rece ncbts

8/10/2019 Rece Ncbts

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NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT

Background

THE TSNA SYSTEM FRAMEWORK

The Department of Education is presently pursuing a package of policy reforms that seeks to improve the quality of basic educati

reforms are expected to create the critical changes necessary to further accelerate, broaden, deepen and sustain the improved

already started. This package of policy reforms is referred to as the Basic Education Sector eform !genda "BES!#.

$ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "%&BTS#. This

that establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to

complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of

responsibilities

)n response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the %

Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +roect ST)-E "Strength

Education in the -isayas#, in coordination (ith the ED+)T! "Educational Development )mplementing Task orce#, and egions

Divisions of %egros $ccidental, Bohol and %orthern Samar, and further validated by the TED+'T/0 "Teacher Education Develo

Technical /orking 0roup at the national level.

This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS orientation program and resource materials, structured l

guides, manual for administration, scoring and interpretation, hard copy and e'versions of the tool and the monitoring and evaluati

tools for the implementation of the %&BTS'TS%!.

The Teachers1 Strengths 2 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professional developme

are aligned to the needs of the programs1 clientele. The TS%! determines the differences bet(een the actual situation "(hat is#

condition "(hat should be# in terms of teacher1s competencies (ithin the department. )n this %&BTS'TS%! the actual situation i

current competencies as perceived by the teacher. The profile of the teacher1s current competencies is compared to the %&BT

effective teaching. This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the c

competencies in terms of 3no(ledge, Skills, and !ttitudes "3S!s# that actually define the domains, strands and performance i

%&BTS.

The TS%! involves three essential stages of training needs analysis4 +hase ) "5ob !nalysis for Effective Teaching# is actually do

nationally set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffic

$ffices are tasked to do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to deter

teacher competency levels in 3S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed

analysis of the strengths and discrepancies bet(een the standards set and the current teachers1 data on their competencies (hich

the school, cluster, District or Division level for their respective purposes related to teacher training7development.


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Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA

Specifically, the TS%! intends to4

8.8. Social egard for 9earning8.:. 9earning Environment

8 ; Diversity of 9earners

!n important aspect of the TS%! process is the utili6ation of its results that (ill serve as inputs in the preparation of )ndividual +lan

Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional levels. The cons

at the school, division and regional level inform the school improvement plan "S)+#, Division Development +lan "DED+# an

Development +lan "ED+#, (ith respect to the plans for professional development at the school, division and the regional levels.

/hen established, the TS%! system ensures that


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8.A. &urriculum

8.. +lanning, !ssessing and eporting

8.?. &ommunity 9inkages

8.C. +ersonal 0ro(th and +rofessional Development

:. &onsolidate the TS%! results at the school, cluster, and division levels.

Expected OutputsExpected Outputs

Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs4

A. At the !d"du#$ $e"e$%

&onsolidated TS%! results that reflect the general strengths and learning needs of the teachers in the school

&onsolidated TS%! results of participating school teachers in a given cluster7division

The NCBTS #!d the SAs De"e$oped for the TSNA

3S! Specifications of the C D$!)%S, :; ST!%DS "S#, and > +E$!%&E )%D)&!T$S "+#4

Domain 84 Social egard for 9earning................................. SF: +F 3S!F 8

Domain :4 9earning Environment........................................ SF +F8C 3S!FG

Domain ;4 Diversity of 9earnersHHHHHHHHHHHHHH.. SF8 +F 3S!F:C

Domain A4 &urriculumHHHHHHHHHHHHHHHHHHH SFC +F:: 3S!FC

Domain 4 +lanning, !ssessing and eporting HHHHHHHH SFA +F8: 3S!FA>

Domain ?4 &ommunity 9inkages SF8 +F? 3S!F8

Domain C4 +ersonal and +rofessional 0ro(th SF; +F8> 3S!F;>

Tot#$ .. S()* P(+, SA(),

Schoo$-B#sed /p$e/e!t#to! of the TSNASchoo$-B#sed /p$e/e!t#to! of the TSNA

!n )ndividual Teacher Scoring Template that contains TS%! results indicating the strengths and training needs in each of the se

and :; strands.

B.

At the schoo$ $e"e$%

C.

At the c$uster0 0d"so! $e"e$%

The TS%! tool is anchored on the %&BTS rame(ork set by the Department of Education. This contains seven integrated domteaching (hich are4 Domain 8ISocial egard for 9earningJ Domain :I9earning EnvironmentJ Domain ;IDiversity of 9earn&urriculumJ Domain I +lanning, !ssessing and eportingJ Domain ?I&ommunity 9inkagesJ and Domain CI+ersonal 0ro(th a

Development. Each domain has its corresponding strands and each strand has performance indicators. ! total of seven domains,> performance indicators make up the %&BTS competency standards set by the DepED.

The domains, strands and performance indicators (ere translated to specific 3no(ledge, Skills, and !ttitudes "3S!s# to compos

A. Ore!t#to! of Schoo$ He#ds o! the NCBTS #!d the TSNA


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The principle of school'based management empo(ers the School Keads to provide instructional leadership and ther

be a(are of the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich S

can support the professional development of the teachers is (hen they have the first'hand information about the trai

teachers. The %&BTS'TS%! tool intends to identify specific training needs of teachers, thus the School Keads and S

Supervisors need to be kno(ledgeable of the features of the tool and its proper administration and results utili6ation.

The orientation should therefore, involve clusters of School Keads (ith their respective %&BTS School &oordinators

Schools and District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the

School Kead taking into consideration the criteria outlined in the $rientation 0uide contained in the %&BTS'TS%! +

The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the tran

technology to conduct TS%! at the school level. The package provides the participants (ith4 "a# a deeper understand

%&BTS frame(ork, the meaning of the domains, strands, and performance indicators, and the identification of the 3

familiarity (ith the content of the TS%! tool and its proper administration to assist schools in the conduct of TS%!.

