain 1: Social Regard for Learning.................................
S=2 P= 5 KSA= 18
Domain
Domain 2:3: Learning Environment........................................
Diversity of S=5 P=17 KSA=59
Learners……………………………………..
Domain 4: S=1 P=8 KSA=27
Curriculum…………………………………………………
Domain 5: Planning, Assessing and Reporting S=7 P=22 KSA=78
…………………… S=4 P=12 KSA=40
Domain 6: Community Linkages S=1 P=6 KSA=18
Domain 7: Personal and Professional Growth S=3 P=10 KSA=30
Total ……………………………………….. S=23 P=80 KSA=270
The orientation should therefore, involve clusters of School Heads with their respective NCBTS School
Coordinators from Leader Schools and District Supervisors within each Division. The designation of the
NCBTS school coordinator is upon the discretion of the School Head taking into consideration the criteria
outlined in the Orientation Guide contained in the 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.
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.
GETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOL
The TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation
process in order for the teacher-respondents to understand its importance and thus reflectively respond to the instrument. The
Tool in electronic format (Excel) is contained on a compact disk (CD) with an auto-scoring system. Each teacher may be given
an individual CD or may respond to the TSNA tool from a file installed on a common computer. It takes an average of one hour
to accomplish the instrument. The scores and individual profile of the teacher in the seven domains with corresponding strands
and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit
imposed for completing the instrument.
Self-Administration of the TSNA Tool
A. The TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator with a common stem: “At what level do
I…” Considering that the NCBTS-TSNA tool is intended for self-assessment and not for performance ratings, the responses to
the items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L).
The reference codes presented below guide the respondent in registering her/his self-assessment for each KSA:
Code Interpretation
¨ "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
1. Fill in the Teacher Profile. Data provided here shall feed into the Human Resource Information System of DepEd
2. After completing the Teacher Profile, proceed to the Self-Assessment Worksheet by clicking on the "Self Assessment" tab
3. In the Self Assessment worksheet, click on the appropriate checkbox that corresponds to your answer for each KSA
3.1 As a checkbox is ticked, the row color turns blue indicating that the response/answer is 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.
TSNA results may be interpreted using the scale scores or the percentage scores. Upon completion of the NCBTS-TSNA
Tool, an obtained score whether an average of the domain, strand or performance indicator, is interpreted using the appropriate
indices in the chart below. A score to be interpreted may either be an average of a particular domain, or a strand or a specific
performance indicator as the case may be.
The electronic version also provides profiles on the categories for Knowledge, Skills and Attitude. Learning needs and
strengths along these dimensions may 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.
MM DD YYYY
10. School Name 11. School ID 12. School Type ✘### Public
Inclusive Dates
32. I certify that the statements made by me in answer to the foregoing questions are true, complete and correct to the best of my knowledge and belief.
Date: Signature:
N.B.
09287334544
jhonric.lugtu@deped.gov.ph
### Private
### Main
Honors Received
mm dd yy
PRESENT
4 30 17
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 12
S5 13
S6 14
A4 15
Strand 1.2
Indicator 1.2.1
K6 16
S7 17
A5 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 25
K10 26
S10 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 35
K14 36
S13 37
A11 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 50
S18 51
A15 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 65
S23 66
A19 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 75
S27 76
A22 77
Domain 3
Strand 3.1
Indicator 3.1.1
K30 78
S28 79
A23 80
Indicator 3.1.2
K31 81
S29 82
A24 83
Indicator 3.1.3
K32 84
S30 85
S31 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 101
S38 102
S39 103
A30 104
Domain 4
Strand 4.1
Indicator 4.1.1
K38 105
S40 106
A31 107
Indicator 4.1.2
K39 108
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 129
S45 130
A36 131
Strand 4.2
Indicator 4.2.1
K43 132
S45 133
A36 134
Indicator 4.2.2
K43 135
S45 136
A36 137
Strand 4.3
Indicator 4.3.1
K43 138
S45 139
A36 140
Indicator 4.3.2
K43 141
S45 142
A36 143
Strand 4.4
Indicator 4.4.1
K43 144
S45 145
A36 146
Indicator 4.4.2
ICT 147
ICT 148
ICT 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 161
S45 162
A36 163
164
Strand 4.5
Indicator 4.5.1
K43 165
S45 166
A36 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 184
