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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 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 eform !genda "BES!#.
$ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "%&BTS#. This is a frame(ork 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.
)n response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the %&BTS'Teachers*
Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +ro,ect ST)-E "Strengthening the Basic Education
in the -isayas#, in coordination (ith the ED+)T!. "Educational Development )mplementing Task .orce#, and egions -), -)) and -))), Divisions of
%egros $ccidental, Bohol and %orthern Samar in /001, and further validated by the TED+'T23 "Teacher Education Development +rogram'Technical
2orking 3roup at the national level.
This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS 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 the
implementation of the %&BTS'TS%!.
The Teachers4 Strengths 5 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professional development programs that are
aligned to the needs of the programs4 clientele. The TS%! determines the differences bet(een the actual situation "(hat is# and the desired condition
"(hat should be# in terms of teacher4s competencies (ithin the department. )n this %&BTS'TS%! the actual situation is described the current
competencies as perceived by the teacher. The profile of the teacher4s current competencies is compared to the %&BTS standards for effective teaching.
This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the current teacher4s competencies in terms of
6no(ledge, Skills, and !ttitudes "6S!s# that actually define the domains, strands and performance indicators of the %&BTS.
The TS%! involves three essential stages of training needs analysis7 +hase ) "8ob !nalysis for Effective Teaching# is actually done by analy9ing nationally
set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffice and egional $ffices are tasked to
do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to determine the current teacher competency levels in
6S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed analysis# is the analysis of the strengths and
discrepancies bet(een the standards set and the current teachers4 data on their competencies (hich is carried out at the school, cluster, District or
Division level for their respective purposes related to teacher training:development.
Purpose of the NCBTS-TSNA Purpose of the NCBTS-TSNA
Specifically, the TS%! intends to7
;.;. Social egard for <earning
;./. <earning Environment
;.=. Diversity of <earners
!n important aspect of the TS%! process is the utili9ation of its results that (ill serve as inputs in the preparation of )ndividual +lan for +rofessional
Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TS%!s at the
school, division and regional level inform the school improvement plan "S)+# particularly the School +rofessional Development +lan "S++D#, and the
>aster +lans for +rofessional Development ">++D# for the egion and the Division.
2hen established, the TS%! system ensures that ?teachers routinely use &BTS 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 &BTS in identifying teacher performance factors that
affect school'(ide learning outcomes@ "BES! +)+, /00A -ersion "+)+ -.;, p. /;#.
)n order to reali9e the commitment to provide quality basic education through the 6ey esult Thrust "6T/# of BES! emphasi9ing the +rofessional
Development of Teachers, the TS%! is conducted to gather data on the needs of teachers for their continuing training and development.
;. Determine the competency gaps or learning needs in terms of 6S!s of individual teachers vis'B'vis the standards set by the %&BTS in each of the
seven domains and /= strands7
GAP
PHASE III
STRENGTH-NEED ANALYSIS
PHASE I
Jo Ana!"#$#
Competency Analysis
PHASE II
Current KSA and Competency
KSA Required and
Competency Standards
COMPETENCY
ASSESSMENT
Instrumentation
ata Gat!erin"
T%ac&%r Tra$n%%
Competency Stren"t!s #
$earnin" Needs
Consolidated TSNA Result
Teac!er%s IPP
SIP
EP
SIP
EP
;.C. &urriculum
;.D. +lanning, !ssessing and eporting
;.A. &ommunity <inkages
;.E. +ersonal 3ro(th and +rofessional Development
/. &onsolidate the TS%! results at the school, cluster, and division levels.
Expected Outputs Expected Outputs
Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs7
A. At the !d"du#$ $e"e$%

&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 cluster:division
The NCBTS #!d the &SAs De"e$oped for the TSNA
6S! Specifications of the E D$>!)%S, /= ST!%DS "S#, and 10 +E.$>!%&E )%D)&!T$S "+#7
Domain ;7 Social egard for <earning................................. SF/ +F D
Domain /7 <earning Environment........................................ SFD +F;E
Domain =7 Diversity of <earnersGGGGGGGGGGGGGG.. SF; +F1
Domain C7 &urriculumGGGGGGGGGGGGGGGGGGG SFE +F//
Domain D7 +lanning, !ssessing and eporting GGGGGGGG SFC +F;/
Domain A7 &ommunity <inkages SF; +FA
Domain E7 +ersonal and +rofessional 3ro(th SF= +F;0
Tot#$ '''''''''''''''.. S()* P(+,
Schoo$-B#sed -.p$e.e!t#to! of the TSNA Schoo$-B#sed -.p$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 seven domain and /=
strands.
B.At the schoo$ $e"e$%
C.At the c$uster/ /d"so! $e"e$%
The TS%! tool is anchored on the %&BTS .rame(ork set by the Department of Education. This contains seven integrated domains for effective teaching
(hich are7 Domain ;HSocial egard for <earningI Domain /H<earning EnvironmentI Domain =HDiversity of <earnersI Domain CH&urriculumI Domain DH
+lanning, !ssessing and eportingI Domain AH&ommunity <inkagesI and Domain EH+ersonal 3ro(th and +rofessional Development. Each domain has
its corresponding strands and each strand has performance indicators. ! total of seven domains, /= strands and 10 performance indicators make up the
%&BTS competency standards set by the DepED "6T/ eport, /00A#.
The domains, strands and performance indicators (ere translated to specific 6no(ledge, Skills, and !ttitudes "6S!s# to compose the TS%! Tool (ith /E0
6S!s in the various clusters as in the specifications belo(7
A. Ore!t#to! of Schoo$ He#ds o! the NCBTS #!d the TSNA
The principle of school'based management empo(ers the School Jeads to provide instructional leadership and therefore they must be a(are of
the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Jeads can support the professional
development of the teachers is (hen they have the first'hand information about the training needs of teachers. The %&BTS'TS%! tool intends to
identify specific training needs of teachers, thus the School Jeads and Schools Supervisors need to be kno(ledgeable of the features of the tool
and its proper administration and results utili9ation.
The orientation should therefore, involve clusters of School Jeads (ith their respective %&BTS School &oordinators from <eader Schools and
District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretion of the School Jead taking into
consideration the criteria outlined in the $rientation 3uide contained in the %&BTS'TS%! +ackage.
The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the transfer of the technology to
conduct TS%! at the school level. The package provides the participants (ith7 "a# a deeper understanding of the %&BTS frame(ork, the meaning
of the domains, strands, and performance indicators, and the identification of the 6S!sI "b# familiarity (ith the content of the TS%! tool and its
proper administration to assist schools in the conduct of TS%!.
B. Schoo$s-C$uster TSNA -.p$e.e!t#to!
Schools (ithin the Division are expected to form clusters. Each cluster should designate a <eader School. <eader School Jeads and their
respective %&BTS &oordinators become the ?)mplementers@ of the TS%! across the schools (ithin their clusters. School Jeads from (ithin each
cluster are convened to go through parallel kno(ledge building and to conduct the TS%! for their o(n teachers. The District Supervisors (ill take
the role of guiding and monitoring the TS%! system and procedures (ithin the cluster or district.
NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT
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.
$ne key element in the reform agenda is the establishment of the %ational &ompetency'Based Teacher Standards "%&BTS#. This is a frame(ork 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.
)n response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the %&BTS'Teachers*
Strengths and %eeds !ssessment "TS%!# (as developed and validated through the !us!)D'funded +ro,ect ST)-E "Strengthening the Basic Education
in the -isayas#, in coordination (ith the ED+)T!. "Educational Development )mplementing Task .orce#, and egions -), -)) and -))), Divisions of
%egros $ccidental, Bohol and %orthern Samar in /001, and further validated by the TED+'T23 "Teacher Education Development +rogram'Technical
This tool is part of the %&BTS'TS%! +ackage that includes an %&BTS 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 the
The Teachers4 Strengths 5 %eeds !ssessment "TS%!#, is seen to be essential in the provision of quality professional development programs that are
aligned to the needs of the programs4 clientele. The TS%! determines the differences bet(een the actual situation "(hat is# and the desired condition
"(hat should be# in terms of teacher4s competencies (ithin the department. )n this %&BTS'TS%! the actual situation is described the current
competencies as perceived by the teacher. The profile of the teacher4s current competencies is compared to the %&BTS standards for effective teaching.
This TS%!, therefore, identifies the competency strengths as (ell as the gap bet(een the expected and the current teacher4s competencies in terms of
6no(ledge, Skills, and !ttitudes "6S!s# that actually define the domains, strands and performance indicators of the %&BTS.
The TS%! involves three essential stages of training needs analysis7 +hase ) "8ob !nalysis for Effective Teaching# is actually done by analy9ing nationally
set teacher standards in behavioral terms or by identifying effective teaching competencies. The DepED &entral $ffice and egional $ffices are tasked to
do this phase of the TS%! process. +hase )) "Teacher Trainee !nalysis# is the instrumentation to determine the current teacher competency levels in
6S! terms (hich is done by the individual teacher at the school level. +hase ))) "Strength'%eed analysis# is the analysis of the strengths and
discrepancies bet(een the standards set and the current teachers4 data on their competencies (hich is carried out at the school, cluster, District or


Specifically, the TS%! intends to7
;.;. Social egard for <earning
;./. <earning Environment
;.=. Diversity of <earners
!n important aspect of the TS%! process is the utili9ation of its results that (ill serve as inputs in the preparation of )ndividual +lan for +rofessional
Development +lan ")++D# and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TS%!s at the
school, division and regional level inform the school improvement plan "S)+# particularly the School +rofessional Development +lan "S++D#, and the
2hen established, the TS%! system ensures that ?teachers routinely use &BTS 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 &BTS in identifying teacher performance factors that
)n order to reali9e the commitment to provide quality basic education through the 6ey esult Thrust "6T/# of BES! emphasi9ing the +rofessional
Development of Teachers, the TS%! is conducted to gather data on the needs of teachers for their continuing training and development.