B. Schoo$s-C$uster TSNA /p$e/e!t#to!

Schools (ithin the Division are expected to form clusters. Each cluster should designate a 9eader School. 9eader Sc

their respective %&BTS &oordinators become the


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n. These policy

education effort

is a frame(ork

appreciate the

their roles and

BTS'Teachers*

ening the Basic

), -)) and -))),

ment +rogram'

earning session

on scheme and

t programs that

and the desired

s described the

S standards for

urrent teacher1s

ndicators of the

ne by analy6ing

e and egional

ine the current

analysis# is the

is carried out at


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for +rofessional

olidated TS%!s

d the egional

tices to identify

er performance

he +rofessional

ent.

TS in each of

P r

pment


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en domains

ins for effectiversJ Domain AInd +rofessional

:; strands and

the TS%! Tool


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fore they must

hool Keads

ing needs of

chools

from 9eader

iscretion of the

ckage.

sfer of the

ing of the

!sJ "b#

hool Keads and

. School

their o(n

the cluster or


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GETTING STARTED WITH THE N'BTS-TSNA SELF-ASSESSMEN

Code !terpret#to!

K

"Kigh#

S

"Satisfactory#

"air#

9

" 9o(#

B. The E$ectro!c Se$f-Assess/e!t Too$

This Electronic Self'!ssessment Template consists of three (orksheets labelled as4

L MSelf'!ssessmentM ' green'colored tab is the TS%! instrument

L MSummaryM ' yello('colored tab displays the result of assessment after all TS%! items have been accomplished

8. ill in the Teacher +rofile. Data provided here shall feed into the Kuman esource )nformation System of DepEd

:. !fter completing the Teacher +rofile, proceed to the Self'!ssessment /orksheet by clicking on the MSelf !ssessmentM tab

;. )n the Self !ssessment (orksheet, click on the appropriate checkbox that corresponds to your ans(er for each 3S!

The TS%! Tool is a self'assessment exercise that is introduced by the School Kead7%&BTS &oordinator through an orientation proc

respondents to understand its importance and thus reflectively respond to the instrument. The Tool in electronic format "Excel# is c

"&D# (ith an auto'scoring system. Each teacher may be given an individual &D or may respond to the TS%! tool from a file installed

takes an average of one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (

and performance indicators are electronically generated instantly upon completion of the instrument. There is no time limit imposed f

instrument.Se$f-Ad/!str#to! of the TSNA Too$!. The TS%! esponsesThe instrument contains clusters of 3S!s specific to a particular performance indicator (ith a common stem4

TS%! tool is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.

air "#, and 9o( "9#.

The reference codes presented belo( guide the respondent in registering her7his self'assessment for each 3S!4

y level of competence in the 3S! is high. This is my strength, although not apriority training 2 development need.

y level of competence in the 3S! is satisfactory but ) (ould benefit from furthertraining 2 development

y level of competence in the 3S! is fair and ) need further training 2development as a priority.

y level of competence in the 3S! is lo(. ) urgently need training anddevelopment

1Te#cher Prof$e1 ' pink'colored tab and a data'entry form for teacher respondent*s personal and professional data

;.8 !s a checkbox is ticked, the ro( color turns blue indicating that the response7ans(er is accepted

;.: /hen more than one ans(er is provided for one 3S!, the ro( color turns red indicating an erroneous ans(er

$nly one ans(er must be provided for each 3S!, hence only one checkbox ticked.


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A. Npon successfully completing all items, message M&lick Summary /orksheet to vie( resultsM is displayed.

&lick Summary /orksheet to vie( interpretation of assessment results.

ans(ers (ere provided for one 3S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special

attention to red and grey colored ro(s.

!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es!terpret!2 #!d Co!so$d#to! of the TSNA Prof$es

R#!2e 3e"e$ of Te#ch!2 Co/pScale scores % Scores

;.8'A.>> C.8O ' 8>>O

:'8';.> ?:.8O ' C.>O

8.8':.> ;C.8O ' ?:.>O

8.>>'8.> :.>>O ' ;C.>O

&onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division.

4t$5#to! of TSNA Resu$ts for the De"e$op/e!t of PPDs

Note :!utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and7or t(o

TS%! results may be interpreted using the scale scores or the percentage scores. Npon completion of the %&BTS'TS%! Tool,average of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to beaverage of a particular domain, or a strand or a specific performance indicator as the case may be.

Expert. -ery competent and can support other te

Expere!ced. &ompetent in the 3S! but (ould band development

De"e$op!2. airly competent in 3S! and need fdevelopment

Be2!!!2. 9acking competence in 3S! and reqdevelopment

The electronic version also provides profiles on the categories for 3no(ledge, Skills and !ttitude. 9earning needs and strenmay also be inferred from the TS%! results.

The TS%! )ndividual +rofile is used for the development of the teacher1s )++D. The identified learning needs therein are appraiseinto consideration the priorities set by the school for its future development. )t is important that the teachers develop themselves iaddressing the most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to iden(ith their o(n priorities and those of the school. ! separate document has been developed detailing the concepts and procedures)++Ds.


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TOOL

ess in order for the teacher'

ntained on a compact disk

on a common computer. )t

ith corresponding strands

or completing the

onsidering that the %&BTS'

. Kigh "K#, Satisfactory "S#,


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te!ce

n obtained score (hether aninterpreted may either be an

acher*s improvement

enefit from further training

rther training and

ire urgent training and

gths along these dimensions

d by the teacher (hile takingn order to contribute to(ardsify their training needs in linerelated to the preparation of


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Te#cher Prof$e

I. PERSONAL DATA

1. Family Name (Last name) First Name

PARAS RECE

2. Gender Female 3. Civil Status single

. !ate "# $irt% & 2' 1& '. Plae "# $irt% C*+, -F SAN FERNAN!

MM DD YYYY

/.

0' SAPAL-C !-L-RES C*+, -F SAN FERNAN!- PAPANGA

i C"de 2 0 0

. Regi"n 3 4. !ivisi"n C*+, -F SAN FERNAN!- (P) &. !is

10. S%""l Name 11. S%""l *!

LARA *N+EGRA+E! SC5--L 30/010/

12. S%""l Address

$ARANGA, LARA C*+, -F SAN FERNAN!- PAPANGA

13.

