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Republic of the Philippines

Department of Education

Training and Development


System

OPERATIONS MANUAL
A FIVE-VOLUME COMPILATION OF THE
STANDARDS, PROCESSES AND TOOLS FOR IMPLEMENTING
THE TRAINING AND DEVELOPMENT SYSTEM
IN THE DEPARTMENT OF EDUCATION

VOLUME 2
TRAINING & DEVELOPMENT NEEDS
ASSESSMENT (TDNA) SYSTEM

June 2010

T&D System Operations Manual-Volume 2: The TDNA System

VOLUME 2
TRAINING & DEVELOPMENT NEEDS
ASSESSMENT (TDNA) SYSTEM

The Training and Development (T&D) System Operations Manual, in


five volumes, was developed and validated in Regions VI, VII and VIII,
Divisions of Negros Occidental, Bohol/Tagbilaran and Northern Samar,
through the AusAID-fundedproject STRIVE (Strengthening the
Implementation of Basic Education in Selected Provinces of the Visayas),
in coordination with the EDPITAF (Educational Development Project
Implementing Task Force), and in consultation with the Teacher Education
Development Program-Technical Working Group (TEDP-TWG), and the
National Educators Academy of the Philippines (NEAP).
The five volumes
of the
T&D
System Operations Manual are:
TABLE
OF
CONTENTS
Volume 1 The Training and Development System Framework
Volume 2 The Training & Development Needs
Assessment (TDNA) System
Volume 3 - The Professional Development Planning (PDP) System
Volume 4 The Program Designing and Resource Development
(PDRD) System

Section 1.0: Overview of the Training and Development (T&D) System


Framework
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.

Rationale, p1
Vision , p2
Goals, p2
Objectives, p2
Standards and Guiding Principles, p2
The T&D System and its Major Components, p4

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T&D System Operations Manual-Volume 2: The TDNA System

Section 2.0: The Training and Development Needs Assessment System..


.................................................................................5
2.1. Training and Development Needs Assessment, p5
2.2. The TDNA Systems Framework, p
2.3. The TDNA Tools, p7
2.4. Standards for TDNA , p
2.5.Structure, Functions, Roles and Responsibilities, p
Section 3: General Description of the NCBTS-TSNA 11
3.1. The NCBTS Framework, p
3.2. The NCBTS TSNA System Design, p2
3.3. Development and Validation of the NCBTS-TSNA Tool, p14
3.4. The NCBTS-TSNA Guide and Tools, p7
3.5. The NCBTS-TSNA Orientation Package, p7
3.6. Administration, Scoring and Interpreting the NCBTS-TSNA Tool, p18
3.7. Organizational Structure and Process Flow, p1
3.8.Monitoring and Evaluation of NCBTS-TSNA
3.9. Management of the TDNA Consolidation Database, p24
Section 4: General Description of the Training and Development Needs
Assessment for School Heads ..
.
25
4.1. Basis and Purpose of TDNASH , p25
4.2. Organizational Structure and Process Flow, p26
4.3. Competencies Assessed by the TDNASH, p27
4.4. The TNASH Guide and Tools, p28
4.5. System Design and Assessment Methodology, p28
4.6. Administration of the TDNASH, p29
4.7. Analysis of Results, p30
4.8. Reporting Cluster Results, p31
4.9. Interpretation of Results, p31
4.10. TDNA Consolidation Database for TDNASH, p32
4.11. Monitoring and Evaluation of the Process, p33
4.12. Refinement of the TDNASH Tool, p34

Section 5: General Description of the Organizational TDNA for the Region


and Division ....

34
5.1. The Basis of the Organizational TDNA, p34
5.2. The Framework and Management Competencies of the Organizational TDNA,
p34
5.3. Development and Validation of the Organizational TDNA Tool, p36
5.4. Methodology, p36
5.5. Monitoring and Evaluation of the Organizational TDNA, p36

Section 6.0: Monitoring and Evaluation of the TDNA System,


..

38

Section 7.0 The TDNA System Guides and


Tools..41
7.1. The NCBTS-TSNA Guide and Tools
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Introductory Information , p47


Establishment of Regional and Division TDNA Working Groups , p51
Orientation of Supervisors, School Heads and NCBTS Coordinators, 54
School /Cluster NCBTS-TSNA Implementation, 56
Utilization of NCBTS-TSNA Results, p59
Monitoring and Evaluation of the NCBTS-TSNA, 60
Attachment 1: NCBTS-TSNA Tools and Templates, 63
Attachment 2: M&E Tools for the NCBTS-TSNA , p87

7.2. The TDNA for School Heads (TDNASH) Guide and Tools .
.......................................................................................110
Introductory Information, p115
Assessment Approach and Methodology, p117
Analysis of TDNASH Results , p123
TDNA Consolidation Database for TDNASH, p128
Monitoring and Evaluation of the TDNASH, p 129
Attachment 1: TDNASH Tools and Templates, p131
Attachment 2: M&E Tools for the TDNASH, p158
Attachment 3. The National Competency-Based Standards for School Heads,
p168
7.3. The Organizational TDNA for the Region Guide and Tools
..
176
Introductory Information , p180
General Introductions for the TDNA Working Group, p181
Monitoring and Evaluation of the Organizational TDNA, p182
Attachment 1: Region Organizational TDNA Tools and Templates, p185
Attachment 2: Region Organizational TDNA Monitoring and
Evaluation Tools, p201
7.4. The Organizational TDNA for the Division Guide and Tools
.
217
Introductory Information, p220
General Introductions for the TDNA Working Group, p221
Monitoring and Evaluation of the Organizational TDNA, p222
Attachment 1: Division Organizational TDNA Tools and Templates, p225
Attachment 2: Division Organizational TDNA Monitoring and
Evaluation Tools, p240

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GLOSSARY OF ACRONYMS
AIP

Annual Implementation Plan

BEAM

Basic Education Assistance for Mindanao

BESRA

Basic Education Sector Reform Agenda

CBTS

Competency Based Teacher Standards

CO

Central Office

T&D System Operations Manual-Volume 2: The TDNA System

Section
1.0. Center of Training
COT
Overview of the Training and Development (T&D) System Framework
DEDP
Division Education Development Plan
(Volume 1 contains the details of the Framework)
DepED

Department of Education

1.1.
DO Rationale
Division Office
The
Department
of Education
is presently
ELMP
Education
Leadership(DepED)
and Management
Program active in implementing
fundamental reforms that include efforts for human resource development at all
EDPITAF
Educational Development Project Implementing Task Force
levels to support quality performance of schools and learners. The Departments
EBEIS of policy
Enhanced
Basic
Education
Information
System
package
reforms
known
as the
Basic Education
Reform Agenda (BESRA)
seeks
critical regulatory, institutional, structural, financial,
ES to systematically
Education improve
Supervisor
cultural, physical and informational conditions affecting basic education provision,
F3
Formalon
Face-to-Face
access
and delivery
the ground. These policy reforms are expected to create
critical
changes
necessary
to further accelerate, broaden, deepen and sustain the
FGD
Focus Group Discussion
improved education effort already being started (BESRA PIP, 2006).
GCA

Group Consensual Assessment

BESRAs
vision Human
for human
resource
development
propels aDivision
unified system that
HRD-SDD
Resource
Development
Staff Development
provides for the continuing quality professional development for in-service education
HRM
Managementsystem. Two of the major policy reforms
personnel
at allHuman
levelsResources
of the educational
under
BESRA serve
as the
core of
this present
initiative for training and development.
HRTD
Human
Resource
Training
and Development
The first policy is the National School-Based Management Framework and Standards,
ICT is the decentralization
Information Communication
Technology authority to individual schools
which
of decision-making
allowing
stakeholders
to plan Technology
and implement
goals to improve school
ICT4E various
Information
Communication
for Education
performance and student achievement. The second policy is the Teacher Education
INSET
In-Service Education and Training
and Development Program (TEDP), which saw the establishment of the National
IRR
Implementing
Rules and Regulations
of RAis9155,
Decemberthat
2007
Competency-Based
Teacher Standards
(NCBTS). This
a framework
contains a
set
of competency
standards
forProfessional
teacher performance
IPPD
Individual
Plan for
Development so that teachers, pupils and
parents are able to appreciate the complex set of behaviors, attitudes and skills that
JEL teacher must
Job-embedded
each
possess inLearning
order to carry out a satisfactory performance of their
roles
and
responsibilities(TEDP
Final Report, 2006). Necessarily, training and
KRT
Key Results Thrust
development for teachers and school heads, for instance, must be based on accepted
KSA
Knowledge, Skills and Attitudes
standards of the profession such as the National Competency-Based Teacher
LAC
Learning
Cells
Standards
(NCBTS)
and Action
the National
Competency-Based Standards for School Heads
(NCBS-SH).
LEAP
Learning Enhancement Action Program
LGU orand
LGADevelopment
Local Government
or Local for
Government
Authority
Training
(T&D)Unit
is defined
the purpose
of this framework as the
process
development for the personnel of the Department of
LOC of providing
Level professional
of Competency
Education. The process is aimed at improving competencies and work performance
LOI
Level of Importance
through
the provision
of a wide variety of opportunities for individual growth in
knowledge,
attitudes,
skills.Management
It is a personal
and professional
LRMDS
Learningand
Resource
and Development
System growth process,
which necessarily integrates the goals of the individual professional with the
MOOE
Maintenance and Other Operating Expenses
development goals of the school, division and region for better student outcomes.
MPPD
Master Plan for
Professional
The
ultimate beneficiaries
of T&D
are theDevelopment
learners whose rights to quality education
shall
be
the
systems
foremost
consideration.
M&E
Monitoring and Evaluation
NCBS-SH Development
National Competency
for School Heads
Professional
activitiesBased
rangeStandards
from independent
study such as personal
orNCBTS
structured professional
reading; to supported
learning such as mentoring and
National Competency-Based
Teacher Standards
coaching; to collective action such as getting involved in a professional organization
NEAP
National Educators Academy of the Philippines
or conducting group research and to formal programs such as on site face-to-face
NGO distance
Non-Government
Organization
training,
or on-line course
study, and continuing formal education.
NSHPI

National School Heads Performance Indicators

OPS

Office of Planning Service

Training and Development in the education system is most successful in a learning


T&D System Operations Manual-Volume 2: The TDNA System

PCR

Program Completion Report

PDM

Professional Development Materials

PDP

Professional Development Planning

Page 4

T&D System Operations Manual-Volume 2: The TDNA System

community, which promotes the goals of school-based management with strong


leadership and support systems. It is most likely to succeed when it is embedded in
the vision, strategic plan and organizational structure of the school, division and
region. Moreover, it must be conducted through a functional and integrated system
guided by sets of standards, structures, processes, methodologies and tools for
effective outcomes.

1.2.

Vision

Professional Development for all, within a culture of collaborative and continuous


learning, nurtured by transformative leadership, for the achievement of educational
goals
1.3.

Goal

The T&D Systems goal is to establish a transforming and integrated set of operations
that includes standards, structures, processes, and tools for the provision of quality
professional development for educational leaders, teachers and non-teaching
personnel that is functional at the regional, division and school levels.
1.4.

Objectives

The objectives of the T&D System are to:


1.
identify priority development and learning needs of the various Human
Resource through a systematic process of competency-based needs
assessment for professional development/training
2.

develop needs-based Master Plans, training designs and resource packages for
identified priority needs to support continuing professional development

3.

conduct priority programs including post-training activities for professional


development of educational leaders, school heads, teachers and non-teaching
staff

4.

provide the information Communication Technology (ICT) and the Monitoring


and Evaluation (M&E) support operations through the T&D Information System
(TDIS) for the T&D system at the central, regional, division and school levels.

1.5. Standards and Guiding Principles


To support the effective operations of a transformative and integrated T&D system,
general standards and guiding principles are set:
Equity and Access
- All educational personnel, regardless of age, gender, creed, position, and
physical abilities, have equal access for professional development
- Effective strategies are utilized to increase participation and involvement of
education personnel for professional learning.
- Professional development endeavours, individual or collective, result to
empowerment and improved well-being across diverse groups of clientele
Sustained culture of a learning organization
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Involvement and support are maximized if both internal and external


stakeholders have shared aspirations, jointly make decisions and continuously
support professional learning.
Each member of the learning community possesses a deep sense of individual
accountability of improving self and regards professional development as a
way of life.

Effective and Efficient Use of Resources


- Efficiency and effectiveness of the system are ensured through the proper
utilization of resources such as financial, physical, capital and human
Collaboration
- Collaboration is a built-in value with opportunities provided for educators to
work together on regular basis.
- Increased student learning as the focus of collaboration facilitates attainment
of professional development goals.
- Collaborative mechanisms engage joint efforts with training and development
institutions and other educational partners for advancement programs.
Continuing and cyclical process
- Professional Development to be effective is provided with sufficient ongoing
follow-up and technical assistance.
The entire cyclical process of Professional Development is informed by data
and research findings that incorporate innovations and new knowledge.
Sustained by Transformative Leadership
- Professional Development is nurtured by transformative leaders who are
competent and skillful, open to change and results-oriented, and have a deep
sense of integrity and accountability.
Integrative of individual and institutional development goals directed to better
learners outcome
- Decisions are driven not only by individual professional aspirations but also by
the development priorities of the school, division and region.
- Professional development is always directed to learners quality education and
welfare bearing in mind the promotion of healthy and protective learning
environment as well as fostering equality, respect for human rights, and
participation of children
Quality training content and strategies
The quality of training and learning is dependent largely on relevance of
training and learning content and methodologies to intended professional
development goals
The utilization of research- based content and strategies ensures effectiveness
of training in improving targeted competencies.
TDNA-Based
- Professional development programs must be based on development needs of
the clientele identified through a systematic process and based on competency
standards set for the profession.
ICT-enabled
- An information management system is integral in the efficient delivery of a
quality professional development program.
- The information management system and M&E mechanism that provide a
disaggregated data, e.g. sex, of its clientele are essential inputs for integrating
needs and experiences in planning and development of the systems.

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Quality Assured
- An effective T&D system has direct connectivity to the SBMs active quality
assurance (QA) and effective monitoring and evaluation systems to ensure that
priority learning needs inform planning and that the DepED personnel in the
field apply gains and benefits from the training.
Integrated and unified:
- T&D operates as a unified system that integrates professional development
efforts at the central, regional, division and school levels.
1.6. The Training and Development (T&D) System and Major Components
The T&D System, as presented in the Functional diagram below, is an integrated
system for the provision of a continuing quality professional development for inservice educational personnel. It operates as a unified system at the central, regional,
division and school levels. It is envisioned that the T&D system will engage teachers,
school heads, educational leaders and non-teaching personnel in the continuous
conduct and progressive provision of training and development programs through
various modalities. It defines the inter-relationships of the different aspects of human
resource development from needs assessment, program planning, designing and
resource development, and the delivery of in-service professional development
programs at the regional, division (including districts or clusters), and school levels.
In effect, the T&D System is a support mechanism to the central, region, division and
schools demand for quality capability building to ensure the best practice and
outcome in the workplace.

The T&D System is composed of four major interrelated subsystems namely: the
TDNA System, the Professional Development Planning (PDP) System, Program
Designing and Resource Development System (PDRD), and the Program Delivery
(PDy) System. The Program Delivery (PDy) System is the main intervention that
directly effects change in the knowledge, skills and attitudes (KSAs) of the education
personnel. The PDP system is responsible for the completion of the Individual Plan for
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Professional Development (IPPD), School Plan for Professional Development (SPPD) as


well as the Master Plans for Professional Development (MPPD) of the Region and the
Division. The PDRD System generates appropriate T&D program designs and resource
packages that would address the priority needs of the target personnel.
The Training and Development Needs Assessment (TDNA) system is very significant
for the reason that it informs program planning, designing and resource
development. It establishes a match between the trainees needs and the training
programs to be conducted. The TDNA instruments and processes of the system are
guided by the current national standards and list of competencies for various
educational personnel such as the NCBTS, which articulates the essential parameters
that characterize effective teaching and the NCBS-SH that identifies the expected
competencies of an effective school leader. The system is supported by a TDNA
Database that is the repository of results of needs assessment done at the school,
district/division and regional levels. It analyses uploaded data and generates reports.
The T&D System has its Monitoring and Evaluation (M&E) mechanism embedded
across the four subsystems. The internal M&E mechanism of the TDNA, PDP, PDRD
and the PDy Systems includes specific processes and tools that support the overall
goal and objectives of the entire system. The Quality Assurance scheme sees to it
that the outputs at the different levels are achieved based on set standards and
specifications. Moreover, the M&E results provide information on the strengths and/or
weaknesses of the Training & Development System itself and of the different subsystems to support sustainability and improvement.
The T&D System is ICT-enabled through the T&D Information System (TDIS) and can
be accessed through the EBEIS (Enhanced Basic Education Information System) at
http://beis.deped.gov.ph/ . The TDIS is one of the components of the Unified
Integration System (UIS) that includes the enhanced BEIS and the LRMDS among
others. The TDIS is incorporated as a module of the enhanced BEIS, taking advantage
of the BEIS personnel data, which has been represented in the HR module of BEIS.
The TDIS is responsible for collecting and processing data as well as creating the
databases required for the analysis of results produced by the systems. It is also
responsible for storing data obtained from the Training and Development Needs
Assessment (TDNA), as well as consolidation and analysis of TDNA results based on
identified variables.
The TDIS maintains as well as generates reports on training programs delivered,
program management, trainers, training personnel, training records, and training
evaluation. It also provides access to T&D documents/materials such as professional
development plans, program designs and resources packages. Professional
development materials (PDMs) developed through the PDRD System are also
uploaded and accessed through the Learning Resource Management Development
System (LRMDS) Portal.

Section 2:
The Training and Development Needs Assessment (TDNA) System
2.1.Training and Development Needs Assessment
2.1.
Training and Development Needs Assessment (TDNA) is the process of identifying the
professional development needs of an individual or an organization through
determining the gaps between an established set of standard competencies and the
competencies presently possessed by the target personnel. The process involves job
analysis, personnel analysis and gap analysis.
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The provision of quality professional development programs is largely dependent on


the alignment of the programs to the needs of the programs clientele. Results of the
TDNA inform program planning and designing in order to establish a match between
the professional development needs and the training programs to be conducted.
2.2. The TDNA Systems Framework
The TDNA involves three essential stages of training and development needs
analysis. Phase I (Job Analysis for Effective Performance) is done by analyzing
nationally set standards for the desired performance of personnel in their job or
professional practice. In the case of the teachers, for instance, a set of standards that
define effective teaching was established and validated by Central Office and is
known as the National Competency-Based Teacher Standards (NCBTS).
Phase II (Individual Training Needs Analysis) is the instrumentation to determine the
current competency levels of the personnel in knowledge, skills and attitudes (KSA)
terms. There is a need for objective instruments and methodologies to assess the
current KSAs of the target personnel vis--vis the desired competencies set by the
national standards. Phase III (Strength and Needs Analysis) is the analysis of the
discrepancies between the standards set and the current individual competencies.
Wide differences indicate a need that may be prioritized for development while
minimal or absence of gaps may indicate strengths in particular competencies.
An important aspect of the TDNA process is the utilization of its results as input in the
preparation of Individual Plan for Professional Development (IPPD) and in designing
T&D programs and activities at the school, division and regional levels. While the
consolidated TDNA results at the school level, inform the development of the School
Plan for Professional Development (SPPD), the consolidated TDNA results at the
Division and Regional levels inform the development of the Master Plans for
Professional Development (MPPDs).
The framework for the TDNA is illustrated here:

COMPETENCY
ASSESSMENT
PHASE I
PHASE II
Job Analysis for
Effective
Performance

Individual
Training Needs
Analysis

Competency Analysis

KSA required
and Competency
Standards

Instrumentation
Data Gathering

PHASE III

Current KSA and


Competency

Strength-Needs Analysis
Competency
Strengths &
Learning Needs
Consolidated TDNA Results

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SPPD
Div-MPPD
Reg-MPPD
Trainees IPPD
SIP
DEDP
REDP

2.2.

2.3 The TDNA Tools

2.3.1

The TDNA for Teachers

The TDNA for teachers was developed and validated for national implementation
and is referred to as the NCBTS-Teachers Strengths and Needs Assessment
(NCBTS-TSNA). The development of the Tool was based on the NCBTS, the
national framework that establishes the competency standards for teacher
performance in terms of knowledge, attitudes and skills that each teacher must
possess. These competencies are identified to be necessary for the teachers to
carry out a satisfactory performance of their roles and responsibilities.
The NCBTS-TSNA Guide and Tools (Section 7.1) was developed, validated and first
implemented in the Visayas. The guide serves as a resource to support the
implementation of the NCBTS-TSNA at the school level. The guide aims to provide
regional, division, school implementers and teacher beneficiaries with a deep
understanding of the NCBTS and its relationship to in-service teachers
professional development. It introduces a TSNA tool that is NCBTS based, with
consideration of the tools proper administration with teachers and how results
can be utilized. The guide includes the M&E scheme and corresponding M&E
tools. An accompanying NCBTS-TSNA Orientation Package containing a set of
Structured Learning Episodes (SLEs) and resource materials to support the
efficient and effective delivery of a NCBTS orientation program has also been
developed and can be accessed through the Training and Development
Information System (TDIS) which is an element of the Enhanced Basic Education
Information System (EBEIS) at http://beis.deped.gov.ph/ or through the Learning
Resource Management and Development System (LRMDS) Portal at
http://lrmds.deped.gov.ph/
2.3.2.

The TDNA for School Heads

The TDNA for School Heads is referred to as the Training & Development Needs
Assessment for School Heads (TDNASH). The process intends to objectively
determine the training and development needs of school heads in order to support
improved educational leadership. The competencies identified in the TDNASH are
based on the standards implied in the RA 9155, and are adapted from the National
Educators Academy of the Philippines (NEAP) School Leadership Experience
Portfolio (SLEP). The list of competencies is referred to as the National School
Head Performance Indicators (NSHPI). The competencies have been classified into
seven domains which are school leadership, instructional leadership, creating a
student centered learning climate, professional development and human resource
management, parental involvement and community partnership, school
management and daily operations, and personal integrity and interpersonal
effectiveness.
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The TDNASH Guide and Tools (Section 7.2) was developed and validated with the
School Heads in Region VI, VII and VIII. It contains a guide to support the
implementation of the TDNASH, the tools for the triangulation technique and
instruments for its M&E. The TDNASH intends to: (a) determine the current level of
school heads competency, (b) ascertain the level of importance of each
competency to the job, and (c) identify the priority training needs of the SHs vis-vis the seven domains for school leadership and management.
Since the development of the TDNASH Guide and Tools, Central DepED has
reviewed the NSHPI and validated the new set of national competency based
standards for school heads, i.e. the NCBS-SH (DepEd Order No. 32 s 2010, dated
March 12, 2010). While these are very similar to the NSHPI, there are some
variations. It is expected that DepED will use the NCBS-SH as the bases for the
development of a revised TDNA tool for School Heads. In the meantime the
TDNASH provides a means by which the training and development needs of school
heads can be identified. A copy of the NCBS-SH can be found in Section 7.2,
Attachment 3.
2.3.3 The Organizational TDNA for the Region and Division Educational
Leaders
The Training and Development Needs Assessment (TDNA) of the Region and the
Division is designed to identify the organizations current training and
development needs vis--vis the desired organizational roles and responsibilities
as stipulated in the Governance of Basic Education Act of 2001 (R.A. 9155). The
Management Competencies per Service Areas established for the Decentralized
Management Training Program of the Secondary Education Development
Improvement Project (SEDIP), a DepED project implemented by the Bureau of
Secondary Education, served as the basis for the development of the TDNA tool.
The TDNA process includes a self-assessment done by a group of educational
leaders, managers and staff from the different Offices sections through a Focused
Group Discussion (FGD) technique. The respondents from each section arrive at a
consensual description of the organization vis--vis the management
competencies. The TDNA is completed with an external assessment. In the case of
the Division, the Regional Office assesses the management competencies of the
Division while the Division assesses the Regions management competencies.
Hence, each organizations TDNA result is the consolidation of the selfassessment plus the assessment represented by the external measure.
Specific steps to support the administration and consolidation of results are
detailed in the Organizational TDNA for Regions Guide and Tools (Section 7.3) and
in the Organizational TDNA for Divisions Guide and Tools (Section 7.4). The initial
versions of the Organizational TDNA tool and the processes followed were first
developed and used in Region VII and VIII and in the Divisions of Northern Samar
and Bohol. These have been further refined and implemented in Region VI and in
the Division of Negros Occidental.
2.4 Standards for TDNA
To support the effective delivery of a transformative and integrated TDNA system,
general standards are set as follows:
2.4.1Competency-Based
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There should be a comprehensive TDNA based on the nationally accepted


standards set for target clientele (e.g. NCBTS for teachers). A TDNA is used by the
system to diagnose if clientele need training and identify the nature and content
of the training.
2.4.2 Efficient
For each type of TDNA, a Guide and Tools are provided that stipulates the process
flow, roles and responsibilities of key implementers, administration of tool, scoring
and retrieval of data, interpretation of result, and the monitoring and evaluation
mechanism. An ICT enabled version of the NCBTS-TSNA tool and Consolidation
Database are also provided to further increase efficiency of data retrieval and
utilization.

Integrative and unified


The system has direct connectivity to the SBM and other systems that integrates
professional development efforts at all levels. The TDNA operates as a unified
system that integrates professional development efforts at the central, region,
division and school levels.
2.4.3 Collaborative
Consensual mechanisms are considered in the development of the TDNA system.
The system promotes collaborative methodologies and is open to joint efforts with
training/development institutions and other educational partners for advancement
programs.
2.4.4
Quality Assured
A M&E mechanism is embedded in the TDNA System to ensure that priority
learning needs are identified. Results inform the educational planners and
implementers in the conduct of activities to address identified gaps.
2.4.5
Validity and reliability
Assessment tools and systems are tried, tested, and acceptable to nationally
based principles and standards.
2.5 Structure, Functions, Roles and Responsibilities
2.5.1 Regional Level
Structure
The TDNA is one of the responsibilities of the T&D Regional Chief. The T&D Chief is
full time and works closely with the office support staff and TDNA Working Group
(WG). The members of the WG are representatives from Elementary, Secondary,
ALS, Administration/Budget and Finance who are officially designated within a
given term as members for the implementation of the TDNA system operations.
Mandated Functions
The TDNA Working Group aligns its role and responsibilities with the functions of
the Regional Office in setting standards in learning outcomes and technical
assistance in the form of training, performance evaluation, accountability
processes, decentralization of functions, and budget in terms of localization, and
integration of plans and best practices (BESRA,2006). It also plans and manages
effective and efficient use of personnel, physical and fiscal resources of the region
including professional staff development of the region (RA 9155 Rule 6: 6.1.26).
Roles and Responsibilities
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The region establishes direction for the TDNA administration based on policy
review and implementation, setting of regional standards and conduct of TDNA. It
provides technical assistance to its divisions, monitoring and evaluating the
implementation of the TDNASH and the NCBTS-TSNA processes. The region also
conducts the Organizational TDNA for the region, validates the Organizational
TDNA of the Divisions, consolidate, review and analyze results of the region and
division Organizational TDNA to identify priority training needs.

2.5.2 Division/District Level


Structure
The TDNA is part of the responsibilities of the T&D Division Chair. The T&D Chair is
full time and works closely with the office support staff and TDNA Working Group
who are representatives from Education Supervisors of Elementary, Secondary,
ALS, Administration/Budget and Finance and Public Schools District Supervisors
(PSDS) who are officially designated as members for the implementation of the
TDNA system operations.
Mandated Functions
The Division plans and manages the effective and efficient use of all personnel,
physical and fiscal resources of the division including professional development of
staff (RA 9155 Rule 7:7.1.10). It prepares Division specific plans for training school
heads and other school level stakeholders on SBM (BESRA) and provides
opportunities for broad based capacity building for leadership to support SBM (RA
9155 Rule 9:9.1.24). It provides appropriate organizational support and authority
to enhance their capability and competency to assist teachers carry out their
mandated roles and responsibilities (BESRA KRT1) and provides professional and
instructional advice and support to the SHs, teachers/ facilitators (RA 9155 (8:
8.1.2). It also provides technical assistance in the form of training programs for
school heads and teachers (BESRA KRT 1).
Roles and Responsibilities
The Division manages the administration of the NCBTS-TSNA to teachers. It
reviews and consolidates the results to identify priority training needs for teachers
across the district and division for incorporation into Division Master Plans for
Professional Development (MPPD).
The Division administers TDNASH to School Heads, reviews and consolidates
results to identify individual training needs to be used, as a basis for developing
SHs IPPD and the Division MPPD.
The Division conducts the administration of the Organizational TDNA of the
division, review and consolidates results to identify priority training needs of the
division personnel and validates the Organizational TDNA of the Region.
2.5.3

School Level

Structure
The school TDNA team is part of the School T&D Team chaired by the School Head
and assisted by the NCBTS Coordinator with membership from the teaching and
non-teaching personnel.
Mandated Function
Initiate and sustain the regular practice of teachers using NCBTS as a guide for
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their personal self-appraisal as an integral part of preparing SIP (BESRA PIP).


Allocate and utilize funds at the school level to support teacher development
needs identified in SIP in accordance with SBM practice (BESRA PIP).
Roles and Responsibilities
In the administration of NCBTS-TSNA, school heads orient teachers on the NCBTS
assisted by the NCBTS Coordinators, consolidates TSNA results and prepare
teachers for the development of their IPPD and School Plans for Professional
Development (SPPD).

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Section 3:
The NCBTS-TSNA

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3.1. The NCBTS Framework


The National Competency-Based Teacher Standards (NCBTS) is an integrated
theoretical framework that defines the different dimensions of effective teaching,
where effective teaching means being able to help all types of students achieve the
learning goals outlined in the curriculum. Teachers can use the NCBTS to determine
whether their actions and strategies as teachers are effective in helping their
students learn the desired curriculum objectives. Thus, the NCBTS can be used as the
basis for a self-assessment tool.
This self-assessment can help teachers plan for their professional development in the
short-term and in the long-term. For example, using the NCBTS a teacher can be
aware of their strengths as a teacher and ensure that they become more consistent
in demonstrating their strengths and may act as a mentor in this area to others. At
the same time, they can plan their professional development strategies so that they
can improve on their weaknesses.
Competency-based means that the standards or criteria for characterizing good
teaching are defined in terms of what the teacher is competent to do. In the NCBTS,
good teaching is defined in terms of those practices that help students learn better.
Thus, competencies in the NCBTS were derived from educational theories and
empirical research on characteristics of learning environments and teaching practices
that lead to effective student learning and also from documented successful practices
and programs of schools, divisions, regions and educational reforms projects in
different parts of the country.
The competency-based teacher standards are organized hierarchically. The basic
level categories of the standards are seven domains. A domain is defined as a
distinctive sphere of the teaching-learning process and a well-defined arena for
demonstrating positive teacher practices. Each domain is defined in terms of a
principle of ideal teaching associated with enhanced student learning.
Under each domain, there are strands. Strands refer to more specific dimensions of
positive teacher practices under the broad conceptual domain. At the lowest level of
the hierarchical organization, under the strands, specific indicators are defined.
These indicators are concrete, observable, and measurable teacher behaviors, habits,
actions, routines, and practices known to create, facilitate, and support enhanced
student learning.
The seven domains are:
Domain
Domain
Domain
Domain
Domain
Domain
Domain

1:
2:
3:
4:
5:
6:
7:

Social Regard for Learning


Learning Environment
Diversity of Learners
Curriculum
Planning, Assessing, and Reporting
Community Linkages
Personal Growth and Professional Development

To understand how the seven domains comprise an integrated whole, it helps to see
the seven domains as falling under two broad categories. In the diagram below, the
middle domains, Domains 2, 3, 4, 5, and 6 [the shaded areas] represent standards
referring to The Teacher as a Facilitator of Learning, whereas the two outer
domains, Domains 1 and 7 [the unshaded areas] represent standards referring to
The Teacher as a Learner.
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The middle domains can further be divided into two sub-categories. The innermost
domains, Domains 3, 4, and 5 [the darker shaded areas] represent the specific
teacher practices related to the technical aspects of the teaching-learning processes,
whereas the other domains, Domains 2 and 6 [the lighter shaded areas] represent
the specific teacher practices that embed the learning process in an appropriate
context.
The integration of the seven domains may be seen from the inside going out. At the
center of the series of domains [the dark shaded areas] are the technical aspects of
the teaching-learning process. The domains of The Diversity of Learners (3),
Curriculum (4), and Planning, Assessing, and Reporting (5) refer to what may be
called good teaching strategies, and are very closely related to each other. These
domains express the new paradigm in teaching.
DOMAIN 1: SOCIAL REGARD FOR LEARNING

DOMAIN 2: THE LEARNING ENVIRONMENT

DOMAIN 3: THE DIVERSITY OF LEARNERS

DOMAIN
4: Curriculum
DOMDAIN
4: CURRICULUM
DOMAIN 5: PLANNING, ASSESSING & REPORTING

DOMAIN 6: COMMUNITY LINKAGES

DOMAIN 7: PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT

3.2. The NCBTS TSNA System Design


The NCBTS-TSNA adopts the TDNA System Framework. The process determines the
differences between the actual situation (what is) and the desired condition (what
should be) in terms of teachers professional competencies. In the NCBTS-TSNA, the
actual situation is described by the current competencies as perceived by the
teacher. The profile of the teachers current competencies is compared to the NCBTS
standards for effective teaching. This NCBTS-TSNA, therefore, identifies both the
competency strengths and needs as a result of determining the difference between
the expected and the current competencies of an individual or a group of teachers.
These competencies are translated in terms of Knowledge, Skills, and Attitudes
(KSAs) that actually define the domains, strands and performance indicators of the
NCBTS.
As shown in the TDNA Framework, the NCBTS-TSNA involves three essential stages of
strengths and needs analysis: Phase I (Job Analysis for Effective Performance) is
actually done by analyzing nationally set teacher standards in behavioral terms or by
identifying effective teaching competencies. The DepED Central Office and Regional
Offices are tasked to do this phase of the TSNA process. Phase II (Individual Training
Needs Analysis) is the instrumentation to determine the current teacher competency
levels in KSA terms which is done by the individual teacher at the school level. Phase
III (Strengths-Needs analysis) is the analysis of the discrepancies between the
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standards set and the current teachers data on their competencies. Minimal
discrepancies indicate strengths while big discrepancies indicate learning needs. The
consolidation of results is carried out at the school, cluster, District, Division and
Regional level for their respective purposes related to identifying teacher training and
development needs.
The systems design below charts the flow of the TSNA process from self-assessment
of the individual teacher using the NCBTS-TSNA Tool to the consolidation of TSNA
results at the school level by the School Head and the NCBTS Coordinator.