;. Determine the competency gaps or learning needs in terms of 6S!s of individual teachers vis'B'vis the standards set by the %&BTS in each of the
SIP
EP
SIP
EP
SIP
EP
Master Plans &or
Pro&essional e'elopment
;.C. &urriculum
;.D. +lanning, !ssessing and eporting
;.A. &ommunity <inkages
;.E. +ersonal 3ro(th and +rofessional Development
/. &onsolidate the TS%! results at the school, cluster, and division levels.
Based on the purpose stated above, the TS%! is expected to yield the follo(ing specific outputs7
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 cluster:division
6S! Specifications of the E D$>!)%S, /= ST!%DS "S#, and 10 +E.$>!%&E )%D)&!T$S "+#7
6S!F ;1
6S!FDK
6S!F/E
6S!FE1
6S!FC0
6S!F;1
6S!F=0
&SA()0,
!n )ndividual Teacher Scoring Template that contains TS%! results indicating the strengths and training needs in each of the seven domain and /=
The TS%! tool is anchored on the %&BTS .rame(ork set by the Department of Education. This contains seven integrated domains for effective teaching
(hich are7 Domain ;HSocial egard for <earningI Domain /H<earning EnvironmentI Domain =HDiversity of <earnersI Domain CH&urriculumI Domain DH
+lanning, !ssessing and eportingI Domain AH&ommunity <inkagesI and Domain EH+ersonal 3ro(th and +rofessional Development. Each domain has
its corresponding strands and each strand has performance indicators. ! total of seven domains, /= strands and 10 performance indicators make up the
The domains, strands and performance indicators (ere translated to specific 6no(ledge, Skills, and !ttitudes "6S!s# to compose the TS%! Tool (ith /E0
The principle of school'based management empo(ers the School Jeads to provide instructional leadership and therefore they must be a(are of
the frame(ork of the %&BTS that defines the concept of effective teaching. $ne of the (ays by (hich School Jeads can support the professional
development of the teachers is (hen they have the first'hand information about the training needs of teachers. The %&BTS'TS%! tool intends to
identify specific training needs of teachers, thus the School Jeads and Schools Supervisors need to be kno(ledgeable of the features of the tool
The orientation should therefore, involve clusters of School Jeads (ith their respective %&BTS School &oordinators from <eader Schools and
District Supervisors (ithin each Division. The designation of the %&BTS school coordinator is upon the discretion of the School Jead taking into
consideration the criteria outlined in the $rientation 3uide contained in the %&BTS'TS%! +ackage.
The %&BTS'TS%! package has been designed for kno(ledge building and advocacy on the %&BTS and for the transfer of the technology to
conduct TS%! at the school level. The package provides the participants (ith7 "a# a deeper understanding of the %&BTS frame(ork, the meaning
of the domains, strands, and performance indicators, and the identification of the 6S!sI "b# familiarity (ith the content of the TS%! tool and its
Schools (ithin the Division are expected to form clusters. Each cluster should designate a <eader School. <eader School Jeads and their
respective %&BTS &oordinators become the ?)mplementers@ of the TS%! across the schools (ithin their clusters. School Jeads from (ithin each
cluster are convened to go through parallel kno(ledge building and to conduct the TS%! for their o(n teachers. The District Supervisors (ill take
GETTING STARTED WITH THE SELF-ASSESSMENT TOOL
Code -!terpret#to!
J
"Jigh#
S ) am competent in the 6S! but ) (ould benefit from further training
"Satisfactory#
. ) am fairly competent in the 6S! but need further training
".air#
< ) have lo( competence in the 6S! and require urgent training
" <o(#
B. The E$ectro!c Se$f-Assess.e!t Too$
This Electronic Self'!ssessment Template consists of three (orksheets labelled as7
-!structo!s
%ote that the areas in the teacher profile surrounded by a bold box contain data items that are required.
Lou (ill not be able to see your self'assessment score until you provide the required data in these areas.
/. !fter completing the Teacher +rofile, proceed to the Self'!ssessment 2orksheet 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 6S!.
The TS%! Tool is a self'assessment exercise that is introduced by the School Jead:%&BTS &oordinator 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 "&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 on a common computer. )t takes an average of
one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (ith corresponding strands and performance indicators are
electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument.
Se$f-Ad.!str#to! of the TSNA Too$
!. The TS%! esponses
The instrument contains clusters of 6S!s specific to a particular performance indicator (ith a common stem7 ?!t (hat level do )G@ &onsidering that the %&BTS'TS%! tool
is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. Jigh "J#, Satisfactory "S#, .air ".#, and <o( "<#.
The reference codes presented belo( guide the respondent in registering her:his self'assessment for each 6S!7
) am very competent in the 6S! and this is not a priority training
need.
N 1Te#cher Prof$e1 ' pink'colored tab and a data'entry form for teacher respondent*s personal and professional data
NO 1Se$f-Assess.e!t1 ' green'colored tab is the TS%! instrument
N 1Su..#r21 ' yello('colored tab displays the result of assessment after all TS%! items have been accomplished
=.; !s a checkbox is ticked, the ro( color turns blue indicating that the response:ans(er is accepted.
=./ 2hen more than one ans(er is provided for one 6S!, the ro( color turns red indicating an erroneous ans(er.
$nly one ans(er must be provided for each 6S!, hence only one checkbox ticked.
C. Ppon successfully completing all items, message M&lick Summary 2orksheet to vie( resultsM is displayed.
&lick Summary 2orksheet to vie( interpretation of assessment results.
D. ! command button at the bottom of the MSelf !ssessmentM is provided to allo( the respondent clear all check boxes.
ans(ers (ere provided for one 6S!. )n this case, the message ME$M is displayed. evie( ans(ers giving special
attention to red and grey colored ro(s.
Lou (ill also not be able to vie( your scores if the required items in the Teacher profile "see above# have not been provided.
! message informing you of this (ill appear belo( the E$ message described above if this is the case.
-!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es -!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es
R#!3e 4e"e$ of Te#ch!3 Co.pete!ce
Scale scores % Scores
=.D;'C.00 1E.D;Q ' ;00Q
/'D;'=.D0 A/.D;Q ' 1E.D0Q
;.D;'/.D0 =E.D;Q ' A/.D0Q
;.00';.D0 /D.00Q ' =E.D0Q
&onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division.
5t$6#to! of TSNA Resu$ts for the De"e$op.e!t of -PPDs
Note : !utomatic scoring is not enabled (hen any one of the items in the (orksheet has not been ans(ered and:or t(o
TS%! results may be interpreted using the scale scores or the percentage scores. Ppon completion of the %&BTS'TS%! Tool, an obtained score (hether an average
of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be interpreted may either be an average of a
particular domain, or a strand or a specific performance indicator as the case may be.
Expert. -ery competent and can support other teacher*s improvement
Expere!ced. &ompetent in the 6S! but (ould benefit from further training and
development
De"e$op!3. .airly competent in 6S! and need further training and development
Be3!!!3. <acking competence in 6S! and require urgent training and
development
The electronic version also provides profiles on the categories for 6no(ledge, Skills and !ttitude. <earning needs and strengths along these dimensions may also be
inferred from the TS%! results.
The TS%! )ndividual +rofile is used for the development of the teacher4s )++D. The identified learning needs therein are appraised by the teacher (hile taking into
consideration the priorities set by the school for its future development. )t is important that the teachers develop themselves in order to contribute to(ards addressing the
most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to identify their training needs in line (ith their o(n priorities
and those of the school. ! separate document has been developed detailing the concepts and procedures related to the preparation of )++Ds.
The TS%! Tool is a self'assessment exercise that is introduced by the School Jead:%&BTS &oordinator 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 "&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 on a common computer. )t takes an average of
one hour to accomplish the instrument. The scores and individual profile of the teacher in the seven domains (ith corresponding strands and performance indicators are
electronically generated instantly upon completion of the instrument. There is no time limit imposed for completing the instrument.
The instrument contains clusters of 6S!s specific to a particular performance indicator (ith a common stem7 ?!t (hat level do )G@ &onsidering that the %&BTS'TS%! tool
is intended for self'assessment and not for performance ratings, the responses to the items are expressed qualitatively i.e. Jigh "J#, Satisfactory "S#, .air ".#, and <o( "<#.
-!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es -!terpret!3 #!d Co!so$d#to! of the TSNA Prof$es
4e"e$ of Te#ch!3 Co.pete!ce
&onsolidation of TS%! results is done electronically to report on TS%! of a given school, cluster or Division.
5t$6#to! of TSNA Resu$ts for the De"e$op.e!t of -PPDs
TS%! results may be interpreted using the scale scores or the percentage scores. Ppon completion of the %&BTS'TS%! Tool, an obtained score (hether an average
of the domain, strand or performance indicator, is interpreted using the appropriate indices in the chart belo(. ! score to be interpreted may either be an average of a
-ery competent and can support other teacher*s improvement
&ompetent in the 6S! but (ould benefit from further training and
.airly competent in 6S! and need further training and development
. <acking competence in 6S! and require urgent training and
The electronic version also provides profiles on the categories for 6no(ledge, Skills and !ttitude. <earning needs and strengths along these dimensions may also be
The TS%! )ndividual +rofile is used for the development of the teacher4s )++D. The identified learning needs therein are appraised by the teacher (hile taking into
consideration the priorities set by the school for its future development. )t is important that the teachers develop themselves in order to contribute to(ards addressing the
most urgent needs and the priorities identified by the school. The )++D is therefore prepared by the teachers to identify their training needs in line (ith their o(n priorities
and those of the school. ! separate document has been developed detailing the concepts and procedures related to the preparation of )++Ds.