201 - 4

1. Su67et Area C"nentrati"n8

Elem8 Englis% at% Sie Siene Piliin" a:a6ayan

Se 8 Englis% at% Sie Siene Piliin" a:a6ayan

II. EDUCATIONAL ATTAINMENT

!egree a7"r S%""l

mm

a7"r %EE ;N*


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%. SCOLARSIP'&RANTS RECEI%ED

+itle S"ns"ring Ageny mm d

%I. OTER )UALI#ICATIONS

32. * erti#y t%at t%e statements made 6y me in anser t" t%e #"reg"ing Buesti"ns are true "mlete and "rret t" t%e 6est "# my :n"ledge

!ate8 Signature8

N.$.

A5R?*NSE+ F"rm N". 2004?001 v2.0


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iddle Name

PANG*L*NAN

3. Eml"yee N".

PAPANGA

P%"ne 0&0'2'1&'

Fa

0 E?mail reearasDgmail."m

t N-R+5

12. S%""l +ye Pu6li Private

Elementary : "n"grade Central

ultigrade N"n?Central

SPE!

Secondary: General ain

Seial Siene +e%


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ates

mm dd yy


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Do(a$n )

Strand 1.1

Indicator 1.1.1

K& &

K' '

S& (

S' )

A& *

Indicator 1.1.2

K( +

S( ,

A' -

Indicator 1.1.3

K) .

S) &/

A( &&

Indicator 1.1.4

K* &'

S* &(

S+ &)

A) &*S*rand )+,

Indicator 1.2.1

K+ &+

S, &,

A* &-

Do(a$n ,

S*rand ,+)Indicator 2.1.1

K,&.

S- '/

A+ '&

Indicator 2.1.2

K- ''

S. '(

A, ')

Indicator 2.1.3


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K&/ '+

S&/ ',

A- '-

S*rand ,+,

Indicator 2.2.1

K&& '.S&& (/

A. (&

Indicator 2.2.2

K&' ('

S&' ((

A&/ ()

Indicator 2.2.3

K&( (*

K&) (+

S&( (,

A&& (-

S*rand ,+

Indicator 2.3.1

K&* (.

S&) )/

S&( )&

A&& )'

Indicator 2.3.2

K&+ )(

S&+ ))

A&( )*

Indicator 2.3.3

K&, )+

K&- ),

S&, )-

A&) ).Indicator 2.3.4

K&. */

S&- *&

A&* *'

S*rand ,+.

Indicator 2.4.1

K'/ *(

K'& *)S&. **

S'/ *+


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K'' *-

S'& *.

A&, +/

Indicator 2.4.3

K') +&K'* +'

S'' +(

A&- +)

Indicator 2.4.4

K'+ +*

S'( ++

A&. +,

S*rand ,+/

Indicator 2.5.1

K', +-

S') +.

A'/ ,/

Indicator 2.5.2

K'- ,&

S'* ,'

S'+ ,(

A'& ,)

Indicator 2.5.3

K'. ,*

S', ,+

A'' ,,

Do(a$n

S*rand +)

Indicator 3.1.1

K(/ ,-

S'- ,.

A'( -/

Indicator 3.1.2

K(& -&

S'. -'

A') -(

Indicator 3.1.3

K(' -)


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A'* -,

Indicator 3.1.4

K(( --

S(' -.

A'+ ./

Indicator 3.1.5

K() .&

S() .'

S(* .(

A', .)

Indicator 3.1.6

K(* .*

S(+ .+A'- .,

Indicator 3.1.7

K(+ .-

S(, ..

A'. &//

Indicator 3.1.8

K(, &/&

S(- &/'

S(. &/(

A(/ &/)

Do(a$n .

S*rand .+)

Indicator 4.1.1

K(- &/*

S)/ &/+A(& &/,

Indicator 4.1.2

K(. &/-

S)& &/.

A(' &&/

Indicator 4.1.3

K)/ &&&


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Indicator 4.1.4

K)& &&)

S)( &&*

A() &&+

Indicator 4.1.5

K)' &&,

S)) &&-

A(* &&.

Indicator 4.1.6

K)( &'/

S)* &'&

A(+ &''

Indicator 4.1.7

K)( &'(

ICT &')

A(+ &'*

Indicator 4.1.8

K)( &'+

S)* &',

A(+ &'-Indicator 4.1.9

K)( &'.

S)* &(/

A(+ &(&

S*rand .+,

Indicator 4.2.1

K)( &('

S)* &((A(+ &()

Indicator 4.2.2

K)( &(*

S)* &(+

A(+ &(,

S*rand .+

Indicator 4.3.1

K)( &(-

S)* &(.

A(+ &)/


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K)( &)&

S)* &)'

A(+ &)(

S*rand .+.

Indicator 4.4.1

K)( &))

S)* &)*

A(+ &)+

Indicator 4.4.2

ICT &),

ICT &)-

ICT &).S)* &*/

A(+ &*&

Indicator 4.4.3

K)( &*'

S)* &*(

A(+ &*)

Indicator 4.4.4

K)( &**

S)* &*+

A(+ &*,

Indicator 4.4.5

K)( &*-

S)* &*.

A(+ &+/

Indicator 4.4.6

K)( &+&

S)* &+'

A(+ &+(

&+)

S*rand .+/Indicator 4.5.1

K)( &+*

S)* &++

A(+ &+,&+-

S*rand . 0


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K)( &+.

S)* &,/

A(+ &,&

&,'

S*rand .+1

Indicator 4.7.1

&,(

&,)

&,*

&,+

&,,

&,-

&,.

&-/

&-&

&-'

Do(a$n /

S*rand /+)

Indicator 5.1.1

K)( &-(

S)* &-)

A(+ &-*

A(+ &-+&-,

Indicator 5.1.2

K)( &--

A(+ &-.

&./

Indicator 5.1.3

K)( &.&

S)* &.'

A(+ &.(

S*rand /+,

Indicator 5.2.1

K)( &.)