Each teacher accomplishes the NCBTS-TSNA tool using either the hard copy or the
electronic version of the tool. Both versions end up with the individual teachers
summary of results that indicate his/her strong and weak competencies across the
seven domains and 23 strands. Each teachers results are used during the
accomplishment of the teachers Individual Professional Development Plan (IPPD).
The teachers TSNA results are consolidated at the school, district, division and
regional levels. Generated reports provide information for the completion of the SPPD
for each school and the MPPD for the Division and Region. These professional
development plans are completed following the processes in the PDP System.

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The system is ICT-enabled for tools that are accomplished through the electronic
version of the NCBTS-TSNA. The TDNA database accommodate uploaded TSNA data
and generates analysis reports on the NCBTS-TSNA of teachers at the the school,
district, division and regional levels.

At the Division level, the consolidated TSNA results, along with the Division MPPDs
are used by the planners specifically for the human resource development
component of the Division Education Development Plan (DEDP). Likewise, the NCBTSTSNA results at the Division levels are forwarded to the Regional level for
consolidation. This information is used as one basis for the Regional MPPD and to
shed light on the situational analysis for the Regional Education Development Plan
(REDP).
3.3. Development and Validation of the NCBTS-TSNA Tool
The NCBTS-TSNA tool is anchored on the seven domains of the NCBTS set by the
Department of Education. Each domain has its corresponding strands and each
strand has performance indicators. A total of seven domains, 23 strands and 80
performance indicators make up the NCBTS set by the DepED. The domains and
strands are listed below. The performance indicators may be seen in the NCBTS-TSNA
Tool in the NCBTS-TSNA Guide and Tools found in Section 7.1.
Domain 1 - SOCIAL REGARD FOR LEARNING
Strand 1.1Teachers Actions Demonstrate Value for Learning
Strand 1.2 Demonstrates that Learning is of Different Kinds and from
Different Sources
Domain 2- LEARNING ENVIRONMENT
Strand 2.1
Creates an Environment that Promotes Fairness
Strand 2.2
Makes the Classroom Environment Safe and Conducive to
Learning
Strand 2.3
Communicates Higher Learning Expectations to Each
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Learner
Strand 2.4
Establishes and Maintains Consistent Standards of
Learners Behavior
Strand 2.5
Creates a Healthy Psychological Climate for Learning
Domain 3 - DIVERSITY OF LEARNERS
Strand 3.1
Determines, Understands and Accepts the Learners
Diverse Background Knowledge and Experience
Domain 4Strand 4.1
Strand 4.2
Strand
Strand
Strand
Strand
Strand

CURRICULUM
Demonstrates Mastery of the Subject
Communicates Clear Learning Goals for the Lessons that
are Appropriate for Learners
4.3
Make Good Use of Allotted Instructional Time
4.4
Selects Teaching Methods, Learning Activities and the
Instructional Materials or Resources Appropriate to the Learners
and Aligned to Objectives of the Lesson
4.5
Recognizes General Learning Processes as well as Unique
Processes of
Individual Learners
4.6
Promotes Purposive Study
4.7. Demonstrates Skills in the Use of ICT in Teaching and Learning

Domain 5:
Strand 5.1

PLANNING, ASSESSING AND REPORTING


Develops and Utilizes Creative and Appropriate Instructional
Plan
Strand 5.2
Develops and Uses A Variety of Appropriate Assessment
Strategies to Monitor and Evaluate Learning
Strand 5.3
Monitors Regularly and Provides Feedback on Learners
Understanding of Content
Strand 5.4
Communicates Promptly and Clearly to Learners, Parents
and Superiors About Learners Progress

Domain 6:
Strand 6.1

COMMUNITY LINKAGES
Establishes Learning Environment That Responds to the
Aspiration of the Community

Domain 7:
PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
Strand 7.1Takes Pride in the Nobility of Teaching as a Profession
Strand 7.2
Builds Professional Links with Colleagues to Enrich
Teaching Practice
Strand 7.3
Reflects on the Level of the Attainment of Professional
Development Goals
The domains, strands and performance indicators were translated to specific
Knowledge, Skills, and Attitudes (KSAs) to compose the NCBTS-TSNA Tool with 270
KSAs. Various groups at different levels validated the TSNA Tool content and
methodology across Regions VI, VII, and VIII, and further validated at the Central
Office level. The validation process involved the following:
1) Preliminary Content Validation: The validation group included the STRIVE2
Project Component Team composed of 34 educators with 4 Regional
Supervisors, 6 Division Supervisors, 22 Principals, 1 Administrative Officer V
(former HRMO3), and 1 District ALS Coordinator. The process reduced the
original 375 items to 260 items.
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2) Region, and Division Level Content Validation: Six Regional Education Division
Chiefs; 16 Division Supervisors; 13 District Supervisors; 27 School Heads, 27
Elementary School Master Teachers and 27 High School Master Teachers were
selected to review the tool for content and language used. They submitted
their comments and marginal notes for the refinement of the tool.
3) Field Process Validation: Sixty In-service Teachers were asked to respond to the
tool with two versions. Thirty (30) teachers used the manual version and 30
teachers used the electronic version. Results showed that it was more efficient
to complete the electronic version. Time spent in accomplishing both versions
were recorded to be on average two hours for the manual and one hour for the
electronic. There were refinements done for the electronic tool related to the
programming of results per domain and strand.
4) Validation by six of the STRIVE projects Technical Advisers: TDNA and SBM
Adviser, the National and International T&D Advisers, the National and
International ICT Advisers and the SBM-QAAF Adviser. There was a
recommendation to include items specific to ICT competencies submitted by
the LRMDS Advisers. The ICT4E standards were studied and ten items were
added to the four original items to compose the ICT domain. This made
the total of items 270 in all.
5) Experts Validation at the Central Office Level: The TEDP who was responsible
in formulating the NCBTS was consulted to review the tool. The TEDP group
included: the Director of the Teacher Education Council (TEC), a Professor and
former Vice-President for Academics of West Visayas State University, the
Associate College Dean of Arts and Sciences of the University of the
Philippines, the College Dean of Centro Escolar University and National
President of PAFTE, a School Head and the President of NAPSSHI, a School
Head and President of PESPA, and a SPED specialist and Assistant Chief of the
Bureau of Elementary Education. Together with the T&D Team and the ICT and
T&D Technical Advisers, they reviewed the manual and thoroughly inspected
the 270 items, item by item. As a result, further refinements were incorporated
to the Tool. Additionally, the TEDP expressed appreciation for the developed
NCBTS tool and for the addition of a set of 14 items that composed an ICT
domain.
6)

Presentation of the Guide and Tools to a national group of teacher educators:


Comments and points for refinement were gathered from the participants of
the First National Conference of Centers of Training Institutions, attended by
Heads and Deans of 82 Teacher Education Institutions (TEIs), including a few
RDs, ARDs, and SDSs, held at the Development Academy of the Philippines,
Tagaytay City. Points considered for the improvement of the Guide and tool
were the inclusion of the PSDSs to be co-responsible with the School Heads for
the administration of the NCBTS Tool to teachers in their clusters, the inclusion
of an item for guided reflection as a competency, reconsideration of the length
of the Tool, among others.

7) Preparation of the NCBTS-TSNA Orientation Package: In the course of doing the


steps mentioned above, there was a clear recognition that teachers must have
an adequate understanding of the NCBTS Framework and the standard
competencies that are expected from them before the NCBTS needs
assessment process is done. To address this need, the T&D Team developed a
resource package that aimed to orient the implementers such as the ES, PSDS
and School Heads and NCBTS Coordinators on the BESRA and the NCBTS. The
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NCBTS-TSNA Orientation Package, which consists of a series of Structured


Learning Episodes (SLEs), was also to be conducted to teachers prior to the
initial administration of the NCBTS-TSNA Tool.
8) Process Try-out of the NCBTS-TSNA Guide and Tools, including the NCBTS-TSNA
Orientation Package: The NCBTS-TSNA system, procedures were tried out in a
one-school sample that involved all the teachers and the School Head of the
Tabalong National High School, Dauis, Division of Bohol. The content and
processes of conducting the SLEs, the tool administration, scoring, individual
and school consolidation profiling, and the M&E mechanisms were tried with 33
teachers. Refinements were done following the try-out based on the
observations of the T&D Team and feedback from the teacher respondents.
The Pilot Version of the NCBTS-TSNA Guide and Tools, and NCBTS-TSNAOrientation Package was then prepared for a bigger sample of schools.
9) Division Pilot-Test of the NCBTS-TSNA Guide and Tools, including the NCBTSTSNA Orientation Package: The pilot-testing of the NCBTS-TSNA system using
the NCBTS-TSNA Guide and Tools and the NCBTS-TSNA Orientation Package
was done in the 300 pilot schools in the Divisions of Bohol, Negros Occidental
and Northern Samar. This expanded to include the six hundred twenty (620)
non-pilot schools in the division of Negros Occidental. Technical reports were
developed to document the process and were the basis for the finalization of
the NCBTS-TSNA Guide and Tool and NCBTS-TSNA Orientation Package. This
was turned-over to the central office which further validated the Guide and
Tools and the Orientation package to six regions outside the STRIVE sites.
10)
Finalization of the NCBTS-TSNA Guide and Tool and NCBTS-TSNA
Orientation Package: Based on the national validation conducted by the TEDPTWG in Luzon and Mindanao, further revisions were made such as the
renaming of the package to NCBTS-TSNA (Teachers Strengths and Needs
Assessment), the clustering of 10 of the 14 ICT items under a new STRAND
(4.7), addition of a performance indicator on ICT (4.7.1). The 10 ICT items
originally found in different strands in the original tool were selected and finally
classified under this performance indicator and ICT strand.
3.4. Description of the NCBTS-TSNA Guide and Tools
(The complete Guide and Tools is found in Section 7.1.)
The NCBTS-TSNA Guide and Tools is intended to support the implementation of the
National Competency-Based Teacher Standards (NCBTS) Teachers Strengths Needs
Assessment (TSNA) at the school level, in line with the Basic Education Sector Reform
Agenda (BESRA) of the Department of Education.
The NCBTS-TDNA Guide and Tools aims to provide implementers and teacher
beneficiaries with an understanding of the NCBTS and its relationship to in-service
teachers professional development. It introduces the NCBTS-TSNA tool, with
consideration of how the tool can be administered to teachers and how results can be
utilized.
The NCBTS-TSNA Guide and Tools contains the following information:

An introduction to the NCBTS-TSNA Guide and Tools that describes the NCBTSTSNA System Framework, the development of the tool, and the roles and
responsibilities of Supervisors, School Heads, NCBTS Coordinators and teachers
in relation to the NCBTS TSNA and includes an overview of the NCBTS-TSNA
Orientation Package.

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Processes for the administration, scoring and interpretation of the NCBTS-TSNA


at the school level

The hard copy and electronic versions of the NCBTS-TSNA Tool that contains
the NCBTS-TSNA Self-assessment tool, answer sheet, teachers profile,
individual summary of NCBTS-TSNA results template, and school consolidation
template.

Monitoring and Evaluation processes and tools for the administration of the
NCBTS-TSNA.

3.5. The NCBTS-TSNA Orientation Package


The NCBTS-TSNA Orientation Package serves as a guide to the implementers
responsible for the initial administration of the NCBTS-TSNA to teachers. It is
envisaged that the implementers are the School Heads and School NCBTS
Coordinators. Division and District Supervisors also have a role in the TSNA
implementation and will be guided by the package.
The package aims to:
enhance implementers understanding of BESRA and the significance of
teacher development in achieving its goals
provide orientation about the NCBTS, specifically as it relates to teacher inservice development
deepen implementers understanding of the seven domains, strands and
performance indicators of the NCBTS
introduce the NCBTS-TSNA Tool and consider guidelines for its implementation
prepare School Heads, NCBTS Coordinators and District Supervisors
to
implement the NCBTS-TSNA to teachers.
The package should be used by the Division TDNA-WG to orient the School
Heads/NCBTS Coordinators and Division and District Supervisors within the clusters
who will, in turn, assist their teachers to accomplish the NCBTS-TSNA tool. It can also
be used by the Region TDNA-WG to orient Division T&D Teams on the field
implementation and M&E of NCBTS-TSNA.
3.6. Administration, Scoring and Interpreting the NCBTS-TSNA Tool
3.6.1 Versions of the NCBTS-TSNA Tool
The NCBTS-TSNA Tool is a self-assessment that is introduced by the School
Head/NCBTS Coordinator through an orientation process in order for the teacherrespondents to see its importance and thus reflectively respond to the tool. The
NCBTS-TSNA Tool is available in an electronic format with an auto-scoring system,
or as a hard copy with a separate answer sheet and summary results template. If
the electronic version is used, each teacher responds to the NCBTS-TSNA tool from
a file installed on a common computer in the school. It takes approximately oneand-a-half hours to accomplish the instrument, although no time limit should be
imposed. The scores and individual summary results of the teacher in the seven
domains with the corresponding strands are electronically generated instantly
upon completion of the instrument.
For schools that have no access to the technology required for use of the e-version
of the NCBTS-TSNA tool, or where teachers are not computer literate, the hard
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copy version of the tool may be used for implementation. The hard copy version
takes approximately 2 hours to accomplish plus one hour for scoring and
individual profiling. The hard copy version can be found in the NCBTS-TSNA Guide
and Tools along with the separate Answer Sheet and a Summary Results Template.
It should be noted that DepED Central Office has distributed the NCBTS Tool Kit for
the TSNA and IPPD which contains the Teachers Profile, the NCBTS-TSNA Tool, the
Answer Sheet and the Individual Scoring Template to all regions, divisions with the
expectation that all teachers will be provided with a copy.
To support school, district and division level consolidation of the NCBTS-TSNA
results it is recommended that the School Head, with the assistance of the NCBTS
Coordinator, ensure that all hard copies of teachers NCBTS-TSNA results are
entered into the electronic version of the tool. Results can then be uploaded onto
the TDNA Consolidated Database (see further details Section 3.9 Management of
the TDNA Consolidation Database)

3.6.2. The Tool Specifications


The NCBTS-TSNA tool contains clusters of knowledge, skills and attitudes (KSAs)
specific to a particular Domain, Strand and Performance Indicator. The final tool is
composed of a total of 270 items in the various clusters according to the
specifications below:

DOMAINS

Domain 1: Social Regard for


Learning
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing
and Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and
Professional Development

Total -7

STRAN
DS

PERFORMA
NCE
INDICATOR
S

KSAs

Percenta
ge %

18

6.67%

5
1
7
4

17
8
22
12

59
27
78
40

21.85%
10.00%
28.89%
14.81%

1
3

6
10

18
30

6.67%
11.11%

23

80

270

100%

3.6.3. Responding to the Items


Each item has a common stem: At what level do I. Considering that the
NCBTS-TSNA tool is intended for self-assessment and not for performance ratings,
the responses to the items are expressed qualitatively in competency level, i.e.
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High (H), Satisfactory (S), Fair (F), and Low (L). However, quantitative data are
easier to interpret thus, in the response analysis, the numerical equivalent is
assigned for each descriptor; H-4; S-3; F-2; L-1.
The reference codes presented below guide the respondent in registering her/his
self-assessment for each KSA:
Code of
Competency
Level
H- (High)
S- (Satisfactory)
F-(Fair)
L- (Low)

Qualitative Description
I am very competent in the KSA and this is not
my priority training need
I am competent in the KSA but I would benefit
from further training.
I am fairly competent in the KSA but need
further training.
I have low competence in the KSA and
require urgent training.

3.6.4. Interpretation of Results


Upon completion of the NCBTS-TSNA Tool an obtained score, whether an average
for the domain or strand can be interpreted using the appropriate indices in the
chart below.

Scale
Scores

Range
Percentage
Scores

3.514.00

2.51-3.50

87.51 - 100%

62.51 87.50%

Description of the Level of Teaching


Competence
(Referred to as Teacher Professional
Development Index in DepED NCBTS-TSNA
Primer)

Expert
Very competent and can support other
teachers improvement
Teacher has almost all the competencies
for effective teaching at high level. These
are the identified strengths. Strengths
have to be sustained and enhanced;
however professional development needs
have to be continuously
addressed*
Experienced
Competent in the KSA but would benefit
from further training and development
Teacher has the majority of the
competencies at high level for effective

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teaching. Strengths have to be


enhanced. Training and development
needs have to be addressed*.
1.51-2.50

37.51
62.50%

Developing
Fairly competent in KSA and need further
training and development
Teacher has average of all the
competencies at high level of effective
teaching. These strengths have to be
enhanced; however, training needs have
to be addressed as priority.*

1.00-1.50

25.00
37.50%

Beginning
Lacking competence in the KSA and
require urgent training and development
Teacher has very few of the
competencies at high level for effective
teaching. Training needs have to be
given priority and addressed urgently*.

*Description used in the DepED NCBTS-TSNA Primer and NCBTS Toolkit


For more details of the description of the NCBTS-TSNA Tool, refer to Section 7.1,
Attachment 1 (hard and electronic versions of the tool) for the steps in accomplishing
the tool and the procedures in scoring the tool.
3.7 Organizational Structure and Process Flow
3.7.1. Creation of Regional and Division NCBTS-TDNA Working Groups
The Regional and Division TDNA Working Group, as indicated in the Organizational
Structure of the T&D System Framework (See T&D System Operations Manual
Volume 1) will be responsible for the management of the NCBTS-TSNA process.
The Regional TDNA -WG members (representing the elementary and the
secondary levels who are preferably Education Supervisors), will be designated by
the Regional Director to support the T&D Chief and members. The Schools
Division Superintendent (SDS) will organize the Division TDNA-WG to support the
Division T&D Chair and members. Both Regional and Division TDNA-WG members
would be chosen based on experiences in assessment and in the training of
teachers.
3.7.2. TDNA-WG Roles and Responsibilities
The T&D Chief/Chair has the overall responsibility for the management of the
NCBTS-TSNA process. She/He should ensure that all the TDNA-WG members are
familiar with the process for conducting an NCBTS-TSNA orientation to groups of
School Heads with their NCBTS Coordinators at the cluster/district level, and the
administration of the NCBTS-TSNA Tool to the teachers at the school level. The
TDNA-WG members are expected to play a key role in the preparation,
administration, orientation, monitoring, data consolidation and reporting the
results of the NCBTS-TSNA. Specific tasks include managing the:
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SH and NCBTS Coordinator consolidate NCBTS-TSNA results and submit report to District Supervisor and Division TDNA-WG

T&D System Operations Manual-Volume 2: The TDNA System

Organization and technical operations of the TDNA system


Provision of technical orientation and administration of organizational and
individual TDNA, e.g. NCBTS-TSNA, TDNASH, Organizational TDNA for
RO utilizes NCBTS- TSNA
results toorinform
the MPPD & REDP
Region
Division
Reg TDNA-WG monitors and evaluates Div-TDNA-WG implementation of NCBTS- TSNA
Consolidation and reporting of TDNA results
Technical assistance for the utilization of TDNA results in the SIP/AIP,DEPP
and REDP
Coordination with the resource mobilization to support TDNA activities
Monitoring and evaluation of the TDNA system and use
the TDISmeets with Division TDNA-W
RegofTDNA-WG
Submission to concerned officials the recommendations based on
monitoring and evaluation results of the TDNA System operations
The general flow of processes related to the NCBTS-TSNA across the Regional,
Division/District and School levels is seen in the diagram below.

NCBTS- TSNA Structural Process Flow

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* Note: The Orientation Package only needs to be delivered when first introducing the NCBTS-TSNA.

3.7.3.
Roles and Responsibilities to Support the Orientation on NCBTS
and the Administration of the NCBTS- TSNA
Regional Supervisors
To provide technical assistance to the Division in the implementation of the
NCBTS-TSNA Orientation and the administration of the NCBTS-TSNA Tool
To monitor and evaluate the implementation by the Division of the NCBTSTSNA
District/Division Supervisors
To attend an orientation on the National Competency-Based Teacher
Standards and the NCBTS-TSNA Tool
To provide assistance to Lead School Heads in coordinating clusters to meet
to undertake an orientation on the National Competency-Based Teacher
Standards and the NCBTS-TSNA Tool
To assist in generating resources for the Division NCBTS-TSNA activities
To actively support School Heads and NCBTS Coordinators in the conduct of
the orientation of all teachers regarding the NCBTS
To actively support School Heads and NCBTS Coordinators in the
administration of the NCBTS-TSNA Tool to all teachers
To support the electronic consolidation of the results of the teacher NCBTSTSNA at the school level and the incorporation of findings into School
Improvement Plans and District Training and Development Plans
To monitor and evaluate the conduct of the administration of the NCBTSTSNA
To give feedback and recommendation on the NCBTS-TSNA process
Lead School Heads
To orient all School Heads and NCBTS Coordinators within their cluster to
the National Competency-Based Teacher Standards and the Training Needs
Assessment Tool
To assist Schools Heads in identifying/organizing different working groups
for the school level orientation on the National Competency-Based Teacher
Standards and the NCBTS-TSNA Tool
Support schools within their clusters with resources to support the NCBTSTSNA Orientation, NCBTS-TSNA administration and the electronic
consolidation of results.
School Heads
To attend an orientation on the National Competency-Based Teacher
Standards and the NCBTS-TSNA Tool
To identify/organize different working groups for the orientation on the
National Competency-Based Teacher Standards and the NCBTS-TSNA Tool
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To orient all teaching staff within their school on the National CompetencyBased Teacher Standards
To administer the NCBTS-TSNA Tool to all teachers within their school
To consolidate the school level NCBTS-TSNA results electronically
To identify the strengths and needs of teachers based on the NCBTS-TSNA
results

NCBTS Coordinators
To attend an orientation on the NCBTS and the NCBTS-TSNA
To assist the School Head to orient all teaching staff within their school on
the National Competency-Based Teacher Standards
To assist the School Head in the administration of the NCBTS-TSNA Tool to
all teachers within their school
To assist in the electronic consolidation of the school level NCBTS-TSNA
results
Teachers
Attend an orientation on the NCBTS and the NCBTS-TSNA Tool
Complete the NCBTS-TSNA including the Individual Teacher Summary of
NCBTS-TSNA Results
3.7.4.Criteria for the Selection of School NCBTS Coordinators
The orientation on the National Competency-Based Teacher Standards and the
NCBTS-TSNA to teachers in all schools is the responsibility of the School Heads
and their respective NCBTS School Coordinators. The designation of the NCBTS
school coordinator is upon the discretion of the School Head taking into
consideration the following criteria.

NCBTS Coordinator should have:

at least three years of teaching experience;


knowledge and experience in facilitating training activities;
computer skills in Word, Excel and PowerPoint;
good communication and leadership skills; and
willingness and commitment in completing NCBTS related tasks to support
on-going teacher development.

3.8 Monitoring & Evaluation of the NCBTS TSNA Implementation


An important function of the TDNA-WG established by the division and the region is
the monitoring and evaluation of the NCBTS-TSNA process. The result of the
evaluation will serve as feedback on how to improve future NCBTS-TSNA processes.
The TDNA-WG is tasked in the preparation, conduct and consolidation of the NCBTSTSNA M&E results utilizing the tools developed. The M&E tools include:
T&D-M&E

Form 1:
Individual Profile Template (for Region and Division
TDNA-WG)
NCBTS-M&E Form 1:
Teachers Profile for NCBTS-TSNA
NCBTS-M&E Form 2:
Learning Process Observation and Facilitation Skills
NCBTS-M&E Form 3:
NCBTS-Coordinators Checklist and Consolidation
Template
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NCBTS-M&E Form 4:
Trainers Assessment of NCBTS Orientation Workshop
and Consolidation Template
NCBTS-M&E Form 5:
Trainees End of F3 Program Assessment and
Consolidation Template
NCBTS-M&E Form 6:
Documentation Tool for the Conduct of Cluster or
School level NCBTS-TSNA Implementation
NCBTS-M&E Form 7:
Schools NCBTS TSNA Consolidation Template
A matrix that describes the M&E tools developed to support the NCBTS-TSNA process
can be found in The NCBTS-TSNA Guide and Tools found in Section 7.1.
Based on the results of the M&E, the Division TDNA-WG prepares the NCBTS-TSNA
Program Completion report and informs the Division T&D Chair of the results. The
report should include recommendations for the improvement of the process, which
will in turn inform Regional policy review and adjustment of the NCBTS-TSNA
component of the TDNA System.
3.9 Management of the TDNA Consolidation Database
3.9.1 The TDNA Consolidation Database
As a component of the Training and Development Information System (TDIS) a
database has been developed to support the consolidation of the NCBTS-TSNA
results.
The TDNA Consolidation Database allows schools to upload their
electronic versions of the accomplished NCBTS-TSNA tool and automatically
generate individual teacher and school level results. An individual summary result
as well as a school profile can be generated identifying a single teachers or
schools strengths and priority training and development needs according to the
NCBTS domains and strands. Data can be analyzed and used to inform the
teachers development of an Individual Professional Development Plan (IPPD) and
the School Plan for Professional Development (SPPD).
Similarly, the database can be used to support the consolidation and analysis of
NCBTS-TSNA results at the district, division and regional level.
The TDNA Database at the school and district level is a stand alone database that
does not require access to the internet. The database can be obtained from the
Division along with an accompanying TDNA Consolidation Database Manual. The
TDNA database that supports the Division and regional consolidation of data is
linked to the web-based TDIS and can be accessed through the EBEIS at
http://beis.deped.gov.ph/
3.9.2 School Level Management of the TDNA Consolidated Database
School Heads, supported by their NCBTS Coordinators are responsible for the
management of the database at the school level. The Division will be responsible
for ensuring all School Heads are trained in how to manage and operate the
database. The main responsibility at the school level will be to ensure all NCBTSTSNA tools accomplished by teachers are in the electronic format i.e. any NCBTSTSNA manually accomplished are re-entered into the electronic version of the tool.
Electronic files from all schools will need to be submitted to the District/Division to
support District, Division and Regional consolidation.
3.9.3 District/Division Management of the TDNA Database

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Division TDNA-WG will be responsible for ensuring all Education Supervisors (ES1
or PSDS who are monitoring elementary and secondary schools in the district),
and all School Heads are trained in the use of the TDNA Consolidation Database.
The Supervisors will be responsible for managing the database at the District level
and consolidating the NCBTS-TSNA electronic results from all schools within their
district. Results at this level should be used to inform District lead training and
development activities. The District level NCBTS-TSNA electronic results should be
submitted to the Division TDNA-WG to support division consolidation.
The T&D Chair at the Division level is responsible for managing the TDNA
Consolidation Database at the Division level. With the support of the TDNA-WG,
district electronic results should be consolidated and incorporated into the webbased TDIS. Results should be analyzed to inform Division MPPDs.
3.9.4 Region Management of the TDNA Database
The T&D Chief at the region level has overall responsibility for the management of
the TDIS of which the TDNA Consolidation Database is one component. The
Regional T&D Team will be responsible for ensuring all Division T&D Teams are
trained in the management and use of the TDIS and are familiar with the process
involved in consolidating and analyzing the NCBTS-TSNA results using both the
TDIS and the school/district level database.

Section 4:
The Training and Development Needs Assessment for School Heads
4.1. Basis and Purpose of the TDNASH
The Training and Development Needs Assessment for School Heads (TDNASH) is a
means to systematically determine the training and development needs of school
heads (SH) in order to support improved educational leadership. The competencies
identified in the TDNASH are based on the mandate for school heads indicated in the
RA 9155, its Implementing Rules and Regulations (IRR), and the DepED Order 80 & 81
series of 2003.
The TDNASH is an adaptation of the National Educators Academy of the Philippines
(NEAP) assessment tool for school managers. A list of required competencies based
on the mandate for school heads was earlier developed by the NEAP for its School
Leadership Experience Portfolio (SLEP). The SLEP is an assessment tool containing a
rubric of behavioral indicators to assess school leaders on specific competencies and
to classify their level of performance into one of five general types, namely:
Awareness, Emerging, Practicing, Performing and Transforming. The SLEP Assessment
Tool was validated and utilized in a previous DepED project, the Secondary Education
Development Improvement Project (SEDIP), using a wide range of sample involving
16 DepED Divisions across the country.
The SLEP was the primary material that was reviewed and enhanced to develop the
final list of competencies in behavioral terms for the purpose of identifying the
training and development needs of school heads in the target sites of Project STRIVE
in 2006. The SLEP tool was designed for the training and development needs
assessment of school heads in Northern Samar and revised into a shorter form for the
Division of Bohol in 2007. The tool was further refined and validated with 716 SHs in
the Division of Negros Occidental in June 2008 and with 43 SHs in Northern Samar
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TDNA-WG monitors and evaluates the TDNASH process at the DO level


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and 63 SHs in Bohol in September 2008. The Pilot-test results were used to develop
this present form referred to as Training and Development Needs Assessment for
School Heads (TDNASH).
The TDNASH intends to:
determine the current level of school heads competency
ascertain the level of importance of each competency to the job
identify the priority training and development and development needs of the
SHs vis--vis the seven domains for school leadership and management
4.2 Organizational Structure and Process Flow
4.2.1. The TDNA Working Group (TDNA-WG)
The Division Training and Development (T&D) Team through its TDNA Working
Group (TDNA-WG) is responsible for the management of the TDNASH process. The
T&D Chair, acting as the Chair of the TDNA-WG and assisted by two Co-chairs
(representing the elementary and the secondary levels who are preferably
Division Supervisors), are designated by the Schools Division Superintendent
(SDS). The TDNA-WG members are all the District/Division Supervisors. Each
member should have direct responsibility for the supervision of a cluster of
elementary and/or secondary schools.
4.2.2. TDNA-WG Roles and Responsibilities
The Chair and Co-chairs have overall responsibility for the management of the
TDNASH process. They should ensure that the Supervisors, who are also TDNA-WG
members, are familiar with the process for conducting the TDNASH to the three
different sets of respondents, i.e. the SHs, Supervisors and teachers. The TDNAWG members are expected to play a key role in the preparation, administration,
data analysis and reporting the results of the TDNASH. The general flow of
processes related to the TDNASH across the Regional, Division/District and School
levels is seen in the diagram below.

TDNASH Process Flow

SHs are furnished individual results of TDNASH


SHs identify their priority training and development need
SHs develop their IPPD

SDS submits report to RD

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TDNA-WG monitors and evaluates the TDNASH process (Internal M&E)

Page 32

T&D
Manual-Volume
2: The
TDNA System
RO utilizes TDNASH results
forSystem
the Reg-Operations
MPPD re SHs
leadership training
plan

4.3 Competencies Assessed by the TDNASH


The competencies identified for the school heads have been classified into seven
domains. These are: (1) School Leadership, (2) Instructional Leadership, (3) Creating
a Student-centered Learning Climate, (4) Professional Development and HR
Management, (5) Parental Involvement and Community Partnership, (6) School
Management and Daily Operations, and (7) Personal Integrity and Interpersonal
Effectiveness.
The School Heads competencies are stated in terms of Knowledge, Skills and
Attitude (KSA) that are classified according to the seven domains. Each KSA is
associated with one of the five School Leadership Experience Level (SLEL) described
in the chart below:
LEVELS
Awareness
(A) Level

Emerging
(E)

Level

Practicing
(P)

Level

DESCRIPTORS of School Leadership Experience Level


o
o
o

Observing the leadership of others


Understanding the work of leadership from a theoretical perspective
Following the directives or suggestions of DepED or the school team

o
o

Identifying factors that affect work, programs or projects


Participating as a member in the work of a team for a specific
purpose
Implementing a program or project selected by the team or
downloaded by DepED

o
o
o
o
o
o
o
o

Leading
(L) Level

o
o

Facilitating the work of a team as a leader


Managing a program, project or initiative being done by a team
Coordinating the work of others
Developing programs and providing resources to be utilized by
others in their work
Supporting the work of individuals and teams
Monitoring and evaluating performance of individuals, projects
accomplishment and utilization of budget
Acting on the results of monitoring and evaluation of performance
Providing feedback to teachers and teams regarding performance
Overseeing school-wide program, project or initiative which involves
delegating, decision-making and problem solving
Ensuring that teaching and non-teaching personnel are results

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o
o
o
o
o
o

o
o
Transform
ing

(T) Level

o
o
o
o

oriented
Exercising management control and evaluating school-wide projects,
programs and personnel
Designing, developing, and overseeing the implementation of a
program or project
Facilitating, coordinating and evaluating the work of several teams or
sub-teams
Monitoring and ensuring efficient and effective use of time and
resources
Observing, supervising, and coaching/mentoring teaching and nonteaching personnel for the purpose of professional growth
Holding others accountable for their work and behavior while
providing them with technical assistance
Extending expertise to other school heads
Providing opportunities for professional growth to teachers and nonteaching personnel
Institutionalizing efforts or practices that are found to be effective
Identifying and developing emerging and potential leaders in the
school community
Creating a culture of excellence to enhance peak performance
Creating an atmosphere where individual differences are celebrated
and where every individual grows and maximizes his/her potential

4. 4. The TDNASH Guide and Tools


The TDNASH Guide and Tools can be found in Section 7.2.It includes introductory
information, a description of the assessment approach and methodology, details on
analysis of the results, and the monitoring and evaluation mechanism. Attachments
include the Individual Profile Template, The TDNASH Tool, Answer Sheet, Instructions
for Supervisors in Answering the TDNASH Tool, Consolidated Triangulation Results
Template for Individual School Head, Consolidated Cluster Results Template, and the
Monitoring and Evaluation Tools for TDNASH.
The TDNASH Tool is composed of 410 KSAs and classified into seven domains of
School Leadership competencies. It allows for the individual profiling of school heads
results and the consolidation of results at the cluster/district level.
4.5 System Design and Assessment Methodology
The administration of the TDNASH employs a triangulation process which involves a
self-appraisal made by the School Head and two other assessment measures that
validate the self assessment made by the SH as illustrated in the following diagram.
The School Heads are asked to complete a self assessment instrument where they
identify the behaviors they have consistently demonstrated in their role as a school
head across the seven domains.
They also identify the importance of the
competencies in relation to their ability to perform their job. To corroborate the selfassessment, a Group Consensual Assessment (GCA) technique is conducted with a
small group of teachers (5-8) to consider the School Heads level of competency.
Finally the School Heads District/Division Supervisor assessment of the School Head
makes up the third measure using the same instrument covering all the domains and
competencies expected of a school leader.