Te#cher Prof$e
(old outline indicates required entries)
I. PERSONAL DATA AND DETAILS OF CURRENT POSITION
1. Family Name (Last name) First Name
RONCALES EDUARDO
2. Gender MALE 3. Ciil Stat!s Married
". #irt$ Date % 2 1%&% '. (la)e *+ #irt$ #RG,.CONCE(C-ON. AR/EC0E. EAS/ERN SAMAR
MM DD YYYY
1.
#RG,. CONCE(C-ON. AR/EC0E. EAS/ERN SAMAR
#RG,. CARA(DA(AN. AR/EC0E. EAS/ERN SAMAR
*ip Code
&. Re2i*n 3--- 4 EAS/ERN 3-SA,AS %. Diisi*n EAS/ERN SAMAR
11. S)$**l Name
Arte)$e N0S (Cara5da5an Anne6)
17. S)$**l Address
#RG,. CARA(DA(AN.AR/EC0E. EAS/ERN SAMAR
1".
2811 / &
1'. S!9:e)t Area C*n)entrati*n; Ma<a9ayan
Elem: === En2lis$ Mat$ S)ien)e (ili5in* === 8 S*)ial St!dies 8 0*me E) > L?$**d 8 M!si)@Arts@(E
Sec : === En2lis$ Mat$ S)ien)e (ili5in* === 8 S*)ial St!dies 1 /e)$n*l. > 0me E) 8 (E@0ealt$@M!si)
11. Grades /a!2$t in C!rrent (*siti*n
(re. 1. 2. 3. 7. ". '. 1. &. %.
II. EDUCATIONAL ATTAINMENT
De2ree Ma:*r S)$**l
#a)$el*r SECONARY E+CATION #-OLOG, LE,/E NORMAL UN-3ERS-/,
Master?s NONE
D*)t*ral NONE
Ot$ers
III. WORK EXPERIENCE PRIOR TO CURRENT POSITION (IMPORTANT: DO NOT INCLUDE CURRENT POSITION))
(*siti*n S!9:e)ts /a!2$t Grade@,r
(R-3A/E /EAC0ER /LE. SC-ENCE. ARAL-NG (ANL-(UNAN 1.2.3.7
(R-3A/E /EAC0ER /LE. SC-ENCE. ARAL-NG (ANL-(UNAN 1.2.3.7
(Please use additional sheet if necessary)
/itle S!9:e)ts Area N*. 0*!rs
REG-ONAL /RA-N-NG OF /EAC0ERS ON /0E -M(LEMEN/A/-ON OF GRADE 1 OF /0E A /O 12 #AS-C EDUCA/-ON CURR-CULUM /LE 78
NA/-ONAL CER/-F-CA/E -- -N AN-MAL (RODUC/-ON /LE &8
CA(AC-/, #U-LD-NG FOR GRADE & /EAC0ERS FOR A /O 12 #AS-C EDUCA/-ON (ROGRAM SC-ENCE 78
#AS-C /RA-N-NG COURSE FOR OU/F-/ AD3-SORS MA(E0 27
-N/ERNA/-ONAL SEM-NAR ON MA/0EMA/-CS AND SC-ENCE EDUCA/-ON SC-ENCE@ MA/0 27
V. SCHOLARSHIP/GRANTS RECEIVED
/itle S5*ns*rin2 A2en)y
VI. OTHER UALIFICATIONS
COM(U/ER L-/ERA/E
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C*nta)t Address (City/State/Country)
Start Date *+ /ea)$in2 Seri)e (YYYY / MM)
IV. TRAININGS ATTENDED/CONDUCTED (Last 3 years)
VIII - EASTERN VISAYAS EASTERN SAMAR
Arteche NHS (Carapdapan Annex)
Date;
184Mar417
Si2nat!re;
N.#.
AD# F*rm N*. 3&8@82 0R4-NSE/ F*rm N*. 288&4881 7.8
Clear Entries
Middle Name
EDUARDO (LAC-EN/E
7. (RC -D 18"&"'"
#RG,.CONCE(C-ON. AR/EC0E. EAS/ERN SAMAR

#RG,. CONCE(C-ON. AR/EC0E. EAS/ERN SAMAR ($*ne 8%3""&72"'%
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EAS/ERN SAMAR 18. Distri)t AR/EC0E
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M!lti2rade N*n4Central
#RG,. CARA(DA(AN.AR/EC0E. EAS/ERN SAMAR S(ED
Secondary: General Main
S5e)ial S)ien)e /e)$3*)
E6tensi*n Ni2$t
S(ED
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N*. 0*!rs Leel R*le S5*ns*rin2 A2en)y
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-n)l!sie Dates
S5*ns*rin2 A2en)y mm dd yyyy mm dd yyyy
COM(U/ER L-/ERA/E
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$oc,-+nloc, istrict
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1058565
ARTECHE EASTERN SAMAR
Arteche NHS (Carapdapan Annex)
313520
Do'a$n ( SO)IAL REGARD FOR LEARNING
Strand 1.1 T%ac&%r ac*$on# d%'on#*ra*% +a!u% ,or !%arn$ng
Indicator 1.1.1 Implements school policies and procedures
At what level do I ...
K. . kno( school policies and proceduresR
K/ / understand school operationsR
S. 0 implement policies and procedures R
S/ 1 communicate policies and procedures to students, parents and other concerned personsR
A. 2 abide by the school policies and proceduresR
Indicator 1.1.2 Demonstrates punctuality
At what level do I ...
K0 3 possess a(areness on the implementation of Mtime on taskM in all responsibilitiesR
S0 4 demonstrate punctuality in accomplishing expected tasks and functionsR
A/ 5 model the value of punctualityR
Indicator 1.1.3 Maintains appropriate appearance
At what level do I ...
K1 6 kno( decorum i.e. dress code, behavior of teachersR
S1 .7 practice decorum in all occasionsR
A0 .. value decorum expected of teachersR
Indicator 1.1.4 Is careful about the eect of one!s behavior on students
At what level do I ...
K2 ./ understand the theoretical concepts and principles of social learningR
S2 .0 sho( appropriate behavior even during unguarded momentsR
S3 .1 apply kno(ledge on social learning in dealing (ith studentsR
A1 .2 consider the influence my behavior has on studentsR
S*rand (-. D%'on#*ra*%# *&a* !%arn$ng $# o, d$/%r%n* k$nd# and ,ro' d$/%r%n* #ourc%#
Indicator 1.2.1 Ma"es use of various learnin# e$periences and resources
At what level do I ...
K3 .3 kno( a range of sources through (hich social learning may be experiencedR
S4 .4 use information from a variety of sources for learning "e.g. family, church, other sectors of the community#R
A2 .5 appreciate that students learn through a range of different social experiencesR
Do'a$n . LEARNING EN0IRONMENT
S*rand .-( )r%a*%# an %n+$ron'%n* *&a* 1ro'o*%# ,a$rn%##
Indicator 2.1.1 Maintains a learnin# environment of courtesy % respect for dierent learners &e.#.ability' culture' #ender(
At what level do I ...
K4
.6 understand the dynamics of teaching learners from diverse backgrounds "e.g. ability, culture, family background and gender#R
S5 /7 maintain a learning environment that promotes courtesy and respect for all learnersR
A3 /. sho( courtesy and respect to everyone at all timesR
Indicator 2.1.2 )rovides #ender*fair opportunities for learnin#
At what level do I ...
K5 // understand the ob,ectives, principles and strategies for 3ender and Development "3!D#R
S6 /0 provide gender fair learning opportunitiesR
A4 /1 uphold gender sensitivity in my dealings (ith learners and othersR
Indicator 2.1.3 +eco#ni,es that every learner has stren#ths
At what level do I ...
K6 /2 understand the psychological foundations of learner*s gro(th and development
K.7 /3 kno(s about potentialities and uniqueness of individual learnersR
S.7 /4 provide learning activities that allo( all learners to reach their full potentialR
A5 /5 recogni9e leraner*s individual potentials and strengthsR
S*rand .-. Mak%# *&% c!a##roo' %n+$ron'%n* #a,% and conduc$+% *o !%arn$ng
Indicator 2.2.1 Maintains a safe and orderly classroom free from distractions
At what level do I ...
K.. /6 kno( the principles of classroom management, room structuring and safety measuresR
S.. 07 maintain a safe, clean and orderly classroom free from distractionsR
A6 0. sho( concern for a safe and conducive learning environmentR
Indicator 2.2.2 Arran#es challen#in# activities in a #iven physical environment
At what level do I ...
K./ 0/ kno( various challenging activities that can be adapted in any given physical environmentR
S./ 00 conduct challenging learning activities despite physical environment constraintsR
A.7 01 sho( enthusiasm to conduct learning activities in any given situationR
Indicator 2.2.3 -ses individual and cooperative learnin# activities to improve capacities of learners for hi#her learnin#
At what level do I ...