S)* &.*

A(+ &.+

Indicator 5.2.2

K)( &.,


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Indicator 5.2.3

K)( '//

A(+ '/&

'/'

Indicator 5.2.4

K)( '/(

S)* '/)

A(+ '/*

'/+

A(+ '/,

Indicator 5.2.5

K)( '/-

S)* '/.A(+ '&/

S*rand /+

Indicator 5.3.1

K)( '&&

S)* '&'

A(+ '&(

A(+ '&)Indicator 5.3.2

K)( '&*

S)* '&+

S*rand /+.

Indicator 5.4.1

K)( '&,

S)* '&-A(+ '&.

Indicator 5.4.2

K)( ''/

S)* ''&

A(+ '''

Do(a$n 0


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K)( ''(

S)* '')

A(+ ''*

Indicator 6.1.2

K)( ''+S)* '',

A(+ ''-

Indicator 6.1.3

K)( ''.

S)* '(/

A(+ '(&

Indicator 6.1.4

K)( '('

S)* '((

A(+ '()

Indicator 6.1.5

K)( '(*

S)* '(+

A(+ '(,

Indicator 6.1.6

K)( '(-

S)* '(.

A(+ ')/

Do(a$n 1

S*rand 1+)Indicator 7.1.1

K)( ')&

S)* ')'

A(+ ')(

Indicator 7.1.2

K)( '))

S)* ')*

A(+ ')+

Indicator 7.1.3


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S)* ')-

A(+ ').

Indicator 7.1.4

K)( '*/

S)* '*&

A(+ '*'

S*rand 1+,

Indicator 7.2.1

K)( '*(

S)* '*)

A(+ '**

Indicator 7.2.2

K)( '*+

S)* '*,

A(+ '*-

S*rand 1+

Indicator 7.3.1

K)( '*.

S)* '+/

A(+ '+&

Indicator 7.3.2

K)( '+'

S)* '+(

A(+ '+)

Indicator 7.3.3

K)( '+*

S)* '++

A(+ '+,

Indicator 7.3.4

K)( '+-

S)* '+.

A(+ ',/


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SO'IAL REGARD FOR LEARNING

T%ac&%r ac*$on# d%(on#*ra*% 2a!u% 3or !%arn$ng

Implements school policies and procedures

At what level do I ...

kno( school policies and proceduresP

understand school operationsP

implement policies and procedures P

communicate policies and procedures to students, parents and other concerned personsP

abide by the school policies and proceduresP

emonstrates punctualit!


possess a(areness on the implementation of Mtime on taskM in all responsibilitiesP

demonstrate punctuality in accomplishing expected tasks and functionsP

model the value of punctualityP

"aintains appropriate appearanceAt what level do I ...

kno( decorum i.e. dress code, behavior of teachersP

practice decorum in all occasionsP

value decorum expected of teachersP

Is care#ul a$out the e%ect o# one&s $ehavior on students


understand the theoretical concepts and principles of social learningP

sho( appropriate behavior even during unguarded momentsP

apply kno(ledge on social learning in dealing (ith studentsP

consider the influence my behavior has on studentsPD%(on#*ra*%# *&a* !%arn$ng $# o3 d$4%r%n* k$nd# and 3ro( d$4%r%n* #ourc%#"a'es use o# various learnin( e)periences and resources


kno( a range of sources through (hich social learning may be experiencedP

use information from a variety of sources for learning "e.g. family, church, other sectors of the community#P

appreciate that students learn through a range of different social experiencesP

LEARNING EN5IRONMENT

'r%a*%# an %n2$ron(%n* *&a* 6ro(o*%# 3a$rn%##"aintains a learnin( environment o# courtes! * respect #or di%erent learners +e.(


understand the dynamics of teaching learners from diverse backgrounds "e.g. ability, culture, family background and gender#P

maintain a learning environment that promotes courtesy and respect for all learnersP

sho( courtesy and respect to everyone at all timesP

rovides (ender/#air opportunities #or learnin(


understand the obectives, principles and strategies for 0ender and Development "0!D#P

provide gender fair learning opportunitiesP

uphold gender sensitivity in my dealings (ith learners and othersP

0eco(nies that ever! learner has stren(ths


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kno(s about potentialities and uniqueness of individual learnersP

provide learning activities that allo( all learners to reach their full potentialP

recogni6e leraner*s individual potentials and strengthsP

Mak%# *&% c!a##roo( %n2$ron(%n* #a3% and conduc$2% *o !%arn$ng

"aintains a sa#e and orderl! classroom #ree #rom distractions


kno( the principles of classroom management, room structuring and safety measuresPmaintain a safe, clean and orderly classroom free from distractionsP

sho( concern for a safe and conducive learning environmentP

Arran(es challen(in( activities in a (iven ph!sical environment


kno( various challenging activities that can be adapted in any given physical environmentP

conduct challenging learning activities despite physical environment constraintsP

sho( enthusiasm to conduct learning activities in any given situationP

ses individual and cooperative learnin( activities to improve capacities o# learne


understand the importance and dynamics of both individual and cooperative learningP

kno( varied strategies for individual and cooperative learningP

balance the use of individual and cooperative learning activitiesP

see the value in creating individual and cooperative learning activitiesP

'o((un$ca*%# &$g&%r !%arn$ng %76%c*a*$on# *o %ac& !%arn%r

ncoura(es learners to as' uestions


kno( the art of questioning and different techniques of asking higher order questionsP

provide opportunities for learners to ask questionsP

ask questions that stimulate critical and creative thinking among learnersP

sho( an accepting response7gesture in dealing (ith questions of learnersP

rovides learners with a variet! o# learnin( e)perienceAt what level do I ...