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As shown in the design (1.2) above, the TDNA process for School Heads (SH) is
similar to that of the teachers except that the self-assessment of the SHs is reviewed
through a triangulation process. A supervisor and a group of teachers serve as the
second and third measure, respectively, to make up the TDNA profile of the SH.
The TDNASH results of an individual SH is summarized by the ES/PSDS in-charge and
a School Head Profile is generated manually or through the electronic tool provided.
This will be used by the School Head in completing his/her IPPD. Data for groups of
School Heads can be registered in the TDNA Condolidation Database and for
generation of reports at the division level. Generated reports are inputted to the
situational analysis completed for the Division Education Development Plan (DEDP)
and inform Division MPPDs. The consolidated TDNASH at the Regional level inform the
Regional MPPD and the Region Educational Development Plan (REDP) specifically in
relation to the identification of training priorities for School Heads in the region.
4.6
4.6.1

Administration of the TDNASH


Preliminary Preparations

Prior to the commencement of the administration of the TDNASH, the T&D


Chair and Co-chairs are convened to study the TDNASH Guide and Tools,
including the introductory information, procedures and specifically to review
the following:
- Individual Profile Template
- TDNASH Tool
- TDNASH Answer Sheet
- List of Competencies and Behavioral Indicators
- Monitoring and Evaluation Tools

The Chair and Co-chairs of the group lead a one-day orientation activity for the
TDNA-WG which includes the Supervisors, guided by the specific steps outlined
in the TDNASH Guide and Tools found in the Section 7.2. Key elements of the
orientation include:

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4.6.2

Presentation of objectives and key understandings to be achieved


TDNA-WG Roles and Responsibilities
Walkthrough of the TDNASH Guide and Tools including a review of :
processes to be followed, the Individual Profile Template, the TDNASH Tool,
the Answer Sheet, the list of Competencies and Behavioral Indicators, the
Level of Importance Rating Scale
Simulation of the TDNASH Administration process among the TDNA-WG
members
Review of Group Consensual Assessment technique for the teacher
assessors
Process for the Assessment of SHs by the Supervisors
Review of the School Leadership Experience Levels
Scoring the TDNASH Answer Sheets
Consolidation of the triangulation results
Reporting and interpreting cluster results
Developing a plan for field administration of the TDNASH
Administration of the TDNASH to School Heads
(Refer to the TDNASH Guide and Tools for specific steps)

Preparation of materials required for the administration of the TDNASH to the


School Heads:
- Individual Profile Template
- TDNASH Tool
- TDNASH Answer Sheet

Steps for actual administration include the following:


- Introduction of the TDNASH stressing purpose of the TDNA, its spirit of
introspection or guided-reflection and that it is not intended to evaluate
performance nor is it a measure to compare between or among various
school heads.
- Presentation of the competencies and behavioral indicators identified in
the TDNASH that are based on the mandate for school Heads indicated in
the RA 9155 and are adapted from the National Educators Academy of the
Philippines (NEAP) School Leadership Experience Portfolio (SLEP).
- Explanation that the TDNASH will follow a triangulation process
- Accomplishment of the Individual Profile.
- Review of the TDNASH tool (domains, qualifiers, indicators) with the School
Head and explanation that for each domain there are a number of
competencies.
- Provision of instructions for responding to the tool using the appropriate
columns of the answer sheet and in rating the level of importance of each
competency

4.6.3
Administration of the TDNASH for the Teachers Group Consensual
Assessment (GCA)
(Refer to the TDNASH Guide and Tools for specific steps)

For the administration of the TDNASH by Teachers the following materials are
required:
- TDNASH Tool (first page to be removed, 1 per teacher)
- TDNASH Answer Sheet (1 only per group)

A small group of teachers (5-8) is selected by the PSDS responsible for

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overseeing the school, to participate in the Group Consensual Assessment. The


teachers selected should be representative of the school teacher population
and should have a good knowledge of the School Heads work practices.

4.6.4

Specific steps for the GCA technique to be used with the teachers are outlined
in the TDNASH Guide and Tools. Work towards the attainment of the following:
- Understanding of the genuine intention and spirit of a TDNA
- Understanding of the purpose of the TDNASH and the basic mechanics of
the exercise
Presentation of the TDNASH Tool and the Answer Sheet
- Understanding of each competency, the response mode and the rating
scale for assessing the competencys level of importance.
- Articulation of individual perception on whether the School Head
consistently demonstrates the behavioral indicators; and consensus
agreement on whether the School Head consistently demonstrates the
behavioral indicators
- Consensus agreement on the level of importance (LOI) of the competency
to the job of a School Head
Administration of the TDNASH by a Supervisor
(Refer to TDNASH Guide and Tool for detailed instructions.)

For
are
-

The Supervisor who is requested to complete the TDNASH by Supervisors


should have a sound knowledge and background of the School Heads work
practices. This would normally be the Supervisor who has direct responsibility
for overseeing the school where the School Head is based and is most likely a
member of the TDNA-WG who has undergone the orientation activity for the
TDNASH.

The following points serve as a guide for accomplishment of the TDNASH by


Supervisors:
- Provide the Supervisor with a copy of the Instructions for Supervisors
and allow him/her time to read them.
- Provide the Supervisor with a copy of the TDNASH Tool, and the Answer
Sheet.
- Clarify any questions the Supervisor may have regarding the completion of
the TDNASH
- Allow time for the Supervisor to respond to the TDNASH Tool.
- When the Supervisor has finished, collect the Answer Sheet and ensure the
respondents information is completed, and the Supervisors signature is
affixed at the end of the Answer Sheet.

the administration of the TDNASH by Supervisors the following materials


required:
TDNASH Tool
TDNASH Answer Sheet
Instructions for Supervisors

4.7. Analysis of the Results


4.7.1.Scoring the TDNASH
The procedures for scoring the TDNASH Answer Sheets are explained more
explicitly in the TDNASH Guide and Tools found in Section 7.2. Scoring is based on
a 5-point scale with the descriptors outlined below:

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School Leadership
Experience Levels
Awareness Level
Emerging Level
Performing Level
Leading Level
Transforming Level

Letter Code

Rating Scale

A
E
P
L
T

1
2
3
4
5

4.7.2.Consolidation of the TDNASH Triangulation Results for Individual School


Heads
When the data has been collected and analyzed from all three sources involved in
the triangulation TDNASH process, the results need to be consolidated for an
individual School Head by the TDNA-WG member who administered the TDNASH.
A template has been developed to assist in the consolidation and an e-version is
also available. (Refer to TDNASH Guide and Tools).
4.8. Reporting Cluster Results
When the results have been consolidated for each School Head, cluster results
should be developed. A template is provided to facilitate this process (see TDNASH
Guide and Tools). There are three parts of the template namely: Part I Cluster SH
Identification; Part II TDNASH Cluster Summary Sheet for SLEL; and Part III
TDNASH Cluster Summary Sheet for LOI. The steps for organizing the cluster
results are explained in more detail in the TDNASH Guide and Tools.
4.9. Interpretation of Results
The SHs Leadership Experience Level (SLEL) is interpreted using the descriptors
for the five levels: Awareness, Emerging, Practicing, Leading and Transforming.
The simplest level is Awareness is rated 1 and the most advanced level is
Transforming rated 5.
Based on the results of the individual SLEL ratings, a School Head can recognize
their level of competency for the various domains. The competencies where they
are at an awareness (A) or Emerging (E) level indicate that these require further
development and training, while competencies that are rated at the transforming
(T) level indicate a strength. Ratings at the practicing (P) and leading (L) levels
indicate satisfactory levels of performance and should be further enhanced.
Interpretation of the SLEL results must be done with consideration of the
corresponding Level of Importance (LOI) rating. The LOI indicates how essential a
given competency is to the job of a School Head. Although a School Head may be
rated at the same level of performance for two different competencies, the
competencies may not have the same degree of importance to the job of the
School Head. Thus, the competency rated more essential should be given higher
priority for development or training purposes.
Consolidated TDNASH results gathered from groups of school heads at the
District/Division level may be analyzed in the same manner. Planners of training
and development programs are informed by the data analysis as to what priority
training programs could be prepared to address low level competencies that are
most essential in the job of the school managers.
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4.10. TDNA Consolidation Database for TDNASH


4.10.1.

District/Division Management of the TDNA Database

The TDNA Consolidation Database allows districts and divisions to upload the
electronically consolidated triangulated results from the TDNASH. An individual
School Head summary result as well as a district/division profile can be generated
identifying strengths and priority training and development needs according to
TDNASH domains and competencies. Data can be analyzed and used to inform the
School Heads development of an Individual Plans Professional Development
(IPPD) and the Division Master Plan for Professional Development (MPPD).
The TDNA database that supports the Division and regional consolidation of
TDNASH data is linked to the web-based TDIS and can be accessed through the
EBEIS at http://beis.deped.gov.ph/
Division TDNA-WG will be responsible for ensuring all Education Supervisors are
able to use the e-version of the template for the consolidation of a School Heads
triangulation results for individual school heads. The Supervisors will be
responsible for managing the consolidating the TDNASH results from all schools
within their district. Results at this level should be used to inform District lead
training and development activities for School Heads. The District level TDNASH
consolidated electronic results should be submitted to the Division TDNA-WG.
The T&D Chair at the Division level is responsible for managing the TDNA
Consolidation Database at the Division level. With the support of the TDNA-WG,
district electronic results for the TDNASH are to be consolidated and incorporated
into the web-based TDIS. Results should be analyzed to inform Division MPPDs.
4.10.2.

Region Management of the TDNA Database

The T&D Chief at the region level has overall responsibility for the management of
the TDIS of which the TDNA Consolidation Database is one component. The
Regional T&D Team will be responsible for ensuring all Division T&D Teams are
trained in the management and use of the TDIS and are familiar with the process
involved in consolidating and analyzing the TDNASH results using the TDIS.
4. 11. Monitoring and Evaluation of Process
The TDNA-WG Chair, Co-chairs and selected TDNA-WG members are tasked to
monitor and evaluate the administration of the TDNASH. It is not expected that group
members will be able to observe the administration of the TDNASH to all School
Heads and the validation by teachers, however they should ensure they have an
opportunity to observe the TDNASH administration in approximately 10% of sites.
Monitoring and Evaluation mechanism and tools have been developed to support the
TDNASH process and consist of the:
T&D-M&E Form 1: Individual Profile Template
TDNASH-M&E Form 1: Division M&E of Conduct of TDNASH
TDNASH-M&E Form 2: TDNASH Consolidated Cluster Results Template
TDNASH-M&E Form 3: Documentation Tool for Division Implementation of TDNASH

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The tools are found in the TDNASH Guide and Tools in Section 7.2. The TDNA-WG
should be convened anew to consolidate the results from the monitoring of the
TDNASH and develop recommendations for the improvement of the process. The
matrix below describes the M&E tools developed for used during the implementation
of the TDNASH process.
4.12 Refinement of the TDNASH Tool
The existing TDNASH tool was developed prior to the national validation of the
National Competency-Based Standards for School Heads (NCBS-SH) by SBM-WG,
TEDP WGs and NEAP in September, 2009, and the issuance of the DepED Order
relating to the national adaption and implementation of the NCBS-SH (DepEd Order
No. 32 s 2010, dated March 12, 2010).. While the new NCBS-SH are very similar to
the SLEP competencies used as basis of the TDNASH tool, it is recognized that the
TNASH tool may need to be reviewed and further refined to be in line with the NCBSSH. The NCBS-SH can be found in Section 7.2, Attachment 3.

Section 5:
The Organizational TDNA for the Region and Division
5.1 The Basis of the Organizational TDNA
As mandated in the Revised Implementing Rules and Guidelines of R.A.9155, it is one
of the primary functions of the Regional Office to plan and manage effective and
efficient use of personnel, physical and fiscal resources of the region including
professional staff development and implement and manage regional staff
development programs. Related to this, the Division has the authority, accountability
and responsibility to plan and manage professional staff development including the
division office management and technical staff. The Training and Development Needs
Assessment (TDNA) of the Region and Division is designed to identify the
organizations current needs vis--vis the desired organizational roles and
responsibilities as stipulated in the Governance of Basic Education Act of 2001 (R.A.
9155).
The Management Competencies per Service Areas established for the Decentralized
Management Training Program of the Secondary Education Development
Improvement Project (SEDIP, a DepED project implemented by the Bureau of
Secondary Education) served as the basis for the development of this Organizational
TDNA tool. These competencies were developed for Central Office, (CO), Region
Office (RO), and Division Office (DO) levels and validated with educational leaders
across 15 Divisions and nine Regions of DepED. The management competencies are
organized as follows:
General Competencies (CO, RO, DO)
Service Area 1: Educational Planning (RO, DO)
Service Area 2: Learning Outcome Management (DO)
Service Area 3: Monitoring and Evaluation (RO, DO)
Service Area 4: Education Administration and Management (CO, RO, DO)
Service Area 5: Policy Formulation and Standard Setting (CO, RO)
Service Area 6: Curriculum Development (CO, RO)
5.2 The Framework and Management Competencies for the Organizational
TDNA
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TDNA is essential in the provision of quality professional development programs that


are aligned to the needs of the organization in order to improve its performance. The
TDNA determines the differences between the actual situation (what is) and the
desired condition (what should be) in terms of personnel competencies, more
specifically the knowledge, skills and attitudes expected of the organization.

5.2.1. The Management Competencies


The Management Competencies for the Regional and Division Organization are
listed as follows:
A. General Competencies (For CO, RO, and DO):
1. Understanding DepED as an Organization
2. Understanding RA 9155 or the Governance of Basic Education Act
3. Management of Change
4. Organization Analysis/ Diagnosis
5. Problem Solving
6. Decision-Making
7. Dealing Effectively with Pressure Groups
8. Conflict Management
9. Negotiation Skills
10.Transformational and Enabling Leadership
B. Educational Planning (For RO and DO)
11.Strategic Planning
12.Implementation Planning
13.Project/ Program Identification
14.Resource Mobilization and Allocation
15.Financial Management and Control
16.Group Process Management
17.Facilitation Skills
18.Communication Skills
19.Advocacy
C. Monitoring and Evaluation (For RO and DO):
20.Monitoring and Evaluation Design and Development
21.Instrument/Tools Development for M&E Data Gathering
22.Data Processing, Analysis and Utilization
23.Communication Skills/Feedback Giving
24.Education Management Information System (EMIS)
D. Education Administration and Management (For CO, RO and DO):
25.Resource Mobilization and Management
26.Resource Procurement and Management
27.Building Partnerships
28.Human Resource Management
29.Delegation
30.Physical Facilities Programming
31.Records Management
32.Understanding the intent of the Policy and Implementation
E. Policy Formulation and Standards Setting (For CO and RO)
33.Policy Framework Development
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34.Policy Instrument Development


35.Policy Formulation
36.Policy Review
37.Standard Setting
38.Technical Writing
39.Advocacy for Policy Formulation / Implementation
F. Curriculum Development (For CO and RO)
40.Knowledge on the technical vocabulary of Curriculum Engineering
41.Understanding of the Foundations of the Curriculum
42.Application of the Foundations of the Curriculum in Curriculum
Engineering
43.Curriculum designing
44.Curriculum structuring
45.Implementation of various Curriculum models
46.Curriculum evaluation
G. Learning Outcome Management (For DO)
47.Understanding of the Revitalized Basic Education Curriculum
48.Curriculum Review
49.Curriculum Implementation Planning (Curriculum Indigenization)
50.Instructional Materials Development
51.Instructional Supervision and Management
52.Student/Pupil Assessment/ Testing
53.Intervention Programming
54.Education Programs Management / Project Management
55.Tracking Student Progress
56.Quality Management
5.3. The Development and Validation of the Organizational TDNA Tool
The Organizational TDNA was first developed and used by Region VII and VIII and the
Divisions of Bohol and Northern Samar during Stage One of Project STRIVE. The tool
was further refined and validated in Region VI and in the Division of Negros
Occidental during Stage 2 of Project STRIVE.
Two parallel sets of Organizational TDNA Guides and Tools have been developed, one
for the Region organizational assessment (Section 7.3) and the other for the Division
(Section 7.4). Each set includes the following sections:
- Basis and Objectives of the Organizational TDNA,
- Region/Division Office Section Respondents,
- Assessment approach,
- Documents to be used for the Organizational TDNA,
- General instructions for the TDNA-WG,
- Focused Group Discussion Flow for the Region/Division Organizational TDNA
Self-Assessment,
- Focused Group Discussion Flow for the Region/Division External
Assessment, and the
- List of Management Competencies and Behavioral Indicators.
5.4 Methodology
Respondents composing at least 20% of the regional or division management and
technical staff are convened to participate in the actual Organizational TDNA from
each of the regions/divisions functional divisions/sections e.g. RD/ARD, (regional
assessment), SDS/ASDS (Division assessment) Elementary Division, Secondary
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Division, ALS Division, Planning, Accounting/Budget, Cashier, Medical/Dental,


Administrative, Legal, and Supply/Physical Facilities. Representation from each
section should include the section head.
The Organizational TDNA is done first as self-assessment exercise participated in by
section respondents through a Focused Group Discussion (FGD) technique and
following the steps outlined in the Organizational TDNA Guide and Tools. The
respondents of each section will have to arrive at a consensual description of the
region/division vis--vis the management competencies using the scale provided.
Results of the self-assessment will form 60% of the total result of the organizations
TDNA. The Organizational TDNA is completed with an external assessment, which
forms the remaining 40% of the total result. In the case of the external assessment of
the Division, the Regional Office assesses the management competencies of the
Division. For the external assessment of the Region at least three divisions should
assess the Regions competency, with the results consolidated and the average
forming the 40% of the overall assessment. Hence, each organizations TDNA result is
the consolidation of the self-assessment plus the assessment represented by the
external measure. Specific steps in the administration and consolidation of results are
detailed in the Organizational TDNA Guide and Tools.
A TDNA -WG with the leadership of the T&D Team established by the region/division is
responsible for overseeing the Organizational TDNA process. The group is expected to
make preliminary preparations, to facilitate the FGD and consolidate each sections
results as well as the overall Organizational TDNA results by following procedures
outlined in the Organizational TDNA Guide and Tools and through use of the electronic
Organizational TDNA template.
The system design below shows the process for accomplishing the Organizational
TDNA.

5.5 Monitoring and Evaluation of the Organizational TDNA


The TDNA-WG is tasked to monitor and evaluate the preparation, conduct and
consolidation of the Organizational TDNA results using the developed M&E tools. It
also prepares reports, develops recommendations for the improvement of the
process, which informs Regional policy review, and adjustment of the Organizational
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TDNA component of the TDNA system at the regional and division level. The
Organization TDNA tools are the:
T&D-M&E Form 1: Individual Profile Template
Orgl TDNA-M&E Form 1: Organizational TDNA Tool for the Focus Group
Discussion (FGD) Process at the Region/Division Level
Orgl TDNA-M&E Form 2a: Division Organizational TDNA Scores Summary
Template
Orgl TDNA-M&E Form 2b: Region Organizational TDNA Scores Summary
Template
Orgl TDNA-M&E Form 3: Functional Divisions/Units Organizational TDNA
Prioritization Template
Orgl TDNA-M&E Form 4: Organizational TDNA Schools Division Consolidation
Template
Orgl TDNA-M&E Form 5: Documentation Review of Division/Region
Organizational TDNA
The tools can be found in the Organizational TDNA Guide and Tools in Section 7.3
(Regional TDNA) and 7.4 (Division TDNA).

Section 6.0:
Monitoring of the TDNA System
The diagram (1.4) below shows the procedural design for the TDNA monitoring and
evaluation at the Division and Regional levels. The personnel from the TDNA-WG
responsible for M&E are tasked to monitor and evaluate the preparation, conduct and
consolidation of the TDNA results. Tools to monitor the process by which the TDNA is
administered and results utilized have been developed and can be found in the
appropriate TDNA Guide and Tools in Section 7.1, 7.2, 7.3 and 7.4. within this
Operations Manual.

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At the Division or Regional level, the M&E personnel prepare the M&E report and
informs the T&D Office or Unit of the findings. Moreover, the T&D Office/Unit develops
recommendations for the improvement of the process, which informs regional policy
review, and adjustment of the TDNA System.
Below is the General Framework containing the standards at the input, process,
output, and outcome system levels covering the T&D operations for the TDNA System
at the region, division and school levels.

T&D
System
Monitorin
g and
Evaluation
General
Framewor
k

Regional Level
Standards

Division Level
Standards

School Level
Standards

System
Levels

T & D Needs Assessment (TDNA) System


Outcome

Increased % of RO division/units
participation in the organizational
T&D process

Increased % of DO division/units
participation in the organizational T&D
process

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Increased % of Teachers who are


assessed of T&D needs
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Output

Increased % of SHs who are


assessed of T&D needs

Informative TDNA Results that


serve as basis for needs-based
Regional planning for HR T&D

Systematic and continuous TDNA for


the division/district and schools

Informative TDNA Results that


serve as basis for needs-based
School planning for T&D

Informative TDNA Results that serve


as basis for needs-based Division
planning for HR T&D
Reliable and valid TDNA results for
Organizational Division

Reliable and valid NCBTS-TSNA


results

Reliable and valid TDNA results


for R-Organizational TDNA
Regularly updated Database
identifying T&D Priority Service
Areas/Competency Needs for the
RO

Process

Input

Systematic and continuous


NCBTS-TSNA for the teachers

Systematic and continuous TDNA


for the region/divisions

Regularly updated Database


identifying T&D Priority Service Areas/
Competency Needs for the DO

Complete and accurate


consolidation/analysis and Profile
of all (or % of) Divisions Priority
Needs for T&D

Complete and accurate consolidation/


analysis & Profile of all (or % of) the
Divisions and Districts Priority Needs
of Teachers (TSNA), & School
Heads(TDNASH)

Systematic and efficient conduct


of the Regions Organizational
TDNA

Systematic and efficient conduct of


the Divisions Organizational TDNA
and TDNASH,

Well-documented M&E of the


Conduct of Region/Division
Organizational TDNA, Division
management of the TDNASH and
NCBTS-TSNA

Well-documented M&E of the


Conduct of NCBTS-TSNA

Relevant feedback provided to


improve the TDNA process in the
region and division
Competent and sufficient
personnel of the Regional TDNAWG
Sufficient and proper
representation of the different
sections respondents of the
organizational TDNA
Available and relevant support
resources: Reg-T&D Work plan,
TDNA tools/materials (Volume
1&2), Funds

Complete and accurate


consolidation/analysis & Profile of
Teachers NCBTS-TSNA Priority
Needs for T&D
Systematic and efficient conduct
of NCBTS-TSNA

Relevant feedback provided to


improve the TDNA process in the
division and schools

Competent and sufficient personnel of


the Division TDNA-WG
Sufficient and proper representation
of the different sections respondents
of the organizational TDNA
Available and relevant support
resources: Div-T&D Work plan, TDNA
tools/materials (Volume 1&2), funds

Competent and sufficient


personnel of the School TDNAWG (NCBTS Coordinator)
Available and relevant support
resources: School T&D Work
plan, NCBTS-TSNA
tools/materials (Volume 1& 2),
funds

References:
Basic Education Reform Agenda PIP, 2006
Teacher Education Development Program, KRT2 Report 2006
DepED-STRIVE Training and Development Systems Framework, Volume 1. 2008
BEAM (Basic Education Assistance for Mindanao), Teachers Professional Development
Framework, 2006
INSET Mechanism Manual, SEDIP (Secondary Education Development Implementation
Project), 2007
NEAP, School Leadership Experience Portfolio, 2006

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Section 7.0:

The TDNA System Guides and


Tools
7.1:

The National Competency Based Teacher Standards


Teachers Strengths and Needs Assessment (NCBTS-TSNA)
Guide and Tools

Republic of the Philippines


Department of Education

The National Competency Based Teacher


Standards
Teachers Strengths and Needs Assessment
(NCBTS-TSNA)

Guide and Tools

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DepED-EDPITAF-STRIVE

Training and Development


June 2010

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This document, The NCBTS-TSNA Guide and Tools,


was developed and validated in Regions VI, VII and VIII,
Divisions of Negros Occidental, Bohol/Tagbilaran and
Northern Samar through the AusAID-funded project,
STRIVE (Strengthening the Implementation of Basic
Education in selected Provinces in the Visayas), in
coordination with the EDPITAF (Educational Development
Project Implementing Task Force) and in consultation
with the TEDP-TWG, NEAP and the Bureaus of the
Department of Education.

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Page

T&D System Operations Manual-Volume 2: The TDNA System

TABLE OF CONTENTS
I. Introductory Information
Basis of the NCBTS TSNA
The NCBTS TSNA System Framework
Purpose of the NCBTS TSNA
Expected Outputs
The NCBTS and the KSA Developed for the NCBTS-TSNA
2. Establishment of Regional and Division TDNA Working Groups
TDNA-Working Group Roles and Responsibilities
NCBTS-TSNA Structural Process Flow
Roles and Responsibilities to Support the Orientation on the NCBTSTSNA
Criteria for the Selection of School NCBTS Coordinators

3. Orientation of Supervisors, School Heads and NCBTS Coordinators

4. School /Cluster NCBTS-TSNA Implementation


The Electronic and Hard Copy Versions of the NCBTS-TSNA Tools
Self Administration of the NCBTS-TSNA Tool
Interpretation of the NCBTS-TSNA Results
Consolidation of the NCBTS-TSNA Results
5. Utilization of NCBTS-TSNA Results
6. Monitoring and Evaluation of the NCBTS-TSNA
Attachment 1: NCBTS-TSNA Tools and Templates
Attachment 2: M&E Tools for the NCBTS-TSNA

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Section 7.1: NCBTS-TSNA Guide and Tools

Page

GLOSSARY OF ACRONYMS
AIP

Annual Implementation Plan

BESRA

Basic Education Sector Reform Agenda

CBTS

Competency Based Teacher Standards

CO

Central Office

COT

Center of Training

DEDP

Division Education Development Plan

DepED

Department of Education

DO

Division Office

EDPITAF

Educational Development Project Implementing Task Force

EBEIS

Enhanced Basic Education Information System

ES

Education Supervisor

FGD

Focus Group Discussion

ICT

Information Communication Technology

ICT4E

Information Communication Technology for Education

INSET

In-Service Education and Training

IRR

Implementing Rules and Regulations of RA 9155, December 2007

IPPD

Individual Plan for Professional Development

KRT

Key Results Thrust

KSA

Knowledge, Skills and Attitudes

LAC

Learning Action Cells

LRMDS

Learning Resource Management and Development System

MOOE

Maintenance and Other Operating Expenses

MPPD

Master Plan for Professional Development

M&E

Monitoring and Evaluation

NCBTS

National Competency-Based Teacher Standards

PDP

Professional Development Planning

PDRD

Program Designing and Resource Development

PDy

Program Delivery

PSDS

Public School District Supervisor

RA 9155

Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP

Regional Education Development Plan

RO

Regional Office

SBM

School-Based Management

SH

School Head

SIP

School Improvement Plan

SLE

Structured Learning Episode

SLEP

School Leadership Experience Portfolio

SPPD

School Plan for Professional Development

STRIVE

Strengthening the Implementation of Basic Education in Selected Provinces


in the Visayas

T&D

Training and Development

TDIS

Training and Development Information System

TEC

Teacher Education Council

TEDP

Teacher Education Development Program

TEI

Teacher Education Institute

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National Competency-Based Teacher Standards Teachers Strengths and Needs Assessment (NCBTS-TSNA)
1. Introductory Information
Basis of the NCBTS-TSNA
The Department of Education is presently pursuing a package of policy reforms that
seeks to improve the quality of basic education. These policy reforms are expected to
create the critical changes necessary to further accelerate, broaden, deepen and
sustain the improved education effort already started. This package of policy reforms is
referred to as the Basic Education Sector Reform Agenda (BESRA).
One key element in the reform agenda is the establishment of the National
Competency-Based Teacher Standards (NCBTS). This is a framework that identifies 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 the satisfactory performance of
their roles and responsibilities.
In response to the need for an instrument that identifies the professional strengths and
development needs of the teachers, the NCBTS -TSNA was developed and validated
through the AusAID-funded Project Strengthening the Implementation of Basic
Education in Selected Provinces in the Visayas (STRIVE). This initiative was undertaken
in coordination with the Educational Development Project Implementing Task Force
(EDPITAF) and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol/Tagbilaran
and Northern Samar, and further validated by the Teacher Education Development
Program-Technical Working Group (TEDP-TWG) at the national level.
The NCBTS- TSNA System Framework
The NCBTS-TSNA adopts the TDNA System Framework. The process determines the
differences between the actual situation (what is) and the desired condition (what
should be) in terms of teacher professional competencies. In the NCBTS-TSNA, the
actual situation is described by the current competencies as perceived by the teacher.
The profile of the teachers current competencies is compared to the NCBTS standards
for effective teaching. This NCBTS-TSNA, therefore, identifies both the competency
strengths and needs as a result of determining the difference between the expected
and the current teachers competencies. These competencies are translated in terms of
Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and
performance indicators of the NCBTS.
As in the TDNA Framework, the NCBTS-TSNA involves three essential stages of
strengths and needs analysis: Phase I (Job Analysis for Effective Performance) is
actually done by analyzing nationally set teacher standards in behavioral terms or by
identifying effective teaching competencies. The DepED Central Office and Regional
Offices are tasked to do this phase of the TSNA process. Phase II (Individual Training
Needs Analysis) is the instrumentation to determine the current teacher competency
levels in KSA terms which is done by the individual teacher at the school level. Phase III
(Strengths-Needs analysis) is the analysis of the discrepancies between the standards
set and the current teachers data on their competencies. Minimal discrepancies
indicate strengths while big discrepancies indicate learning needs. The consolidation of
results is carried out at the school, cluster, District, Division or Region level for their
respective purposes related to identifying teacher training and development needs.
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Page

Strength-Needs Analysis
Job Analysis for Effective Performance

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An important aspect of the NCBTS-TSNA process


is the utilization of its results that will
Consolidated
TDNA Results
serve as inputs in the preparation of Individual
Plan for Professional Development
(IPPD) and in designing programs and activities for teachers at the school, district and
division levels. The consolidated NCBTS-TSNA results at the school, division, and
regional level inform the School Improvement Plan (SIP), the Division Education
Development Plan (DEDP) and the Regional Education Development Plan (REDP), with
respect to the plans for professional development at the school, division and the
regional levels.
When established, the NCBTS-TSNA system ensures that teachers routinely use CBTS
in making self-assessments of their current practices to identify their individual
development needs, and that school heads, division and regional offices also routinely
use CBTS in identifying teacher performance factors that affect school-wide learning
outcomes (BESRA PIP, 2006 Version (PIP V.1, p. 21).
The framework is illustrated below.

Purpose of the NCBTS-TSNA


To realize the provision of quality Professional Development of Teachers, the NCBTSTSNA is conducted to gather data on the competency strengths and needs of teachers
that serve to inform the design and conduct of continuing training and development
programs for the improvement of teaching-learning practice.
Specifically, the NCBTS-TSNA intends to:
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1. Determine the competency strengths and learning needs in terms of KSAs of


individual teachers vis--vis the standards set by the NCBTS in the seven
domains
2. Consolidate the NCBTS-TSNA results at the school, district, division, and region
levels
Expected Outputs
Based on the purpose stated above, the NCBTS-TSNA is expected to yield the following
specific outputs:
A. At the individual level:
An Individual Teacher Summary of NCBTS-TSNA Results indicating the strengths and
learning needs in each of the seven domains and 23 strands.
B. At the school level:
Consolidated NCBTS-TSNA results that reflect the general strengths and learning
needs of the teachers in the school
C. At the cluster/district /division/region level:
Consolidated NCBTS-TSNA results of participating school teachers in a given
cluster/district/division/region.
The NCBTS and the KSAs Developed for the NCBTS-TSNA
The NCBTS-TSNA tool is anchored on the NCBTS Framework set by the Department of
Education. This contains seven integrated domains for effective teaching which are:
Domain 1Social Regard for Learning; Domain 2Learning Environment; Domain 3
Diversity of Learners; Domain 4Curriculum; Domain 5 Planning, Assessing and
Reporting; Domain 6Community Linkages; and Domain 7Personal Growth and
Professional Development. Each domain has its corresponding strands and each strand
has performance indicators. A total of seven domains, 23 strands and 80 performance
indicators make up the NCBTS competency standards set by the DepED.
The domains, strands and performance indicators were translated to specific KSAs to
compose the NCBTS-TSNA Tool with 270 KSAs in the various clusters as described in the
table below:
DOMAINS
Domain 1: Social Regard for Learning
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing and Reporting
Domain 6: Community Linkages
Domain 7: Personal and Professional Growth
Total -7 Domains

Section 7.1: NCBTS-TSNA Guide and Tools

STRANDS
2
5
1
7
4
1
3
23

PERFORMANCE
INDICATORS
5
17
8
22
12
6
10
80

KSAs
18
59
27
78
40
18
30
270

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The NCBTS-TSNA Tool content and methodology were validated by various groups at
different levels across Regions VI, VII, and VIII and at the Central Office level. The
validation process involved the following:
1) Preliminary Content Validation: The validation group included the STRIVE2 Project
Component Team composed of 34 educators with 4 Regional Supervisors, 6
Division Supervisors, 22 Principals, 1 Administrative Officer V (former HRMO3),
and 1 District ALS Coordinator. The process reduced the original 375 items to
260 items.
2) Region, and Division Level Content Validation: Six Regional Education Division
Chiefs; 16 Division Supervisors; 13 District Supervisors; 27 School Heads, 27
Elementary School Master Teachers and 27 High School Master Teachers were
selected to review the tool for content and language used. They submitted their
comments and marginal notes for the refinement of the tool.
3) Field Process Validation: Sixty In-service Teachers were asked to respond to the
tool with two versions. Thirty (30) teachers used the manual version and 30
teachers used the electronic version. Results showed that it was more efficient to
complete the electronic version. Time spent in accomplishing both versions were
recorded to be on average two hours for the manual and one hour for the
electronic. There were refinements done for the electronic tool related to the
programming of results per domain and strand.
4) Validation by six of the STRIVE projects Technical Advisers: TDNA and SBM
Adviser, the National and International T&D Advisers, the National and
International ICT Advisers and the SBM-QAAF Adviser. There was a
recommendation to include items specific to ICT competencies submitted by the
LRMDS Advisers. The ICT4E standards were studied and ten items were added
to the four original items to compose the ICT domain. This made the total of
items 270 in all.
5) Experts Validation at the Central Office Level: The TEDP who was responsible in
formulating the NCBTS was consulted to review the tool. The TEDP group
included: the Director of the Teacher Education Council (TEC), a Professor and
former Vice-President for Academics of West Visayas State University, the
Associate College Dean of Arts and Sciences of the University of the Philippines,
the College Dean of Centro Escolar University and National President of PAFTE, a
School Head and the President of NAPSSHI, a School Head and President of
PESPA, and a SPED specialist and Assistant Chief of the Bureau of Elementary
Education. Together with the T&D Team and the ICT and T&D Technical Advisers,
they reviewed the manual and thoroughly inspected the 270 items, item by item.
As a result, further refinements were incorporated to the Tool. Additionally, the
TEDP expressed appreciation for the developed NCBTS tool and for the addition
of a set of 14 items that composed an ICT domain.
6)

Presentation of the Guide and Tools to a national group of teacher educators:


Comments and points for refinement were gathered from the participants of the
First National Conference of Centers of Training Institutions, attended by Heads
and Deans of 82 Teacher Education Institutions (TEIs), including a few RDs, ARDs,
and SDSs, held at the Development Academy of the Philippines, Tagaytay City.
Points considered for the improvement of the Guide and tool were the inclusion
of the PSDSs to be co-responsible with the School Heads for the administration
of the NCBTS Tool to teachers in their clusters, the inclusion of an item for guided
reflection as a competency, reconsideration of the length of the Tool, among
others.