K.0 02 understand the importance and dynamics of both individual and cooperative learningR
K.1 03 kno( varied strategies for individual and cooperative learningR
S.0 04 balance the use of individual and cooperative learning activitiesR
A.. 05 see the value in creating individual and cooperative learning activitiesR
S*rand .-2 )o''un$ca*%# &$g&%r !%arn$ng %31%c*a*$on# *o %ac& !%arn%r
Indicator 2.3.1 .ncoura#es learners to as" /uestions
At what level do I ...
K.2 06 kno( the art of questioning and different techniques of asking higher order questionsR
S.1 17 provide opportunities for learners to ask questionsR
S.0 1. ask questions that stimulate critical and creative thinking among learnersR
A.. 1/ sho( an accepting response:gesture in dealing (ith questions of learnersR
Indicator 2.3.2 )rovides learners with a variety of learnin# e$perience
At what level do I ...
K.3 10 kno( various strategies that elevate students* level of learningR
S.3 11 provide learners (ith variety of experiences that enhance learningR
A.0 12 (illingly provide learners (ith a variety of challenging learning activitiesR
Indicator 2.3.3 )rovides varied enrichment activities to nurture the desire for further learnin#
At what level do I ...
K.4 13 understand ho( enrichment activities enhance the learners* desire to learnR
K.5 14 kno( (ays of motivating the learners to learn further and more effectivelyR
S.4 15 facilitate varied enrichment activities that are interesting for further learningR
A.1 16 sho( diligence in making enrichment materialsR
Indicator 2.3.4 0ommunicates and maintains hi#h standards of learnin# performance
At what level do I ...
K.6 27 kno( the implications of achieving high standards of learning performance for total human developmentR
S.5 2. help learners maintain high standards of learningR
A.2 2/ inspire learners to set high performance targets for themselvesR
S*rand .-4 E#*a!$#&%# and 'a$n*a$n# con#$#*%n* #*andard# o, !%arn%r#5 %&a+$or
Indicator 2.4.1 1andles behavior problems /uic"ly and with due respect to children!s ri#hts
At what level do I ...
K/7 20 understand the rights and responsibilities of the child as embodied in different la(s, e.g. ! EA;0, +D A0=R
K/. 21 kno( behavior management techniques for learners (ith behavioral problemsR
S.6 22 identify learners (ith behavioral problemsR
S/7 23 employ appropriate procedures and actions consistently (hen dealing (ith learners (ith behavioral problemsR
A.3 24 sho( a compassion and caring attitude in managing behavior problemsR
Indicator 2.4.2 2ives timely feedbac" to reinforce appropriate learners! behavior
At what level do I ...
K// 25 kno( the concept, importance and techniques of social reinforcementR
S/. 26 provide timely and appropriate reinforcement on learners* behaviorR
A.4 37 believe that positive reinforcement leads to improved learner behaviorR
Indicator 2.4.3 2uides individual learners re/uirin# development of appropriate social and learnin# behavior
At what level do I ...
K/1 3. understand the learners* social development stagesR
K/2 3/ kno( different strategies that enhance learners* social developmentR
S// 30 use varied teaching'learning strategies that make use of social interactionR
A.5 31 sho( patience in managing different social and learning activitiesR
Indicator 2.4.4 0ommunicates and enforces school policies and procedures for appropriate learner behavior
At what level do I ...
K/3 32 kno( DepED:school policies and procedures on student disciplineR
S/0 33 communicate and enforce policies and procedures related to students behaviorR
A.6 34 commit to enforcing school policies and proceduresR
S*rand .-6 )r%a*%# a &%a!*&" 1#"c&o!og$ca! c!$'a*% ,or !%arn$ng
Indicator 2.3.1 .ncoura#es free e$pression of ideas from students
At what level do I ...
K/4 35 kno( the concepts and principles of democratic expression of ideasR
S/1 36 provide activities that (ill encourage respect and free expresssion of ideasR
A/7 47 encourage learners to express their ideas freely and responsiblyR
Indicator 2.3.2 0reates stress*free environment
At what level do I ...
K/5 4. kno( the the elements and importance of establishing a stress'free learning environmentR
S/2 4/ manage conflicts and other stress'related situationsR
S/3 40
initiate and create programs "e.g. child'friendly school system# and activities that promote stress'free environmentR
A/. 41 get involved in advocacy activities that create a stress'free environmentR
Indicator 2.3.3 4a"es measures to minimi,e an$iety and fear of the teacher and5or sub6ect
At what level do I ...
K/6 42 kno( about child'friendly teaching strategiesR
S/4 43
encourage learners to develop a positive attitude to(ards their sub,ect and teacherR
A// 44 let my students feel they are acceptedR
Do'a$n 2 DI0ERSITY OF LEARNERS
S*rand 2-( D%*%r'$n%#7 und%r#*and# and acc%1*# *&% !%arn%r#5 d$+%r#% ackground kno8!%dg%
and %31%r$%nc%
Indicator 3.1.1 7btains information on the learnin# styles' multiple intelli#ences and needs of learners
At what level do I ...
K07 45 understand the theories and concepts of multiple intelligences and learning stylesR
S/5 46 identify learning styles and multiple intelligences of learnersR
A/0 57 sho( diligence in obtaining information on different learning needsR
Indicator 3.1.2 Designs or selects learning experiences suited to different kinds of learners
At what level do I ...
K0. 5. kno( techniques and strategies in designing:selecting activities for varied types of learnersR
S/6 5/ utili9e varied activities for various types of learnersR
A/1 50 sho( respect and concern for individual differences of studentsR
Indicator 3.1.3 Establishes goals that define appropriate expectations for all learners
At what level do I ...
K0/ 51 understand the requirements in setting goals for differentiated learningR
S07 52 utili9e differentiated activities to meet expected learning goals of learnersR
S0. 53 assist learners in setting learning goals for themselvesR
A/2
54 appreciate t!e need to consider t!e di8erences in e9periences and capa:ilities o& learners;
Indicator 3.1.4 )aces lessons appropriate to needs and di8culties of learners
At what level do I ...
K00 55 kno( teaching principles and strategies for addressing learners* needs and difficultiesR
S0/ 56 pace lessons according to learners* needs and difficultiesR
A/3 67 sho( flexibility in pacing lessons to support the needs of the learnersR
Indicator 3.1.3 Initiates other learning approaches for learners whose needs have not been et b! usual
approaches
At what level do I ...
K01 6. have the kno(ledge on teaching principles and strategies for students'at'risk R
S01 6/ keep track of students at riskR
S02 60 provide appropriate intervention programs for learners'at'riskR
A/4 61 appreciate the need to help students'at'riskR
Indicator 3.1.9 "ecogni#es ulti$cultural background of learners when providing learning opportunities
At what level do I ...
K02 62 kno( the cultural background of my students and its implications to my teachingR
S03 63 provide appropriate learning activities to students (ith different cultural backgroundR
A/5 64 sho( appreciation for cultural diversitiesR
Indicator 3.1.: Adopts strategies to address needs of differentl!$abled students%
At what level do I ...
K03 65 kno( the educational psychology of learners (ith special needsR
S04 66 use appropriate strategies for learners (ith special needsR
A/6 .77 sho( sensitivity to learners (ith special needsR
Indicator 3.1.; &akes appropriate ad'ustents for learners of different socio$econoic backgrounds
At what level do I ...
K04 .7. understand the effects of socio'economic status on learning performanceR
S05 .7/ determine the different socio'economic background of trainersR
S06 .70 use techniques to motivate learners of the lo(er socio'economic statusR
A07 .71 sho( fairness to all learners regardless of their economic statusR
Do'a$n 4 C5RR-C545M
S*rand 4-( De.o!str#tes .#ster2 of the su78ect
Indicator 4.1.1 Delivers accurate and updated content knowledge using appropriate ethodologies(
approaches and strategies
At what level do I ...
K05 .72 have an updated content kno(ledge and teaching strategy in my sub,ect areaR
S17 .73 apply the updated content and appropriate strategies in my teachingR
A0. .74 commit to deliver accurate and updated content kno(ledgeR
Indicator 4.1.2 Integrates language( literac! and )uantitative skill developent and values in his*her
sub'ect area
At what level do I ...
K06 .75 have kno(ledge about multi'disciplinary integrative modes and techniques of teachingR
S1. .76 use multi'disciplinary integrative modes and techniques of teaching the sub,ect areaR
A0/ ..7 support the integration of language, literacy, skill development and values in the learning activitiesR
Indicator 4.1.3 .$plains learnin# #oals' instructional procedures and content clearly and accurately to
students
At what level do I ...
K17 ... possess in'depth understanding of the sub,ect area*s learning goals, instructional procedures and content based on curriculumR
S1/ ../ explains learning goals, concepts and processes clearly and accurately to learnersR
A00 ..0 give sufficient time to explain the lessons for clear understanding of the learnersR
Indicator 4.1.4 +inks the current content with past and duture lessons
At what level do I ...
K1. ..1 understand interrelation of topics:content (ithin the sub,ect area taughtR
S10 ..2 link the present sub,ect matter content (ith the past and future lessonsR
A01 ..3 value the need to relate prior kno(ledge of learners (ith the present and future lessonsR
Indicator 4.1.3 Aligns with lesson ob'ectives the teaching ethods( learning activities and instructional
aterials or resources appropriate to learners
At what level do I ...
K1/ ..4 have the kno(ledge in designing lessons (ith congruent ob,ectives, teaching methods, learning activities and materialsR
S11 ..5 teach lessons that have congruency of ob,ectives, procedure, materials and evaluationR
A02 ..6 appreciate the value of aligning ob,ectives (ith all the parts of a lessonR
Indicator 4.1.9 ,reates situations that encourage learners to use high order thinking skills
At what level do I ...