kno( various strategies that elevate students* level of learningP

provide learners (ith variety of experiences that enhance learningP

(illingly provide learners (ith a variety of challenging learning activitiesP

rovides varied enrichment activities to nurture the desire #or #urther learnin(


understand ho( enrichment activities enhance the learners* desire to learnP

kno( (ays of motivating the learners to learn further and more effectivelyP

facilitate varied enrichment activities that are interesting for further learningP

sho( diligence in making enrichment materialsPommunicates and maintains hi(h standards o# learnin( per#ormance


kno( the implications of achieving high standards of learning performance for total human developmentP

help learners maintain high standards of learningP

inspire learners to set high performance targets for themselvesP

E#*a!$#&%# and (a$n*a$n# con#$#*%n* #*andard# o3 !%arn%r#8 %&a2$or

andles $ehavior pro$lems uic'l! and with due respect to children&s ri(hts


understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! C?8>, +D ?>;P

kno( behavior management techniques for learners (ith behavioral problemsPidentify learners (ith behavioral problemsP

employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsP


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kno( the concept, importance and techniques of social reinforcementP

provide timely and appropriate reinforcement on learners* behaviorP

believe that positive reinforcement leads to improved learner behaviorP

uides individual learners reuirin( development o# appropriate social and learni


understand the learners* social development stagesPkno( different strategies that enhance learners* social developmentP

use varied teaching'learning strategies that make use of social interactionP

sho( patience in managing different social and learning activitiesP

ommunicates and en#orces school policies and procedures #or appropriate learn


kno( DepED7school policies and procedures on student disciplineP

communicate and enforce policies and procedures related to students behaviorP

commit to enforcing school policies and proceduresP

'r%a*%# a &%a!*&" 6#"c&o!og$ca! c!$(a*% 3or !%arn$ng

ncoura(es #ree e)pression o# ideas #rom students


kno( the concepts and principles of democratic expression of ideasP

provide activities that (ill encourage respect and free expresssion of ideasP

encourage learners to express their ideas freely and responsiblyP

reates stress/#ree environment


kno( the the elements and importance of establishing a stress'free learning environmentP

manage conflicts and other stress'related situationsP

initiate and create programs "e.g. child'friendly school system# and activities that promote stress'free environmentP

get involved in advocacy activities that create a stress'free environmentP

a'es measures to minimie an)iet! and #ear o# the teacher andor su$:ectAt what level do I ...

kno( about child'friendly teaching strategiesP

encourage learners to develop a positive attitude to(ards their subect and teacherP

let my students feel they are acceptedP

DI5ERSITY OF LEARNERS

D%*%r($n%#9 und%r#*and# and acc%6*# *&% !%arn%r#8 d$2%r#% ackground kn

and %76%r$%nc%

;$tains in#ormation on the learnin( st!les, multiple intelli(ences and needs o# leaAt what level do I ...

understand the theories and concepts of multiple intelligences and learning stylesP

identify learning styles and multiple intelligences of learnersP

sho( diligence in obtaining information on different learning needsP

Designs or selects learning experiences suited to different kinds of learners


kno( techniques and strategies in designing7selecting activities for varied types of learnersP

utili6e varied activities for various types of learnersP

sho( respect and concern for individual differences of studentsP

Establishes goals that define appropriate expectations for all learnersAt what level do I ...

understand the requirements in setting goals for differentiated learningP


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appreciate t!e need to consider t!e di0erences in e1periences and capa2ilities o3 learners4

aces lessons appropriate to needs and di


35/63

+inks the current content with past and duture lessons


understand interrelation of topics7content (ithin the subect area taughtP

link the present subect matter content (ith the past and future lessonsP

value the need to relate prior kno(ledge of learners (ith the present and future lessonsP

Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional

aterials or resources appropriate to learnersAt what level do I ...

have the kno(ledge in designing lessons (ith congruent obectives, teaching methods, learning activities and materialsP

teach lessons that have congruency of obectives, procedure, materials and evaluationP

appreciate the value of aligning obectives (ith all the parts of a lessonP

,reates situations that encourage learners to use high order thinking skills


understand the concept of critical thinking and the facets of understandingP

engage learners in activities that develop higher order thinking skillsP

patiently motivate learners to develop higher order thinking skillsP

Engages and sustains learners- interests in the sub'ect b! aking content eaningful and

relevant to the


kno( strategies and materials that promote authentic learningP

apply various appropriate strategies and7or technology to motivate 2 sustain learningP

believe in relating classroom learning to real (orld expereincesP

Integrates relevant scholarl! works and ideas to enrich the lessons as needed


update myself (ith relevant scholarly (orks and ideas related to my subect areaP

integrate scholarly (orks and ideas to enrich the lesson for the learnersP

sho( enthusiasm and openness to ne( learningPIntegrates content of sub'ect areas with other disciplines


kno( about other disciplines related to the subect ) am teachingP

integrate content of subect area (ith other disciplinesP

appreciate integrative mode of teachingP

Co//u!c#tes c$e#r $e#r!!2 2o#$s for the $esso!s th#t #re #ppropr#te for $e#r!ers

Sets appropriate learning goals


kno( the learning goals vis'@'vis specific subect content of the level ) am teachingP

set doable and appropriate daily learning goals for the learnersPreflectively choose appropriate learning goalsP

nderstand the learning goals


understand the connection of the short'term goals to the long'term goals of learningP

practice relating short'term goals to long term goals for learningP

value the learning goals set in the curriculumP

M#9e 2ood use of #$$otted !structo!#$ t/e

Establishes routines and procedures to axii#e instructional tie


understand the principles and procedure of maximi6ing instructional timeP

apply techniques of Mtime on taskM in planning and delivering lessonsP

observe discipline on time managementP


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kno( the principles and techniques of lesson planning considering the allotted instructional time P

design parts of the lesson (ithin available instructional timeP

sho( efficiency in the use of time to effectively attain learning goalsP

Se$ects te#ch!2 /ethods: $e#r!!2 #ct"tes #!d the !structo!#$ /#ter#$s

or resources #ppropr#te to the $e#r!ers #!d #$2!ed to o78ect"es of the $esso!

ranslates learnin( competencies to instructional o$:ectives

At what level do I ...kno( the learning competencies in my learning areas in order to formulate appropriate instructional obectivesP

translate learning competencies into instructional obectivesP

sho( a reflective attitude in translating learning competencies to instructional obectivesP