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T&D System Operations Manual-Volume 2: The TDNA System

7) Preparation of the NCBTS-TSNA Orientation Package: In the course of doing the


steps mentioned above, there was a clear recognition that teachers must have
an adequate understanding of the NCBTS Framework and the standard
competencies that are expected from them before the NCBTS needs assessment
process is done. To address this need, the T&D Team developed a resource
package that aimed to orient the implementers such as the ES, PSDS and School
Heads and NCBTS Coordinators on the BESRA and the NCBTS. The NCBTS-TSNA
Orientation Package, which consists of a series of Structured Learning Episodes
(SLEs), was also to be conducted to teachers prior to the initial administration of
the NCBTS-TSNA Tool.
8) Process Try-out of the NCBTS-TSNA Guide and Tools, including the NCBTS-TSNA
Orientation Package: The NCBTS-TSNA system, procedures were tried out in a
one-school sample that involved all the teachers and the School Head of the
Tabalong National High School, Dauis, Division of Bohol. The content and
processes of conducting the SLEs, the tool administration, scoring, individual and
school consolidation profiling, and the M&E mechanisms were tried with 33
teachers. Refinements were done following the try-out based on the observations
of the T&D Team and feedback from the teacher respondents. The Pilot Version
of the NCBTS-TSNA Guide and Tools, and NCBTS-TSNA-Orientation Package was
then prepared for a bigger sample of schools.
9) Division Pilot-Test of the NCBTS-TSNA Guide and Tools, including the NCBTS-TSNA
Orientation Package: The pilot-testing of the NCBTS-TSNA system using the
NCBTS-TSNA Guide and Tools and the NCBTS-TSNA Orientation Package was done
in the 300 pilot schools in the Divisions of Bohol, Negros Occidental and Northern
Samar. This expanded to include the six hundred twenty (620) non-pilot schools
in the division of Negros Occidental. Technical reports were developed to
document the process and were the basis for the finalization of the NCBTS-TSNA
Guide and Tool and NCBTS-TSNA Orientation Package. This was turned-over to
the central office which further validated the Guide and Tools and the Orientation
package to six regions outside the STRIVE sites.
10)
Finalization of the NCBTS-TSNA Guide and Tool and NCBTS-TSNA
Orientation Package: Based on the national validation conducted by the TEDPTWG in Luzon and Mindanao, further revisions were made such as the renaming
of the package to NCBTS-TSNA (Teachers Strengths and Needs Assessment),
the clustering of 10 ICT items under a new STRAND (4.7), addition of a
performance indicator on ICT (4.7.1). The 10 of the 14 ICT items found in
different strands in the original tool were selected and finally classified under
this performance indicator and ICT strand.

2. Establishment of Regional and Division TDNA-Working Groups


The Regional and Division TDNA Working Groups (TDNA-WGs) may be convened to take
responsibility for the management of the NCBTS-TSNA process. The Regional TDNA-WG
members (representing the elementary and the secondary levels who are preferably
Education Supervisors), would be designated by the Regional Director. The Division
TDNA-WG is organized by the Schools Division Superintendent (SDS). Both Regional and
Division TDNA-WG members are chosen based on experiences in assessment and in the
training of teachers. Chairs and Co-Chairs may be assigned to lead the working groups.
TDNA-WG Roles and Responsibilities

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T&D System Operations Manual-Volume 2: The TDNA System

The TDNA-WGs have overall responsibility for the management of the NCBTS-TSNA
process. They should be familiar with the process for orienting groups of School Heads
with their NCBTS Coordinators at the cluster/district level on the process for conducting
the NCBTS-TSNA, and ensure they are then able to administer the tools to the teachers
at the school level. The TDNA-WG members are expected to play a key role in the
preparation, administration, monitoring, data consolidation and reporting the results of
the NCBTS-TSNA. The general flow of processes related to the NCBTS-TSNA across the
Regional, Division/District and School levels is seen in the diagram below.

Section 7.1: NCBTS-TSNA Guide and Tools

Page

SH and NCBTS Coordinator consolidate NCBTS-TSNA results and submit report to District Supervisor and Division TDNA-WG

T&D System Operations Manual-Volume 2: The TDNA System

NCBTS- TSNA Structural


Process
Flow
RO utilizes NCBTSTSNA results
to inform the MPPD & REDP

Reg TDN

* Note: The Orientation Package only needs to be delivered when first introducing the NCBTS-TSNA.

Roles and Responsibilities to Support the Orientation on the NCBTS-TSNA


Regional Supervisors
To support and monitor the Division in the implementation of the NCBTS-TSNA
Orientation and the administration of the NCBTS-TSNA Tool
District/Division Supervisors
To attend an orientation on the National Competency-Based Teacher Standards
and the Teachers Strengths and Needs Assessment Tool
To provide assistance to Lead School Heads in coordinating clusters to meet to
undertake an orientation on the National Competency-Based Teacher Standards
and the Teachers Strengths and Needs Assessment Tool
To assist in generating resources for the Division NCBTS-TSNA activities
To actively support School Heads and NCBTS Coordinators in the conduct of the
orientation of all teachers regarding the NCBTS
To actively support School Heads and NCBTS Coordinators in the administration
of the NCBTS-TSNA Tool to all teachers
To support the consolidation of the results of the teacher NCBTS-TSNA at the
school level and the incorporation of findings into School Improvement Plans(SIP)
and School Plans for Professional Development (SPPD)
To consolidate district NCBTS-TSNA results and incorporate findings into plans for
District level training

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T&D System Operations Manual-Volume 2: The TDNA System

To monitor and evaluate the conduct of the orientation and administration on


the NCBTS-TSNA
To give feedback and recommendation on the conduct of orientation and
administration of the NCBTS-TSNA

Lead School Heads


To orient all School Heads and NCBTS Coordinators within their cluster to the
National Competency-Based Teacher Standards and the Teachers Strengths and
Needs Assessment Tool
To assist Schools Heads in identifying/organizing different working groups for the
school level orientation on the National Competency-Based Teacher Standards
and the Teachers Strengths and Needs Assessment Tool
Support schools within their clusters with resources to support the NCBTS-TSNA
Orientation and the electronic consolidation of NCBTS-TSNA results
School Heads
To attend an orientation on the National Competency-Based Teacher Standards
and the Teachers Strengths and Needs Assessment Tool
To identify/organize different working groups for the orientation on the National
Competency-Based Teacher Standards and the Teachers Strengths and Needs
Assessment Tool
To orient all teaching staff within their school on the National Competency-Based
Teacher Standards
To administer the NCBTS-TSNA Tool to all teachers within their school
To consolidate the school level NCBTS-TSNA results electronically
To identify the strengths and needs of teachers based on the NCBTS-TSNA results
To submit consolidated NCBTS-TSNA Results to the District Supervisor and the
Division TDNA-WG
NCBTS Coordinators
To attend an orientation on the National Competency-Based Teacher Standards
and the Teachers Strengths and Needs Assessment
To assist the School Head to orient all teaching staff within their school on the
National Competency-Based Teacher Standards
To assist the School Head in the administration of the NCBTS-TSNA to all teachers
within their school
To assist in the electronic consolidation of the school level NCBTS-TSNA results
Teachers
Attend an orientation on the National Competency-Based Teacher Standards and
the Teachers Strengths and Needs Assessment Tool
To read and reflect on every item of NCBTS-TSNA Tool
To answer every item based on an honest assessment of oneself to inform future
professional development activities
Complete a Teachers Strengths and Needs Assessment including the
development of an Individual Teacher Summary of NCBTS-TSNA Results
To use the results in developing an Individual Plan for Professional development
(IPPD)
Criteria for the Selection of School NCBTS Coordinators
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T&D System Operations Manual-Volume 2: The TDNA System

The orientation on the National Competency-Based Teacher Standards and the Teachers
Strengths and Needs Assessment to teachers in all schools is the responsibility of the
School Heads and their respective NCBTS School Coordinators. The designation of the
NCBTS School Coordinator is at the discretion of the School Head taking into
consideration the following criteria.
NCBTS Coordinator should have:

at least 3 years of teaching experience;


knowledge and experience in facilitating training activities;
computer skills in Word, Excel and PowerPoint;
good communication and leadership skills;
willingness and commitment in completing NCBTS related tasks to support ongoing teacher development.

3. Orientation of
Coordinators

Supervisors,

School

Heads

and

NCBTS

School

The principle of school-based management empowers the School Heads to provide


instructional leadership and therefore in order for them to support teachers, School
Heads must be aware of the framework of the NCBTS that defines the concept of
effective teaching. In addition, School Heads can only effectively support the
professional development of the teachers when they have the first-hand information
about the training and development needs of teachers. School Heads and Schools
Supervisors need to be oriented so they are knowledgeable of the NCBTS and the
features of the NCBTS-TSNA tool and its proper administration and results utilization if
they are to provide effective instructional leadership.
The Division TDNA-WG is responsible for the orientation of all School Supervisors and
School Heads with their respective NCBTS School Coordinators on the NCBTS and the
TSNA. The NCBTS-TSNA Orientation Package serves as a guide and resource for the
introduction of the NCBTS and the initial administration of the self-assessment tool.
The package with accompanying resource materials is designed for knowledge building
and advocacy on the NCBTS and for the transfer of the technology to conduct NCBTSTSNA to the School Heads. The package can also be used to provide teacher
beneficiaries with a deep understanding of the NCBTS and its relationship to in-service
teachers professional development and to introduce the NCBTS-TSNA tool, with
consideration of the tools proper administration with teachers and how results can be
utilized.
The NCBTS-TSNA Orientation Package aims to:
enhance implementers understanding of BESRA and the significance of teacher
development in achieving its goals;
introduce the NCBTS and its relevance to teacher in-service development;
deepen implementers understanding of the seven domains, strands and
performance indicators of the NCBTS;
introduce the NCBTS-TSNA Tool and consider guidelines for its implementation;
prepare School Heads, NCBTS Coordinators and Supervisors to implement the
NCBTS-TSNA to teachers.
The NCBTS-TSNA Orientation Package consists of resource materials for the conduct of
orientation of the NCBTS to those responsible for implementing the NCBTS-TSNA (e.g.
School heads, NCBTS Coordinators and Supervisors) as well as to teachers. There are
Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

five Structured Learning Episodes (SLEs). Each SLE sets out the specific
understanding to be developed, the specific learning objectives to be achieved,
recommended duration, and the detailed description of the procedural flow of
session e.g. the core activities to be delivered. Accompanying PowerPoints
handouts are included in the package.

key
the
the
and

The content of the SLEs and corresponding elements are summarized in the matrix
below:
SLEs/Title
SLE 0:

Objectives
1.

NCBTS-TSNA
2.
Orientation
Overview
3.
4.

SLE 1:
KRT 2 and
BESRA

1.
2.

3.

SLE 2:
NCBTS A
Guide for all
Filipino
Teachers

1.
2.

3.

4.
SLE3:

1.

The NCBTS
2.
Components
and Structure:
A Closer Look
3.
at the
Domains

Key Understandings

Support
Materials

Understand the objectives An understanding of the objectives of the NCBTS- - Handouts:


of the 3-day orientation
Program
TSNA orientation will ensure participants are
Define and share
Objectives and
aware of the purpose for the training.
expectations of the 3-day Agreed learning expectations will ensure
Schedule:
orientation
Orientation on
participants and facilitators are working towards
Identify the house rules
the NCBTSthe same goal.
Appreciate the value of A set of House Rules will support the smooth
TSNA
sharing ideas
conduct of the training.
- PowerPoint
presentation
Discuss the initiatives
- Handout on
Basic Education Reform Agenda (BESRA) is a
being implemented
BESRA
package of policy reforms expected to create
through BESRA
the critical changes necessary to accelerate,
- PowerPoint
Understand how the KRTs
broaden, deepen and sustain the improved
Presentation
of BESRA lead to the
education effort already started by the
attainment of EFA goals
Department of Education (DepED).
and quality education
To achieve the desired educational outcomes for
Understand how ones
all Filipinos, BESRA focuses on specific policy
school vision can be
action within five Key Reform Thrusts (KRTs)
attained through strong
including KRT2 Teacher Development.
support for BESRAs
As the instructional leader of the school, the
initiatives particularly
School Head should support, encourage and
towards quality teacher
motivate the teachers continuous professional
development
development.
Explain the framework, The NCBTS is an integrated theoretical
- Handout on the
structure and features of
NCBTS
framework that defines the different dimensions
the NCBTS
of effective teaching, where effective teaching - PowerPoint
Explain the significance
means being able to help all types of students
Presentation
and importance of the
achieve the various learning goals in the
NCBTS and its target
curriculum.
users
The NCBTS provides a clear guide for all teacher
Discuss the use of the
development programs and projects from school
NCBTS and how it can
level up to the national level.
help teachers improve Various stakeholders and institutions use the
teaching and learning
NCBTS in their roles to maintain quality
Appreciate the value of
education through effective teaching and
the NCBTS
learning.
Define the different
The NCBTS defines seven domains within which - Handouts:
domains of NCBTS
teachers can develop professionally. The seven
List of NCBTS
Classify indicators and
domains are closely connected to each other in
Domains,
strands according to
very meaningful ways, and that the seven
Strands and
domains
domains are best understood as constituting an
Performance
Appreciate the value of
integrated whole.
Indicators
NCBTS in teachers

The
seven
domains
can
be
classified
into
two
development
- PowerPoint
broad categories. The first category can further
Presentation
be divided into two sub-categories:
1. Domains that relate to the teacher as a
facilitator of learning (Domains 2 to 6)

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T&D System Operations Manual-Volume 2: The TDNA System

2.

1.1: Domains on teaching practices


related to the technical aspect of the
teaching and learning processes
(Domains 3, 4 and 5)
1.2: Domains on teaching practices that
embed the learning process in an
appropriate context (Domains 2 & 6)
Domains that relate to the teacher as a
learner (Domain 1 & 7)

1. Be familiar with the NCBTS-


TSNA Tool and the
The
guidelines for its
Administratio
administration;
n of the
NCBTS - TSNA2. Practice the administration
to Teachers
and profiling of the NCBTSTSNA Tool (hard copy and
electronic versions)

3. Appreciate the importance of


the NCBTS-TSNA Tool in
the planning and designing
professional development
interventions and delivery
modes for teachers.
SLE 4

Handouts:
The NCBTS-TSNA tool is anchored on the
NCBTS Framework set by the Department of
- NCBTS-TSNA
Education. This contains the seven integrated
Tool with
domains for effective teaching.
Answer Sheets
The domains, strands and performance indicators
and Individual
are translated to specific Knowledge, Skills, and
Teachers
Attitudes (KSAs) to compose the NCBTS-TSNA
NCBTS-TSNA
Tool with 270 KSAs.
Results
District Supervisors, School Heads and their
Summary
respective NCBTS Coordinators become the
Template
Implementers of the NCBTS-TSNA across the
- Teacher Profile
schools within their clusters.
The NCBTS-TSNA Tool is available in an
- School
electronic format with an auto-scoring system or
Consolidation
in hard copy with a separate answer sheet and
Template
Individual Teachers NCBTS-TSNA Results
Electronic
Summary Template.
Version of TSNA
The Individual Teachers NCBTS-TSNA Results
Tool
Summary Template is used for the development
TDNA
of the teachers IPPD.
Consolidation
Database
PowerPoint
presentation

1. Make a plan for cluster and An Action Plan will support the implementation of - Action Plan
school-based
proforma
the NCBTS-TSNA at the cluster and school level
(For SH)
implementation of the
An action plan should be complete and doable. - PowerPoint
NCBTS-TSNA
Action
An action plan should suit the cluster/school
presentation
Planning for
setting.
2. Positively accept
NCBTS-TSNA
- Participant
suggestions made on the An action plan should be done collaboratively.
Administratio
Evaluation
proposed action plan
n
Proforma
SLE5

The package can be accessed through the Training Development Information System
(TDIS) which is an element of the Enhanced Basic Education Information System
(EBEIS) at http://beis.deped.gov.ph/ or through the Learning Resource Management
and Development System (LRMDS) Portal at http://lrmds.deped.gov.ph/

4. Schools-Cluster NCBTS-TSNA Implementation


Schools within the Division are expected to form clusters. Each cluster should designate
a Leader School. Leader School Heads and their respective NCBTS Coordinators
become the Implementers of the NCBTS-TSNA across the schools within their
clusters. School Heads from within each cluster are convened to go through parallel
knowledge building and to conduct the NCBTS-TSNA for their own teachers. The District
Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

Supervisors will take the role of guiding and monitoring the NCBTS-TSNA orientation
and administration procedures within the cluster or district.
The Electronic and Hard Copy Versions of the NCBTS-TSNA Tool
The NCBTS-TSNA Tool is a self-assessment procedure that is introduced by the School
Head/NCBTS Coordinator through an orientation process in order for the teacherrespondents to see its importance and thus reflectively respond to the tool. The NCBTSTSNA Tool is available in an electronic format with an auto-scoring system, or in a hard
copy with a separate scoring and results summary template. If the electronic version is
used, each teacher responds to the NCBTS-TSNA tool from a file installed on a common
computer in the school. It takes approximately one-and-a-half hours to accomplish the
instrument, although no time limit should be imposed. The scores and individual profile
of the teacher in the seven domains with the corresponding strands are electronically
generated instantly upon completion of the instrument. All schools are encouraged to
use the e-version of the tool for easy profiling and consolidation.
Schools that have no access to the technology required for use of the e-version of the
NCBTS-TSNA tool, or where teachers are not computer literate, may use the hard copy
version for implementation. The hard copy version takes approximately 2 hours to
accomplish plus one hour for scoring and developing an individual teacher results
summary. The hard copy version can be found in Attachment 1 along with the separate
Answer Sheet, a Teacher Profile and an Individual Teachers Summary of NCBTS-TSNA
Results Template.
To support school, district and division level consolidation of the NCBTS-TSNA results, it
is recommended that the School Head, with the assistance of the NCBTS Coordinator,
ensure that all hard copies of teachers NCBTS-TSNA results are entered into the
electronic version of the tool.
It should be noted that DepED Central has distributed the NCBTS Tool Kit for the TSNA
and IPPD which contains the Teachers Profile, the NCBTS-TSNA Tool, the Answer Sheet
and the Individual Results Template to all regions and divisions with the expectation
that all teachers would be provided with a copy.
Self-Administration of the NCBTS-TSNA Tool
The NCBTS- TSNA Responses
The instrument contains clusters of KSAs specific to a particular performance indicator
with a common stem: At what level do I Considering that the NCBTS-TSNA tool is
intended for self-assessment and not for performance ratings, the responses to the
items are expressed qualitatively i.e. High (H), Satisfactory (S), Fair (F), and Low (L).
However, quantitative data are easier to interpret and relied upon for decisions, thus, in
the response analysis, the numerical equivalent is assigned for each descriptor; H - 4; S
- 3; F - 2; L - 1.
The reference codes presented below guides the respondent in registering her/his selfassessment for each KSA:
Code of
Competency
Level
H- (High)
S- (Satisfactory)

Qualitative Description
I am very competent in the KSA and this is not my priority training need
I am competent in the KSA but I would benefit from further training.

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T&D System Operations Manual-Volume 2: The TDNA System

F-(Fair)
L- (Low)

I am fairly competent in the KSA but need further training.


I have low competence in the KSA and require urgent
training.

Upon completion of the instrument, the respondent using the electronic version can
automatically generate his/her Summary of NCBTS-TSNA Results. The Summary of
NCBS-TSNA Results Template is in printable format and each teacher is advised to print
a copy for her/his own record. An interpretation of the results for each domain and
strand is also provided.

For the hard copy version, the steps for scoring and summarizing the results are:
A. Scoring is completed on the individual answer sheet.
1. Get the equivalent score for each KSA using the numerical equivalent for the
descriptor of the response e.g. H - 4; S - 3; F - 2; L - 1. Do this per cluster of
KSAs in a particular performance indicator (e.g. for Box 1.1.1 or Box 1.1.2 and
so on)
2. Compute the sum of the scores for each cluster of KSAs. Write the sub-scores
on the cells beside each cluster in the last column.
3. Compute the sum of all the scores within each Strand (S). Write the sub-score
on the cell beside each strand.
4. Compute the sum of all the Ss within each Domain. Write the sub-scores on
the cell beside each Domain.
B. Transfer all the sub-scores for the Strands and Domains to the Individual
Teachers Summary of NCBTS-TSNA Results Template. Use the row for Raw Score.
1. Compute the percentage score for each of the sub-scores by dividing the raw
score by the highest possible score (HPS).
2. Plot the percentage scores on the bar graph provided in the template.
Interpretation of the NCBTS-TSNA Results
Upon completion of the NCBTS-TSNA Tool, an obtained score whether an average of the
domain or strand is interpreted using the appropriate indices in the chart below.
Range
Scale
Percentage
Scores
Scores
3.514.00

2.51-3.50

87.51 - 100%

62.51 87.50%

Section 7.1: NCBTS-TSNA Guide and Tools

Description of the Level of Teaching


Competence
(Referred to as Teacher Professional
Development Index in DepED NCBTS-TSNA
Primer)
Expert
Very competent and can support
other
teachers improvement
Teacher has almost all the competencies for
effective teaching at high level. These are the
identified strengths. Strengths have to be
sustained and enhanced; however professional
development needs have to be continuously
addressed*
Experienced
Competent in the KSA but would benefit from
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T&D System Operations Manual-Volume 2: The TDNA System

further training and development

1.51-2.50

1.00-1.50

37.51
62.50%

25.00
37.50%

Teacher has the majority of the competencies


at high level for effective teaching. Strengths
have
to
be
enhanced.
Training
and
development needs have to be addressed*.
Developing
Fairly competent in KSA and need further
training and development
Teacher has average of all the competencies
at high level of effective teaching. These
strengths have to be enhanced; however,
training needs have to be addressed as
priority.*
Beginning
Lacking competence in the KSA and require
urgent training and development
Teacher has very few of the competencies at
high level for effective teaching. Training
needs have to be given priority and addressed
urgently*.

*Description used in the DepED NCBTS-TSNA Primer and NCBTS Toolkit


Consolidation of NCBTS-TSNA Results
As a component of the Training and Development Information System (TDIS) a
database was developed to support the consolidation of the NCBTS-TSNA results. The
TDNA Consolidation Database allows schools to upload their electronic versions of the
accomplished NCBTS-TSNA tool and automatically generate individual teacher and
school level results. An individual summary result as well as a school profile can be
generated identifying a single teachers or a schools strengths and priority training and
development needs according to the NCBTS domains and strands. Data can be
analyzed and used to inform the teachers development of an Individual Professional
Development Plan (IPPD) and the School Plan for Professional Development (SPPD).
Similarly, the database can be used to support the consolidation and analysis of NCBTSTSNA results at the district, division and regional level.
The TDNA Database at the school and district level is a stand alone database that does
not require access to the internet. The database can be obtained from the Division
along with an accompanying TDNA Consolidation Database Manual. The TDNA
database that supports the Division and Regional consolidation of data is linked to the
web-based TDIS and can be accessed through the EBEIS at http://beis.deped.gov.ph/
School Heads, supported by their NCBTS Coordinators are responsible for the
management of the database at the school level. The Division will be responsible for
ensuring that all School Heads are trained in how to manage and operate the database.
The main responsibility at the school level will be to ensure all NCBTS-TSNA tools
accomplished by teachers are in the electronic format i.e. any NCBTS-TSNA manually
accomplished are re-entered into the electronic version of the tool.

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T&D System Operations Manual-Volume 2: The TDNA System

Electronic files from all schools will need to be submitted to the District/Division to
support District, Division and Regional consolidation.
A template for manually consolidated school level NCBTS-TSNA results can be found in
Attachment 1.

5. Utilization of NCBTS-TSNA Results


Individual Results
The Individual Teachers NCBTS-TSNA Summary of Results is used for the development
of the teachers Individual Plan for Professional Development (IPPD). The identified
learning needs therein are appraised by the teacher while taking into consideration the
priorities set by the school for its future development. It is important that the teachers
develop themselves in order to contribute towards addressing the most urgent needs
and the priorities identified by the school. The IPPD is therefore prepared by the
teachers to identify their training needs in line with their own priorities and those of the
school.
A separate document has been developed detailing the concepts and
procedures related to the preparation of IPPDs.
School Level Consolidated NCBTS-TSNA Results
Consolidate NCBTS-TSNA results of all teachers from a school should be used to identify
both strengths and needs of individual teachers and the school as a whole. Teachers
with particular strengths in a domain or stand can become resource persons/coaches or
mentors for other teachers who need further development in the same domain/strand.
Common priority needs identified by groups of teachers should inform school planning
activities such as the development of School Plans for Professional Development
(SPPDs) and SIP/AIP.
District Level Consolidated NCBTS-TSNA Results
District consolidated NCBTS-TSNA results should be analyzed by Supervisors so that
technical assistance can be targeted to the identified needs of individuals as well as
groups of teachers. Common needs of teachers across schools can become the focus
for District-led training and development programs.
Division Level Consolidated NCBTS-TSNA Results
An analysis of Division level NCBTS-TSNA results can support the identification of
common training and development needs of teachers across the division. This
information can then inform the type of training and development activities that are
conducted by the Division to support improved teaching and learning and be
incorporated into Division MPPDs. Results should inform Training of Trainer programs,
programs for teachers, as well as the type of technical assistance Division Supervisors
provide to teachers.
Region Level Consolidated NCBTS-TSNA Results
While the Region does not normally provide training directly to teachers, an analysis of
the consolidated NCBTS-TSNA results can be used to inform the region on the type of
technical assistance they need to provide to the Divisions. Results should be analyzed
when developing Regional MPPDs to provide direction on the type of training programs
and resources that the region should be providing Division personnel. This is done so
they are able to assist teachers in improving teaching and learning practices.
Section 7.1: NCBTS-TSNA Guide and Tools

Page

T&D System Operations Manual-Volume 2: The TDNA System

6. Monitoring and Evaluation of the NCBTS-TSNA


Monitoring and evaluation (M&E) activities are vital in ensuring that program
implementation adheres to the standards set. In carrying out these activities, M & E
instruments are indispensable and the processes relating to the use of these
instruments equally important.
In as much as valid data must be collected during the administration of the NCBTSTSNA, preparation by the M&E implementers is necessary. The different M & E tools are
intended to support this preparation and assist in the collection of different types of
information such as the overall quality of the delivery of the NCBTS TSNA orientation,
the qualities of the NCBTS-Coordinators, and the adherence to standards during the
NCBTS-TSNA implementation. The M&E tools include:
T&D-M&E Form 1:
NCBTS-M&E Form 1:
NCBTS-M&E Form 2:
NCBTS-M&E Form 3:
NCBTS-M&E Form 4:

Individual Profile Template


Teachers Profile for NCBTS-TSNA
Learning Process Observation and Facilitation Skills
NCBTS-Coordinators Checklist plus and Consolidation Template
Trainers Assessment of NCBTS Orientation Workshop and
Consolidation Template
NCBTS-M&E Form 5: Trainees End of F3 Program Assessment and Consolidation
Template
NCBTS-M&E Form 6: Documentation Tool for the Conduct of Cluster or School level
NCBTS-TSNA Implementation
NCBTS-M&E Form 7: Schools NCBTS TSNA Consolidation Template

A description on how the M& E tools are to be used is outlined below. The M&E tools
can be found in Attachment 2.
What will be
monitored

How it will be
monitored

M&E tool to be
used

NCBTS Implementers
details in relation to
their current position,
their level of
experience and
qualification

All NCBTS
Implementers will
be asked to
complete the
profile

T&D-M&E Form
1: Individual
Profile Template

Teachers details in
relation to their current
position, their level of
experience and
qualification

All teachers will


be asked to
complete the
profile

NCBTS-M&E
Form 1: Teacher
Profile for
NCBTS-TSNA

Implementation of the
NCBTS-TNA
Orientation Package in
relation to the
processes followed

A Process
Observer will be
assigned to
complete a
Learning Process
Observation for
each session

NCBTS-M&E
Form 2:
Learning
Process
Observation

Section 7.1: NCBTS-TSNA Guide and Tools

Who will be
responsible
for the
monitoring
TDNA-WG

When will the


monitoring take
place

How will the results be


used

Prior to their
involvement in
the NCBTSTSNA process

Results will be analyzed


to ensure NCBTS
Implementers have the
required KSAs. Results
will be entered into the
TDIS

TDNA-WG

Prior to the
accomplishment
of the NCBTSTSNA Tool

Results will be entered


into the TD IS database
along with their
corresponding NCBTSTSNA results

TDNA -WG

During the
NCBTS
orientation
workshop

Results will be
discussed with individual
Trainers to identify
strengths and areas for
improvement during
debriefing sessions.
Recommendations
based on a analysis of
the results should be
included in the Program
Completion Report
Page

T&D System Operations Manual-Volume 2: The TDNA System

The competency of the


NCBTS Coordinators
in relation to the
criteria set for the role.

A TDNA-WG
member will be
assigned to
observer the
NCBTS
Coordinator
during the
orientation
process

NCBTS-M&E
Form 3: NCBTS
Coordinators
Checklist

Division
TDNA-WG

During the
NCBTS
orientation
workshop

Results will be
discussed with individual
NCBTS Coordinators to
identify strengths and
areas for improvement
Results will be used to
inform future decisions
regarding the criteria
and process for
selecting NCBTS
Coordinators.
Recommendations
based on an analysis of
the results should be
included in the Program
Completion Report

The overall
effectiveness of the
workshop as delivered
by the whole Team.

Each of the
trainers will be
asked to make
an assessment of
the orientation.

NCBTS-M&E
Form 4:
Trainers
Assessment of
the NCBTS
Orientation
Workshop

Division
TDNA-WG

Upon completion
of the NCBTS
orientation
workshop

Results will be collated


and analyzed by the
TDNA-WG. A summary
of the results will be
included in the Program
Completion Report and
will inform future
training.

Participants perception
of the training in
relation to
the overall quality of
the training
the usefulness of the
training
their ability to
implement the
content of the training
strengths and
weaknesses of the
training

All participants
will be asked to
complete the
Trainees End of
F3 Program
Assessment
Form

NCBTS-M&E
Form 5:
Trainees End of
F3 Program
Assessment
Form

TDNA-WG

Upon completion
of the NCBTSTSNA orientation
workshop

Participants evaluations
will be collated by the
TDNA-WG and the
results analyzed. A
summary of the results
will be included in the
Program Completion
Report and will inform
future training.

The implementation of
the NCBTS-TSNA
Orientation at the
division, cluster and
school level

A Process
Observer will be
identified and
asked to
complete the tool

NCBTS-M&E
Form 6:
Documentation
Tool for the
Conduct of
Cluster or
School Level
NCBTS-TSNA
Implementation

Region,
Division
TDNA - WG

During the
NCBTS-TSNA
Orientation
Workshop at the
Division, Cluster
or School Level

Results to be discussed
with the Implementers
and identify strengths
and areas for
improvement.

NCBTS-M&E
Form 7:
Schools
NCBTS-TSNA
Consolidation
Template

TDNA-WG

The priority training


needs of teachers

The NCBTS
Coordinator and
the School Head
will consolidate
the results from
the

Section 7.1: NCBTS-TSNA Guide and Tools

Observations will be
collated by the TDNAWG and the results
analyzed to inform
future training
After the
accomplishment
of the NCBTSTSNA tool

Results will be used to


inform school and
division plans for
professional
development. Results
will be submitted to the
Page

T&D System Operations Manual-Volume 2: The TDNA System

administration of
the NCBTS
TSNA tool

Section 7.1: NCBTS-TSNA Guide and Tools

Division.

Page

T&D System Operations Manual-Volume 2: The TDNA System

ATTACHMENT ONE: NCBTS-TSNA Tools &Templates


-

The NCBTS-TSNA Tool and Answer Sheet


Individual Teachers NCBTS-TSNA Results Summary Template, with sample
School NCBTS-TSNA Consolidation, with sample

E-Version of the NCBTS-TSNA Tool

Section 7.1: NCBTS-TSNA Guide and Tools

Page

System Operations Manual-Volume 2: The TDNA System


NCBTS-TEACHERS T&D
STRENGTHS
AND NEEDS
ASSESSMENT (TSNA)

The National Competency Based Teacher


Standards
Teachers Strengths and Needs Assessment
(NCBTS-TSNA)

Tool and Answer Sheet

June 2010
DepED-EDPITAF-STRIVE

Section 7.1: NCBTS-TSNA Guide and Tools

Page 28

T&D System Operations Manual-Volume 2: The TDNA System

PURPOSE:
Teachers, like all professionals, need to be provided with opportunities to improve their
knowledge, skills and attitudes through well-planned programs for professional
development. This NCBTS-TSNA tool is designed to help you determine your professional
development and training needs as a schoolteacher. The NCBTS-TSNA is a self-assessment
exercise that allows you to reflect on your current competencies vis--vis the National
Competency-Based Teacher Standards (NCBTS) set by the Department of Education.
It should be clear that the data from this activity will NOT be used for performance
evaluation and thus, you should feel confident about providing accurate information. Your
careful and honest manner when accomplishing the NCBTS-TSNA will be of direct benefit
to you. The data when analyzed will help you chart your own professional development
plan and will inform the program planners in designing training programs and
development activities for the benefit of teachers in your school, cluster, in your division
and region.
General Directions for Accomplishing the NCBTS-TSNA:
1. Be sure you have participated in an orientation program on the NCBTS before you
accomplish the NCBTS-TSNA. You should also have accomplished the Teachers
Profile before you start responding to this NCBTS-TSNA Tool.
2. Quickly scan the instrument. Note that it contains clusters of knowledge, skills and
attitudes (KSAs) specific to the particular Performance Indicators within each Strand
and Domain of the NCBTS.
3. The KSAs have a common stem: At what level do I. Respond to each item
with the code that best represents a true assessment of yourself. Each code is
interpreted in the chart below.
Code of
Competency
Level
H- (High)
S- (Satisfactory)
F-(Fair)
L- (Low)

Qualitative Description
I am very competent in the KSA and this is not my
priority training need
I am competent in the KSA but I would benefit from
further training.
I am fairly competent in the KSA but need further
training.
I have low competence in the KSA and require urgent
training.