K10 ./7 understand the concept of critical thinking and the facets of understandingR
S12 ./. engage learners in activities that develop higher order thinking skillsR
A03 .// patiently motivate learners to develop higher order thinking skillsR
Indicator 4.1.: Engages and sustains learners- interests in the sub'ect b! aking content eaningful and
relevant to the
At what level do I ...
K10 ./0 kno( strategies and materials that promote authentic learningR
ICT ./1 apply various appropriate strategies and:or technology to motivate 5 sustain learningR
A03 ./2 believe in relating classroom learning to real (orld expereincesR
Indicator 4.1.; Integrates relevant scholarl! works and ideas to enrich the lessons as needed
At what level do I ...
K10 ./3 update myself (ith relevant scholarly (orks and ideas related to my sub,ect areaR
S12 ./4 integrate scholarly (orks and ideas to enrich the lesson for the learnersR
A03 ./5 sho( enthusiasm and openness to ne( learningR
Indicator 4.1.< Integrates content of sub'ect areas with other disciplines
At what level do I ...
K10 ./6 kno( about other disciplines related to the sub,ect ) am teachingR
S12 .07 integrate content of sub,ect area (ith other disciplinesR
A03 .0. appreciate integrative mode of teachingR
S*rand 4-. Co..u!c#tes c$e#r $e#r!!3 3o#$s for the $esso!s th#t #re #ppropr#te for $e#r!ers
Indicator 4.2.1 Sets appropriate learning goals
At what level do I ...
K10 .0/ kno( the learning goals vis'B'vis specific sub,ect content of the level ) am teachingR
S12 .00 set doable and appropriate daily learning goals for the learnersR
A03 .01 reflectively choose appropriate learning goalsR
Indicator 4.2.2 .nderstand the learning goals
At what level do I ...
K10 .02 understand the connection of the short'term goals to the long'term goals of learningR
S12 .03 practice relating short'term goals to long term goals for learningR
A03 .04 value the learning goals set in the curriculumR
S*rand 4-2 M#9e 3ood use of #$$otted !structo!#$ t.e
Indicator 4.3.1 Establishes routines and procedures to axii#e instructional tie
At what level do I ...
K10 .05 understand the principles and procedure of maximi9ing instructional timeR
S12 .06 apply techniques of Mtime on taskM in planning and delivering lessonsR
A03 .17 observe discipline on time managementR
Indicator 4.3.2 /lans lessons to fit within available instructional tie
At what level do I ...
K10 .1. kno( the principles and techniques of lesson planning considering the allotted instructional time R
S12 .1/ design parts of the lesson (ithin available instructional timeR
A03 .10 sho( efficiency in the use of time to effectively attain learning goalsR
S*rand 4-4 Se$ects te#ch!3 .ethods: $e#r!!3 #ct"tes #!d the !structo!#$ .#ter#$s
or resources #ppropr#te to the $e#r!ers #!d #$3!ed to o78ect"es of the $esso!
Indicator 4.4.1 4ranslates learnin# competencies to instructional ob6ectives
At what level do I ...
K10 .11 kno( the learning competencies in my learning areas in order to formulate appropriate instructional ob,ectivesR
S12 .12 translate learning competencies into instructional ob,ectivesR
A03 .13 sho( a reflective attitude in translating learning competencies to instructional ob,ectivesR
Indicator 4.4.2 Selects' prepares' and utili,es technolo#y and other instructional materials appropriate to
the learners % learnin# ob6ectives
At what level do I ...
ICT .14 kno( various technology and instructional materials appropriate for my learning areaR
ICT .15 select and utili9e updated and appropriate technology:instructional materialsR
ICT .16 use appropriate technology resources to achieve curriculum standards and ob,ectivesR
S12 .27
prepare adequate and appropriate instructional materials for the learners and the learning ob,ectivesR
A03 .2. manifest resourcefulness in preparing instructional materialsR
Indicator 4.4.3 )rovides activities and uses materials which =t the learners! learnin# styles' #oals and culture
At what level do I ...
K10 .2/ kno( the principles of instructional material preparation for different types of learnersR
S12 .20 use relevant activities and materials suited to the learning styles, goals and culture of the learnersR
A03 .21 believe in the need to provide activities and use materials appropriate to the learnersR
Indicator 4.4.4 -ses a variety of teachin# approaches and techni/ues appropriate to the sub6ect matter
and the learners
At what level do I ...
K10 .22 understand the theories, approaches and strategies in teaching the sub,ect areaR
S12 .23 use variety of teaching strategies and techniques appropriate to the learners and sub,ect matterR
A03 .24 sho( enthusiasm in using innovative and appropriate teaching techniquesR
Indicator 4.4.3 -tili,es information derived from assessment to improve teachin# and learnin#
At what level do I ...
K10 .25 understand the proper utili9ation of assessment results to improve teaching and learningR
S12 .26 use assessment results in setting learning ob,ectives and learning activities R
A03 .37 appreciate the value of assessment in improving teaching and learningR
Indicator 4.4.9 )rovides activities and uses materials which involves students in meanin#ful learnin#
At what level do I ...
K10 .3. kno( various educational theories "e.g. constructivism# and their implications to meaningful leaningR
S12 .3/ apply relevant teaching approaches to achieve meaningful learningR
A03 .30 use improvised and indigenous materials for meaningful learningR
.31 appreciate teaching approaches to meaningful learning "e.g., constructivism#R
S*rand 4-6 R%cogn$9%# g%n%ra! !%arn$ng 1roc%##%# a# 8%!! a# un$:u% 1roc%##%# o, $nd$+$dua! !%arn%r#
Indicator 4.3.1 Desi#ns and utili,es teachnin# methods that ta"e into account the learnin# process
At what level do I ...
K10 .32 kno( different teaching approaches and strategies suitable to various learnersR
S12 .33 have kno(ledge on general and specific learning processesR
A03 .34 apply teaching'learning methodologies that respond to general and specific learning processesR
.35 recogni9e the need to design teaching methods apropriate to the learning processR
S*rand 4-; Pro'o*%# 1ur1o#$+% #*ud"
Indicator 4.9.1 0ultivates #ood study habits throu#h appropriate activities and pro6ects
At what level do I ...
K10 .36 kno( the techniques in forming good study habitsR
S12 .47
determine the current study habits of my studentsR
A03 .4. provide appropriate learning tasks and pro,ects that support development of good study habitsR
.4/ take extra time to help students form good study habitsR
S*rand 4-< D%'on#*ra*%# #k$!!# $n *&% u#% o, I)T $n *%ac&$ng and !%arn$ng
Indicator 4.:.1 -tili,es I04 to enhance teachin# and learnin#
At what level do I ...
.40 kno( the nature and operations of )&T systems as they apply to teaching and learningR
.41 understand ho( )&T'based instructional materials:learning resources support teaching and learningR
.42 understand the process in planning and managing )&T'assisted instructionR
.43 design, develop ne( or modify existing digital:and or non'digital learning resourcesR
.44 use of )&T resources for planning and designing teaching'learning activitiesR
.45 use )&T tools to process assessment and evaluation data and report resultsR
.46 demonstrate proficiency in the use of computers to support teaching and learningR
.57 use )&T tools and resources to improve efficiency and professional practiceR
.5. value and practice social responsibility, ethical and legal use of )&T tools and resourcesR
.5/ sho( positive attitude to(ards the use of )&T in keeping records of the learnersR
Do'a$n 6 PLANNING7 ASSESSING AND REPORTING
S*rand 6-( D%+%!o1# and u*$!$9%# cr%a*$+% and a11ro1r$a*% $n#*ruc*$ona! 1!an
Indicator 3.1.1 Shows proof of instructional plannin#
At what level do I ...
K10 .50 kno( the elements and process of developing an instructional plan "e.g. daily, (eekly, quarterly, yearly#R
S12 .51
arrrange sequentially the learning units (ith reasonable time allotmentR
A03 .52 identify appropriate learning ob,ectives, strategies, and accompanying materials in the planR
A03 .53 identify appropriate and varied assessment proceduresR
.54 sho( enthusiasm in sourcing materials "e.g. lesson plan packages# as guides for instructional planningR
Indicator 3.1.2 Implements instructional plan
At what level do I ...
K10 .55 kno( the factors for successful implementation of the instructional planR
A03 .56 ad,ust the instructional plan to ensure attainment of ob,ectivesR
.67
appreciate the value of instructional planningR
Indicator 3.1.3 Demonstrates ability to cope with varied teachin# millieu
At what level do I ...
K10 .6. kno( the different teaching'learning situations that could affect the implementation of the instructional planR
S12 .6/
cope (ith varied teaching milieu:settingR
A03 .60 manifest openness to make necessary ad,ustements to improve the instructional planR
S*rand 6-. D%+%!o1# and u#%# a +ar$%*" o, a11ro1r$a*% a##%##'%n* #*ra*%g$%# *o 'on$*or
and %+a!ua*% !%arn$ng
Indicator 3.2.1 )repares formative and summative tests in line with the curriculum
At what level do I ...
K10 .61 kno( the principles and purposes of instructional assessment including formative and summative testingR
S12 .62
construct valid and reliable formative and summative testsR
A03 .63 appreciate the value of testing as a tool to improve instruction and learning performanceR
Indicator 3.2.2 .mploys non*traditional assessment techni/ues &portfolio'6ournals' rubric' etc.(
At what level do I ...