Selects, prepares, and utilies technolo(! and other instructional materials appro

the learners * learnin( o$:ectives


kno( various technology and instructional materials appropriate for my learning areaP

select and utili6e updated and appropriate technology7instructional materialsP

use appropriate technology resources to achieve curriculum standards and obectivesPprepare adequate and appropriate instructional materials for the learners and the learning obectivesP

manifest resourcefulness in preparing instructional materialsP

rovides activities and uses materials which =t the learners& learnin( st!les, (oal


kno( the principles of instructional material preparation for different types of learnersP

use relevant activities and materials suited to the learning styles, goals and culture of the learnersP

believe in the need to provide activities and use materials appropriate to the learnersP

ses a variet! o# teachin( approaches and techniues appropriate to the su$:ect

and the learners

At what level do I ...understand the theories, approaches and strategies in teaching the subect areaP

use variety of teaching strategies and techniques appropriate to the learners and subect matterP

sho( enthusiasm in using innovative and appropriate teaching techniquesP

tilies in#ormation derived #rom assessment to improve teachin( and learnin(


understand the proper utili6ation of assessment results to improve teaching and learningP

use assessment results in setting learning obectives and learning activities P

appreciate the value of assessment in improving teaching and learningP

rovides activities and uses materials which involves students in meanin(#ul lear

At what level do I ...kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningP

apply relevant teaching approaches to achieve meaningful learningP

use improvised and indigenous materials for meaningful learningP

appreciate teaching approaches to meaningful learning "e.g., constructivism#P

R%cogn$;%# g%n%ra! !%arn$ng 6roc%##%# a# :%!! a# un$


37/63

kno( the techniques in forming good study habitsP

determine the current study habits of my studentsP

provide appropriate learning tasks and proects that support development of good study habitsP

take extra time to help students form good study habitsP

D%(on#*ra*%# #k$!!# $n *&% u#% o3 I'T $n *%ac&$ng and !%arn$ng

tilies I to enhance teachin( and learnin(

At what level do I ...kno( the nature and operations of )&T systems as they apply to teaching and learningP

understand ho( )&T'based instructional materials7learning resources support teaching and learningP

understand the process in planning and managing )&T'assisted instructionP

design, develop ne( or modify existing digital7and or non'digital learning resourcesP

use of )&T resources for planning and designing teaching'learning activitiesP

use )&T tools to process assessment and evaluation data and report resultsP

demonstrate proficiency in the use of computers to support teaching and learningP

use )&T tools and resources to improve efficiency and professional practiceP

value and practice social responsibility, ethical and legal use of )&T tools and resourcesP

sho( positive attitude to(ards the use of )&T in keeping records of the learnersP

PLANNING9 ASSESSING AND REPORTING

D%2%!o6# and u*$!$;%# cr%a*$2% and a66ro6r$a*% $n#*ruc*$ona! 6!an

Shows proo# o# instructional plannin(


kno( the elements and process of developing an instructional plan "e.g. daily, (eekly, quarterly, yearly#P

arrrange sequentially the learning units (ith reasonable time allotmentP

identify appropriate learning obectives, strategies, and accompanying materials in the planP

identify appropriate and varied assessment proceduresPsho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningP

Implements instructional plan


kno( the factors for successful implementation of the instructional planP

adust the instructional plan to ensure attainment of obectivesP

appreciate the value of instructional planningP

emonstrates a$ilit! to cope with varied teachin( millieu


kno( the different teaching'learning situations that could affect the implementation of the instructional planP

cope (ith varied teaching milieu7settingP

manifest openness to make necessary adustements to improve the instructional planP

D%2%!o6# and u#%# a 2ar$%*" o3 a66ro6r$a*% a##%##(%n* #*ra*%g$%# *o (on$*

and %2a!ua*% !%arn$ng

repares #ormative and summative tests in line with the curriculum


kno( the principles and purposes of instructional assessment including formative and summative testingP

construct valid and reliable formative and summative testsP

appreciate the value of testing as a tool to improve instruction and learning performanceP

mplo!s non/traditional assessment techniues +port#olio,:ournals, ru$ric, etc.-At what level do I ...

kno( the concepts principles and strategies of non'traditional assessmentP


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Interprets and uses assessment results to improve teachin( and learnin(


kno( concepts, principles on interpretation and utili6ation of assessment resultsP

interpret and use test results to improve teaching and learningP

manifest fairness in the interpretation of test resultsP

Identi=es teachin(/learnin( di


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kno( the programs, proects, and thrusts of DepEd on school'community partnershipP

involve the community in the programs, proects and thrusts of the schoolP

promote shared accountability for the learners* achievementP

ses communit! resources +human, material- to support learnin(


kno( the various community resources available to enhance learningP

use available community resources "human, material# to support learningP

recogni6e community resources to support learningP

ses communit! as a la$orator! #or learnin(


kno( strategies for experiential learning outside the classroomP

make use of the community as a laboratory for learningP

appreciate the (orld as a learning environmentP

articipates in communit! activities that promote learnin(


kno( the teacher*s social responsibilityP

link (ith sectors for involvement in community (orkP

sho( enthusiasm in oining community activitiesP

ses communit! networ's to pu$licie school events and achievements


kno( the dynamics of community net(orking and information disseminationP

communicate the school events7achievements through community net(orksP

share information on school events7achievements to the communityP

ncoura(es students to appl! classroom learnin( to the communit!