A36 185
A36 186
187
Indicator 5.1.2
K43 188
A36 189
190
Indicator 5.1.3
K43 191
S45 192
A36 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 200
A36 201
202
Indicator 5.2.4
K43 203
S45 204
A36 205
206
A36 207
Indicator 5.2.5
K43 208
S45 209
A36 210
Strand 5.3
Indicator 5.3.1
K43 211
S45 212
A36 213
A36 214
Indicator 5.3.2
K43 215
S45 216
Strand 5.4
Indicator 5.4.1
K43 217
S45 218
A36 219
Indicator 5.4.2
K43 220
S45 221
A36 222
Domain 6
Strand 6.1
Indicator 6.1.1
K43 223
S45 224
A36 225
Indicator 6.1.2
K43 226
S45 227
A36 228
Indicator 6.1.3
K43 229
S45 230
A36 231
Indicator 6.1.4
K43 232
S45 233
A36 234
Indicator 6.1.5
K43 235
S45 236
A36 237
Indicator 6.1.6
K43 238
S45 239
A36 240
Domain 7
Strand 7.1
Indicator 7.1.1
K43 241
S45 242
A36 243
Indicator 7.1.2
K43 244
S45 245
A36 246
Indicator 7.1.3
K43 247
S45 248
A36 249
Indicator 7.1.4
K43 250
S45 251
A36 252
Strand 7.2
Indicator 7.2.1
K43 253
S45 254
A36 255
Indicator 7.2.2
K43 256
S45 257
A36 258
Strand 7.3
Indicator 7.3.1
K43 259
S45 260
A36 261
Indicator 7.3.2
K43 262
S45 263
A36 264
Indicator 7.3.3
K43 265
S45 266
A36 267
Indicator 7.3.4
K43 268
S45 269
A36 270
SOCIAL REGARD FOR LEARNING
communicate policies and procedures to students, parents and other concerned persons? ✘
Demonstrates punctuality
At what level do I ... H
possess awareness on the implementation of "time on task" in all responsibilities? ✘
LEARNING ENVIRONMENT
maintain a learning environment that promotes courtesy and respect for all learners? ✘
provide learning activities that allow all learners to reach their full potential? ✘
ask questions that stimulate critical and creative thinking among learners? ✘
Provides varied enrichment activities to nurture the desire for further learning
At what level do I ... H
understand how enrichment activities enhance the learners' desire to learn? ✘
know ways of motivating the learners to learn further and more effectively? ✘
facilitate varied enrichment activities that are interesting for further learning? ✘
✘
know behavior management techniques for learners with behavioral problems?
identify learners with behavioral problems? ✘
employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?
✘
Guides individual learners requiring development of appropriate social and learning behavior
At what level do I ... H
understand the learners' social development stages? ✘
Communicates and enforces school policies and procedures for appropriate learner behavior
At what level do I ... H
know DepED/school policies and procedures on student discipline? ✘
provide activities that will encourage respect and free expresssion of ideas? ✘
Takes measures to minimize anxiety and fear of the teacher and/or subject
At what level do I ... H
know about child-friendly teaching strategies? ✘
encourage learners to develop a positive attitude towards their subject and teacher? ✘
DIVERSITY OF LEARNERS
appreciate the need to consider the differences in experiences and capabilities of learners? ✘
Initiates other learning approaches for learners whose needs have not been met by usual
approaches
At what level do I ... H
have the knowledge on teaching principles and strategies for students-at-risk ? ✘
CURRICULUM
Demonstrates mastery of the subject
Delivers accurate and updated content knowledge using appropriate methodologies,
approaches and strategies
At what level do I ... H
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 ... H
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 ... H
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? ✘
link the present subject matter content with the past and future lessons?
value the need to relate prior knowledge of learners with the present and future lessons? ✘
Aligns with lesson objectives the teaching methods, learning activities and instructional
materials or resources appropriate to learners
At what level do I ... H
have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and ✘
materials?
teach lessons that have congruency of objectives, procedure, materials and evaluation? ✘
appreciate the value of aligning objectives with all the parts of a lesson? ✘
Creates situations that encourage learners to use high order thinking skills
At what level do I ... H
understand the concept of critical thinking and the facets of understanding? ✘
Engages and sustains learners' interests in the subject by making content meaningful and
relevant to them
At what level do I ... H
know strategies and materials that promote authentic learning? ✘
apply various appropriate strategies and/or technology to motivate & sustain learning? ✘
Integrates relevant scholarly works and ideas to enrich the lessons as needed
At what level do I ... H
✘
update myself with relevant scholarly works and ideas related to my subject area? ✘
integrate scholarly works and ideas to enrich the lesson for the learners? ✘
set doable and appropriate daily learning goals for the learners? ✘
✘
translate learning competencies into instructional objectives?