K10 .64 kno( the concepts, principles and strategies of non'traditional assessmentR
S12 .65
use appropriate non'traditional assessment techniquesR
A03 .66 value the use of non'traditional assessmentR
Indicator 3.2.3 Interprets and uses assessment results to improve teachin# and learnin#
At what level do I ...
K10 /77 kno( concepts, principles on interpretation and utili9ation of assessment resultsR
A03 /7. interpret and use test results to improve teaching and learningR
/7/
manifest fairness in the interpretation of test resultsR
Indicator 3.2.4 Identi=es teachin#*learnin# di8culties and possible causes and ta"es appropriate action to
address them
At what level do I ...
K10 /70 kno( the concept and principles of diagnostic testingR
S12 /71
kno( the types of remedial lessons for slo( learnersR
A03 /72 identify teaching'learning difficulties and possible causesR
/73
manage remediation programsR
A03 /74 manifest (illingness and patience in conducting remediation programsR
Indicator 3.2.3 -ses tools for addressin# authentic learnin#
At what level do I ...
K10 /75 kno( the concepts and principles of authentic learning assessmentR
S12 /76
utili9e appropriate tools for assessing authentic learningR
A03 /.7 enthusiastically develop and use tools for assessing authentic learningR
S*rand 6-2 Mon$*or# r%gu!ar!" and 1ro+$d%# ,%%dack on !%arn%r#5 und%r#*and$ng
o, con*%n*
Indicator 3.3.1 )rovides timely and accurate feedbac" to learners to encoura#e them to re>ect on and
monitor their own learnin# #rowth
At what level do I ...
K10 /.. kno( the principles of giving and receiving feedback on learners* progressR
S12 /./
use strategies for giving feedback:reporting progress of individual learnerR
A03 /.0 motivate learners* to reflect and monitor their learning gro(thR
A03 /.1 consistently provide timely and accurate feedbackR
Indicator 3.3.2 ?eeps accurate records of #rades5performance levels of learners
At what level do I ...
K10 /.2 kno( the current guidelines about the grading systemR
S12 /.3
maintain accurate and updated learners* recordsR
S*rand 6-4 )o''un$ca*%# 1ro'1*!" and c!%ar!" *o !%arn%r#7 1ar%n*# and #u1%r$or# aou*
1rogr%## o, !%arn%r#
Indicator 3.4.1 0onducts re#ular meetin#s with learners and parents to respect learners! pro#ress
At what level do I ...
K10 /.4 kno( the dynamics of communicating learners* progress to students, parents and other stakeholdersR
S12 /.5
plan and implement a comprehensive program to report learners* progress to students and parentsR
A03 /.6 manifest accountability and responsibility in communicating the learners* progress to intended stakeholdersR
Indicator 3.4.2 Involves parents to participate in school activities that promote learnin#
At what level do I ...
K10 //7 understand the role and responsibilities of parents in supporting school programs to enhance children*s learning progressR
S12 //.
involve parents to participate in school activities that promote their children*s learning progressR
A03 /// establish rapport and a cooperative (orking relationship (ith parentsR
Do'a$n ; )OMM=NITY LINKAGES
S*rand ;-( E#*a!$#&%# !%arn$ng %n+$ron'%n* *&a* r%#1ond *o *&% a#1$ra*$on o, *&% co''un$*"
Indicator 9.1.1 Involves community in sharin# accountability for learners! achievement
At what level do I ...
K10 //0 kno( the programs, pro,ects, and thrusts of DepEd on school'community partnershipR
S12 //1
involve the community in the programs, pro,ects and thrusts of the schoolR
A03 //2 promote shared accountability for the learners* achievementR
Indicator 9.1.2 -ses community resources &human' material( to support learnin#
At what level do I ...
K10 //3 kno( the various community resources available to enhance learningR
S12 //4
use available community resources "human, material# to support learningR
A03 //5 recogni9e community resources to support learningR
Indicator 9.1.3 -ses community as a laboratory for learnin#
At what level do I ...
K10 //6 kno( strategies for experiential learning outside the classroomR
S12 /07
make use of the community as a laboratory for learningR
A03 /0. appreciate the (orld as a learning environmentR
Indicator 9.1.4 )articipates in community activities that promote learnin#
At what level do I ...
K10 /0/ kno( the teacher*s social responsibilityR
S12 /00
link (ith sectors for involvement in community (orkR
A03 /01 sho( enthusiasm in ,oining community activitiesR
Indicator 9.1.3 -ses community networ"s to publici,e school events and achievements
At what level do I ...
K10 /02 kno( the dynamics of community net(orking and information disseminationR
S12 /03
communicate the school events:achievements through community net(orksR
A03 /04 share information on school events:achievements to the communityR
Indicator 9.1.9 .ncoura#es students to apply classroom learnin# to the community
At what level do I ...
K10 /05 kno( the social realities outside the classroom to make learning relevantR
S12 /06
provide learning activities ensuring their application to the communityR
A03 /17 sho( sensitivity to the needs of the communityR
Do'a$n < PERSONAL GROWTH AND PROFESSIONAL DE0ELOPMENT
S*rand <-( Tak%# 1r$d% $n *&% no$!$*" o, *%ac&%r# a# a 1ro,%##$on
Indicator :.1.1 Maintains stature and behavior that upholds the di#nity of teachin#
At what level do I ...
K10 /1. kno( the set of ethical and moral principles, standards and values embodied in the &ode of Ethics for +rofessional TeachersR
S12 /1/
practice the &ode of Ethics for +rofessional TeachersR
A03 /10 manifest the values that uphold the dignity of teachingR
Indicator :.1.2 Allocates time for personal and professional development throu#h participation in
educational seminars and wor"shops readin# educational materials re#ularly and
en#a#in# in educational research
At what level do I ...
K10 /11 kno( the requirements:expectations for personal and professional development of teachersR
S12 /12
prepare and implement an individual personal and professional development plan ")+D+#R
A03 /13 manifest 9eal in undertaking educational research R
Indicator :.1.3 Manifests personal /ualities li"e enthusiasm' >e$ibility and carin# attitude
At what level do I ...
K10 /14 kno( the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance themR
S12 /15
engage in self'assessment to enhance my personal qualitiesR
A03 /16 exhibit personal qualities such as enthusiasm, flexibility and caring attitudeR
Indicator :.1.4 Articulates and demonstrates one!s personal philosophy of teachin#
At what level do I ...
K10 /27 understand the value of having a personal philosophy of teachingR
S12 /2.
translate my philosophy of teaching into actionR
A03 /2/ share my personal philosophy of teaching (ith othersR
S*rand <-. Bu$!d# 1ro,%##$ona! !$nk# 8$*& co!!%agu%# *o %nr$c& *%ac&$ng 1rac*$c%
Indicator :.2.1 ?eeps abreast with recent developments in education
At what level do I ...
K10 /20 update myself (ith recent developments in educationR
S12 /21
apply updated kno(ledge to enrich teaching practiceR
A03 /22 manifest openness to recent developments in educationR
Indicator :.2.2 @in"s with other institutions and or#ani,ations for sharin# best practices
At what level do I ...
K10 /23 kno( of institutions and organi9ations (ith a goal to improve teaching practiceR
S12 /24
link (ith other institutions and organi9ations that are helpful to the teaching professionR
A03 /25 get involved in professional organi9ations and other agencies that can improve my teaching practiceR
S*rand <-2 R%>%c*# on *&% %3*%n* o, *&% a**a$n'%n* o, 1ro,%##$ona! d%+%!o1'%n* goa!#
Indicator :.3.1 +e>ects on the /uality of his5her own teachin#
At what level do I ...
K10 /26 kno( the techniques and benefits derived from theory'guided introspectionR
S12 /37
make a self assessment of my teaching competenciesR
A03 /3. desire to improve the quality of my teachingR
Indicator :.3.2 Improves teachin# performance based on feedbac" from the mentor' students' peers'
superiors and others
At what level do I ...
K10 /3/ kno( the purposes and approaches in establishing an effective feedback systemR
S12 /30
actively seek feedback from a range of people to improve my teaching performanceR
A03 /31 manifest positive attitude to(ards comments:recommendationsR
Indicator :.3.3 Accepts personal accountability to learners! achievement and performance
At what level do I ...
K10 /32 kno( my accountability and responsibilities to(ard students* learning performanceR
S12 /33
examine myself vis'a'vis my accountability for the learners and to the teaching professionR
A03 /34 accept my personal accountability to the learnersR
Indicator :.3.4 -ses self*evaluation to reco#ni,e and enhance one!s stren#th and correct one!s wea"nesses
At what level do I ...
K10 /35 kno( the concept and strategies for self'evaluationR
S12 /36
identify my strengths and (eaknesses as a person and as a teacherR
A03 /47 manifest determination to become a better person and teacherR
Automatic scorin# is enabled only after all items have been accomplished
.AD 7B S.@B ASS.SSM.A4
0lic" Summary Cor"sheet to view results
H S F L
H S F L
H S F L
H S F L
H S F L
Maintains a learnin# environment of courtesy % respect for dierent learners &e.#.ability' culture' #ender(
H S F L
H S F L
H S F L
H S F L
H S F L
-ses individual and cooperative learnin# activities to improve capacities of learners for hi#her 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
H S F L
2uides individual learners re/uirin# development of appropriate social and learnin# behavior
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
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
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
H S F L
)rovides activities and uses materials which =t the learners! learnin# styles' #oals and culture
H S F L
H S F L
H S F L
H S F L
R%cogn$9%# g%n%ra! !%arn$ng 1roc%##%# a# 8%!! a# un$:u% 1roc%##%# o, $nd$+$dua! !%arn%r#
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
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
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
H S F L
H S F L
H S F L
H S F L
S=MMARY OF RES=LTS ?N)BTS-TSNA@
Teac!er< E+ARO RONCA$ES
Do'a$n D( D. D2 D4 I)T D6 D;
S*rand S.). S.)/ To*a! D( S/). S/)/ S/)0 S/)1 S/)2 To*a! D. S0). To*a! D2 S1). S1)/ S1)0 S1)1 S1)2 S1)3 S4-< To*a! D4 S2). S2)/ S2)0 S2)1 To*a! D6 S3). To*a! D; S4).