At what level do I ...kno( the social realities outside the classroom to make learning relevantP

provide learning activities ensuring their application to the communityP

sho( sensitivity to the needs of the communityP

PERSONAL GROWTH AND PROFESSIONAL DE5ELOPMENT

Tak%# 6r$d% $n *&% no$!$*" o3 *%ac&%r# a# a 6ro3%##$on"aintains stature and $ehavior that upholds the di(nit! o# teachin(


kno( the set of ethical and moral principles, standards and values embodied in the &ode of Ethics for +rofessional TeachersP

practice the &ode of Ethics for +rofessional TeachersP

manifest the values that uphold the dignity of teachingP

Allocates time #or personal and pro#essional development throu(h participation i

educational seminars and wor'shops readin( educational materials re(ularl! and

en(a(in( in educational research


kno( the requirements7expectations for personal and professional development of teachersP

prepare and implement an individual personal and professional development plan ")+D+#P

manifest 6eal in undertaking educational research P

"ani#ests personal ualities li'e enthusiasm, >e)i$ilit! and carin( attitude


40/63

engage in self'assessment to enhance my personal qualitiesP

exhibit personal qualities such as enthusiasm, flexibility and caring attitudeP

Articulates and demonstrates one&s personal philosoph! o# teachin(


understand the value of having a personal philosophy of teachingP

translate my philosophy of teaching into actionP

share my personal philosophy of teaching (ith othersP

Bu$!d# 6ro3%##$ona! !$nk# :$*& co!!%agu%# *o %nr$c& *%ac&$ng 6rac*$c%

?eeps a$reast with recent developments in education


update myself (ith recent developments in educationP

apply updated kno(ledge to enrich teaching practiceP

manifest openness to recent developments in educationP

@in's with other institutions and or(aniations #or sharin( $est practices


kno( of institutions and organi6ations (ith a goal to improve teaching practiceP

link (ith other institutions and organi6ations that are helpful to the teaching professionP

get involved in professional organi6ations and other agencies that can improve my teaching practiceP

R%>%c*# on *&% %7*%n* o3 *&% a**a$n(%n* o3 6ro3%##$ona! d%2%!o6(%n* goa!#

0e>ects on the ualit! o# hisher own teachin(


kno( the techniques and benefits derived from theory'guided introspectionP

make a self assessment of my teaching competenciesP

desire to improve the quality of my teachingP

Improves teachin( per#ormance $ased on #eed$ac' #rom the mentor, students, pe

superiors and othersAt what level do I ...

kno( the purposes and approaches in establishing an effective feedback systemP

actively seek feedback from a range of people to improve my teaching performanceP

manifest positive attitude to(ards comments7recommendationsP

Accepts personal accounta$ilit! to learners& achievement and per#ormance


kno( my accountability and responsibilities to(ard students* learning performanceP

examine myself vis'a'vis my accountability for the learners and to the teaching professionP

accept my personal accountability to the learnersP

ses sel#/evaluation to reco(nie and enhance one&s stren(th and correct one&s w


kno( the concept and strategies for self'evaluationP

identify my strengths and (eaknesses as a person and as a teacherP

manifest determination to become a better person and teacherP

Automatic scorin( is ena$led onl! a#ter all items have $een accomplishe

;B S@B ASSSS"lic' Summar! Cor'sheet to view results


41/63

H S F L

H S F L

H S F L

H S F L

H S F L

ure, (ender-

H S F L

H S F L


42/63

H S F L

H S F L

r learnin(

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


43/63

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


44/63

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


45/63

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


46/63

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

%r#

H S F L


47/63

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


48/63

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


49/63

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L


50/63

H S F L

2

H S F L

H S F L

H S F L

H S F L

H S F L

H S F L

Total KSAs


51/63

S=MMARY OF RES=LTS ?N'BTS-TSNA@Teac!er6 RECE PARAS

Do(a$n D) D,

S*rand S&7& S&7' To*a! D) S'7& S'7' S'7( S'7) S'7* To*a! D,

No+ O3 KSA# &* ( &- &/ &/ &) &* &/ *.

HPS +/ &' ,' )/ )/ *+ +/ )/ '(+

Ra: Scor% . /, ,C ./ , )1)

M%an Scor% ,+C1 + ,+C + ,+C ,+1 + ,+ ,+

Scor% 1)+01 1/+ 1,+,, 1/+ 1+ 0+0. 1/+ 1,+/ 1,+.0

S&7& S&7' Total & S'7& S'7' S'7( S'7) S'7* Total ' S(7& Total ( S)7& S)7' S)7( S)7) S)7* S)7+ S)7, T

/7//

&7//

'7//

(7//

)7//

'7-,(7//

,+C(7//

'7-/ '7,.(7//

'7./ ,+'7,- ,+1C

'7.+ (7//

'7*/'7+'

'7,*'7*/

'7./

Su((ar" o3 TSNA R%#u

B" M%an Sca!% Scor%

S*rand# Do(a$n

M%an

Scor%

Su((ar" o3 TSNA R%#u!


52/63

INTERPRETATION BY DOMAIN STRAND

Do(a$n and S*rand# Scor%

D) Soc$a! R%gard 3or L%arn$ng 1,+,, ,+C

S&7& Teac!er actions demonstrate 9alue 3or learnin" ,&7+,8 '7-,

S&7' emonstrates t!at learnin" is o3 di0erent :inds and 3rom di0erent sources ,*7//8 (7//D, L%arn$ng En2$ron(%n* 1,+.0 ,+

S'7& Creates an en9ironment t!at promotes 3airness ,*7//8 (7//

S'7' Ma:es t!e classroom en9ironment sa3e and conduci9e to learnin" ,/7//8 '7-/

S'7( Communicates !i"!er learnin" e1pectations to eac! learner +.7+)8 '7,.

S'7) Esta2lis!es and maintains consistent standards o3 learners; 2e!a9ior ,*7//8 (7//

S'7* Creates a !ealt!y psyc!olo"ical climate 3or learnin" ,'7*/8 '7./

D D$2%r#$*" o3 L%arn%r# 0+.. ,+1C

S(7&

etermines< understands and accepts t!e learners; di9erse 2ac:"round :no=led"e +.7))8 '7,-

D. 'urr$cu!u( 0+/C ,+.,

M%anScor%

S&7& S&7'Total &S'7& S'7' S'7( S'7) S'7*Total 'S(7&Total (S)7& S)7' S)7( S)7) S)7* S)7+ S)7,Total

/8

&/8

'/8

(/8

)/8

*/8

+/8

,/8

-/8

B" Scor%

S*rand# and Do(a$n

Scor%


53/63

S)7& emonstrates mastery o3 t!e su2>ect ,)7/,8 '7.+

S)7'

Communicates clear learnin" "oals 3or t!e lessons t!at are appropriate 3or learners ,*7//8 (7//