show a reflective attitude in translating learning competencies to instructional objectives? ✘
Selects, prepares, and utilizes technology and other instructional materials appropriate to
the learners & learning objectives
At what level do I ... H
know various technology and instructional materials appropriate for my learning area? ✘
Provides activities and uses materials which fit the learners' learning styles, goals and culture
At what level do I ... H
know the principles of instructional material preparation for different types of learners? ✘
use relevant activities and materials suited to the learning styles, goals and culture of the learners? ✘
believe in the need to provide activities and use materials appropriate to the learners? ✘
Uses a variety of teaching approaches and techniques appropriate to the subject matter
and the learners
At what level do I ... H
understand the theories, approaches and strategies in teaching the subject area? ✘
use variety of teaching strategies and techniques appropriate to the learners and subject matter? ✘
Provides activities and uses materials which involves students in meaningful learning
At what level do I ... H
know various educational theories (e.g. constructivism) and their implications to meaningful leaning? ✘
apply teaching-learning methodologies that respond to general and specific learning processes? ✘
recognize the need to design teaching methods apropriate to the learning process? ✘
provide appropriate learning tasks and projects that support development of good study habits? ✘
understand how ICT-based instructional materials/learning resources support teaching and learning? ✘
identify appropriate learning objectives, strategies, and accompanying materials in the plan? ✘
show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning? ✘
appreciate the value of testing as a tool to improve instruction and learning performance? ✘
Identifies teaching-learning difficulties and possible causes and takes appropriate action to
address them
At what level do I ... H
know the concept and principles of diagnostic testing? ✘
✘
manage remediation programs? ✘
plan and implement a comprehensive program to report learners' progress to students and parents? ✘
manifest accountability and responsibility in communicating the learners' progress to intended stakeholders?
✘
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 ... H
know the various community resources available to enhance learning?
use available community resources (human, material) to support learning? ✘
prepare and implement an individual personal and professional development plan (IPDP)? ✘
Links with other institutions and organizations for sharing best practices
At what level do I ... H
know of institutions and organizations with a goal to improve teaching practice?
link with other institutions and organizations that are helpful to the teaching profession?
get involved in professional organizations and other agencies that can improve my teaching practice?
Reflects on the extent of the attainment of professional development goals
Reflects on the quality of his/her own teaching
At what level do I ... H
know the techniques and benefits derived from theory-guided introspection? ✘
examine myself vis-a-vis my accountability for the learners and to the teaching profession? ✘
Uses self-evaluation to recognize and enhance one's strength and correct one's weaknesses
At what level do I ... H
know the concept and strategies for self-evaluation? ✘
Automatic scoring is enabled only after all items have been accomplished
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Domain D1 D2 D3
Strand S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 Summary
S2.4 of S2.5
TSNA Result
Total D2 S3.1 Total D3 S4.1