No- O, KSA# .2 0 .5 .7 .7 .1 .2 .7 26 /4 /4 /4 3 3 /. 1 1 .7 45 .. .4 3 3 17 .5 .5 ./
HPS 37 ./ 4/ 17 17 23 37 17 /03 .75 .75 .75 /1 /1 51 .3 .3 17 0./ 11 35 /1 /1 .37 4/ 4/ 15
Ra8 Scor% 62 (A ;2 26 2. 4; 6( 24 (BC B( B( CB (C (B ;; (. (2 2. .4B 26 66 .A .4 (24 ;( ;( 2B
M%an Scor% 2-62 2-22 2-6A 2-6A 2-.A 2-.B 2-4A 2-4A 2-2; 2-2< 2-2< 2-2A 2-AA 2-(< 2-(4 2-AA 2-.6 2-.A 2-(B 2-(C 2-.4 2-22 4-AA 2-26 2-2B 2-2B 2-.6
D Scor% CC-22D C2-22D C<-6AD C<-6AD CA-AAD C.-(4D C6-AAD C6-AAD C2-BAD C4-.;D C4-.;D C.-4(D <6-AAD <B-(<D <C-6<D <6-AAD C(-.6D CA-AAD <B-C(D <B-66D CA-CCD C2-22D (AA-AAD C2-<6D C4-<.D C4-<.D C(-.6D
INTERPRETATION BY DOMAIN E STRAND
Do'a$n and S*rand# D Scor% )o'1%*%nc" L%+%!
D( Soc$a! R%gard ,or L%arn$ng C<-6AD 2-6A E31%r$%nc%d
S.). Teac!er actions demonstrate 'alue &or learnin" 55)00= 0)20 E9pert
S.)/ emonstrates t!at learnin" is o& di8erent ,inds and &rom di8erent sources 50)00= 0)00 E9perienced
D. L%arn$ng En+$ron'%n* C2-BAD 2-2; E31%r$%nc%d
S/). Creates an en'ironment t!at promotes &airness 54)27= 0)27 E9perienced
S/)/ Ma,es t!e classroom en'ironment sa&e and conduci'e to learnin" 57)77= 0)/7 E9perienced
S/)0 Communicates !i"!er learnin" e9pectations to eac! learner 5/).1= 0)/6 E9perienced
S/)1 Esta:lis!es and maintains consistent standards o& learners% :e!a'ior 52)77= 0)17 E9perienced
S/)2 Creates a !ealt!y psyc!olo"ical climate &or learnin" 52)77= 0)17 E9perienced
D2 D$+%r#$*" o, L%arn%r# C4-.;D 2-2< E31%r$%nc%d
S0).
etermines> understands and accepts t!e learners% di'erse :ac,"round ,no?led"e 51)/3= 0)04 E9perienced
D4 )urr$cu!u' <B-C(D 2-(B E31%r$%nc%d
S1). emonstrates mastery o& t!e su:@ect 5/)1.= 0)07 E9perienced
S1)/
Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners 42)77= 0)77 E9perienced
S1)0 Ma,e "ood use o& allotted instructional time 46).4= 0).4 E9perienced
S1)1 Selects teac!in" met!ods> learnin" acti'ities and t!e instructional materials 45)24= 0).1 E9perienced
S1)2
Reco"niAes "eneral learnin" processes as ?ell as unique processes o& indi'idual learners 42)77= 0)77 E9perienced
S1)3 Promotes purposi'e study 5.)/2= 0)/2 E9perienced
S1)4 emonstrates s,ills in t!e use o& ICT in teac!in" and learnin" 57)77= 0)/7 E9perienced
D6 P!ann$ng7 A#%##$ng E R%1or*$ng C2-<6D 2-26 E31%r$%nc%d
S2). e'elops and utiliAes creati'e and appropriate instructional plan 46)22= 0).5 E9perienced
S2)/ e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor 57)55= 0)/1 E9perienced
S2)0 Monitors re"ularly and pro'ides &eed:ac, on learners% understandin" 50)00= 0)00 E9perienced
S2)1 Communicates promptly and clearly to learners> parents and superiors a:out .77)77= 1)77 E9pert
D; )o''un$*" L$nkag%# C4-<.D 2-2B E31%r$%nc%d
S3). Esta:lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community 51)4/= 0)06 E9perienced
D< P%r#ona! Gro8*& E Pro,%##$ona! D%+* C(-;<D 2-.< E31%r$%nc%d
S4). Ta,es pride in t!e no:ility o& teac!ers as a pro&ession 5.)/2= 0)/2 E9perienced
M%an
Scor%
S.). S.)/ Total
.
S/). S/)/ S/)0 S/)1 S/)2 Total
/
S0). Total
0
S1). S1)/ S1)0 S1)1 S1)2 S1)3 S1)4 Total
1
S2). S2)/ S2)0 S2)1 Total
2
S3). Total
3
S4). S4)/ S4)0 Total
4
7)77
.)77
/)77
0)77
1)77
2)77
0)20
0)00
2-6A 0)27
0)/7 0)/6
0)17 0)17 2-2; 0)04 2-2< 0)07
0)77
0).4 0).1
0)77
0)/2 0)/7 2-(B 0).5 0)/1 0)00
1)77
2-26 0)06 0)06
0)/2 0).4
0)00 0)/4
Su''ar" o, TSNA R%#u!*
B" M%an Sca!% Scor%
S*rand# E Do'a$n
M%an
Scor%
S.). S.)/ Total
.
S/). S/)/ S/)0 S/)1 S/)2 Total
/
S0). Total
0
S1). S1)/ S1)0 S1)1 S1)2 S1)3 S1)4 Total
1
S2). S2)/ S2)0 S2)1 Total
2
S3). Total
3
S4). S4)/ S4)0 Total
4
7=
/7=
17=
37=
57=
.77=
./7=
Su''ar" o, TSNA R%#u!*
B" D Scor%
S*rand# and Do'a$n
D Scor%
S4)/ (uilds pro&essional lin,s ?it! collea"ues to enric! teac!in" practice 46).4= 0).4 E9perienced
S4)0 ReBects on t!e e9tent o& t!e attainment o& pro&essional de'elopment "oals 50)00= 0)00 E9perienced
D<
S4)/ S4)0 To*a! D<
3 ./ 07
/1 15 ./7
(B 4A BC
2-(< 2-22 2-.<
<B-(<D C2-22D C(-;<D
Ge!der C"$ St#tus R%g$on D$+$#$on
.E>!<E >arried I C I$OCOS (ay:ay City
>!<E Separated II C CAGAYAN DA$$EY (iliran
Single III C CENTRA$ $+*ON Cal:ayo" City
2ido(:er ID A C CA$A(AR*ON Cat:alo"an City
ID ( C MIMAROPA Eastern Samar
D C (ICO$ $eyte
DI C EESTERN DISAYAS Maasin City
DII C CENTRA$ DISAYAS Nort!ern Samar
DIII C EASTERN DISAYAS Ormoc City
IF C *AM(OANGA Samar
F C NORTGERN MINANAO Taclo:an City
FI C ADAO
FII C SOCCSKSARGEN
FIII C CARAGA
CORI$$ERA AMIN REGION
NATIONA$ CAPITA$ REGION
ARMM
Gr#de;r SuF%c* Do'a$n Do'D%#c S*rand#
; English D; Social egard for <earning D;
/ Science D/ <earning Environment D/
= >ath D= Diversity of <earners D=
C .ilipino DC &urriculum DC
D >akabayan DD +lanning, !sessing 5 eporting DD
A DA &ommunity <inkages DA
E DE +ersonal 3ro(th 5 +rofessional Devt DE
1 S;.;
K S;./
;0 S/.;
;,/ S/./
;,/,= S/.=
;,/,=,C S/.C
;,/,=,C,D S/.D
;,/,=,C,D,A S=.;
/,= SC.;
/,=,C SC./
/,=,C,D SC.=
/,=,C,D,A SC.C
=,C SC.D
=,C,D SC.A
=,C,D,A SC.E
C,D SD.;
C,D,A SD./
D,A SD.=
E,1 SD.C
E,1,K SA.;
E,1,K,;0 SE.;
1,K SE./
1,K,;0 SE.=
K,;0
S*randD%#c
Social egard for <earning
<earning Environment
Diversity of <earners
&urriculum
+lanning, !sessing 5 eporting
&ommunity <inkages
+ersonal 3ro(th 5 +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 sub,ect
&ommunicates clear learning goals for the lessons that are appropriate for learners
>ake good use of allotted instructional time
Selects teaching methods, learning activities and the instructional materials
ecogni9es 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 utili9es 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
'$n 'a3 !%+%! 'on*&
. .)2 (e"inner .