4. On the Separate Answer Sheet, the codes have been placed in four columns. Tick
the column of the code that best represents your self-assessment for each item.
Please do not leave any item unanswered.

Section 7.1: NCBTS-TSNA Guide and Tools

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NCBTS DOMAIN 1. SOCIAL REGARD FOR LEARNING


STRAND 1.1 TEACHER'S ACTIONS DEMONSTRATE VALUE FOR LEARNING
INDICATOR 1.1.1. Implements school policies and procedures.

At what level do I
1
2
3
4
5

know school policies and procedures?


understand school operations?
implement policies and procedures?
communicate policies and procedures to students, parents and other concerned persons?
abide by the school policies and procedures?

INDICATOR 1.1.2. Demonstrates punctuality.

At what level do I
6
7
8

possess awareness on the implementation of "time on task" in all responsibilities ?


demonstrate punctuality in accomplishing expected tasks and functions?
model the value of punctuality?

INDICATOR 1.1.3. Maintains appropriate appearance.

At what level do I
9
10
11

know decorum, i.e. dress code, behavior of teachers?


practice decorum on all occasions?
value decorum expected of teachers?

INDICATOR 1.1.4. Is careful about the effect of one's behavior on students.

At what level do I
12
13
14
15

understand the theoretical concepts and principles of social learning?


show appropriate behavior even during unguarded moments?
apply knowledge on social learning in dealing with students?
consider the influence my behavior has on students?

STRAND 1.2 DEMONSTRATES THAT LEARNING IS OF DIFFERENT KINDS AND FROM


DIFFERENT SOURCES
INDICATOR 1.2.1 Makes use of various learning experiences and resources.

At what level do I
16
17
18

know a range of sources through which social learning may be experienced?


use information from a variety of sources for learning (e.g. family, church, other sectors of the community)?
appreciate that students learn through a range of different social experiences?

NCBTS DOMAIN 2. LEARNING ENVIRONMENT


STRAND 2.1 CREATES AN ENVIRONMENT THAT PROMOTES FAIRNESS
INDICATOR 2.1.1 Maintains a learning environment of courtesy and respect for different learners(e.g.
ability, culture, gender)

At what level do I
19
20
21

understand the dynamics of teaching learners from diverse backgrounds (e.g. ability, culture, family
background & gender)?
maintain a learning environment that promotes courtesy and respect for all learners?
show courtesy and respect to everyone at all times?

INDICATOR 2.1.2 Provides gender-fair opportunities for learning.

At what level do I
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22
understand the objectives, principles and strategies for Gender and Development (GAD)?
provide gender-fair learning opportunities?
23
uphold gender sensitivity in my daily dealings with learners and others?
24
INDICATOR 2.1.3 Recognizes that every learner has strengths.

At what level do I
25
26
27
28

understand the psychological foundations of learners' growth and development?


know about potentialities and uniqueness of individual learners?
provide learning activities that allow all learners to reach their full potential?
recognize learners' individual potentials and strengths?

STRAND 2.2 MAKES THE CLASSROOM ENVIRONMENT SAFE AND CONDUCIVE TO


LEARNING
INDICATOR 2.2.1 Maintains a safe and orderly classroom free from distractions

At what level do I
29
30
31

know the principles of classroom management, room structuring, and safety measures?
maintain a safe, clean and orderly classroom free from distractions?
show concern for a safe and conducive learning environment?

INDICATOR 2.2.2 Arranges challenging activities in a given physical environment.

At what level do I
32
33
34

know various challenging activities that can be adapted in any given physical environment?
conduct challenging learning activities despite physical environment constraints?
show enthusiasm to conduct learning activities at any given situation?

INDICATOR 2.2.3 Uses individual and cooperative learning activities to improve capacities
of learners for higher learning.

At what level do I
35
36
37
38

understand the importance and dynamics of both individual and cooperative learning
know varied strategies for individual and cooperative learning?
balance the use of individual and cooperative learning activities?
see the value in creating individual and cooperative learning activities?

STRAND 2.3 COMMUNICATES HIGHER LEARNING EXPECTATIONS TO EACH LEARNER


INDICATOR 2.3.1 Encourages learners to ask questions.

At what level do I
39
40
41
42

know the art of questioning and different techniques of asking higher order questions?
provide opportunities for learners to ask questions?
ask questions that stimulate critical and creative thinking among learners?
show an accepting response/gesture in dealing with questions of learners?

INDICATOR 2.3.2 Provides learners with a variety of learning experiences

At what level do I
43
44
45

know various strategies that elevate students' level of learning?


provide learners with variety of experiences that enhance learning?
willingly provide learners with a variety of challenging learning activities?

INDICATOR 2.3.3 Provides varied enrichment activities to nurture the desire for further
learning.

At what level do I
46
47

understand how enrichment activities enhance the learners' desire to learn?


know ways of motivating the learners to learn further and more effectively?

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48
49

facilitate varied enrichment activities that are interesting for further learning?
show diligence in making enrichment materials?

INDICATOR 2.3.4 Communicates and maintains high standards of learning performance.

At what level do I
50
51
52

know the implications of achieving high standards of learning for total human development?
help learners maintain high standards of learning?
inspire learners to set high performance targets for themselves?

STRAND 2.4 ESTABLISHES AND MAINTAINS CONSISTENT STANDARDS OF LEARNERS' BEHAVIOR


INDICATOR 2.4.1 Handles behavior problems quickly and with due respect to children's
rights.

At what level do I

55

understand the rights and responsibilities of the child as embodied in different laws, e.g. RA 7610,PD 603?
know behavior management techniques for learners with behavioral problems?
identify learners with behavioral problems?

56

employ appropriate procedures and actions consistently when dealing with learners with behavioral problems?

57

show a compassion and caring attitude in managing behavior problems?

53
54

INDICATOR 2.4.2 Gives timely feedback to reinforce appropriate learners' behavior.

At what level do I
58
59
60

know the concept, importance, and techniques of social reinforcement?


provide timely and appropriate reinforcement on learners' behavior?
believe that positive reinforcement leads to improved learner behavior?

INDICATOR 2.4.3 Guides individual learners requiring development of appropriate social


and learning behavior.

At what level do I
61
62
63
64

understand the learners' social developmental stages?


know different strategies that enhance learners' social development ?
use varied teaching-learning strategies that encourage social interaction?
show patience in managing different social and learning activities?

INDICATOR 2.4.4 Communicates and enforces school policies and procedures for
appropriate learner behavior.

At what level do I
65
66
67

know DepED / school policies and procedures on student discipline?


communicate and enforce policies and procedures related to students behavior?
commit to enforcing school policies and procedures?

STRAND 2.5 CREATES A HEALTHY PSYCHOLOGICAL CLIMATE FOR LEARNING


INDICATOR 2.5.1 Encourages free expression of ideas from students.

At what level do I
68
69

know the concepts and principles of democratic expression of ideas?


provide activities that will encourage respect and free expression of ideas?

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70

encourage learners to express their ideas freely and responsibly?

INDICATOR 2.5.2 Creates stress-free environment

At what level do I
71
72
73

know the elements and importance of establishing a stress-free learning environment?


manage conflicts and other stress-related situations?
initiate and create programs (e.g. child-friendly school system) and activities that promote stress-free
environment?
get involved in advocacy activities that create a stress-free environment?

74
INDICATOR 2.5.3 Takes measure to minimize anxiety and fear of the teacher and/or
subject.

At what level do I
know about child-friendly teaching strategies?
76
encourage learners to develop a positive attitude towards their subject and teacher?
77
let my students feel they are accepted?
NCBTS DOMAIN 3. DIVERSITY OF LEARNERS
75

STRAND 3.1 DETERMINES, UNDERSTANDS AND ACCEPTS THE LEARNERS' DIVERSE


BACKGROUND KNOWLEDGE AND EXPERIENCE
INDICATOR 3.1.1 Obtains information on the learning styles, multiple intelligences and
needs of learners

At what level do I
78
79
80

understand the theories and concepts of multiple intelligences and learning styles?
identify learning styles and multiple intelligences of learners?
show diligence in obtaining information on different learning needs?

INDICATOR 3.1.2 Designs or selects learning experiences suited to different kinds of


learners

At what level do I
81
82
83

know techniques and strategies in designing/selecting activities for varied types of learners?
utilize varied activities for various types of learners?
show respect and concern for individual differences of students?

INDICATOR 3.1.3 Establishes goals that define appropriate expectations for all learners

At what level do I
84
85
86
87

understand the requirements in setting goals for differentiated learning?


utilize differentiated activities to meet expected learning goals of learners?
assist learners in setting learning goals for themselves?
appreciate the need to consider the differences in experiences and capabilities of learners?

INDICATOR 3.1.4 Paces lessons appropriate to needs and difficulties of learners

At what level do I
88
89
90

know teaching principles and strategies for addressing learners' needs and difficulties?
pace lessons according to learners' needs and difficulties?
show flexibility in pacing lessons to support the needs of the learners?

INDICATOR 3.1.5 Initiates other learning approaches for learners whose needs have not
been met by usual approaches

At what level do I
91

have the knowledge on teaching principles and strategies for students -at -risk ?

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92
93
94

keep track of students-at-risk ?


provide appropriate intervention programs for learners- at- risk ?
appreciate the need to help students-at-risk?

INDICATOR 3.1.6 Recognizes multi-cultural background of learners when providing


learning opportunities

At what level do I
95
96
97

know the cultural background of my students and its implications to my teaching?


provide appropriate learning activities to students with different cultural background?
show appreciation for cultural diversities?

INDICATOR 3.1.7 Adopts strategies to address needs of differently-abled students

At what level do I
98
99
100

know the educational psychology of learners with special needs?


use appropriate strategies for learners with special needs?
show sensitivity to learners with special needs?

INDICATOR 3.1.8 Makes appropriate adjustments for learners of different socio-economic


backgrounds

At what level do I
understand the effects of socio-economic status on learning performance?
determine the different socio-economic background of learners?
use techniques to motivate learners of the lower socio-economic status?
show fairness to all learners regardless of their socio-economic status?
NCBTS DOMAIN 4. CURRICULUM
101
102
103
104

STRAND 4.1 DEMONSTRATES MASTERY OF THE SUBJECT


INDICATOR 4.1.1 Delivers accurate and updated content knowledge using appropriate
methodologies, approaches and strategies

At what level do I
105
106
107

have updated knowledge in content and teaching strategies in my subject area?


apply the updated content and appropriate strategies in my teaching?
commit to deliver accurate and updated content knowledge?

INDICATOR 4.1.2. Integrates language, literacy and quantitative skill development and
values in his/her subject area

At what level do I
108
109
110

have knowledge about multi-disciplinary integrative modes and techniques of teaching?


use multi-disciplinary integrative modes and techniques of teaching the subject area?
support the integration of language, literacy, skill development and values in the learning activities?

INDICATOR 4.1.3. Explains learning goals, instructional procedures and content clearly
and accurately to students

At what level do I
111
112
113

possess in-depth understanding of the subject area's learning goals, instructional procedures and content
based on curriculum ?
explains learning goals, concept and process, clearly and accurately to learners?
give sufficient time to explain the lessons for clear understanding of the learners?

INDICATOR 4.1.4. Links the current content with past and future lessons

At what level do I
114
115
116

understand interrelation of topics/content within the subject area taught?


link the present subject matter content with the past and future lessons?
value the need to relate prior knowledge of learners with the present and future lessons?

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INDICATOR 4.1.5. Aligns with lesson objectives the teaching methods, learning activities

and instructional materials or resources appropriate to learners

At what level do I
117
118

have the knowledge in designing lessons with congruent objectives, teaching methods, learning activities and
materials?
teach lessons that have congruency of objectives, procedure, materials and evaluation?
appreciate the value of aligning objectives with all the parts of a lesson?

119
INDICATOR 4.1.6. Creates situations that encourage learners to use high order thinking
skills

At what level do I
120
121
122

understand the concept of critical thinking and the facets of understanding?


engage learners in activities that develop higher order thinking skills?
patiently motivate learners to develop higher order thinking skills?

INDICATOR4.1.7 Engages and sustains learners' interests in the subject by making


content meaningful and relevant to them

At what level do I
123
124

know strategies and materials that promote authentic learning?


apply various appropriate strategies and /or technology to motivate and sustain learning?
believe in relating classroom learning to real world experiences?

125
INDICATOR 4.1.8. Integrates relevant scholarly works and ideas to enrich the lesson as
needed

At what level do I
126
127
128

update myself with relevant scholarly works and ideas related to my subject area?
integrate scholarly works and ideas to enrich the lesson for the learners?
show enthusiasm and openness to new learning?

INDICATOR 4.1.9. Integrates content of subject area with other disciplines

At what level do I
129
130
131

know about other disciplines related to the subject I am teaching?


integrate content of subject area with other disciplines?
appreciate integrative mode of teaching?

STRAND 4.2 COMMUNICATES CLEAR LEARNING GOALS FOR THE LESSONS THAT ARE
APPROPRIATE FOR LEARNERS
INDICATOR 4.2.1 Sets appropriate learning goals

At what level do I
132
133
134

know the learning goals vis--vis specific subject content of the level I am teaching?
set doable and appropriate daily learning goals for the learners?
reflectively choose appropriate learning goals?

INDICATOR 4.2.2 Understands the learning goals

At what level do I
135
136
137

understand the connection of the short-term goals to the long-term goals of learning?
practice relating short-term goals to long term goals for learning?
value the learning goals set in the curriculum?

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STRAND 4.3 MAKE GOOD USE OF ALLOTTED INSTRUCTIONAL TIME


INDICATOR 4.3.1. Establishes routines and procedures to maximize instructional time

At what level do I
138
139
140

understand the principles and procedure of maximizing instructional time?


apply techniques of "time on task" in planning and delivering lessons?
observe discipline on time management?

INDICATOR 4.3.2. Plans lessons to fit within available instructional time

At what level do I
141
142
143

know the principles and techniques of lesson planning considering the allotted instructional time ?
design parts of the lesson within available instructional time?
show efficiency in the use of time to effectively attain learning goals?

STRAND 4.4 SELECTS TEACHING METHODS, LEARNING ACTIVITIES AND THE


INSTRUCTIONAL MATERIALS OR RESOURCES APPROPRIATE TO THE LEARNERS AND
ALIGNED TO OBJECTIVES OF THE LESSON
INDICATOR 4.4.1 Translate learning competencies to instructional objectives.

At what level do I
144
145
146

know the learning competencies in my learning areas in order to formulate appropriate instructional
objectives?
translate learning competencies into instructional objectives?
show a reflective attitude in translating learning competencies to instructional objectives?

INDICATOR 4.4.2 Selects, prepares, and utilizes technology and other instructional
materials appropriate to the learners and the learning objectives.

At what level do I
147
148
149
150
151

know various technology and instructional materials appropriate for my learning area?
select and utilize updated and appropriate technology/instructional materials?
use appropriate technology resources to achieve curriculum standards and objectives?
prepare adequate and appropriate instructional materials for the learners and the learning objectives?
manifest resourcefulness in preparing instructional materials?

INDICATOR 4.4.3 Provides activities and uses materials which fit the learners' learning
styles, goals and culture.

At what level do I
152
153
154

know the principles of instructional material preparation for different types of learners?
use relevant activities and materials suited to the learning styles, goals and culture of the learners?
believe in the need to provide activities and use materials appropriate to the learners?

INDICATOR 4.4.4 Uses a variety of teaching approaches and techniques appropriate to the
subject matter and the learners .

At what level do I
understand the theories, approaches and strategies in teaching the subject area?
155
use variety of teaching strategies and techniques appropriate to the learners and subject matter?
156
show enthusiasm in using innovative and appropriate teaching techniques?
157
INDICATOR 4.4.5 Utilizes information derived from assessment to improve teaching and
learning.

At what level do I
158
159

understand the proper utilization of assessment results to improve teaching and learning?
use assessment results in setting learning objectives and learning activities ?

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160

appreciate the value of assessment in improving teaching and learning?

INDICATOR 4.4.6 Provides activities and uses materials which involve students in
meaningful learning.

At what level do I
161
162
163
164

know various educational theories (e.g. constructivism) and their implications to meaningful leaning?
apply relevant teaching approaches to achieve meaningful learning?
use improvised and indigenous materials for meaningful learning?
appreciate teaching approaches to meaningful learning (e.g., constructivism)?

STRAND 4.5 RECOGNIZES GENERAL LEARNING PROCESSES AS WELL AS UNIQUE


PROCESSES OF INDIVIDUAL LEARNERS
INDICATOR 4.5.1 Designs and utilizes teaching methods that take into account the
learning process.

At what level do I
165
166
167
168

know different teaching approaches and strategies suitable to various learners?


have knowledge on general and specific learning processes?
apply teaching-learning methodologies that respond to general and specific learning processes?
recognize the need to design teaching methods appropriate to the learning process?

STRAND 4.6

PROMOTES PURPOSIVE STUDY

INDICATOR 4.6.1 Cultivates good study habits through appropriate activities and projects.

At what level do I
169
170
171
172

know the techniques in forming good study habits?


determine the current study habits of my students?
provide appropriate learning tasks and projects that support development of good study habits?
take extra time to help students from good habits?

STRAND 4.7

Demonstrates skills in the use of ICT in teaching and learning

INDICATOR 4.7.1 Utilizes ICT to enhance teaching and learning.

At what level do I
Know the nature and operations of technology systems as they apply to teaching and learning?
understand how ICT-based instructional materials/learning resources support teaching and learning?
understand the process in planning and managing ICT-assisted instruction?
design/develop new or modify existing digital and/or non-digital learning resources?
use ICT resources for planning and designing teaching-learning activities?
use ICT tools to process assessment and evaluation data and report results?
demonstrate proficiency in the use of computer to support teaching and learning?
use ICT tools and resources to improve efficiency and professional practice?
value and practice social responsibility, ethical and legal use of ICT tools and resources?
show positive attitude towards the use of ICT in keeping records of learners?
NCBTS DOMAIN 5. PLANNING, ASSESSING AND REPORTING
173
174
175
176
177
178
179
180
181
182

STRAND 5.1 DEVELOPS AND UTILIZES CREATIVE AND APPROPRIATE INSTRUCTIONAL


PLAN.
INDICATOR 5.1.1 Shows proofs of instructional planning.

At what level do I
183
184
185
186

know the elements and process of developing an instructional plan (e.g. daily, weekly, quarterly, yearly)?
arrange sequentially the learning units with reasonable time allotment?
identify appropriate learning objectives, strategies, and accompanying materials in the plan?
identify appropriate and varied assessment procedures?

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187

show enthusiasm in sourcing materials (e.g. lesson plan packages) as guides for instructional planning?

INDICATOR 5.1.2 Implements instructional plan.

At what level do I
188
189
190

know the factors for successful implementation of the instructional plan?


adjust the instructional plan to ensure attainment of objectives?
appreciate the value of instructional planning?

INDICATOR 5.1.3 Demonstrates ability to cope with varied teaching milieu.

At what level do I
191
192
193

know the different teaching-learning situations that could affect the implementation of the instructional plans?
cope with varied teaching milieu/setting?
manifest openness to make necessary adjustments to improve the instructional plan?

STRAND 5.2 DEVELOPS AND USES A VARIETY OF APPROPRIATE ASSESSMENT


STRATEGIES TO MONITOR AND EVALUATE LEARNING.
INDICATOR 5.2.1 Prepares formative and summative tests in line with the curriculum.

At what level do I
194
195

know the principles and purposes of instructional assessment including formative and summative testing?
construct valid and reliable formative and summative tests?
appreciate the value of testing as a tool to improve instruction and learning performance?

196
INDICATOR 5.2.2 Employs non-traditional assessment techniques (portfolio, journals,
rubrics, etc).

At what level do I
197
198

know the concepts, principles and strategies of non-traditional assessment?


use appropriate non-traditional assessment techniques?
value the use of non-traditional assessment?

199
INDICATOR 5.2.3 Interprets and uses assessment results to improve teaching and
learning.

At what level do I
200
201
202

know concepts, principles on interpretation and utilization of assessment results?


interpret and use test results to improve teaching and learning?
manifest fairness in the interpretation of test results?

INDICATOR 5.2.4 Identifies teaching -learning difficulties and possible causes and takes
appropriate action to address them.

At what level do I
203
204
205
206
207

know the concept and principles of diagnostic testing?


know the types of remedial lessons for slow learners?
identify teaching-learning difficulties and possible causes?
manage remediation programs?
manifest willingness and patience in conducting remediation programs?

INDICATOR 5.2.5 Uses tools for assessing authentic learning.

At what level do I
208
209
210

know the concepts and principles of authentic learning assessment?


utilize appropriate tools for assessing authentic learning?
enthusiastically develop and use tools for assessing authentic learning?

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T&D System Operations Manual-Volume 2: The TDNA System

STRAND 5.3 MONITORS REGULARLY AND PROVIDES FEEDBACK ON LEARNERS'


UNDERSTANDING OF CONTENT.
INDICATOR 5.3.1 Provides timely and accurate feedback to learners to encourage them to
reflect on and monitor their own learning growth.

At what level do I
211
212
213
214

know the principles of giving and receiving feedback on learners' progress?


use strategies for giving feedback/reporting progress of individual learner?
motivate learners' to reflect and monitor their learning growth?
consistently provide timely and accurate feedback?

INDICATOR 5.3.2 Keeps accurate records of grades/performance levels of learners.

At what level do I
215
216

know the current guidelines about the grading system?


maintain accurate and updated learners' records

STRAND 5.4 COMMUNICATES PROMPTLY AND CLEARLY TO LEARNERS, PARENTS AND


SUPERIORS ABOUT LEARNERS PROGRESS.
INDICATOR 5.4.1 Conducts regular meetings with learners and parents to report learners'
progress

At what level do I
217
218

know the dynamics of communicating learners' progress to students, parents and other stakeholders?
plan and implement a comprehensive program to report learners' progress to students and parents?
manifest accountability and responsibility in communicating the learners' progress to intended stakeholders?

219
INDICATOR 5.4.2 Involves parents to participate in school activities that promote
learning.

At what level do I
understand the role and responsibilities of parents in supporting school programs to enhance children's learning
progress?
involve parents to participate in school activities that promote their children's learning progress?
221
establish rapport and a cooperative working relationship with parents?
222
NCBTS DOMAIN 6. COMMUNITY LINKAGES
220

STRAND 6.1 ESTABLISHES LEARNING ENVIRONMENT THAT RESPOND TO THE ASPIRATION


OF THE COMMUNITY.
INDICATOR 6.1.1 Involves community in sharing accountability for learners' achievement.

At what level do I
223
224
225

know the programs, projects, and thrusts of DepED on school-community partnership?


involve the community in the programs, projects and thrusts of the school?
promote shared accountability for the learners' achievement?

INDICATOR 6.1.2 Uses community resources (human, material) to support learning.

At what level do I
226
227
228

know the various community resources available to enhance learning?


use available community resources (human, material) to support learning?
recognize community resources to support learning?

INDICATOR 6.1.3 Uses the community as a laboratory for learning.

At what level do I
229
230
231

know strategies for experiential learning outside the classroom?


make use of the community as a laboratory for learning?
appreciate the world as a learning environment?

INDICATOR 6.1.4 Participates in community activities that promote learning.

At what level do I
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T&D System Operations Manual-Volume 2: The TDNA System

232
233
234

know the teacher's social responsibility?


link with sectors for involvement in community work?
show enthusiasm in joining community activities?

INDICATOR 6.1.5 Uses community networks to publicize school events and achievements.

At what level do I
235
236
237

know the dynamics of community networking and information dissemination?


communicate the school events/achievements through community networks?
share information on school events/achievements to the community?

INDICATOR 6.1.6 Encourages students to apply classroom learning to the community.

At what level do I
know the social realities outside the classroom to make learning relevant?
provide learning activities ensuring their application to the community?
show sensitivity to the needs of the community?
NCBTS DOMAIN 7. PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
238
239
240

STRAND 7.1 TAKES PRIDE IN THE NOBILITY OF TEACHING AS A PROFESSION.


INDICATOR 7.1.1 Maintains stature and behavior that upholds the dignity of teaching.

At what level do I
241
242
243

know the set of ethical and moral principles, standards and values embodied in the Code of Ethics for
Professional Teachers?
practice the Code of Ethics for Professional Teachers?
manifest the values that uphold the dignity of teaching?

INDICATOR 7.1.2 Allocates time for personal and professional development through
participation in educational seminars and workshops, reading educational materials
regularly and engaging in educational research.

At what level do I
244
245

know the requirements/expectations for personal and professional development of teachers?


prepare and implement an individual personal and professional development plan (IPPD)?
manifest zeal in undertaking educational research?

246
INDICATOR 7.1.3 Manifests personal qualities like enthusiasm, flexibility & caring
attitude.

At what level do I
247
248
249

know the value concepts of enthusiasm, flexibility and caring attitude and strategies to enhance them?
engage in self-assessment to enhance my personal qualities?
exhibit personal qualities such as enthusiasm, flexibility and caring attitude?

INDICATOR 7.1.4 Articulates and demonstrates one's personal philosophy of teaching.

At what level do I
250
251
252

understand the value of having a personal philosophy of teaching?


translate my philosophy of teaching into action?
share my personal philosophy of teaching with others?

STRAND 7.2 BUILDS PROFESSIONAL LINKS WITH COLLEAGUES TO ENRICH TEACHING PRACTICE.
INDICATOR 7.2.1 Keeps abreast with recent developments in education.

At what level do I
253
254

update myself with recent developments in education?


apply updated knowledge to enrich teaching practice?

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manifest openness to recent developments in education?


255
INDICATOR 7.2.2 Links with other institutions and organizations for sharing best
practices.

At what level do I
256
257

know of institutions and organizations with a goal to improve teaching practice?


link with other institutions and organizations that are helpful to the teaching profession?
get involved in professional organizations and other agencies that can improve my teaching practice?

258
STRAND 7.3 REFLECTS ON THE LEVEL OF THE ATTAINMENT OF PROFESSIONAL
DEVELOPMENT GOALS.
INDICATOR 7.3.1 Reflects on the quality of his/her own teaching.

At what level do I
259
260

know the techniques and benefits derived from theory-guided introspection ?


make a self assessment of my teaching competencies?
desire to improve the quality of my teaching?

261
INDICATOR 7.3.2 Improves teaching performance based on feedback from the mentor,
students, peers, superiors and others.

At what level do I
262
263

know the purposes and approaches in establishing an effective feedback system?


actively seek feedback from a range of people to improve my teaching performance?
manifest positive attitude towards comments/recommendations?

264
INDICATOR 7.3.3 Accepts personal accountability to learners' achievement and
performance.

At what level do I
265
266

know my accountability and responsibilities toward students' learning performance?


examine myself vis-a-vis my accountability for the learners and to the teaching profession?
accept my personal accountability to the learners?

267
INDICATOR 7.3.4 Uses self-evaluation to recognize and enhance one's strength and
correct one's weaknesses.

At what level do I
268
269
270

know the concept and strategies for self-evaluation?


identify my strengths and weaknesses as a person and as a teacher?
manifest determination to become a better person and teacher?

END of SELF-ASSESSMENT

START HERE:
Domain 1:Social Regard for Learning
S1:Teachers actions demonstrate value for learning
H
S
F
L
1.1.1
1
2
3
4
5
1. 1.2 6
7
8
1.1.3
9
10
11
1.1.4
12
13
Section 7.1: NCBTS-TSNA Guide and Tools

H
S
F
L
46
47
48
49
2.3.4
50
51
52
S4: Establishes & maintains consistent standards
2.4.1
53
54
55
56
57
2.4.2
58
59
2.3.3

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T&D System Operations Manual-Volume 2: The TDNA System

14
15
S2: Demonstrates that learning is of diff kinds
2.1.1
16

17
18
Domain 2:Learning Environment
S1: Creates an environment that promotes fairness
2.1.1
19

2.1.2

2.1.3

20
21
22
23
24
25
26
27
28

S2: Makes the class environment safe & conducive..


2.2.1

2.2.2

2.2.3

29
30
31
32
33
34
35
36
37
38

S3: Communicates higher expectations to learners


2.3.1
39

2.3.2

40
41
42
43
44
45

H
3.1.5

3.1.6

3.1.7

3.1.8

60
61
62
63
2.4.4
64
65
66
67
S5: Creates a healthy psychological climate
2.5.1
68
69
70
2.5.2
71
72
73
74
2.5.3
75
76
77
Domain 3: Diversity of Learners
S1: Determines, understands & accepts the learners...
3.1.1
78
79
80
3.1.2
81
82
83
3.1.3
84
85
86
87
3.1.4
88
89
90
2.4.3

91
92
93
94
95
96
97
98
99
100
101
102
103

Section 7.1: NCBTS-TSNA Guide and Tools

H
S
F
L
S3: Make good use of allotted instructional time
4.3.1 138
139
140
4.3.2 141
142
143
S4: Selects teaching methods, learning methods
4.4.1 144
145
146
4.4.2 147
148
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104
Domain 4: Curriculum
S1: Demonstrates mastery of the subject
4.1.1 105
106
107
4.1.2 108
109
110
4.1.3 111
112
113
4.1.4 114
115
116
4.1.5 117
118
119
4.1.6 120
121
122
4.1.7 123
124
125
4.1.8 126
127
128
4.1.9 129
130
131
S2: Communicates clear learning goals
4.2.1 132
133
134
4.2.2 135
136
137

H
S
F
L
Domain 5:Planning,Assessing&Reporting
S1: Developsappropriate instructional plan
5.1.1 183
184
185
186
187
5.1.2 188
189
190
5.1.3 191
192
193
Section 7.1: NCBTS-TSNA Guide and Tools

149
150
151
4.4.3 152
153
154
4.4.4 155
156
157
4.4.5 158
159
160
4.4.6 161
162
163
164
S5: Recognizes general learning processes
4.5.1
165
166
167
168
S6: Promotes purposive study
4.6.1.
169
170
171
172
S7: Demonstrates skills in the use of ICT in teaching
4.7.1 173
174
175
176
177
178
179
180
181
182

H
6.1.2

6.1.3

6.1.4

6.1.5

6.1.6

226
227
228
229
230
231
232
233
234
235
236
237
238
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S2: Develops appropriate assessment strategies


5.2.1 194
195
196
5.2.2 197
198
199
5.2.3 200
201
202
5.2.4 203
204
205
206
207
5.2.5 208
209
210
S3: Monitors regularly and provides feedback
5.3.1 211
212
213
214
5.3.2 215
216
S4: Communicates promptly and clearly
5.4.1 217
218
219
5.4.2 220
221
222
Domain 6: Community Linkages
S1: Establishes learning environment
6.1.1 223
224
225

239
240
Domain 7: Personal Growth and Professional
Development.
S1: Takes pride in the nobility of teaching
7.1.1 241
242
243
7.1.2 244
245
246
7.1.3 247
248
249
7.1.4 250
251
252
S2: Builds professional links with colleagues..
7.2.1
253
254
255
7.2.2 256
257
258
S3: Reflects on the level of attainment of prof dev
7.3.1 259
260
261
7.3.2 262
263
264
7.3.3
265
266
267
7.3.4 268
269
270
END of SELF-ASSESSMENT

Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

INDIVIDUAL TEACHER NCBTS-TSNA RESULTS SUMMARY TEMPLATE


D1

Domains

Strands

D1
Tot

S
1.1

S
1.2

No. of KSAs

15

HPS*

60

12

Domain 2

D2
Tot

D3

S
2.1

S
2.2

S
2.3

S
2.4

S
2.5

18

10

10

14

15

10

59

27

72

40

40

56

60

40

236

108

D2
Tot

D3

D3
Tot

S
3.1

Domain 4

D4
Tot

S
4.1

S
4.2

S
4.3

S
4.4

S
4.5

S
4.6

S
4.7

27

27

21

10

108

108

24

24

84

16

16

40

Domain 5

D5
Tot

D6

S
5.1

S
5.2

S
5.3

S
5.4

78

11

17

40

18

312

44

68

24

24

160

D5
Tot

D6
Tot

S
6.1

Domain 7

D7
Tot

S
7.1

S
7.2

S
7.3

18

12

12

30

72

72

48

24

48

120

D6

D6
Tot

Raw Score

% Score
100%

Beginning

Developing

Experienced

Level

Expert

% Score

93.75%
87.50%
81.25%
75.00%
68.75%
62.50%
56.25%
50.00%
43.75%
37.50%
31.25%
25.00%
D1

Domains

Strands

S
1.1

D1
Tot

S
1.2

Domain 2

S
2.1

S
2.2

S
2.3

S
2.4

S
2.5

S
3.1

D3
Tot

Domain 4

S
4.1

S
4.2

S
4.3

S
4.4

D4
Tot

S
4.5

S
4.6

S
4.7

*Highest Possible Score

Section 7.1: NCBTS-TSNA Guide and Tools

Page 45

Domain 5

S
5.1

S
5.2

S
5.3

S
5.4

S
6.1

Domain 7

S
7.1

S
7.2

D7
Tot

S
7.3

T&D System Operations Manual-Volume 2: The TDNA System

INDIVIDUAL TEACHER NCBTS-TSNA RESULTS SUMMARY


D1

Domains

Strands

D1
Tot

S
1.1

S
1.2

15

HPS*

60

Raw Score

45
75

No. of KSAs

Level

% Score

Expert

100%

Experienced

% Score

87.50%

Domain 2

D2
Tot

S
2.1

S
2.2

S
2.3

S
2.4

S
2.5

18

10

10

14

15

10

12

72

40

40

56

60

8
67

53
74

32
80

40
71

45
75

28
70

D3

D3
Tot

S
3.1

Domain 4

D4
Tot

S
4.1

S
4.2

S
4.3

S
4.4

S
4.5

S
4.6

S
4.7

21

10

78

Domain 5

D5
Tot

S
5.1

S
5.2

S
5.3

S
5.4

11

17

40

D6

D6
Tot

S
6.1
18

18

Domain 7

S
7.1

S
7.2

12

59

27

27

27

40

236

108

108

108

24

24

84

16

16

40

312

44

68

24

24

160

72

72

48

20
50

165
70

60
56

60
56

80
74

12
50

12
50

60
71

8
50

8
50

12
30

192
62

20
45

20
29

12
50

12
50

64
40

40
56

40
56

39
81

D2
Tot

D3

D3
Tot

D5
Tot

D6

D6
Tot

D7
Tot

S
7.3
12

30

24

48

120

16
67

30
62

85
71

93.75

81.25%
75.00%

Developing

62.50%

Beginning

68.75%

37.50

56.25%
50.00%
43.75%

31.25
25.00%
D1

Domains

Strands

S
1.1

D1
Tot

S
1.2

Domain 2

S
2.1

S
2.2

Section 7.1: NCBTS-TSNA Guide and Tools

S
2.3

S
2.4

S
2.5

S
3.1

Domain 4

S
4.1

S
4.2

S
4.3

S
4.4

D4
Tot

S
4.5

S
4.6

S
4.7

Page 46

Domain 5

S
5.1

S
5.2

S
5.3

S
5.4

S
6.1

Domain 7

S
7.1

S
7.2

D7
Tot

S
7.3

T&D System Operations Manual-Volume 2: The TDNA System

SCHOOL NCBTS- TSNA CONSOLIDATION

Name of School: ____________________________________Division _______________________


School NCBTS-TSNA Results
Average Percentage
Teachers Percentage Score

Domain /
Strand No.
T1

T2

T3

T4

Total

1.1
1.2
Total Domain 1.
2.1
2.2
2.3
2.4
2.5
Total Domain 2.
3.1
Total Domain 3.
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Total Domain 4.
5.1
5.2
5.3
5.4
Total Domain 5.
6.1
Total Domain 6.
7.1
7.2
7.3
Total Domain 7.