S)7( Ma:e "ood use o3 allotted instructional time +'7*/8 '7*/

S)7) Selects teac!in" met!ods< learnin" acti9ities and t!e instructional materials +*7)-8 '7+'

S)7*

Reco"ni?es "eneral learnin" processes as =ell as unique processes o3 indi9idual learners +-7,*8 '7,*

S)7+ Promotes purposi9e study +'7*/8 '7*/

S)7, emonstrates s:ills in t!e use o3 ICT in teac!in" and learnin" ,'7*/8 '7./

D/ P!ann$ng9 A#%##$ng R%6or*$ng 0+C ,+1C

S*7& e9elops and utili?es creati9e and appropriate instructional plan *+7-'8 '7',

S*7' e9elops and uses a 9ariety o3 appropriate assessment strate"ies to monitor ,*7//8 (7//

S*7( Monitors re"ularly and pro9ides 3eed2ac: on learners; understandin" ,/7-(8 '7-(S*7) Communicates promptly and clearly to learners< parents and superiors a2out ,*7//8 (7//

D0 'o((un$*" L$nkag%# 0)+)) ,+..

S+7& Esta2lis!es learnin" en9ironment t!at respond to t!e aspiration o3 t!e community +&7&&8 '7))

D1 P%r#ona! Gro:*& Pro3%##$ona! D%2* 1.+)1 ,+1

S,7& Ta:es pride in t!e no2ility o3 teac!ers as a pro3ession ,'7.'8 '7.'

S,7' %uilds pro3essional lin:s =it! collea"ues to enric! teac!in" practice ,*7//8 (7//

S,7( Re@ects on t!e e1tent o3 t!e attainment o3 pro3essional de9elopment "oals ,*7//8 (7//


54/63

D. I'T

To*a! D S)7& S)7' S)7( S)7) S)7* S)7+ S.+1 To*a! D. S*7& S*7'

', ', + + '& ) ) &/ ,- && &,

&/- &/- ') ') -) &+ &+ )/ (&' )) +-

1/ C )C )/ // )) ) , )C ,/ /)

,+1C ,+0 + ,+/ ,+0, ,+1/ ,+/ ,+ ,+., ,+,1 +

0+.. 1.+1 1/+ 0,+/ 0/+.C 0C+1/ 0,+/ 1,+/ 0+/C /0+C, 1/+

S*7' S*7( S*7) To tal * S+7& Tota l + S,7& S,7' S,7( Total ,

(7//'7-(

(7//,+1C

'7)) '7))

'7.' (7// (7// '7.,


55/63

'o(6%*%nc" L%2%!

E76%r$%nc%d

E1periencedE1perienced

E76%r$%nc%d

E1perienced

E1perienced

E1perienced

E1perienced

E1perienced

E76%r$%nc%d

E1perienced

D%2%!o6$ng

S*7& S*7' S*7( S*7)Total *S+7&Total +S,7& S,7' S,7(Total ,


56/63

E1perienced

E1perienced

e9elopin"

E1perienced

E1perienced

e9elopin"

E1perienced

E76%r$%nc%d

e9elopin"

E1perienced

E1periencedE1perienced

D%2%!o6$ng

e9elopin"

E76%r$%nc%d

E1perienced

E1perienced

E1perienced


57/63

D/ D0 D1

S*7( S*7) To*a! D/ S+7& To*a! D0 S,7& S,7' S,7( To*a! D1

+ + )/ &- &- &' + &' (/

') ') &+/ ,' ,' )- ') )- &'/

)1 )C ))) .. .. / )C 0 C

,+C + ,+1C ,+.. ,+.. ,+, + + ,+1

1+C 1/+ 0+C 0)+)) 0)+)) 1,+, 1/+ 1/+ 1.+)1


58/63


59/63


60/63

Ge!der C"$ St#tus R%g$on D$2$#$on Grad%Yr Su%c* Do(a$n

ale Single -) Bohol 8 English D8

emale arried -)) Tagbilaran : Science D:

/ido(7er -))) %eg$cc ; ath D;

Separated %samar A ilipino DA

akabayan D

? D?C DC

G

8>

8,:

8,:,;

8,:,;,A

8,:,;,A,

8,:,;,A,,?

:,;

:,;,A:,;,A,

:,;,A,,?

;,A

;,A,

;,A,,?

A,

A,,?

,?


61/63

Do(D%#c S*rand#

Social egard for 9earning D8

9earning Environment D:

Diversity of 9earners D;

&urriculum DA

+lanning, !sessing 2 eporting D

&ommunity 9inkages D?+ersonal 0ro(th 2 +rofessional Devt DC

S8.8

S8.:

S:.8

S:.:

S:.;

S:.A

S:.

S;.8

SA.8

SA.:SA.;

SA.A

SA.

SA.?

SA.C

S.8

S.:

S.;

S.A

S?.8

SC.8

SC.:

SC.;


62/63

S*randD%#c

Social egard for 9earning

9earning Environment

Diversity of 9earners

&urriculum

+lanning, !sessing 2 eporting

&ommunity 9inkages+ersonal 0ro(th 2 +rofessional Devt

Teacher actions demonstrate value for learning

Demonstrates that learning is of different kinds and from different sources

&reates an environment that promotes fairness

akes the classroom environment safe and conducive to learning

&ommunicates higher learning expectations to each learner

Establishes and maintains consistent standards of learners* behavior

&reates a healthy psychological climate for learning

Determines, understands and accepts the learners* diverse background kno(ledge

Demonstrates mastery of the subect

&ommunicates clear learning goals for the lessons that are appropriate for learnersake good use of allotted instructional time

Selects teaching methods, learning activities and the instructional materials

ecogni6es general learning processes as (ell as unique processes of individual learners

+romotes purposive study

Demonstrates skills in the use of )&T in teaching and learning

Develops and utili6es creative and appropriate instructional plan

Develops and uses a variety of appropriate assessment strategies to monitor

onitors regularly and provides feedback on learners* understanding

&ommunicates 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 (ith colleagues to enrich teaching practice

eflects on the extent of the attainment of professional development goals


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