.)2. /)2 e'elopin" /
/)2. 0)2 E9perienced 0
0)2. 1 E9pert 1
2
3
4
5
6
.7
..
./
Teac!er Strand Score
.725232 S.). 20
.725232 S.)/ .7
.725232 S/). 02
.725232 S/)/ 0/
.725232 S/)0 13
.725232 S/)1 2.
.725232 S/)2 01
.725232 S0). 6.
.725232 S1). 56
.725232 S1)/ .5
.725232 S1)0 .6
.725232 S1)1 33
.725232 S1)2 ./
.725232 S1)3 .0
.725232 S1)4 0/
.725232 S2). 02
.725232 S2)/ 22
.725232 S2)0 /7
.725232 S2)1 /1
.725232 S3). 3.
.725232 S4). 06
.725232 S4)/ .6
.725232 S4)0 17
Strand SHescription
S.). Teac!er actions demonstrate 'alue &or learnin"
S.)/ emonstrates t!at learnin" is o& di8erent ,inds and &rom di8erent sources
S/). Creates an en'ironment t!at promotes &airness
S/)/ Ma,es t!e classroom en'ironment sa&e and conduci'e to learnin"
S/)0 Communicates !i"!er learnin" e9pectations to eac! learner
S/)1 Esta:lis!es and maintains consistent standards o& learners% :e!a'ior
S/)2 Creates a !ealt!y psyc!olo"ical climate &or learnin"
S0). etermines> understands and accepts t!e learners% di'erse :ac,"round ,no?led"e
S1). emonstrates mastery o& t!e su:@ect
S1)/ Communicates clear learnin" "oals &or t!e lessons t!at are appropriate &or learners
S1)0 Ma,e "ood use o& allotted instructional time
S1)1 Selects teac!in" met!ods> learnin" acti'ities and t!e instructional materials
S1)2 Reco"niAes "eneral learnin" processes as ?ell as unique processes o& indi'idual learners
S1)3 Promotes purposi'e study
S1)4 emonstrates s,ills in t!e use o& ICT in teac!in" and learnin"
S2). e'elops and utiliAes creati'e and appropriate instructional plan
S2)/ e'elops and uses a 'ariety o& appropriate assessment strate"ies to monitor
S2)0 Monitors re"ularly and pro'ides &eed:ac, on learners% understandin"
S2)1 Communicates promptly and clearly to learners> parents and superiors a:out
S3). Esta:lis!es learnin" en'ironment t!at respond to t!e aspiration o& t!e community
S4). Ta,es pride in t!e no:ility o& teac!ers as a pro&ession
S4)/ (uilds pro&essional lin,s ?it! collea"ues to enric! teac!in" practice
S4)0 ReBects on t!e e9tent o& t!e attainment o& pro&essional de'elopment "oals
Ma9Score omain
37 .
./ .
17 /
17 /
23 /
37 /
17 /
.75 0
.75 1
/1 1
/1 1
51 1
.3 1
.3 1
17 1
11 2
35 2
/1 2
/1 2
4/ 3
15 4
/1 4
15 4
omain Hescription
. SOCIA$ REGAR IOR $EARNING
/ $EARNING ENDIRONMENT
0 IDERSITY OI $EARNERS
1 C+RRIC+$+M
2 P$ANNING> ASSESSING AN REPORTING
3 COMM+NITY $INKAGES
4 PERSONA$ GROETG AN PROIESSIONA$ EDE$OPMENT
Teac!er $astName IirstName MI Sc!oolI Gender
.725232 RONCA$ES E+ARO P 0.02/7 MA$E
Grades YStart MStart En"E Mat!E ScienceE
4>5 /7.. 5 7 7 7
P!ilE Ma,.E Ma,/E Ma,0E Ma,1E En"S Mat!S ScienceS
7 7 7 7 7 7 7 .
P!ilS Ma,.S Ma,/S Ma,0S Ma,1S Ma@ore"
7 7 . 7 7 (IO$OGY
Ma@orMast Ma@orP! Ma@orOt!er

Sc!oolI Sc!oolName Re"ion i'ision
0.02/7 Artec!e NGS JCarapdapan Anne9K DIII C EASTERN DISAYAS EASTERN SAMAR
istrict Pu:Pri $e'el SPE CentMain
ARTECGE Pu:lic Loint 7 7
Grad%# )onca*G 4>5>
S*r$1La#*G 4>5
4>
5>
ARTECGE (A$ANGIGA
Artec!e NGS 070161 Sout!ern Samar NCGS J(alan"i"a NGSK
Artec!e NGS JCarapdapan Anne9K 0.02/7
Artec!e NGS JConcepcion Anne9K 0.02//
L)) Garcia ES ..1664
Lamora?on ES ..1665
Lulita ES ..1666
Kansanoc ES ..2777
Katipunan PS ..277.
Kaulan"o!an ES ..277/
Ka?ayan CS ..2770
Ka?ayanon ES ..2771
$) Atillo PS ..2772
$)E) GoAon ES ..2773
$an""ao ES ..2774
$arraAa:al ES ..2775
$i:ton" a,u ES ..2776
$i:ton" Gamay ES ..27.7
$ico ES ..27..
$oCo, ES ..27./
$ooc ES ..27.0
$ooc ES ..27.1
$ooc ES ..27.2
$ucsoon ES ..27.3
Mainit ES ..27.4
Manla:an" PS ..27.5
Mapuyo ES ..27.6
Maripipi CS ..27/7
Masa"aosao PS ..27/.
Masa"on"son" ES ..27//
Matan""o ES ..27/0
Mauran" ES ..27/1
Na'al CS ..27/2
Na'al Sped Center ..27/3
OlCO" ES ..27/4
P)S) Eami"uel ES ..27/5
Palayan ES ..27/6
Pata" PS ..2707
Pa?i,an ES ..270.
Pili ES ..270/
Pinami!a"an ES ..2700
Pinan"om!an ES ..2701
Pulan" (ato ES ..2702
Pulan" Yuta ES ..2703
Sa:an" PS ..2704
Salan"i ES ..2705
Sala?ad ES ..2706
Sal'acion ES ..2717
Sampao ES ..271.
San $orenAo PS ..271/
San Pa:lo ES ..2710
San Roque ES ..2711
San"alan" ES ..2712
Sto) NiMo ES ..2713
TA(+NAN ES ..2714
Tala!id ES ..2715
Tali:on" ES ..2716
Talustusan ES ..2727
Tamarindo ES ..272.
Tomalistis ES ..272/
Tu:i" Guinoo ES ..2720
Tucdao ES ..2721
+n"ale I ES ..2722
+n"ale II ES ..2723
+nion ES ..2724
+son ES ..2725
Di"a ES ..2726
Dilla Corne@o ES ..2737
Dilla Ena"e ES ..273.
Dillacane@a ES ..273/
Dillaconsuelo ES ..2730
(A$ANGKAYAN CANCADI
0.027/ (alan",ayan NGS 070162 Camantan" NGS 070165
CanCA'id NGS 0.027.
O$ORES GENERA$ MACARTG+R
apdap National Tec!nical Docational Gi"! Sc!ool 0.02/. Gen) MacArt!ur NAS
olores NGS 070166
Gila:aan NGS 070273
Ginolaso NGS 070274
Ginolaso NGS JCa"laoCan Anne9K 0.02.5
GIPOR$OS G+I+AN GERNANI
07027. Giporlos NTS 07027/ Guiuan NGS 070270 Pedro E) Candido Memorial NGS
Mala:a" NGS 0702.1 Gomon!on NGS 070275
Gomon!on NGS C Sulan"an Anne9 070276
Manicani National Gi"! Sc!ool 0.02.3
SuluCan Inte"rated Sc!ool 0.0275
Taytay Inte"rated Sc!ool 070271
LIPAPA $AEAAN $$ORENTE
070272 Lipapad NGS 0702.7 (olusao NGS070164 (aro:o National Gi"! Sc!ool 0.02.0
$a?aan Nat%$) Sc!) O& Cra&ts-GI 0702./ $lorente National Gi"! Sc!ool 0702.0
MAS$OG MAYO$ONG MERCEES
Maslo" NGS 0702.2 Maydolon" NAS J+nder CGEK 0702.4 (o:on NGS
Maydolon" NGS 0.02.1 Mercedes GS
Maydolon" NGS J$ap"ap Anne9K 0.02/0
ORAS
070163 ao Inte"rated Sc!ool 0.02.4
0702.5 Nicasio Al'areA II MGS 0702.6
Oras National A"roCIndustrial Sc!ool 0.0273
Oras National Gi"! Sc!ool 0702/7
Sta) Monica Inte"rated Sc!ool 0.02.6
N+INAPONAN SA$CEO
Nuinapondan NGS 0702/. Matarinao SOI 0702.3
Nuinapondan NGS JAnisla" Anne9K 0.02./ Salcedo NGS 0702//
Salcedo Docational GS 0.0276
Ta":acan NGS JTa":acan RGSK 0.0270
SAN L+$IAN SAN PO$ICARPO
Nena NGS JNena SATK 0.0274 Alu"an Nat%$ Sc!) O& Cra&ts-GI 070160
San Lulian NGS 0702/1 Samar Natl Pilot Opp) Sc!) O& A"ri) 0702/0
S+$AT TAIT
San Dicente Inte"rated Sc!ool 0.0272 Malinao Inte"rated Sc!ool 0.02..
Sto) Nino NGS 0702/5 Ta&t NGS 0702/6
Sulat NGS 0702/4
EASTERN SAMAR

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