School Head _________________________________________

NCBTS Coordinator: __________________________________

Section 7.1: NCBTS-TSNA Guide and Tools

Page 47

T&D System Operations Manual-Volume 2: The TDNA System

School NCBTS-TSNA Results (SAMPLE)


Average Percentage
COMPETENCY
No.

1.1
1.2
Total Domain 1.

Scores per Teacher


Total

Corazon
Estrada
87.52
82.54

Pedro
Mendoza
75.62
78.67

163.14
161.21

170.06

154.29

324.35

163.14 2 = 81.62
161.21 2 = 80.60
324.35 2 = 81.11

2.1

School Head _________________________________________

NCBTS Coordinator: __________________________________

Section 7.1: NCBTS-TSNA Guide and Tools

Page 48

T&D System Operations Manual-Volume 2: The TDNA System

NCBTS-TSNA
ELECTRONIC Version
This can be accessed through your Division or
downloaded from the Training and Development
Information System (TDIS) which is an element of the
Enhanced Basic Education Information System (EBEIS)
at http://beis.deped.gov.ph/ or through the Learning
Resource Management and Development System
(LRMDS) Portal at http://lrmds.deped.gov.ph/

Section 7.1: NCBTS-TSNA Guide and Tools

T&D System Operations Manual-Volume 2: The TDNA System

Attachment 2: Monitoring and


Evaluation Tools for NCBTSTSNA
M&E Matrix of Tools for NCBTS-TSNA
T&D-M&E Form 1: Individual Profile Template
NCBTS-M&E Form 1: Teachers Profile for NCBTS-TSNA
NCBTS-M&E Form 2: Learning Process Observation and
Facilitation Skills
NCBTS-M&E Form 3: NCBTS-Coordinators Checklist plus and
Consolidation Template
NCBTS-M&E Form 4: Trainers Assessment of NCBTS Orientation
Workshop and Consolidation Template
NCBTS-M&E Form 5: Trainees End of F3 Program Assessment and
Consolidation Template
NCBTS-M&E Form 6: Documentation Tool for the Conduct of
Cluster or School level NCBTS-TSNA
Implementation
NCBTS-M&E Form 7: Schools NCBTS TSNA Consolidation
Template

Section 7.1: NCBTS-TSNA Guide and Tools

T&D System Operations Manual-Volume 2: The TDNA System

M&E Matrix of Tools for NCBTS-TSNA


What will be
monitored

How it will be
monitored

M&E tool to be
used

Who will be
responsibl
e for the
monitoring

When will the


monitoring
take place

How will the results


be used

NCBTS
Implementers details
in relation to their
current position, their
level of experience
and qualification

All NCBTS
Implementers
will be asked to
complete the
profile

T&D-M&E
Form 1:
Individual
Profile
Template

TDNA-WG

Prior to their
involvement in
the NCBTSTSNA process

Results will be
analyzed to ensure
NCBTS Implementers
have the required
KSAs. Results will be
entered into the TDIS

Teachers details in
relation to their
current position, their
level of experience
and qualification

All teachers will


be asked to
complete the
profile

NCBTS-M&E
Form 1:
Teacher Profile
for NCBTSTSNA

TDNA-WG

Prior to the
accomplishmen
t of the NCBTSTSNA Tool

Results will be entered


into the TD IS
database along with
their corresponding
NCBTS-TSNA results

Implementation of
the NCBTS-TNA
Orientation Package
in relation to the
processes followed
and the facilitation
skills demonstrated.

A Process
Observer will be
assigned to
complete a
Learning
Process
Observation for
each session

NCBTS-M&E
Form 2:
Learning
Process
Observation
and
Facilitation
Skills

TDNA -WG

During the
NCBTS
orientation
workshop

Results will be
discussed with
individual Trainers to
identify strengths and
areas for improvement
during debriefing
sessions.
Recommendations
based on a analysis
of the results should
be included in the
Program Completion
Report

The competency of
the NCBTS
Coordinators in
relation to the criteria
set for the role.

A TDNA-WG
member will be
assigned to
observer the
NCBTS
Coordinator
during the
orientation
process

NCBTS-M&E
Form 3:
NCBTS
Coordinators
Checklist

Division
TDNA-WG

During the
NCBTS
orientation
workshop

Results will be
discussed with
individual NCBTS
Coordinators to
identify strengths and
areas for improvement
Results will be used to
inform future decisions
regarding the criteria
and process for
selecting NCBTS
Coordinators.
Recommendations
based on an analysis
of the results should
be included in the
Program Completion
Report

Section 7.1: NCBTS-TSNA Guide and Tools

T&D System Operations Manual-Volume 2: The TDNA System

The overall
effectiveness of the
workshop as
delivered by the
whole Team.

Each of the
trainers will be
asked to make
an assessment
of the
orientation.

NCBTS-M&E
Form 4:
Trainers
Assessment of
the NCBTS
Orientation
Workshop

Division
TDNA-WG

Upon
completion of
the NCBTS
orientation
workshop

Results will be collated


and analyzed by the
TDNA-WG. A
summary of the results
will be included in the
Program Completion
Report and will inform
future training.

Participants
perception of the
training in relation to
the overall quality of
the training
the usefulness of the
training
their ability to
implement the
content of the
training
strengths and
weaknesses of the
training

All participants
will be asked to
complete the
Trainees End
of F3 Program
Assessment
Form

NCBTS-M&E
Form 5:
Trainees End
of F3 Program
Assessment
Form

TDNA-WG

Upon
completion of
the NCBTSTSNA
orientation
workshop

Participants
evaluations will be
collated by the TDNAWG and the results
analyzed. A summary
of the results will be
included in the
Program Completion
Report and will inform
future training.

The implementation
of the NCBTS-TSNA
Orientation at the
division, cluster and
school level

A Process
Observer will be
identified and
asked to
complete the
tool

NCBTS-M&E
Form 6:
Documentatio
n Tool for the
Conduct of
Cluster or
School Level
NCBTS-TSNA
Implementatio
n

Region,
Division
TDNA - WG

During the
NCBTS-TSNA
Orientation
Workshop at
the Division,
Cluster or
School Level

Results to be
discussed with the
Implementers and
identify strengths and
areas for
improvement.

NCBTS-M&E
Form 7:
Schools
NCBTS-TSNA
Consolidation
Template

TDNA-WG

The priority training


needs of teachers

The NCBTS
Coordinator and
the School
Head will
consolidate the
results from the
administration
of the NCBTS
TSNA tool

Section 7.1: NCBTS-TSNA Guide and Tools

Observations will be
collated by the TDNAWG and the results
analyzed to inform
future training
After the
accomplishmen
t of the NCBTSTSNA tool

Results will be used to


inform school and
division plans for
professional
development. Results
will be submitted to the
Division.

T&D System Operations Manual-Volume 2: The TDNA System

T&D-M&E Form 1: Individual Profile Template


I PERSONAL DATA
Name:
(Surname)

(First Name)

Employee Number (If Applicable):


Date of Birth:
Home
Address:
Contact #:
Region
:
Division:
Office/School:
Current Position:

(Middle Name)

Sex:

Male

Female

e-mail address:
District:
Address:
Other Designations:

Highest Educational Attainment:


II. WORK EXPERIENCE
(List from most current.)
POSITION

MAIN AREA OF
RESPONSIBILITY e.g. subjects
taught, level supervised

Use additional sheet if necessary.

Section 7.1: NCBTS-TSNA Guide and Tools

LEVEL e.g.
Elem/Sec/ALS school,
district, division, region

INCLUSIVE
PERIOD

T&D System Operations Manual-Volume 2: The TDNA System

III. TRAINING ATTENDED OVER THE LAST THREE YEARS


Please check training focus and management level for all training attended over the last three years.

Training Focus

Training
attended
over last 3
years ()

Management Level of Training


Central

Region

Division

Cluster

School

Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify
______________

IV. SIGNIFICANT EXPERIENCES


Identify which of the following areas you consider to be your area(s) of expertise:
S School Based Management
Quality Assurance
Monitoring and Evaluation
Access Education
Subject Specialization: _____________)
Education Planning
Policy Development
Learning Resource Materials Development
ICT
Delivery of Training
Other, please specify ________________
Certified Trainers by
SEAMEO- INNOTECH

NEAP Central

NEAP-Region

Foreign Assisted Projects (FAP)

List your significant experiences in the identified areas

Use additional sheet if necessary.

Section 7.1: NCBTS-TSNA Guide and Tools

TEI
Other, please specify --

T&D System Operations Manual-Volume 2: The TDNA System

V. TRAINING AND DEVELOPMENT EXPERIENCES


Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment

Program Planning

Program Designing

Resource Materials Development

Program Delivery

Program Management

Monitoring and Evaluation of Training


List your significant experiences in the identified areas

Use additional sheet if necessary.

I certify that the information I have given to the foregoing questions are true, complete, and correct to
the best of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit. Information will be
incorporated into the T&D Information System Database.

Section 7.1: NCBTS-TSNA Guide and Tools

T&D System Operations Manual-Volume 2: The TDNA System

Section 7.1: NCBTS-TSNA Guide and Tools

Page 56

T&D System Operations Manual-Volume 2: The TDNA System

NCBTS-M&E Form 2: Learning Process Observation and Facilitation Skills


This form is to be used during the actual delivery of a program. A Process Observer will need to be assigned to complete the Learning
Process Observation for each session. Results should be used to inform daily debriefing sessions. At the end of this Form is a Checklist of
Facilitation Skills which may be observed and recorded.
Session No. _____ Title: ____________________________________________
Time Session Started: ________________
Process Observer: ___________________
Phases of
Session

Facilitation Skills
Demonstrated

Section 7.1: NCBTS-TSNA Guide and Tools

Time Session Ended:____________


Designation (M&E Team Member/Trainer)
Trainees
Knowledge
/Insights/Skills,
Values Learned

Comments

Page 57

T&D System Operations Manual-Volume 2: The TDNA System

Introductory

Activity

Analysis

Abstraction

Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

Application

Concluding
Activity

Section 7.1: NCBTS-TSNA Guide and Tools

Page 59

T&D System Operations Manual-Volume 2: The TDNA System

Section 7.1: NCBTS-TSNA Guide and Tools

Page 60

T&D System Operations Manual-Volume 2: The TDNA System

Observe if the Facilitator has demonstrated the skill. If so, put a check in the appropriate column.

Checklist of Facilitation Skills

OBSERVING SKILLS
1. noted trainees level of involvement in all activities
2. monitored the energy level of the trainees during sessions
3. sensed the needs of the trainees that may affect the learning process
QUESTIONING SKILLS
4. formulated questions in a simple manner
5. asked questions that were clear and focused
6. formulates follow-up questions to trainees responses appropriately
7. asked Higher Order Thinking Skills (HOTS)
8. acknowledged trainees responses
9. solicited, accepted and acted on feedback from trainees
10. processed responses with probing questions to elicit the desired training
LISTENING SKILLS
11. listened and understood the meaning of what had been said
12. responded positively to trainees insights
13. clarified and checked my understanding of what was heard
14. reacted to ideas not to the person
ATTENDING SKILLS
15. created the proper environment based on adult learning principles
16. directed and redirected the trainees to the learning tasks
17. managed the learning atmosphere throughout the sessions
18. acknowledged greetings and responses of trainees
INTEGRATING SKILLS
19. highlighted important results of the activity that lead to the attainment of the objectives of the session
20. deepened and broadened trainees outlook on the significance of the outputs
ORAL COMMUNICATION SKILLS
21. expressed ideas with clarity, logic and in grammatically correct sentences
22. spoke with a well-modulated voice
23. delivered ideas with confidence and sincerity
SKILL IN USING TRAINING AIDS
24. employed appropriate and updated training aids
25. made training aids that were simple and clear
26. used training aids that were attractive and interesting
Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

27. utilized training aids that were socially, culturally, and gender-fair

Section 7.1: NCBTS-TSNA Guide and Tools

Page 62

T&D System Operations Manual-Volume 2: The TDNA System

NCBTS-M&E Form 3: NCBTS Coordinators Checklist


Name of NCBTS Coordinator to be monitored: ____________________________________________

Please assess the competency of the NCBTS Coordinator according to the following indicators by checking under
the appropriate column.
Legend: M-Manifested; N-Not Manifested
The NCBTS Coordinator demonstrates
1

Proficiency in the use of MS Word

Proficiency in the use of MS Excel proficient

Proficiency in the use of MS powerpoint

Confidence in using the e-version of the tool with minimum


assistance
Understanding of the scoring guide described in the manual
version of the tool
Fluency in communicating ideas

Active participation in the workshop

8
9

Positive attitude towards interacting with the other


participants
Leadership potential during group activities

10

Readiness to act as anchor/lead person as required

Section 7.1: NCBTS-TSNA Guide and Tools

NM

Page 63

Comments

Name and Signature of the Monitor:

T&D System Operations Manual-Volume 2: The TDNA System

_________________________________________________

Date Accomplished: _____________________________

Section 7.1: NCBTS-TSNA Guide and Tools

Page 64

T&D System Operations Manual-Volume 2: The TDNA System

NCBTS-M&E Form 3: NCBTS Coordinators Checklist Consolidation Template


INSTRUCTIONS FOR NCBTS COORDINATORS CHECKLIST
Instructions for Administration
A. For the TDNAWG Chair
1. Assign each member of the TDNA-WG to observe how the orientation is conducted at the cluster level or
school level orientation.
2. Distribute this instrument to the members of the TDNA-WG. This instrument may also be given to Education
Supervisors or Public Schools District Supervisors who may assist in the monitoring of the orientation
activities.
3. Brief the members, ES, and PSDS on how to use this instrument.
4. Retrieve all the accomplished instruments.
B. For the TDNAWG Member or ES/PSDS
NCBTS Coordinator Checklist Consolidation
Be familiar with the indicators included in this instrument.
Tally
Frequencconducts
Total the orientation
Percentage
Observe
how the NCBTS Coordinator
activities.
y
(M
+
of
Use the instrument to record the indicators manifested by the NCBTS Coordinator.
Manifestatio
Item
M the accomplished
NM
M
NM toNM)
Submit
instruments
the TDNAWG Chair.
n
s
(Total M Grand

Scoring and Consolidation


Total= 100%)
1
Use the Template that follows to consolidate results. *This can efficiently be done using MS Excel
2
3
4
5
6
Trainers Name: _________________________________
7

___%

Sex: Male

NCBTS-M&E Form 4:
Trainers Assessment of the
NCBTS Orientation
Workshop
Female

8
Section 7.1: NCBTS-TSNA Guide and Tools
9

Page 65

10
Total
M

Grand
Total

T&D System Operations Manual-Volume 2: The TDNA System

Please assess the effectiveness of the entire workshop according to the indicators below.
Please refer to the following rating scale:
4-Very High (VH); 3-High (H); 2-Low (Low); 1-Very Low (VL)

1
2.
3.
4.
5.
6.
7.
8.
9.
10
.
11
.
12
.
13
.
14
.
15
.
16
.

After the conduct of the Orientation Program by


the Team and considering participants outputs I
believe that .
the workshop was well planned
the workshop objectives were met
new information was clearly presented
new information was appropriate to participants roles and responsibilities
the strategies and methods used were interesting and enjoyable for participants
the andragogical (4 As) approach was properly applied
training activities moved quickly enough to maintain participants interest
contribution of all participants, both male and female, were encouraged
participants were encouraged to consider how ideas and skills gained during
the training could be incorporate into their own practices
handout materials were clear

Rating
2
3

workshop topics were summarised


powerpoint presentations supported the flow of sessions
the resources provided were appropriate to particiants needs
My contribution to the objectives of the workshop:
I
contributed in the preparation for the workshop.
effectively delivered what was expected of me in the conduct of the workshop.
gave support needed to the Team.

Please provide your honest response to each of the following questions:


Section 7.1: NCBTS-TSNA Guide and Tools

Page 66

T&D System Operations Manual-Volume 2: The TDNA System

What were the successful aspects of the workshop? Why?

INSTRUCTION
FOR TRAINERS
ASSESSMENT
OFsimilar
WORKSHOP
What changes would
you like to make
to improve
workshops in
the future? Why?

Recommendations

Signature: _________________________________ Date Accomplished: ____________

NCBTS-M&E Form 4: Trainers Assessment of the NCBTS Orientation Workshop


Consolidation Template
I.

Instructions for Administration


Give this instrument to the trainers prior to the beginning of the workshop. Brief the trainer of the content
and purpose of the instrument prior to administration. Consolidate the results based on the accomplished
instruments.

II.

Scoring and Consolidation -This can efficiently be done using MS Excel.


Tally (T)

Items

VL

Frequency
VH

Section 7.1: NCBTS-TSNA Guide and Tools

VL
Tx1

L
Tx2

H
Tx3

VH
Tx4

(e)

(f)

Mean
Rating

a+b+c+d

VH + H + L + VL

e/f

Page 67

T&D System Operations Manual-Volume 2: The TDNA System

Ex.

llll
ll

llll
llll

llll

llll

7x1=
7

9x2=
18

4x3=12

5x4=20

7+ 18=12+ 20=
57

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

NCBTS-M&E Form 5: Trainees End of the F3 Program Assessment


Trainees Name (Optional): _________________________

Sex: Male

Female

Program Title: ________________________ Date: __________________


Section 7.1: NCBTS-TSNA Guide and Tools

Page 68

7+9+4+5= 25

57/25= 2.28

T&D System Operations Manual-Volume 2: The TDNA System

Direction: Please assess the effectiveness of the entire F3 component of the program according to the
indicators below. Please refer to the following rating scale:
4-Strongly Agree (SA); 3-Agree (A); 2-Disagree (D); 1-Strongly Disagree (SD)
After the conduct of the F3 component of the program,
I believe that
A
1
2
3
B
4
5
6
C
7
8
9
1
0
1
1
1
2
D
1
3
1
4
1
5
E
1
6

1
SD

Rating
2
3
D
A

4
SA

Program Planning/Management/Preparation
the training program was delivered as planned
the training program was managed efficiently
the training program was well-structured
Attainment of Objectives
the program objectives were clearly presented
the session objectives were logically arranged
the program and session objectives were attained
Delivery of Program Content
program content was appropriate to trainees roles and
responsibilities
content delivered was based on authoritative and reliable
sources
new learning was clearly presented
the session activities were effective in generating learning
adult learning methodologies were used effectively
management of learning was effectively structured e.g.
portfolio, synthesis of previous learning, etc.
Trainees Learning
trainees were encouraged to consider how ideas and skills
gained during the training could be incorporated into their own
practices
contribution of all trainees, both male and female, were
encouraged
trainees demonstrated a clear understanding of the content
delivered
Trainers Conduct of Sessions
the trainers competencies were evident in the conduct of the
sessions

Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

1
7
1
8
1
9
F
2
0
2
1
2
2
G
2
3
2
4
2
5
H
2
6
2
7
2
8
2
9
3
0
I
3
1
3
2

teamwork among the trainers and staff was manifested


trainers established a positive learning environment
training activities moved quickly enough to maintain trainees
interest
Provision of Support Materials
training materials were clear and useful
powerpoint presentations supported the flow of the sessions
the resources provided were appropriate to trainees needs
Program Management Team
Program Management Team members were courteous
Program Management Team was efficient
Program Management Team was responsive to the needs of
trainees
Venue and Accommodation
the venue was well lighted and ventilated
the venue was comfortable with sufficient space for program
activities
the venue had sanitary and hygienic conditions

Meals were nutritious and sufficient in quantity and quality.


the accommodation was comfortable with sanitary and
hygienic conditions
Overall
I have the knowledge and skills to apply the new learning
I have the confidence to implement the JEL contract

Please provide your honest response to each of the following questions:


Section 7.1: NCBTS-TSNA Guide and Tools

Page 70

T&D System Operations Manual-Volume 2: The TDNA System

What do you consider your most significant learning from the program?

What changes would you suggest to improve similar programs in the future?

Briefly describe what you have learned and how it will help you with your work.

What further recommendations do you have?

NCBTS-M&E Form 5: Trainees End of the F3 Program Assessment Consolidation Template


Section 7.1: NCBTS-TSNA Guide and Tools

Page 71

T&D System Operations Manual-Volume 2: The TDNA System

Collate the accomplished F3-M&E Form 5: Trainees End of the F3 Program Assessment, and review the results. Use the table below
to consolidate the results for the quantitative items.
Note: The scoring and consolidation can be efficiently done using MS Excel.
Use the scale below
3.5 to 4.0 =
2.5 to 3.4 =
1.5 to 2.4 =
1.0 to 1.4 =

to interpret mean rating for each item of the assessment:


(SA) Strongly Agree
(A) Agree
(D) Disagree
(SD) Strongly Disagree

Qualitative results should also be summarized below.


Tally (T)
Items
Ex.
A

SD

Frequency
SA

A
SD
Tx1

b
D
Tx2

llll
llll
0x1=0
0x2=0
III =8
=7
Program Planning/Management/Preparation

c
A
Tx3
8x3=
24

d
SA
Tx4
7x4=28

(e)

(f)

a+b+c+
d

SA+ A + D+
SD

24+28=
52

1
2
3
B

Attainment of Objectives

4
5
6
C

Delivery of Program Content

7
8
9
Section 7.1: NCBTS-TSNA Guide and Tools

Page 72

7+8= 15

Mean
Rating
e/f
52/15=
3.47

T&D System Operations Manual-Volume 2: The TDNA System

10
11
12
D

Trainees Learning

13
14
15
E

Trainers Conduct of Sessions

16
17
18
19
F

Provision of Support Materials

20
21
22
G

Program Management Team

23
24
25
H

Venue and Accommodation

26
27

Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

28
29
30
I

Overall

31
32

Summary of Qualitative Responses


What do you consider your most significant learning from the program?

Section 7.1: NCBTS-TSNA Guide and Tools

Page 74

T&D System Operations Manual-Volume 2: The TDNA System

What changes would you suggest to improve similar programs in the future?

Briefly describe what you have learned and how it will help you with your work.

What further recommendations do you have?

Section 7.1: NCBTS-TSNA Guide and Tools

Page 75

T&D System Operations Manual-Volume 2: The TDNA System

NCBTS-M&E Form 6: Documentation Tool for the Conduct of Division, Cluster or School Level NCBTS-TSNA
Implementation
This form is to be used to support Regional monitoring of the NCBTS-TSNA process at the Division level and Division monitoring of district
and school level activities. It is expected that the assessment will be based on observations, discussions with the implementing team and
review of relevant documents.
Division/District/School _________________________
Rating Guide:
Numerical
Rating
4
3
2
1

Date: __________________

Interpretation

Description

Very High Extent


High Extent
Low Extent
Very Low Extent

In a very significant way


In a meaningful way
In a limited way only
Not in any meaningful way

Use the scale above to assess the extent to which the conduct of TDNA documentation
adhered to the following:
To what extent ..
1.
was thorough planning conducted prior to the NCBTS-TSNA
orientation workshop?
2.
were participants oriented to the NCBTS?
3.
was the purpose of the NCBTS-TSNA explained?
4.
was a clear explanation provided on how to accomplish the NCBTSTSNA tools e.g. manual and/or e-version
Section 7.1: NCBTS-TSNA Guide and Tools

Page 76

5.
6.
7.
8.
9.
10
.
11
.
12
.

was the scoring


system for the Form
NCBTS-TSNA
tool explained?
NCBTS-M&E
7: Schools
NCBTS-TSNA
were the steps involved in developing an Individual Summary TSNA
results explained?
were the steps involved in consolidating TSNA results explained?
was an explanation on how to interpreted individual and consolidated
results provided ?
was technical assistance provided when required?
were the M&E tools and processes implemented?

T&D System Operations Manual-Volume 2: The TDNA System

Consolidation Template

was there evidence of team work and collaboration amongst the


NCBTS Implementers
were recommendations for improving the NCBTS-TSNA Orientation
and Administration processes identified?

Recommendations:

Name: ___________________________________
Designation: ______________________________
Date: ____________________________________

Name of School: ____________________________Division _______________________


School NCBTS-TSNA Results

Section 7.1: NCBTS-TSNA Guide and Tools

Page 77

T&D System Operations Manual-Volume 2: The TDNA System

Average Percentage

Teachers Percentage Score

Domain /
Strand No.
T1

T2

T3

T4

Total

1.1
1.2
Total Domain 1.
2.1
2.2
2.3
2.4
2.5
Total Domain 2.
3.1
Total Domain 3.
4.1
4.2
4.3
4.4
4.5
4.6
4.7
Total Domain 4.
5.1
5.2
5.3
5.4
Total Domain 5.
6.1
Total Domain 6.
7.1
7.2
7.3
Total Domain 7.

School Head _________________________________________


Section 7.1: NCBTS-TSNA Guide and Tools

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T&D System Operations Manual-Volume 2: The TDNA System

NCBTS Coordinator: __________________________________

Section 7.1: NCBTS-TSNA Guide and Tools

Page 79

T&D System Operations Manual-Volume 2: The TDNA System

7.2. The Training and Development Needs Assessment for


School Heads (TDNASH) Guide and Tools

Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 80

T&D System Operations Manual-Volume 2: The TDNA System

Republic of the Philippines

Department of Education

Training and Development Needs


Assessment for School Heads
(TDNASH)
Guide and Tools

DepED-EDPITAF-STRIVE
June 2010

Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 81

T&D System Operations Manual-Volume 2: The TDNA System

Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 82

T&D System Operations Manual-Volume 2: The TDNA System

Table of Contents

I.

Introductory Information
Basis and Purpose of the TDNASH
The TDNASH Working Group
TDNA Working Group Roles and Responsibilities
TDNASH Process Flow
II.

Assessment Approach and Methodology


Preliminary Preparations
Guide for the Conduct of the TDNASH Working Group Orientation
Administration of the TDNASH to School Heads
Administration of the TDNASH for Teachers using a Group

This document, The TDNASH Guide and Tools, was


developed and validated in Regions VI, VII and VIII,
Divisions of Negros Occidental, Bohol/Tagbilaran and
Northern Samar through the AusAID-funded project,
STRIVE (Strengthening the Implementation of Basic
Education in selected Provinces in the Visayas), in
coordination with the EDPITAF (Educational Development
Project Implementing Task Force) and in consultation
with the TEDP-TWG, NEAP and the Bureaus of the
Department of Education.
Consensual
Assessment Technique
Flow for Teachers Group Consensual Assessment Technique
Administration of the TDNASH by a Supervisor
III.

Analysis of TDNASH Results


Scoring the TDASH Answer Sheet
Consolidation of TDNASH Triangulation Results for an Individual SH
Reporting Cluster Results
Interpretation of Results

IV.
V.

TDNA Consolidation Database for TDNASH


Monitoring and Evaluation of the TDNASH

Attachment 1: TDNASH Tools and Templates


Attachment 2: M&E Tools for the TDNASH
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Attachment 3: National Competency-Based Standards for School


Heads

GLOSSARY OF ACRONYMS
AIP

Annual Implementation Plan

BESRA

Basic Education Sector Reform Agenda

CO

Central Office

DEDP

Division Education Development Plan

DepED

Department of Education

DO

Division Office

ELMP

Education Leadership and Management Program

EDPITAF

Educational Development Project Implementing Task Force

EBEIS

Enhanced Basic Education Information System

ES

Education Supervisor

FGD

Focus Group Discussion

GCA

Group Consensual Assessment

IRR

Implementing Rules and Regulations of RA 9155, December 2007

IPPD

Individual Plan for Professional Development

KSA

Knowledge, Skills and Attitudes

LOC

Level of Competency

LOI

Level of Importance

LRMDS

Learning Resource Management and Development System

MPPD

Master Plan for Professional Development

M&E

Monitoring and Evaluation

NCBS-SH

National Competency Based Standards for School Heads

NCBTS

National Competency-Based Teacher Standards

NSHPI

National School Heads Performance Indicators

PDM

Professional Development Materials

PDP

Professional Development Planning

PDRD

Program Designing and Resource Development

PDy

Program Delivery

PSDS

Public School District Supervisor

RA 9155

Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP

Regional Education Development Plan

RO

Regional Office

SBM

School-Based Management

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SEDIP

Secondary Education Development Improvement Project

SH

School Head

SIP

School Improvement Plan

SLE

Structured Learning Episode

SLEL

School Leadership Experience Level

SLEP

School Leadership Experience Portfolio

SPPD

School Plan for Professional Development

STRIVE

Strengthening the Implementation of Basic Education in Selected


Provinces in the Visayas

T&D

Training and Development

TDIS

Training and Development Information System

TDNA

Training and Development Needs Assessment

TSNA

Teachers Strengths and Needs Assessment

UIS

Unified Information System

WG

Working Group

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Training and Development Needs Assessment


for School Heads (TDNASH)
I.

INTRODUCTORY INFORMATION
Basis and Purpose of the TDNASH
The Training and Development Needs Assessment for School Heads (TDNASH) is
a means to systematically determine the training and development needs of
school heads (SH) in order to support improved educational leadership. The
competencies identified in the TDNASH are based on the mandate for school
heads indicated in the RA 9155, its Implementing Rules and Regulations (IRR),
and the DepED Order 80 & 81 series of 2003.
The TDNASH is an adaptation of the National Educators Academy of the
Philippines (NEAP) assessment tool for school managers. A list of required
competencies based on the mandate for school heads was earlier developed by
the NEAP for its School Leadership Experience Portfolio (SLEP). The SLEP is an
assessment tool containing a rubric of behavioral indicators to assess school
leaders on specific competencies and to classify their level of performance into
one of five general types, namely: Awareness, Emerging, Practicing, Performing
and Transforming. The SLEP Assessment Tool was validated and utilized in a
previous DepED project, the Secondary Education Development Improvement
Project (SEDIP), involving 16 DepED Divisions across the country.
The SLEP was the primary material that was reviewed and enhanced to develop
the final list of competencies in behavioral terms for the purpose of identifying
the training and development needs of school heads in the target sites of Project
STRIVE in 2006. The SLEP tool was designed for the training and development
needs assessment of school heads in Northern Samar and revised into a shorter
form for the Division of Bohol in 2007. The tool was further refined and validated
with 716 SHs in the Division of Negros Occidental in June 2008 and with 43 SHs
in Northern Samar and 63 SHs in Bohol in September 2008. The pilot-test results
were used to develop this present form referred to as Training and Development
Needs Assessment for School Heads (TDNASH).
The competencies identified for the school heads are classified into seven
domains for school leadership and management which are:
Domain 1: School Leadership,
Domain 2: Instructional Leadership,
Domain 3: Creating a Student-centered Learning Climate,
Domain 4: Professional Development and HR Management,
Domain 5: Parental Involvement and Community Partnership,
Domain 6: School Management and Daily Operations, and
Domain 7: Personal Integrity and Interpersonal Effectiveness.
The TDNASH intends to:
determine the current level of school heads competency
ascertain the level of importance of each competency to the job
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TDNA-WG monitors and evaluates the TDNASH process at the DO level


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identify the priority training and development and development needs of


the SHs vis--vis the seven domains for school leadership and
management

The TDNA Working Group (TDNA-WG)


The Division Training and Development (T&D) Team through its TDNA Working
Group (TDNA-WG) is responsible for the management of the TDNASH process.
The T&D Chair, acting as the Chair of the TDNA-WG and assisted by two Cochairs (representing the elementary and the secondary levels who are preferably
Division Supervisors), are designated by the Schools Division Superintendent
(SDS). The TDNA-WG members are all the District/Division Supervisors. Each
member should have direct responsibility for the supervision of a cluster of
elementary and/or secondary schools.
TDNA-WG Roles and Responsibilities
The Chair and Co-chairs have overall responsibility for the management of the
TDNASH process. They should ensure that the Supervisors, who are also TDNAWG members, are familiar with the process for conducting the TDNASH to the
three different sets of respondents, i.e. the SHs, Supervisors and teachers. The
TDNA-WG members are expected to play a key role in the preparation,
administration, data analysis and reporting the results of the TDNASH. The
general flow of processes related to the TDNASH across the Regional,
Division/District and School levels is seen in the diagram below.
TDNASH Process Flow

SHs are furnished individual results of TDNASH


SHs identify their priority training and development need
SHs develop their IPPD
SDS submits report to RD
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RO utilizes TDNASH results for the Reg- MPPD re SHs leadership training plan

II.

Assessment Approach and Methodology


The TDNA is basically a self-appraisal made by the School Head (SH) employing a
triangulation process that involves two other assessment measures that validate
the self assessment made by the SH. The School Heads are asked to complete a
self assessment instrument where they identify the behaviors they have
consistently demonstrated in their role as a school head across the seven
domains. They also identify the importance of the competencies in relation to
their ability to perform their job. To corroborate the self-assessment, a Group
Consensual Assessment (GCA) technique is conducted with a small group of
teachers (5-8) to consider the School Heads level of competency. Finally the
School Heads District/Division Supervisors assessment of the School Head
makes up the third measure using the same instrument covering all the domains
and competencies expected of the a school leader.

A.