No. Of KSAs 15 3 18 10 10 14 By 15
Mean Scale
10 Score59 27 27 27
HPS 60 12 72 40 40 56 60 40 236 108 108 108
Raw Score
3.00 33 7 40 18 18 24 27 19 106 41 41 47
Mean Score 2.20 2.33 2.22 1.80 1.80 1.71 1.80 1.90 1.80 1.52 1.52 1.74
%2.20 2.33
Score 55.00% 58.33% 55.56% 45.00% 45.00% 42.86% 45.00% 47.50% 44.92% 37.96% 37.96% 43.52%
2.22
2.00 2.00 2.00 2.00 2.00 2.00 2.00 2.00 1.93
1.90
Mean 2.00 1.80 1.80
1.71
1.80 1.80 1.74
1.83 1.81
1.73
1.82 1.85 1.83 1.83 1.83
Score 1.52 1.52 1.59
1.00
0.00
S1.1 S1.2 Tota l D1 S2.1 S2.2 S2.3 S2.4 S2.5 Tota l D2 S3.1 Tota l D3 S4.1 S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Tota l D6 S7.1 S7.2 S7.3 Total D7
Domain D1 D2 D3
Strand S1.1 S1.2 Total D1 S2.1 S2.2 S2.3 S2.4 S2.5 Total D2 S3.1 Total D3 S4.1
No. Of KSAs 15 3 18 10 10 14 15 10 59 27 27 27
HPS 60 12 72 40 40 56 60 40 236 108 108 108
Raw Score 33 7 40 18 18 24 27 19 106 41 41 47
Mean Score 2.20 2.33 2.22 1.80 1.80 1.71 1.80 1.90 1.80 1.52 1.52 1.74
% Score 55.00% 58.33% 55.56% 45.00% 45.00% 42.86% 45.00% 47.50% 44.92% 37.96% 37.96% 43.52%
60%
50%
40%
30%
% Score
20%
10%
0%
.1 .2 1 .1 .2 .3 .4 .5 2 .1 3 .1 .2 .3 .4 .5 .6 .7 4 .1 .2 .3 .4 5 .1 6 .1 .2 .3 7
S1 S1 ta l D S2 S2 S2 S2 S2 ta l D S3 ta l D S4 S4 S4 S4 S4 S4 S4 ta l D S5 S5 S5 S5 ta l D S6 ta l D S7 S7 S7 ta l D
To To To To To To To
40%
30%
% Score
20%
10%
0%
.1 .2 1 .1 .2 .3 .4 .5 2 .1 3 .1 .2 .3 .4 .5 .6 .7 4 .1 .2 .3 .4 5 .1 6 .1 .2 .3 7
S1 S1 ta l D S2 S2 S2 S2 S2 ta l D S3 ta l D S4 S4 S4 S4 S4 S4 S4 ta l D S5 S5 S5 S5 ta l D S6 ta l D S7 S7 S7 ta l D
To To To To To To To
Mean
Domain and Strands % Score Score Competency Level
D1 Social Regard for Learning 55.56% 2.22 Developing
S1.1 Teacher actions demonstrate value for learning 55.00% 2.20 Developing
S1.2 Demonstrates that learning is of different kinds and from different sources 58.33% 2.33 Developing
D2 Learning Environment 44.92% 1.80 Developing
S2.1 Creates an environment that promotes fairness 45.00% 1.80 Developing
S2.2 Makes the classroom environment safe and conducive to learning 45.00% 1.80 Developing
S2.3 Communicates higher learning expectations to each learner 42.86% 1.71 Developing
S2.4 Establishes and maintains consistent standards of learners' behavior 45.00% 1.80 Developing
S2.5 Creates a healthy psychological climate for learning 47.50% 1.90 Developing
D3 Diversity of Learners 37.96% 1.52 Developing
S3.1
Determines, understands and accepts the learners' diverse background knowledge 37.96% 1.52 Developing
D4 Curriculum 39.74% 1.59 Developing
S4.1 Demonstrates mastery of the subject 43.52% 1.74 Developing
S4.2
Communicates clear learning goals for the lessons that are appropriate for learners 45.83% 1.83 Developing
S4.3 Make good use of allotted instructional time 50.00% 2.00 Developing
S4.4 Selects teaching methods, learning activities and the instructional materials 45.24% 1.81 Developing
S4.5 Recognizes general learning processes as well as unique processes of individual
learners 50.00% 2.00 Developing
S4.6 Promotes purposive study 50.00% 2.00 Developing
S4.7 Demonstrates skills in the use of ICT in teaching and learning 50.00% 2.00 Developing
D5 Planning, Asessing & Reporting 46.25% 1.85 Developing
S5.1 Develops and utilizes creative and appropriate instructional plan 43.18% 1.73 Developing
S5.2 Develops and uses a variety of appropriate assessment strategies to monitor 45.59% 1.82 Developing
S5.3 Monitors regularly and provides feedback on learners' understanding 50.00% 2.00 Developing
S5.4 Communicates promptly and clearly to learners, parents and superiors about 50.00% 2.00 Developing
D6 Community Linkages 45.83% 1.83 Developing
S6.1 Establishes learning environment that respond to the aspiration of the community 45.83% 1.83 Developing