Preliminary Preparations
Prior to the commencement of the administration of the TDNASH, the T&D Chair
and Co-chairs are convened to accomplish the following tasks:
Study the TDNASH Guide and Tools, including the introductory information,
procedures and specifically to review the following:
- Individual Profile Template
- TDNASH Tool
- TDNASH Answer Sheet
- TDNASH Consolidation Tool (e-version)
- List of Competencies and Behavioral Indicators
- Monitoring and Evaluation Tools

The Chair and Co-chairs of the group lead a one-day orientation activity for
the TDNA-WG which includes all the Supervisors, guided by the following
steps

Guide for the Conduct of the TDNA-WG Orientation


1. Conduct an introductory activity that provides an opportunity for
participants to greet one another and feel comfortable working together.
2. Explain the objectives of the orientation:
be familiarized with the purpose of the TDNASH
develop a clear understanding of their role as TDNA-WGs members in
the administration of the TDNASH
practice the processes involved in the administration of the TDNASH to
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the different respondents


consolidate results from the TDNASH at the school and cluster level
gain experience in analyzing the results from the TDNASH
develop a plan for the completion of the TDNASH process
3. Give an overview of the orientation by focusing on the key understandings to
be achieved:
The Training Development Needs Assessment for School Heads (TDNASH)
aims to identify the School Leadership Experience Level (SLEL) of the
School Head
The TDNASH uses a triangulation process with data collected from the
School Head, the School Heads direct supervisor and from teachers
working with the School Head.
Strengths and prioritized training and development needs for individual
School Heads and clusters of School Heads can be identified through
reviewing the TDNASH results
The TDNA-WG members have the responsibility for the administration,
consolidation and reporting of the TDNASH results.
4. Review the TDNASH Guide and Tools by:
Discussing the Introductory Information and the TDNA Working Group
Roles and Responsibilities
Highlighting all the other sections of the TDNASH Guide and Tools and
explain that these will be examined closely when the walk through of the
materials is conducted.
Clarifying any questions about the TDNASH Guide and Tools.
5. Walk through the TDNASH Guide and Tools. Begin by reviewing the process
for administering the TDNASH to School Heads.
Consider the:
- process to be followed
- Individual Profile Template
- TDNASH tool, including a review of the competencies and

behavioral Indicators

TDNASH Answer Sheet


Level of Importance Rating Scale
Simulate the administration of TDNASH among the members present.

6. Review the purpose for collecting data from the Teachers who are working at
the school managed by the School Head.
Discuss the process to be used e.g. a Group Consensual Assessment
(GCA) technique.
Read the Focus Group Flow and practice the process for gathering
corroborating evidence from teachers through the GCA technique
NOTE: Point out that if a School Head is new to a school, it may be
necessary to conduct the GCA technique with teachers from a school where
the School Head has previously worked. If the School Head is new to the
position (i.e. less than a year), it may not be possible to collect corroborating
data from teachers. Hence, only the self-assessment data will be considered.
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7. Review the purpose for collecting data from the Supervisors who are
overseeing the school managed by the School Head.
Discuss the process to be used e.g. responding to the TDNASH tool
providing evidence to corroborate the School Heads self-assessment.
Read the instructions for the Administration of the TDNASH by a
Supervisor.
Discuss the process and ensure the TDNA-WG members are familiar with
the requirements
NOTE: A decision has to be made as to who is in the best position to provide
the data for each School Head. If a School Head is new to an area, it may be
necessary to ask a Supervisor from the area where the School Head has
previously worked to complete the TDNASH data gathering exercise. For a
School Head who is new to the position (i.e. less than a year), only the selfassessment data will be considered.

Ensure participants are aware of the three different sets of respondents


whom data will be collected from and the processes involved for each
set.

8. Study how the indicators for the competencies included within the TDNASH
tool are written as a continuum from the simplest to the most complex.
Review the School Leadership Experience Levels and the expectations at
the various levels.
Look at the indicators for the competencies and note how each indicator
is associated with a specific School Leadership Experience Level.
9. Review the Analysis of the Results section of the Guide and Tools:
Scoring the TDNASH Answer Sheets
Consolidation of the TDNASH Triangulation Results for Individual SHs,
including the use of the e-version
Reporting Cluster Results
Interpretation of Results
10.Develop a plan for the field administration of the TDNASH. This should
consider the:
strategy to be followed e.g. Supervisors visit schools within their cluster
and current jurisdiction and administer the TDNASH to School Heads and
conduct the GCA technique with teachers. Supervisors in charge of the
cluster will complete the data for each school head separately as part of
the triangulation process.
coordination of the monitoring and evaluating process
management of the results analysis
time frame for conducting the TDNASH
reproduction of the materials for field use
administrative tasks associated with the conduct of the TDNASH e.g.
writing of memos
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11.Summarize the key elements of the days orientation:


Agreements that have been made for the administration of the TDNASH.
TDNA-WG members roles and responsibilities.
Submission of triangulation results for individual School Heads and for
clusters of School Heads to the TDNA-WG Chair
TDNA-WG monitoring processes and the analysis of the results at the
District/Division level
12.Thank participants for their involvement and commitment
B. Administration of the TDNASH to School Heads
This may be done by District or Cluster. It is also possible that the Supervisor
administers the tool to individual SHs during the administration of the same to
the teacher-respondents. The Supervisor in-charge of the district/cluster or the
school will be responsible in the administration of the TDNASH.
The materials required for the administration of the TDNASH to the School Heads
are:
TDNASH Tool (see Attachment 1)
TDNASH Answer Sheet (see Attachment 1)
Individual Profile Template (see Attachment 2)
1. Explain to the School Heads that they will be completing a TDNA to
determine their training strengths and needs in order to support improved
educational leadership. You may add that the TDNA results will help
him/her in the development of an Individual Plan for Professional
Development (IPPD) and will also inform the Division in designing a Master
Plan for Professional Development (MPPD) for the benefit of school
managers.
2. Emphasize that TDNA is the initial stage of managing ones professional
growth where individual strengths are affirmed and learning needs are
purposely taken care of through a deep sense of individual accountability
for self-professional development. Stress to the School Head the TDNAs
spirit of introspection or guided-reflection and that it is not intended to
evaluate performance nor is it a measure to compare between or among
various school heads.
3. Present the competencies identified in the TDNASH based on the mandate
for school Heads indicated in the RA 9155 and adapted from the National
Educators Academy of the Philippines (NEAP) School Leadership
Experience Portfolio (SLEP). The competencies are classified into seven
domains for school leadership and management:

Domain
Domain
Domain
Domain

1:
2:
3:
4:

School Leadership,
Instructional Leadership,
Creating a Student-centered Learning Climate,
Professional Development and HR Management,

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Domain 5: Parental Involvement and Community Partnership,


Domain 6: School Management and Daily Operations, and
Domain 7: Personal Integrity and Interpersonal Effectiveness
4. Explain that the TDNASH follows a triangulation process and in addition to
the School Heads self assessment, corroborating data will also be
collected from a group of teachers from the School Heads school through
a Group Consensual Assessment (GCA) technique, as well as data from the
School Heads Supervisor. Results from the triangulation will be collated
and a copy provided to the School Head to support them in identifying
their training strengths and needs.
5. Review the TDNASH tool with the School Head and explain that for each
domain there are a number of competencies. For each competency a
qualifier has been provided which identifies a specific focus. Each
competency also has a series of indicators which state the type of
behaviors expected to be demonstrated by a school head as they develop
their education leadership skills.
6. Ask the School Head to consider each indicator and reflect on the things
they have done as a School Head related to the indicators and which
demonstrate their level of competency.
7. Show the School Head the Answer Sheet and explain that they need to
place a for Yes and a X for No in the appropriate column,
representing their assessment of whether or not they consistently
demonstrate this behavior in their work. They will need to do this for
each indicator.
8. Tell the SH to note that the letter codes, A, E, P, L, T under the SLEL
column are intended for the analysis of results. Please do not be
distracted by these codes.
9. Explain to School Heads that in addition to assessing their level of
competency in relation to each indicator they have to rate each
competency in terms of how essential they believe it is in the
performance of their job. Explain the rating scale which they will use to
rate the level of importance (LOI) of each competency and show them
where they are to record this information on the Answer Sheet, e.g. under
the column labeled LOI.

Rating Scale Level of Importance(LOI) to the Job


Ratin
Interpretation
Rating Interpretation
g
1

Most Essential

Essential

More Essential

Less Essential

Least Essential

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10.Explain that the completion of the TDNASH will take approximately 2


hours, however no time limit is imposed.
11.Allow enough time for the School Head to complete the Individual Profile
Template and the TDNASH.
12.When the School Head has completed the TDNASH collect the Individual
Profile and the Answer Sheet. Ensure the School Head has affixed their
name and signature at the end of the Answer Sheet.
13.Thank the School Head for their cooperation and explain that a copy of the
results from the triangulation process will be forwarded when collated.
C. Administration of the TDNASH for the Teachers using a Group
Consensual Assessment (GCA) Technique
For the administration of the TDNASH by Teachers the following materials (see
Attachment 1) are required:
TDNASH Tool (First Page to be removed, 1 per teacher)
TDNASH Answer Sheet (1 only per group)
A small group of teachers (5-8) is selected by the PSDS responsible for
overseeing the school, to participate in the Group Consensual Assessment. The
teachers selected should be representative of the school teacher population and
should have a good knowledge of the School Heads work practices.
Use the following flow to guide the GCA technique.

Flow for Teachers Group Consensual Assessment Technique


Objective
Activity
Have everyone at ease with the
gathering of respondents
Explain the genuine intention
and spirit of a TDNA

Introduction
1. Explain to the Teachers that they will be completing a Training Development Needs
Assessment for their School Head (TDNASH) as viewed from their own perspective
as teachers. Present the intention of a TDNA, which is to determine the training
needs of SHs in order to support improved educational leadership. Just like the
purpose of the NCBTS-TSNA for teachers, you may add that the TDNA results will
help the SH in the development of an individual plan for professional development
and will also inform the Division in designing a Master Plan for Professional
Development (MPPD) for the benefit of school managers.
2. Emphasize to the participants that as key respondents to this TDNA of the School
Head, their answers and agreement with their colleagues to reach a consensual
assessment will be most helpful for the future development of the educational
leadership competencies of the School Head.
3. Stress the TDNAs spirit of introspection or guided-reflection and that it is important for
them to be objective and true to their assessment of the competencies of their SH.

Develop an understanding of
the purpose of the TDNA and
the basic mechanics of the
exercise

4.

5.

Presentation of the purpose of the TDNASH e.g. to corroborate the School Heads
Self Assessment. Provide a brief description of TDNASH process e.g. a
triangulation process and the data gathering method for the teachers e.g. a group
assessment to reach a consensus.
Explain that the results of the GCA will be provided to the School Head as a

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6.
Introduce the TDNASH Tool
and the Answer Sheet
Achieve a common
understanding of the response
mode and the rating scale for
assessing the competencys
level of importance.

7.

8.

9.

10.

Achieve a common
understanding of each
competency
Articulation of:
a. Individual perception on
whether the School Heads
consistently demonstrates
the behavioral indicators
b. Consensus agreement on
whether the School Heads
consistently demonstrates
the behavioral indicators
c. Individual perception on
the level of importance of
the competency to the job
of a School Head
d. Consensus agreement on
the level of importance of
the competency to the job
of a School Head
Evidence of Completion of GCA
part of the TDNASH

11.

12.

13.
14.
15.
16.
17.
18.

consensual decision and not as individual teachers views.


Ask the group to select a recorder who will take charge of entering the consensual
ratings on the Answer Sheet provided for the GCA.
Review the tool with the teachers and explain that for each domain there are a
number of competencies. For each competency a qualifier providing a specific focus
has been identified as well as a series of indicators which state the type of
behaviors expected to be demonstrated by a school head as they develop their
education leadership skills.
Explain that the TDNASH tool requires them as a group to consider each of the
indicators and decide if they believe the School Head consistently demonstrates this
behavior.
Show that there are two sets of data required by the tool, one for the School
Leadership Experience Level (SLEL) indicators that requires a Yes/No response,
and another for the Level of Importance (LIO) of the competency to the job.
Provide an explanation of the rating scale to be used for rating the LOI, where 1 is
Most Essential, 2 is More Essential, 3 is Essential, 4 is Less Essential, and 5 is
Least Essential.
Walk through the TDNASH Tool with the teachers. Consider one competency at a
time. Consider each of the indicators for the competency and ask the teachers to
reflect on whether or not the School Head consistently demonstrates this behavior.
Each participant provides an individual perception of whether the School Head
consistently demonstrates the behavioral indicators and provides evidence to
support their perception
The group reaches a consensus and provides a Yes/No response for each indicator.
They need to place a for Yes or a X for No in the appropriate column.
Record the groups consensual decision on the separate answer sheet provided.
Each participant provides an individual perception of the LOI of the competency to
the job of a School Head
The group reaches a consensus and provides a rating (1, 2, 3, 4, or 5) according to
the rating scale provided.
Record the groups consensual decision on the answer sheet provided.
Continue Steps 12 to 17 for each competency.

19. Record details of the participants who took part in the GCA and ask the teachers to
affix their signature at the end of the Answer Sheet.

D. Administration of the TDNASH by a Supervisor


For the administration of the TDNASH by Supervisors the following materials (see
Attachment 1) are required:
TDNASH Tool (1 copy First page removed)
TDNASH Answer Sheet (1 copy)
Instructions for Supervisors
The Supervisor asked to complete the TDNASH by Supervisors should have a
sound knowledge to the School Heads work practices. This would normally be
the Supervisor who has direct responsibility for overseeing the school where the
School Head is based. It is most likely that the Supervisor is a member of the
TDNA-WG who has undergone an orientation activity for the TDNASH. It is also
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possible that the Supervisor is the one who has administered the TDNASH to the
SH and to the teachers.
The following points serve as a guide for accomplishment of the TDNASH by
Supervisors:
1. Provide the Supervisor with a copy of the Instructions for Supervisors and
allow him/her time to read them.
2. Provide the Supervisor with a copy of the TDNASH Tool, and the Answer
Sheet.
3. Clarify any questions they may have regarding completing the TDNASH
4. Allow time for the Supervisor to respond to the Tool.
5. When the Supervisor has finished, collect the Answer Sheet and ensure
the respondent information is completed, and the Supervisor signature is
provided at the end of the Answer Sheet.
III.

ANALYSIS OF THE TDNASH RESULTS

Scoring the TDNASH Answer Sheets


The Supervisor is responsible for scoring the Answer Sheets from the three sets
of respondents. The scoring process involves reviewing the indicators which are
arranged in a continuum from the simplest to the more complex to identify the
School Heads School Leadership Experience Level (SLEL).
Each Answer Sheet should be scored separately by completing the following
steps:
1. Review each competency and the responses provided for the set of indicators.
2. Take note of where the s (representing a Yes response) have been given.
These indicate that the school head consistently demonstrates these
behaviors.
3. Identify where the SH level of competency appears to be (e.g. where the s
finish and where the Xs, representing a No response, start). See example
below.
Competency
1.1

Domain 1: School Leadership


SLEL
Indicator
A
1
E
2
P
3
P
4
P
5
L
6
L
7
L
8
L
9
T
10
T
11
T
12

YES = NO = X

X
X
X
X
X
X
X

LOI

4. In the example above take note that the letter P under the School Leadership
Experience Level (SLEL) column corresponds to the SH level of competency
based on the indicator described in step No. 3 above. The letter P stands for
Performing level which is the SLEL for the specific competency. Based on the
scale below, P corresponds to a rating of 3. Record this on the Answer Sheet
in the competency column.
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School Leadership
Experience Levels
Awareness Level
Emerging Level
Performing Level
Leading Level
Transforming
Level

Letter
Code
A
E
P
L
T

Rating
Scale
1
2
3
4
5

5. In cases where there are cross marks followed by check marks, consider the
first check mark followed by at least two crosses to be the registered
competency level. See examples below.
Example A. The first followed by two Xs is registered as the final
competency level.

Competency
1.1

Domain 1: School Leadership


SLEL
Indicator
A
1
E
2
P
3
P
4
P
5
L
6
L
7
L
8
L
9
T
10
T
11
T
12

Example B. The last


as the final level.
Competency
1.1

YES = NO = X

X
X

X
X

LOI

of the series followed alternately by Xs is registered

Domain 1: School Leadership


SLEL
Indicator
A
1
E
2
P
3
P
4
P
5
L
6
L
7
L
8
L
9
T
10
T
11
T
12

YES = NO = X

LOI

6. Complete this for each of the competencies and for the three sets of
respondents.
7. This data becomes the bases for the consolidation of the TDNASH
Triangulation Results.
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Consolidation of the TDNASH Triangulation Results for Individual


School Head
When the data has been collected and analyzed from all three sources involved
in the TDNASH process, the results need to be consolidated by the TDNA-WG
member who administered the TDNASH e.g. the Supervisor. A template (hard
copy and an e-version) has been developed to assist with the consolidation (See
Attachment 1).
1. Enter the final results of each SHs ratings for both SLEL Competency
ratings and the Level of Importance (LOI) ratings obtained from the School
Head Self-Assessment, the Supervisor and the Teachers into the
consolidation template provided.
2. Based on the SLEL ratings entered, compute the weighted average for the
overall School Leadership Experience Level for each competency. It is
recommended that the School Heads results be given a heavier weight
than the results from the others. Thus, the weights for the SH selfassessment is 50%, the Supervisors is 25% and the Teachers assessment
is 25%. Enter the weighted average for each competency in the
appropriate column. See the example below on how to calculate the
weighted average.

SEE EXAMPLE BELOW:

TDNAS
H

Item
s

Competency Ratings obtained


from triangulation process
SelfAssessme
nt

SLEL
50%

1
2
3
4

Overall School
Leadership
Experience Level
(SLEL)

2
2
4
3

Superviso
r

LOI

SLE
L

4
3
2
2

2
3
3
2

25
%

Teachers

LOI

SLEL

LOI

Weighted
Average
of SLEL
Ratings

5
2
3
1

2
3
4
1

4
2
4
1

2
2.5
3.75
2.25

25%

AAwarenes
s
EEmerging
PPracticing
L- Leading
TTransformi
ng

E
P
L
E

Overall
Level of
Importa
nce

(Simpl

e)
Avera
ge LOI

4.33
2.33
3.00
1.33

Example of computing the weighted average (See TDNASH Item #3


above):
Self- Assessment (4 x .50) + Supervisor (3 x .25) + Teachers (4 X .25) = (2.0) +
(0.75) + (1.0) = 3.75
Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 97

T&D System Operations Manual-Volume 2: The TDNA System

3. For the next Overall School Leadership Experience Level column,


determine the equivalent SLEL descriptor (A, E, P, L, T) using the
following scale ranges:
A- 1.00 to 1.49
5.00
E - 1.50 to 2.49

P- 2.50 to 3.49

T - 4.50 to

L - 3.50 to 4.49

4. For the level of importance, find the simple average of the LOI ratings
across the results from the three sets of respondents.
5. A copy of the consolidated triangulation results should be provided to the
School Head and to the TDNA-WG Chair. The Supervisor should discuss the
results with the School Heads and assist with the interpretation of the
results e.g. identifying priority training and development needs by finding
the domains/competencies that have the lowest level of competency and
are considered to be of the highest level of importance.
Reporting Cluster Results
When the triangulation results have been consolidated for each School Head,
cluster results should be developed. A template (hard copy and an e-version) is
provided to facilitate this process. (See Attachment 2). There are three parts of
the template namely:
Part I Cluster SH Identification;
Part II TDNASH Cluster Summary Sheet for SLEL; and
Part III TDNASH Cluster Summary Sheet for LOI.
The following are the steps for manually organizing the cluster results:
Part I.
1. Assign each of the School Heads within a specific cluster an identifying
code number such as: SH 1, SH 2, SH 3, until the last SH. These are
entered in the first column of the template.
2. Enter the names of SHs corresponding to the code number identified.
3. Write the schools name beside the name of each of the SHs.
Part II.
1. Enter the individual Weighted Average of SLEL Ratings per School Head
computed from the TDNASH triangulation process into the TDNASH Cluster
Summary Sheet
2. Compute the simple average across all the SHs in each of the
competencies.
3. Determine the equivalent SLEL Descriptor (A, E, L, P or T) corresponding to
the Overall Cluster SLEL average rating using the scale ranges below.
Enter this in the last column.
A - 1.00 to 1.49

P- 2.50 to 3.49

Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 98

T - 4.50 to 5.00

T&D System Operations Manual-Volume 2: The TDNA System

E - 1.50 to 2.49

L - 3.50 to 4.49

Part III.
1. Enter the consolidated average for the Level of Importance from the
TDNASH triangulation for each School Head into the TDNASH Cluster
Summary Sheet LOI Results worksheet.
2. Calculate the simple average for the Level of Importance for each
competency across schools within the cluster.
Analyze the Cluster results and develop an interpretation (See Section D below).
This should identify the priority training and development needs of the School
Heads within the Cluster
Provide a copy of the cluster results and priority training and development needs
to the Lead School Head and to the TDNA-WG Chair.

F. Interpretation of Results
The School Heads (SLEL) is interpreted using the descriptors found in the
following table. The simplest level is Awareness and the most advanced is
Transforming.
LEVELS
Awareness (A)

Level
Emerging (E)

Level

Practicing (P)

Level

Leading (L)
Level

Transforming

DESCRIPTORS of School Leadership Experience Level


Observing the leadership of others
Understanding the work of leadership from a theoretical perspective
Following the directives or suggestions of DepED or the school team
Identifying factors that affect work, programs or projects
Participating as a member in the work of a team for a specific purpose
Implementing a program or project selected by the team or downloaded by DepED
Facilitating the work of a team as a leader
Managing a program, project or initiative being done by a team
Coordinating the work of others
Developing programs and providing resources to be utilized by others in their work
Supporting the work of individuals and teams
Monitoring and evaluating performance of individuals, projects accomplishment and utilization of
budget
Acting on the results of monitoring and evaluation of performance
Providing feedback to teachers and teams regarding performance
Overseeing school-wide program, project or initiative which involves delegating, decision-making and
problem solving
Ensuring that teaching and non-teaching personnel are results oriented
Exercising management control and evaluating school-wide projects, programs and personnel
Designing, developing, and overseeing the implementation of a program or project
Facilitating, coordinating and evaluating the work of several teams or sub-teams
Monitoring and ensuring efficient and effective use of time and resources
Observing, supervising, and coaching/mentoring teaching and non-teaching personnel for the
purpose of professional growth
Holding others accountable for their work and behavior while providing them with technical
assistance
Extending expertise to other school heads

Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 99

T&D System Operations Manual-Volume 2: The TDNA System

Providing opportunities for professional growth to teachers and non-teaching personnel


Institutionalizing efforts or practices that are found to be effective
Identifying and developing emerging and potential leaders in the school community
Creating a culture of excellence to enhance peak performance
Creating an atmosphere where individual differences are celebrated and where every individual
grows and maximizes his/her potential

(T) Level

Based on the results of the individual SLEL ratings, a School Head can recognize
their level of competency for the various domains. The competencies where
they are at an awareness (A) or emerging (E) level indicate that these require
further development and training, while competencies that are rated at the
transforming (T) level indicate a strength. Ratings at the practicing (P) and
leading (L) levels indicate satisfactory levels of performance and should be
further enhanced.

TDNA
SH

Item
s

Competency Ratings obtained


from triangulation process

SelfAssessm
ent

Supervis
or

Teachers

SLE
L

SLE
L

SLE
L

50
%

LO
I

25
%

LO
I

25
%

Overall (SLEL)
School Leadership
Experience Level
Weighte
d
Average
of SLEL
Ratings

(Simp

le)

Avera
ge

LOI

LO
I

2.25

2
4

3
2

3
3

2
3

3
4

2
4

2.5
3.75

2.25

A- Awareness
E- Emerging
P- Practicing
L- Leading
T- Transforming

Overall
Level of
Importance

E
P
L
E

4.33

Less
Essentia
l

2.33
3.00
1.33

Most
Essentia
l

Sample of Consolidated Triangulation Results

Interpretation of the SLEL results must be done with consideration of the


corresponding Level of Importance (LOI) rating. The LOI indicates how essential a
given competency is to the job of a School Head. Although a School Head may
be rated at the same level of performance for two different competencies, the
competencies may not have the same degree of importance to the job of the
School Head. Thus, the competency rated more essential should be given higher
priority for development or training purposes. The example above illustrates that
for Competency 1 and 4, the School Head has the same SLEL, the competencies
Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 100

T&D System Operations Manual-Volume 2: The TDNA System

do not have the same degree of importance to the job of the School Head. Thus,
Competency 4 that is rated more essential should be given priority for
development or training purposes.
Consolidated TDNASH results gathered from groups of school heads at the
District/Division level may be analyzed in the same manner. Planners of training
and development programs are informed by the data analysis as to what priority
training programs could be prepared to address low level competencies that are
most essential in the job of the school managers.
IV.

TDNA CONSOLIDATION DATABASE FOR TDNASH


The TDNA Consolidation Database allows districts and divisions to upload the
electronically consolidated triangulated results from the TDNASH. An individual
School Head summary result as well as a district/division profile can be
generated identifying strengths and priority training and development needs
according to TDNASH domains and competencies. Data can be analyzed and
used to inform the School Heads development of an Individual Plans for
Professional Development (IPPD) and the Division Master Plan for Professional
Development (MPPD).
The TDNA database that supports the Division and regional consolidation of
TDNASH data is linked to the web-based TDIS and can be accessed through the
EBEIS at http://beis.deped.gov.ph/
Division TDNA-WG will be responsible for ensuring all Education Supervisors are
able to use the e-version of the template for the consolidation of a School Heads
triangulation results for individual school heads. The Supervisors will be
responsible for managing the consolidating the TDNASH results from all schools
within their district. Results at this level should be used to inform District lead
training and development activities for School Heads. The District level TDNASH
consolidated electronic results should be submitted to the Division TDNA-WG.
The T&D Chair at the Division level is responsible for managing the TDNA
Consolidation Database at the Division level. With the support of the TDNA-WG,
district electronic results for the TDNASH are to be consolidated and incorporated
into the web-based TDIS. Results should be analyzed to inform Division MPPDs.

V.

MONITORING AND EVALUATION OF THE TDNASH TDNASH


The TDNA-WG Chair, Co-chairs and selected TDNA-WG members are tasked to
monitor and evaluate the administration of the TDNASH. It is not expected that
group members will be able to observe the administration of the TDNASH to all
School Heads and the validation by teachers, however they should ensure they
have an opportunity to observe the TDNASH administration in approximately
10% of sites.
Monitoring and Evaluation mechanism and tools have been developed to support
the TDNASH process and consist of the:
T&D-M&E Form 1: Individual Profile Template
Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 101

T&D System Operations Manual-Volume 2: The TDNA System

TDNASH-M&E Form 1: Division M&E of Conduct of TDNASH


TDNASH-M&E Form 2: TDNASH Consolidated Cluster Results Template
TDNASH-M&E Form 3: Documentation Tool for Division Implementation of
TDNASH
The matrix below describes the M&E tools developed for use during the
implementation of the TDNASH process. The tools are found in Attachment 2.
The TDNA-WG should be convened anew to consolidate the results from the
monitoring of the TDNASH and develop recommendations for the improvement
of the TDNASH process.
What will be
monitored

How it will be
monitored

M&E tool to
be used

Who will be
responsible
for the
monitoring
TDNA - WG

When will the


monitoring
take place

How will the results be


used

School Heads
details in relation to
their current position,
their level of
experience and
qualification

All School
Heads will be
asked to
complete the
profile

T&D-M&E
Form 1:
Individual
Profile
Template

Prior to the
accomplishmen
t of the
TDNASH Tool

Results will be entered


into the TDIS database
along with their
corresponding TDNASH
results

The implementation
of the TDNASH
process at the
school/cluster level

Members of
the Division
TDNA- WG
will be asked
to observe the
conduct of the
TDNASH at
the
school/cluster
level and
complete the
tool

TDNASHM&E Form
1: Division
Monitoring
& Evaluation
of the
Conduct of
TDNASH

Division
TDNA - WG

During the
accomplishmen
t and TDNASH
process and the
consolidation of
results

Results will be collated


and analyzed by the
TDNA-WG and used to
inform future TDNASH
processes.

The training and


development needs
of the School Heads

The PSDS /ES


will be asked
to
consolidated
the School
Head
TDNASH
results for a
cluster of
schools

TDNASHM&E Form
2: TDNASH
Consolidate
d Cluster
Results
Template

TDNA -WG

After the
accomplishmen
t of the
TDNASH by a
cluster of
School Heads

Results will be analyzed


and used to inform the
Division on the training
and development needs
for School Heads. Results
will be incorporate into the
MPPD and DEDP

The implementation
of the TDNASH at
the Division level

A Process
Observer will
be identified
and asked to
complete the
tool

TDNASHM&E Form
3:
Documentati
on Tool for
Division
Implementat

Region
TDNA - WG

During the
TDNASH
process at the
Division Level

Results to be discussed
with the Division and
identify strengths and
areas for improvement.

Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 102

Observations will be
collated by the TDNA- WG

T&D System Operations Manual-Volume 2: The TDNA System

ion of
TDNASH

Section 7.2: TDNA for School Heads (TDNASH ) Guide and Tools
Page 103

and the results analyzed


to inform future TDNA
policy

T&D System Operations Manual-Volume 2: The TDNA System

ATTACHMENT ONE: TDNASH Tools &Templates


1.1 Training and Development Needs Assessment for School
Heads (TDNASH) Tool
1.2 TDNASH Answer Sheet
1.3 Instructions for Supervisors in Answering the TDNASH Tool
1.4 Consolidated Triangulation Results Template for Individual
School Head
(Note: e-version available through Division as part of the TDNA
Consolidation Database)

T&D System Operations Manual-Volume 2: The TDNA System

Attachment 1.1
TRAINING DEVELOPMENT NEEDS ASSESSMENT FOR SCHOOL HEADS (TDNASH)
TOOL
INSTRUCTIONS for SELF-Assessment:
1. Complete the Respondent Information on the Separate Answer Sheet
provided.
2. Read the competencies for each domain and the supporting behavior
indicators. Consider each indicator by reflecting on your past and
current practices as a School Head. Recall any evidence that you have
in relation to your performance for the stated behavior.
3. On the Answer Sheet, place a for Yes or a X for No under the
appropriate column to represent your assessment of whether or not
you have been consistently demonstrating this behavior in your work.
Do this for each indicator.
Example:
School Leadership
Competenc
y

SLE
L

1.1

A
E
P
P
P
L
L
L
L
T
T
T

Indicator
1
2
3
4
5
6
7
8
9
10
11
12

YES =
NO = X

LOI

Note: The Letter Codes, A, E, P, L, T under the SLEL column are


intended for the analysis of results. Please do not be distracted by
these codes.
4. After responding to each set of indicators, rate each competency in
terms of how essential it is in performing the job of a School Head.
Write the corresponding number in the appropriate box under the
column LOI on the Answer Sheet using the scale below.
Ra ti ng Sc al e for Lev e l of Impor ta nc e (LO I )
Ra ti ng
I nte r pr e ta ti on
Ra ti ng
1
Most Essential
3

I nte r pre ta ti on
Essential

Less Essential

Least Essential

More Essential

T&D System Operations Manual-Volume 2: The TDNA System

5. No time limit is imposed for completing the TDNASH. It is expected it


will take approximately 1-2 hours to complete.
6. Please do not leave any item unanswered.

START HERE
DOMAIN 1: SCHOOL LEADERSHIP
COMPETENCY 1.1
Qualifier

Developing a clear vision and communicating it to others

SLEL

Indicators

A
E
P
P
P
L
L

1
2
3
4
5
6

L
L

T
T
T

9
10
11
12

Developing and Communicating a Vision

States and explains the school vision clearly


Communicates and explains the vision to faculty and students
Participates in committees which develops and/or revises vision statement
Discusses vision statement with all stakeholders
Involves stakeholders in the crafting the school vision
Lead in developing the vision among stakeholders
Facilitates understanding of vision among stakeholders for the purpose of aligning
decisions to it
Aligns goals and objectives of activities of the school with the school vision
Revisits the vision yearly. Regularly checks and monitors programs if they are
aligned with the vision
Advocates and shares expertise with other school heads on facilitating vision
development among stakeholders
Creates teams to champion the achievement of the vision of the school
Together with the stakeholders revisits and checks if school programs and activities
are aligned with the vision of the school

COMPETENCY 1.2
Qualifier
SLEL
A

Data Based Strategic Planning

Creating strategic plans that are driven by data

Indicators
13

E
E
P
P
L

14
15
16
17

19

18

Explains the importance of establishing baseline data on all performance indicators


especially on student achievement (SRC)
Analyzes and interprets student achievement data
Gathers and establishes baseline data on all performance indicators (SRC)
Facilitates data usage to develop school goals
Uses baseline data in formulating school development plans
Facilitates baseline data usage among staff to develop school-wide goals for school
improvement
Assesses processes and results of programs. Modifies and/or improves said
programs based on assessment results

COMPETENCY 1.3

Problem Solving

T&D System Operations Manual-Volume 2: The TDNA System

Qualifier

Solving problems with an awareness of the educational context

SLEL

Indicators

A
E
P

20
21

P
L
L
L

23
24
25

L
T

27

T
T

28

Identifies school and instructional problems and issues


Suggests solutions to common school and classroom problems and issues
Facilitates the resolution of an issue or problem involving relevant parties and
makes informed decisions
Conducts dialogue with concerned parties re problems at hand
Identifies and assumes responsibility to see that an issue is resolved
Determines information gathering and decision making strategies
Collaborates as necessary with relevant parties in developing solutions/decision
and determines if the solution was effective
Initiates and makes use of steps in solving problems
Establishes and puts mechanisms in place that prevent the occurrences of potential

29
30

Provides creative solutions to problems at hand.


Assesses decisions or solutions made and acts accordingly

22

26

problems.