D7 Personal Growth & Professional Devt 48.33% 1.93 Developing
S7.1 Takes pride in the nobility of teachers as a profession 50.00% 2.00 Developing
S7.2 Builds professional links with colleagues to enrich teaching practice 50.00% 2.00 Developing
S7.3 Reflects on the extent of the attainment of professional development goals 45.83% 1.83 Developing
D4 ICT D5 D6 D7
S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3
6 6 21 4 4 10 78 11 17 6 6 40 18 18 12 6 12
24 24 84 16 16 40 312 44 68 24 24 160 72 72 48 24 48
11 12 38 8 8 20 124 19 31 12 12 74 33 33 24 12 22
1.83 2.00 1.81 2.00 2.00 2.00 1.59 1.73 1.82 2.00 2.00 1.85 1.83 1.83 2.00 2.00 1.83
45.83% 50.00% 45.24% 50.00% 50.00% 50.00% 39.74% 43.18% 45.59% 50.00% 50.00% 46.25% 45.83% 45.83% 50.00% 50.00% 45.83%
2.00 2.00 1.93
1.83 1.83 1.83
D4 ICT D5 D6 D7
S4.2 S4.3 S4.4 S4.5 S4.6 S4.7 Total D4 S5.1 S5.2 S5.3 S5.4 Total D5 S6.1 Total D6 S7.1 S7.2 S7.3
6 6 21 4 4 10 78 11 17 6 6 40 18 18 12 6 12
24 24 84 16 16 40 312 44 68 24 24 160 72 72 48 24 48
11 12 38 8 8 20 124 19 31 12 12 74 33 33 24 12 22
1.83 2.00 1.81 2.00 2.00 2.00 1.59 1.73 1.82 2.00 2.00 1.85 1.83 1.83 2.00 2.00 1.83
45.83% 50.00% 45.24% 50.00% 50.00% 50.00% 39.74% 43.18% 45.59% 50.00% 50.00% 46.25% 45.83% 45.83% 50.00% 50.00% 45.83%
D5 .1 6 .1 .2 .3 7
ta
l S6 ta l D S7 S7 S7 ta l D
To To To
D5 .1 6 .1 .2 .3 7
ta
l S6 ta l D S7 S7 S7 ta l D
To To To
Total D7
30
120
58
1.93
48.33%
Total D7
30
120
58
1.93
48.33%
Gender Civil Status Region Division GradeYr Subject Domain DomDesc
Male Single VI Bohol 1 English D1 Social Regard for Learning
Female Married VII Tagbilaran 2 Science D2 Learning Environment
Widow/er VIII NegOcc 3 Math D3 Diversity of Learners
Separated Nsamar 4 Filipino D4 Curriculum
5 Makabayan D5 Planning, Asessing & Reporting
6 D6 Community Linkages
7 D7 Personal Growth & Professional Devt
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
Strands StrandDesc min
D1 Social Regard for Learning 1
D2 Learning Environment 1.51
D3 Diversity of Learners 2.51
D4 Curriculum 3.51
D5 Planning, Asessing & Reporting
D6 Community Linkages
D7 Personal Growth & Professional Devt
S1.1 Teacher actions demonstrate value for learning
S1.2 Demonstrates that learning is of different kinds and from different sources
S2.1 Creates an environment that promotes fairness
S2.2 Makes the classroom environment safe and conducive to learning
S2.3 Communicates higher learning expectations to each learner
S2.4 Establishes and maintains consistent standards of learners' behavior
S2.5 Creates a healthy psychological climate for learning
S3.1 Determines, understands and accepts the learners' diverse background knowledge
S4.1 Demonstrates mastery of the subject
S4.2 Communicates clear learning goals for the lessons that are appropriate for learners
S4.3 Make good use of allotted instructional time
S4.4 Selects teaching methods, learning activities and the instructional materials
S4.5 Recognizes general learning processes as well as unique processes of individual learners
S4.6 Promotes purposive study
S4.7 Demonstrates skills in the use of ICT in teaching and learning
S5.1 Develops and utilizes creative and appropriate instructional plan
S5.2 Develops and uses a variety of appropriate assessment strategies to monitor
S5.3 Monitors regularly and provides feedback on learners' understanding
S5.4 Communicates promptly and clearly to learners, parents and superiors about
S6.1 Establishes learning environment that respond to the aspiration of the community
S7.1 Takes pride in the nobility of teachers as a profession
S7.2 Builds professional links with colleagues to enrich teaching practice
S7.3 Reflects on the extent of the attainment of professional development goals
max level
1.5 Beginner
2.5 Developing
3.5 Experienced
4 Expert