COMPETENCY 1.4
Qualifier

Establishing and leading team(s) to achieve positive results

SLEL

Indicators

A
A
E
E
P

31
32
33
34

P
P
P
L

36
37
38

L
L
L
T

40
41
42

T
T
T
T
T

Building High Performing Teams

47

Follows team decisions


Seeks suggestions from the team
Participates in a team experience
Conducts participatory meetings for decision making
As a leader, ensures team members understanding of purpose, tasks,
responsibilities, and timeliness for completing the work of the team
Checks progress of team in accomplishing its purpose
Forms different teams or committees for different tasks
Defines roles and functions of each team or committee
Ensures that all aspects of the team process allowed individuals and groups to
exercise professional responsibilities effectively and efficiently
Holds teams responsible for deadlines and results
Monitors accomplishment of each team/committee
Gives feedback on the teams performance
Creates a culture of excellence where individual differences are celebrated to
enhance peak performance of each individual
Facilitates the development of shared organizational value to achieve high
performance
Develops the groups capabilities in assessing team results and processes.
Employs synergy to assist / develop peak performing teams
Searches and applies creative and innovative assessment tools for peak
performance
Prepares assessment tools (e.g. rubrics) as a result of consultation from the members of

48

Creates champion teams to assess accomplishment of the different group

35

39

43
44
45
46

the group

COMPETENCY 1.5
Coordinating the Work of Others
Qualifier
Managing Projects

C
Assessmen
Teachers Observation and Instructional Supervision
DOMAIN
4:
O
t
of
and
PROFESSIONAL
DOMAIN 3: Conducting classroom observations for the purpose of instructional
Qualifier
M
for
DEVELOPMENT
&
CREATING
A improvement
and/or teacher
evaluation
T&D
Operations
Manual-Volume 2: The TDNA System
DOMAIN
1: System
SCHOOL
LEADERSHIP
P
Learning
HR MANAGEMENT
STUDENT
SLEL
Indicators
E
CENTERED
CO Creating a
T
LEARNING
A
247 Observes classroom instruction with a supervisor coaching him/he
MP
SLEL professional
Indicators
E
CLIMATE
E
248 Prepares a supervisory plan
ET
learning
N
A
49
Follows directions for project implementation
P
249
EN
community
Supervises and evaluates classroom instruction according to Division guidelines
CO
High
Social
C
A
50
Follows directives from the higher office
CY
P
MP
& 250
Academic
Conducts Classroom Observation STAR, TISS, etc
Y
E
51
Implements a project or event
4.1a
ET
Expectation
P
251 Conducts a post-conference after the actual observation
2.
E
52
Issues school memo to implement a project
EN
s
Q
1a
L Mentoring
252 and
Provides timely, accurate and specific feedback to teachers regarding
E
53
CY
Forms different committees (List of Committees)
u coaching existing
performance
Q
Using data
3.1
54 and
aP employees
Coordinates the development, organization, and implementation of a project or
L
253
u
to
assess
Fosters and encourages professional growth of individuals and staff based on
al facilitating the
event which supports teaching and learning
a student observation
data
iQ
induction
of
new
Establishing
P performanc
55
Coordinates
with concerned staff on the implementation of the project
li
T
254
Projects instructional competence and charisma to encourage teachers to seek
fu
hires
and
modeling
fP e and56needs,
Monitors project ( Monitoring Form)
i
al
highfor
socialinstructional support
iT and
Document
s project on
(Progress
e
Provides
guidelines
how to report,
conductpictorials)
observations and instructional supervision
if
and255
academic
e designing
Evaluates
project
(Project
Assessment
Form)
r
ie
expectations
rL programs
to
57
Monitors efficient use of resources and time on a collaborative project directly
rS Indicators
for all
address
focused on improving teaching and learning
these
needsnew
S
Indicators
A
1
Welcomes
L
58
Monitors proper allocation of resources ( time, fiscal, personnel, IMS, etc)
staff 59
andthe
faculty
A1
S
Explains
LIndicators
Gives feedback & recommendations (Minutes of meeting, Completion Reports)
E
1need
for new
Supports
A
L Follows
60
Publishes
project results (School Bulletin, School Memo)
teachers
to have
teachers
in
COMPETENCY
4.4
Performance
management
of Teachers
Staff
T department
61
Facilitates
the
development
of self-directed
teachers and
in maximizing
resources in
high becoming
leadership
improvingthe
teaching
and learning
Qualifier
Managing
performance
of all teachers and staff from performance goal
expectations
familiar
on with
7 directives
to performance
evaluation
T program
62 setting
A1
Sets school
Mobilizes
teachers / staff
in sustaining a project
targets
routing
implementati
SLEL
Indicators
COMPETENCY
1.6
Leading and Managing Change
procedures
E 1on
Models
high
A
256 AllowsInitiating
teachers and
to set their
own performance goals and to assess their
Qualifier
and staff
Managing
Change
E
social
and
Provides
A 1Cites
the informal
own performance
SLEL academic
Indicators
guidance
and
E orders257 Sets performance goals for each direct subordinate
expectation
feedback
to
/memoranda
7
A
63
Identifying areas that need change considering the school as an organization and its
E
258
and deputizes specific persons to help manage the performance of other
for all Identifies
and
on sfaculty
environment (Form 178, Personal Journal)
teachers
and
staff
students
staff
E assessment
64
Approves initiatives towards changes for school improvement
P 1Utilizes
259
E
Sets
performance
goals for each subordinate and coaching them for commitment
Orients
P Identifies
65 newly
Initiates
and
manages
changes for school improvement applying change
P
260 Conducts
practices
of
hired
performance dialogue and feedback at the end of each performance
external
management skills
high
teachers andperiod
assessme
P
66
Organizes teams to implement changes (minutes of meetings)
performing
P
261
ntstaff
dataon
toCoaches
deputized staff once in a while on how to manage performance of staff
P7
67
Monitors the implementation of change programs
schools
that
School
determin
L
262 Sets
& resets performance goals for each subordinate and coaching them for
L
68 be inDelegates to staff some functions to respond / address evaluation results
routine
ecan
gaps
commitment
adapted
in
procedures
/
student
L
69
Evaluates
results of change
programs
and modifies
effects new changes
based on
L
263
Conducts
performance
dialogue
and feedback
at theor
accomplishment
of each
the
school
policies
achievem
results
performance goal
P
ent70
Integrating
new
L 1 Conceptualizes
Assigns staff
to take
charge
of different
of the
program
or project
L
264 Coaches
deputized
staff
regularly
on howcomponents
they manage
performance
of the
E
school
teachers
into
L Utilizes
71the staff
Observes
and to
applies
multi-tasking in giving assignments
assigned
them
specific
the schools
National,
72
T
265
Building
capacities
of teachers
and staff toofmanage
change
up systems
to facilitate
management
performance
of all teachers and staff
interventio
culture
Regional
andSets
73
T
266
Sends
staff
to
attend
training
and
seminars
to
enhance
knowledge,
and to
ns
that
Models the conduct of performance management from goal setting skills
to coaching
P 1Division
test
a new
7 Supports
attitudes
(KSAs)
address
performance
evaluation
results
as
teachers
in
74
identified
T baseline
267
Sustains
effective
for
understandin
Provides follow-uppractices
sessions realized
to hone in
thechanges
skills ofintroduced
deputized staff on managing
problems
T measuring
75
g and performance
of those
assigned to
themin identifying, initiating and managing
Instills in teachers
a pro-active
stance
P 1Achievement
Establishing
addressing changes
and performance
Utilizes
implementing
expectations
multiple
DOMAIN
2: INSTRUCTIONAL LEADERSHIP
school
practices
P 1assessment
Provides
formal
that support
measures
of and
guidance
DOMAIN
5: PARENT
INVOLVEMENT & COMMUNITY PARTNERSHIP
high feedback
academic
student
to
and social
performance
faculty and
expectations
for
to
evaluate
staff
all
students
student
P 1 Involves new
P 1learning
Implements
teachers in
P8 across
a or
programs
school
grade/year
interventions
activities/pro
level
orand
(social
grams

as
P 1such
Replicates
best
standardized
practices of
tests,
high
performance
T&D System Operations Manual-Volume 2: The TDNA System
performing
based
schools
L 1portfolio
Institutes
Supports
practices found
COMPETENCY
Parental Involvement
effectively
5.1agrade/year
level
supporting
Qualifier
programs,
orCreating parent/family partnerships to support student peak performance
P8 studentcontent
area
SLEL
Indicators
centered
planning,
to Attends PTCA meeting or at least sends authorized representative
A learning
268climate
address
needs
L 1 Engages faculty
E of all learners
269 Participates or facilitates some aspect of an event involving parents support of
in setting highstudent learning
social270
& and Presents priority projects to PTCA for fund raising
E Identifies
prioritizes
academic
P school
271 Manages and/or implements opportunities for parents to support student learning
expectations
L
P 1programs
272to Designates key personnel who would assist in the implementation of programs
Conducts
and projects of PTCA
address
regular
P student
273 and
Extends advice and suggestions to PTCAs re programs and projects
monitoring
P8
learning
L evaluation
274 of Designs opportunities for parents to support student learning
needs such as
student
L reading
275 Involves parents in planning and designing of programs and projects to support
performance student learning
readiness,
T
L 1reading
276 Creates monitoring / evaluating team with parents in programs / projects
Establishes
structures andInstitutionalizes structures for parents to own responsibility in supporting student
T difficulties
277
influencing
learning
and
the like
faculty and Creates working committees with parents in the implementation and assessment of
Ensures that
stakeholders to
T relevant
278
data programs and projects
embrace and
were
demonstrate
available and
shared
COMPETENCY
5.1b Parental Involvement
examined
commitments
to
Qualifier
regularly toCreating a climate that supports parental involvement
L8 high academic
monitor
and
SLEL
Indicators
and social
determine
expectations
A trends
279
and Provides communications to parents regarding a classroom topic
T
Develops
A 1patterns
280for Schedules the issuance of reports cards/homeroom PTCA meeting
advocates
E programmatic
281
Provides communications to parents regarding a school-wide topic
towards
attention
E
282
Providing assistance to teachers in organizing PTCA meetings
high social
Conducts
Conducts advocacy / information campaign to parents or school programs and
&283
academic
E
action
expectation projects
research Creates & maintains communication with parents to solicit ideas, suggestions and
s
P
on284
needs opinions
T 1 Institutionalizes
like
P
285
Develops strategies to make parents feel welcome when they come to the school
practices
L8
reading
P
286have Solicits feedback or data from parents regularly
that
readiness,
positively
Establishes an open communication with the staff, students, parents, and
reading
L
287
contributed
difficultie community, including PTCA organizations, etc.
thethe Establishes functional School Governing Council (SGC) and conducts regular
stoand
L
288
attainment
like
meetings with them
of target
L Develops
289
Maintains a harmonious working relationship with parents and other stakeholders
T 1 Provides
interventions Conducts school summit with stakeholders at the beginning and at the end of the
incentive
T programs
290
system
forschool year
such as
Organizes champion teams among parents to M & E programs and projects
high
L8
T reading
291
performing
program,
teachers
remedial
COMPETENCY
External Community Partnership
CO
High Social
5.2 instruction
MP
&the
Academic
and
like
Qualifier
Creating opportunities for external community involvement/partnership
ETSupervises
Expectation
/
ENmonitors
s
CYprograms
3.1based on
b results of
L8
Q action
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research and

if assessment
environment
ie techniques
(e.g.
r Sharing
differentiated
T&D System Operations Manual-Volume 2: The TDNA System
learning
innovative
opportunities
assessment
, after-school
procedures
to
SLEL
Indicators
programs,
other school
T8 heads
clubs,
etc.) Participates in some aspect of a program or event that involves an external
and
A setting292
trends community partner
S Indicators
A and patterns
293
Attends to barangay meetings on educational programs or projects / meeting
A1for
Explains the
importance
E benchmarkin
294 ofFacilitates some aspect of a program or event that involves an external community
partner
gStudent
E Centered
295
Participates actively in community activities
Sustains /
Learning
Manages and/or implements programs and events in which the community and
institutio
P
296
Environment
nalizes school interact and share resources to support school improvement goals
T8 (SCLE)
Establishes strong linkages with other sectors by complying terms and conditions
interventi
P1
297
E
Identifies
and
stated in the MOA or any other similar instrument
on
implements
program
Develops and sustains ongoing partnership(s) and the school for the purpose of
L
298
school
Facilitates the focusing and using resources to support school improvement goals
programs
to
L conduct
299of Taps NGOs to support and provide assistance to existing school programs and
enhance
continuous or projects
learning
T8 regular
action
environmen
T research
300per Forges strong partnerships with external community towards focusing and
t area maximally using resources to support school improvement goals
subject
E
Supports
the Involves external community in developing plans
T 1or
year301
level
use of
CO Assessme
engaged Establishes stronger partnership with sponsoring agencies in forging continuing
T
MP
nt 302
of and
learning assistance
ET for
strategies
EN Learning
P 1 Provides
CY
DOMAIN 6: SCHOOL MANAGEMENT AND DAILY OPERATIONS
2.1 feedback to
classroom
b
COMPETENCY 6.1
Managing Daily Operations
teachers on
Q
Assessing
Qualifier
ways to make Participating in the management of the school facility and daily operation
u the
the learning
Indicators
aSLEL
effectiveness
environment
303
Follows daily routines and procedures established by school leadership
lA of
curricular
more
studentiA programs
304
centered for all Checks the proper use of school facilities and equipment
f and/
or
Participates in monitoring or managing some aspect of the daily operation of
learners
E instructional
305
iP
the school(s)
1 Manages
e strategies
programs
306and Provides support on one aspect of school plant operations for safety, security,
rE
and cleanliness
provides
feedback
to
S
Indicators
E
307
Prepares list of school facilities needing repair (faulty wirings, etc.)
teachers308
on
E Gives
Identifies guidelines on proper use of school facilities / equipment
engaged
instructions
Establishes and implements school structures, timelines, and processes that
P to
309to
learning
teachers
support academic environments
strategies
A9 assess
Monitors some aspect(s) of school plant operations for safety, security, and
P 1effectiveness
310
Conducts
cleanliness
periodic
of
curricular
P assessment
311 of Hires and assigns support personnel to de the needed work
programs
Monitors the operations of school plant facilities for safety, security and
programs
P Evaluates
312on
improvingorthe cleanliness
programs
learning
Delegates some management functions to key personnel in the school and
L strategies
313
environment
coaching them in the process
from teacher
and
provides
E9
Manages school plant operations to create and maintains a safe, secure, and
L reaction
314
feedback
clean learning environment.
rather
than
L 1 from
Facilitates
student
Assigns property custodian or appropriates school personnel to manage school
L learning
315
dialogue
plant operations
through a
outcome
variety of
Gathers
means
with the
feedback
faculty
fromabout
E9 how to develop
teachers
and on
maintain

centered
Gives
classroom and
feedback
school
to
environments
T&D System Operations Manual-Volume 2: The TDNA System
teachers
that support the
on
E9 needs of all
programs
learners
Oversees school plant operations and care and use of school facilities according
based
L 1 Ensures
316on
L
set faculty to set guidelines
understanding
guideline Contributes to the development of organizational structures, practices and
and
T
s 317
policies that complement and enhance each other in support of improving
implementation academic environments
Evaluates
of engaged
current
models Institutionalizes effective practices in managing school operations thereby
T learning318
programs or
creating a safe and secure learning environment
L 1 Conducts
instructional
COMPETENCY
6.2a
Fiscal Management
SLAC / SBTP
strategies
to
(school-based
Qualifier
Developing a school budget
P9
assess
their
training
effectiveness
SLEL
Indicators
program)
based
on and
A student
319
Follows budget decisions made by school leadership
meetings
on
improving
E learning
320the Participates in budget discussions and decisions
learning
E outcomes
321
Reviews / discusses budget proposal with teachers
environment
P Analyzes
322
and Aligns decisions about resource allocation with school improvement goals
continuously
checks 323
P
Identifies fund sources (MOOE, SB, Solicitations, etc)
L 1 Participates
programs to
Develops creative ways to obtain, allocate and conserve resources to support
P9
actively324
in
L determine
curricular to
and school improvement goals within the limits of board policy
alignment
co-curricular
L learning
325
goals Establishes tie-ups, linkages with LGUs, NGOs to provide funds for project
implementation
activities
Utilizes
T (Teachers
326and Generates resources to support school improvement programs and activities
assessment /
students)
T test results
327to
Initiates income generating projects with community support
P9
T 1 Instills pride &
improve
COMPETENCY
6.2b Fiscal Management
confidence
instruction
Qualifier
among students Monitoring a budget and/or demonstrating knowledge of DepED financial
Maintains a
policies and procedures
in achieving
school-wide
high
social
&
SLEL
focus onIndicators
academic
A improving
328
Monitors budget implementation based on DepED guideline
expectations
L9
learning329
for
E
Participates in monitoring some aspects of the school budget
T 1 Empowers
all
students
E teachers330
Reviews / discusses budget proposal with teachers
and all to
P subgroups
331of
build students
Monitors and evaluates school budget
commitment
to
P students332
Allocates funds according to priority needs
life-long
P Monitors
333
and Utilizes resources judiciously
learning
L evaluates
334
Monitors and revises the school budget according to results from monitoring
T 1 Creates and
program
L
335
Ensuring that all financial records are up-to-date and ready for audit at any time
provides
results
to
L intrinsic336
L9
Keeps accurate and up-to-date record of financial expenditures
determineand
T impact
337
extrinsic
Voluntarily submits to regular auditing and scrutiny of all financial records
on
rewards338
to
T student
Acquires new / improved school facilities with support with other stakeholder
teachers and
achievement
Publishes financial statement regularly for transparency
T programs
339
Schedules
designed to
monitoring of
L9
improve the 6.3 Use of Technology in the Management of Operations
COMPETENCY
programs
learning
with teachers
environment
Qualifier
Applying TQM, Technology Management, Project Management, and/or
Prepares
C monitoring
Creating
Knowledge Management
O
school
L1
reports
and
SLELenvironment
Indicators
M
acts on the
PEresults
s focused on
A
340 of Attends conferences or seminars about new technologies (TQM, Knowledge
TE
the needs
Organizes
N
the learner
C assessment
Y groups to
3.2provide
aT1 feedback on
the
Q effectiveness
Contributing

al programs
creationand
of a
if strategies
safe and
ie orderly
Sharing
r environment
T&D System Operations Manual-Volume 2: The TDNA System
expertise with
other school
S Indicators
in the
A1heads
Follows
school
T1 development Management) that would be of help in managing daily operations
guidelines
E of programs
341
Seeks external help to introduce a technology in the school
regarding safety
address
E to
342
Organizes training for teachers and seeks sponsors for said training
procedures
assessment
E Explains
343
Invites Resource Persons-specialists in said or identified technology
A1
needs
existing
E
344
Prepares Information Technology and plans for online Communication
C
Developing
P guidelines
345on Implementing at least one technology in the management of operations
O safety
Instruction
Sends memo to teachers on the use of new technology or online communication
M
al 346
P procedures
e.g. e-mails, e-grades
P 1 Monitors
Programs
E
and
P
347
Implements
the use of the new technology
E and/
or
implements
P Adapting
348
Coordinates the development of instructional materials for the new technology
T
behavior
E
Existing
L
349
Advocates the use of technology in the management of operations.
manageme
N
nt system
L Programs
350
Facilitates internet use: e mail; e-library; e-conferencing; online grade
C
E 1 Formulates
Conducts monitoring and evaluation on the use of new technology and submits
Y
L
351
guidelines recommendations
2.
on behaviorInstalls varied and appropriate technology in the management of operations
2.
T
352
manageme
a
nt and
Shares effective management practices with other school heads
Q
Using
safety
T
353
u research
standards
aP 1expertise,
Shares with other principals the school experience in the use of new technology
Establishes
lT professional
and their developed materials
student354
i development,
behavior
f and/or
other
management
i vehicles
systems to
that
eDOMAIN
assist
in7: PERSONAL INTEGRITY AND INTERPERSONAL EFFECTIVENESS
address
r developing
inappropriate 7.1
COMPETENCY
Professionalism and Respect
and
behavior and
Qualifier
implementin
Creating and nurturing an atmosphere of professionalism and respect
acknowledge
g
a
cohesive
P
1 Implements
SLEL
Indicators
and coherent
guidelines
A school-wide
355
Models personal and professional behavior and respect
on safety Observes desirable professional and personal behavior such as honesty,
A curriculum
356
procedures
dedication, patriotism, and genuine concern for others
S Indicators
and
E
357
Models personal and professional behavior and respect at all times
behavior
A Implements
Demonstrates desirable professional and personal behavior such as honesty,
manageme
E prescribed
358
dedication, patriotism and genuine concern for others most of the time
1
BECnt
Promotes the expectation that staff members demonstrate personal and
P
Establishes
P 1curriculum
359
functional professional behavior and respect at all times
A Follows
Issues school memo/circular on demonstration of desirable professional and
guidance
P 1 school
360
personal behavior
program
for
curriculum
behavior Builds and sustains a learning environment which sets high expectations for staff
directives
manageme
L Participates
361
members professional growth, conduct, and dialogue, all focused on the needs of
nt
the children
in
L 1 Guides
Develops programs and projects to build and sustain a learning environment
discussio
L
362
teachers,
n on staff, which sets high standard for staff members personal and professional behavior
students
and Conducts teacher conferences to promote expectations that they demonstrate
standards
E1
L parents
363
in
-based
desirable professional and personal behavior
understanding
instructio Enables teachers and staff to build and sustain a nurturing learning environment
T and ntaking
364
and
in their area of responsibility
ownership
of
assessme
Trains teachers in building and sustaining a nurturing learning environment in
T rulesntand
365
procedures in their area of responsibility through INSET or LACs
Explains
supporting
standardlearning
basedfor all
students
E1
instructio
L 1 Conducts
n and
conferences
assessme

students and
Facilitates
faculty
discussions
regarding
and
processsafety
procedures
of aligning and
T&D System Operations Manual-Volume 2: The TDNA System
behavior
P1 grade
or year
management
level
and/or
T 1content
Influences
areathe 7.2a
COMPETENCY
Communication
school
curriculum to
Qualifier
Communicating effectively in writing to groups and individuals
community
set
standardsto
take ownership
Facilitates
SLEL
Indicators
of rules
grade
or &
year Writes appropriately to different school audiences - teachers, pupils, parents and
procedures
in
A level teams
366 to
other stakeholders using the correct format
support
of
P1 determine
Writes appropriate communication at all times to teachers, pupils, parents and
student
learning
E common
367
T 1learning
Involves the other stakeholders following the correct format
P strategies
Checks drafts of communication for clarity, correctness and appropriateness
School368
L Conducts
369
Sets and models high standards for all written communication from the school
Governing
Council
L meetings
370(SGC)
with Edits all written communication to conform with standards set
in
the
T subject371
area Equips peers and their staff with high standards in all communications
reformulation
coordinators/
Trains teachers and staff and even peers in high standards of written
and 372
T heads
P1
to align
communication
implementation
content
per
COMPETENCY
Communication
of school
subject
area 7.2b
policies
Qualifier
Speaking effectively to groups and individual
with
T 1standards
Mobilizes
SLEL
Indicators
community
Coordinates
support
in Speaks appropriately to different school audiences and explains the importance of
alignment
A the
373
speaking effectively to school audiences
sustaining
of
programs
E assessment,
374 and Speaks appropriately to different school audiences at all times
projects
P instruction,
375for Makes formal presentations/ speeches to different audiences
behavior
L1
P and 376
Presents views clearly to all types of audiences
management
to
L resources
377
Reflects on speaking experiences and refining presentation skills
andset
safety
the
Conducts self-assessment on speaking experience and improved presentation
L Learning
378
C
Creating
O Standards
school and skills for teachers
T
379
Helps other people develop oral presentation skills
M Benchmarks
environment
T
380
Conducts workshops on oral presentation to teachers and staff
PEFacilitates
s focused on
TE
the needs
selection
of of7.2c
COMPETENCY
Communication
N common
the learner
Qualifie Listening actively to all stakeholders needs and concerns and responding
C
learning
r
appropriately (in consideration of the political, social, legal and cultural context)
Y
strategies
L1
3.2
SLEL
acrossIndicators
and
b within year or
A
381
Explains the importance of listening actively
grade
levels
Q
Contributing
E
382
Modeling active and responsive listening at all times
u and
to content
the
E areas
383 of aAttends to concerns of teachers, parents, pupils grievances, issues, opinions, etc
al
creation
at all times
if Designs
nurturing
Facilitates opportunities for faculty members to listen actively and responsively to
ie
and 384
P assessment
each other
r tools
supportive
with
Provides
opportunities for teachers to listen actively and responsively to each
environment
P department
385
heads/ subject other such as open forum, round table discussion, etc.
S Indicators
L1 area
Sets and models high standards for faculty to listen and respond appropriately to
L Follows
386
A1
coordinators each other, students and parents
directions
on
on
the
Develops practical guidelines for teachers, parents and pupils in listening actively
L assessment
using 387
and dealing with other stakeholders
appropriate
L and
388
Develops a feedback mechanism in the school
models to
instruction
Models high standards for faculty and staff to listen and respond appropriately to
enhance
T Provides
389
classroomto each other, students and parents and the rest of the school community
expertise
T learning
390
other schools Trains other stakeholders and co-school heads/teachers of other schools in
environments
in assessing
E 1their
Models and
T1 promotes
curriculum
attitudes and
programs
or
behaviors
projects
to that
are supportive

and towards
Develops
students
researchE 1 Practices
based Child
T&D System Operations Manual-Volume 2: The TDNA System
Friendly
programs
School
T1
and
System
projects
listening skills
( CFSS )
consideri
P
1 Facilitates
COMPETENCY
Interpersonal Sensitivity
ng school 7.3
dialogue
context
Qualifier
Interacting appropriately with a variety of audiences
throughasa
Serves
SLEL
Indicators
variety
of
Resource
with the
A means
391
Models courteous and respectful interactions
Speaker
faculty
on
how
A
re392 Accepts opinions of others without passing judgment
programs
E to improve
393 Models courteous and respectful interactions at all times
and/or
enhance
T1
impleme
E
394 Gives positive criticism to teachers, students and parents based on guidelines
learning
nted for all
E students
395 Exercises self-control when faced with some issues and concerns
(supporte
P
d by
P 1 Conducts
396the Facilitates and promotes courteous and respectful interactions among faculty,
consultative
documentstudents and parents
s) 397 Sets high standards for courteous and respectful interactions throughout school
L conferences
community
with
faculty
C Developin
L
1
398
Formulates standards and evaluates programs/activities that promote courtesy
O Conducts
g
information
M
Instructio
T
399 Models high standards for courteous and respectful interactions throughout the
P dissemination
nal
school community
to Provides opportunities to others to manifest high standards of decorum for all
E campaign
Programs
T teachers
T
and/400
orand
interactions
parents
to
E Adapting
Extends programs /activities to other stakeholders and to other schools
T promote
401
N
Existing
C understanding
Programs
and taking
COMPETENCY
7.4
Fairness and Integrity
Y
ownership
of
2.
Qualifier
Demonstrating and understanding of the relationship between acting
2b factors that
with integrity and fairness and the role of a school leader
contribute to
Q Addressing
SLEL
learning
Indicators
u deficiencies
environments
Cites the importance of fairness, honesty and integrity in all school practices.
aA and 402
focused on the
E
403
li sustaining Acts with integrity and fairness in a leadership role
needs of all
fi successes of Demonstrates integrity, honesty and fairness in all school practices and in making
children
404
eE current
T 1 Introduces decisions
r programs Develops guidelines in helping teachers and staff to sustain fairness, honesty and
P innovations
405 in
integrity in all school practices
S Indicators
and
L Explains
406
mechanisms
and Holds individuals accountable for acting with integrity and fairness
towards
L supports
407the Establishes management control meetings to hear and check on each person
enhancing
need
to
T
408
Creates a culture of accountability, fairness and integrity
learning for all
A1
T address
409
Models and manifesting adherence to set behavior and performance standards
types of
student
Sets
up an Awards System for teachers and staff to sustain integrity honesty and
learners
T achievement
410
fairness in all school practices
T 1gaps
Applies
innovations
Identifies
that cater
gaps
and to
all types of
successes
learners
E1
in
school

Attachment 1.2: TDNASH Answer Sheet


School Head Name: ________________________ School: ___________________
Respondent: School Head

Supervisor:

Teachers:

Domain 1: School Leadership


Competency

SLEL

Indic-ator

1.1

A
E
P
P
P
L
L
L
L
T
T
T

1
2
3
4
5
6
7
8
9
10
11
12

1.2

A
E
E
P
P
L
T

13
14
15
16
17
19
19

1.3

A
E
P
P
L
L
L
L
T
T
T

20
21
22
23
24
25
26
27
28
29
30

1.4

A
A
E
E
P
P
P
P
L
L
L
L
T
T
T
SLEL
T
T
T

31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Indica-tor
46
47
48

A
A
E

49
50
51

Compe-

1.5

tency

YES =
NO = X

LOI

YES = NO = X

LOI

E
E
P
P
P
L
L
L
L
T
T
1.6

A
E
P
P
P
L
L
L
L
T
T
T
T
Domain 2: Instructional Leadership
2.1a
A
A
E
E
P
P
P
L
L
L
L
T
T
T

52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89

Competency
2.1b

SLEL
A
E
E
E
P
P
P
L
L
L
L
T
T

Indicator
90
91
92
93
94
95
96
97
98
99
100
101
102

2.2a

A
A
E
E
P
P
P
L
L
L
T
T
T

103
104
105
106
107
108
109
110
111
112
113
114
115

2.2b

A
E
P
P
L
L
T
T
T

116
117
118
119
120
121
122
123
124

2.2c

A
E
P
L
L
L
T
T

125
126
127
128
129
130
131
132

2.3

A
A
E
P
L
L
T

133
134
135
136
137
138
139

YES = NO = X

LOI

Competency
SLEL
Indicator
YES = NO = X
Domain 3: Creating A Student Centered Learning Climate
3.1a
A
140
A
141
E
142
E
143
P
144
P
145
P
146
P
147
L
148
L
149
L
150
T
151
T
152
T
153
T
154
3.1b

A
E
E
P
P
P
L
L
L
L
T
T
T

155
156
157
158
159
160
161
162
163
164
165
166
167

3.2a

A
A
E
E
P
P
P
L
L
T
T
T

168
169
170
171
172
173
174
175
176
177
178
179

3.2b

A
E
E
P
P
L
T
T

180
181
182
183
184
185
186
187

LOI

Competency

SLEL

Indicator

YES = NO = X

LOI

D o ma i n 4 : Professional Development & HR Management


4.1a
A
188
E
189
E
190
E
191
P
192
P
193
P
194
P
195
P
196
P
197
L
198
L
199
L
200
T
201
T
202
T
203
T
204
4.1b

A
E
P
P
P
L
L
T
T

205
206
207
208
209
210
211
212
213

4.1c

A
E
E
E
P
P
P
L
L
T
T

214
215
216
217
218
219
220
221
222
223
224

4.1d

A
E
E
P
P
P
P
L
L
T
T
T

225
226
227
228
229
230
231
232
233
234
235
236

Competency
4.2

SLEL
A

Indicator
237

YES = NO = X

LOI

E
E
P
P
L
L
T
T
T

238
239
240
241
242
243
244
245
246

4.3

A
E
P
P
P
L
L
T
T

247
248
249
250
251
252
253
254
255

4.4

A
E
E
P
P
P
L
L
L
T
T
T

256
257
258
259
260
261
262
263
264
265
266
267

Domain 5: Parent Involvement & Community Partnership

5.1a

A
E
E
P
P
P
L
L
L
T
T

268
269
270
271
272
273
274
275
276
277
278

5.1b

A
A
E
E
E
P
P
P
L
L
L
T
T
SLEL
A

279
280
281
282
283
284
285
286
287
288
289
290
291
Indicator
292

Competency
5.2

YES = NO = X

LOI

A
293
E
294
E
295
P
296
P
297
L
298
L
299
T
300
T
301
T
302
Domain 6: School Management And Daily Operations
6.1
A
303
A
304
E
305
E
306
E
307
E
308
P
309
P
310
P
311
P
312
L
313
L
314
L
315
L
316
T
317
T
318
6.2a

A
E
E
P
P
L
L
T
T

319
320
321
322
323
324
325
326
327

6.2b

A
E
E
P
P
P
L
L
L
T
T
T
SLEL
A
E
E
E
E
P
P
P

328
329
330
331
332
333
334
335
336
337
338
339
Indicator
340
341
342
343
344
345
346
347

Competency
6.3

YES = NO = X

LOI

P
348
L
349
L
350
L
351
T
352
T
353
T
354
Domain 7: Personal Integrity and Interpersonal Effectiveness
7.1
A
355
A
356
E
357
E
358
P
359
P
360
L
361
L
362
L
363
T
364
T
365
7.2a

A
E
P
L
L
T
T

366
367
368
369
370
371
372

7.2b

A
E
P
P
L
L
T
T

373
374
375
376
377
378
379
380

7.2c

A
E
E
P
P
L
L
L
T
T

381
382
383
384
385
386
387
388
389
390

Competency
7.3

SLEL
A
A
E
E
E
P
L
L
T

Indicator
391
392
393
394
395
396
397
398
399

YES = NO = X

LOI

Competency
7.4

T
T

400
401

SLEL
A
E
E
P
L
L
T
T
T

Indicator
402
403
404
405
406
407
408
409
410

YES = NO = X

LOI

END of Assessment

To be signed by School Head if Answer Sheet is for Self-Assessment:


Name of Respondent

Signature

Designation

Date

To be signed by Supervisor if Answer Sheet is accomplished as respondent:


Name of Respondent

Signature

Designation

Date

To be signed by Teachers if Answer Sheet is used for the GCA:


Name of Respondent

Signature

Designation

Date

Attachment 1.3: INSTRUCTIONS for Supervisors in answering the


TDNASH Tool
1. Complete the Respondent Information on the Answer Sheet provided.
2. Reflect on the competencies of the School Head and consider their
strengths and the areas where you think they need further assistance
to become a more effective School Head.
3. Read the competencies for each domain and the supporting behavior
indicators. Consider each indicator by reflecting on the School Head
and the evidence you have in relation to his/her ability to consistently
demonstrate the stated behavior.
4. On the Answer Sheet place a for Yes or a X for No to representing your
assessment of whether or not the School Head consistently
demonstrates this behavior in their work. Do this for each indicator.
5. Rate each competency in terms of how essential you believe it is for
the School Head to be able to perform his/her job. Write the
corresponding number in the appropriate box under the LOI column on
the Answer Sheet using the scale below.
Rating Scale for Level of Importance (LOI)
Rating Interpretation
6. Ratin Interpretation
g
1
Most Essential
3
Essential
2

More Essential

No

Less Essential

5
Least Essential
time limit is imposed for completing the TDNASH. It is expected it
will take approximately 1 to 2 hours to complete.
7. Submit the TDNASH results to the TDNASH Administrator for
consolidation.
8. Thank you for your cooperation.

Attachment 1.4: Consolidated Triangulation Results Template for


Individual School Head
School Head Name: _____________________________________________ Date: ____________
Competency Ratings obtained
from triangulation process

TDNASH
Competency
Items

SelfAssessme
nt

SLEL LOI

Superviso
r

SLEL LOI

Teachers

SLEL LOI

Overall School
Leadership
Experience Level
(SLEL)

Weight
ed
Averag
e of
SLEL
Rating
s

DOMAIN 1: SCHOOL LEADERSHIP


1.1 Developing and
Communicating a
Vision
1.2 Data-based
Strategic Planning
1.3 Problem -Solving
1.4 Building High
Performance Teams
1.5 Coordinating the
Work of Others
1.6 Leading & Managing
Change
DOMAIN 2: INSTRUCTIONAL LEADERSHIP
2.1a Assessment of
and for Learning
2.1b Assessment of
and for Learning
2.2a Developing
Instructional
Programs and/or
Adapting Existing
Programs
2.2b Developing
Instructional
Programs and/or
Adapting Existing
Programs
2.2c Developing
Instructional
Programs and/or
Adapting Existing
Programs
2.3
Implementation of
Instructional
Programs
DOMAIN 3: CREATING A STUDENT- CENTERED LEARNING CLIMATE
3.1a High Social &
Academic
Expectations

AAwareness
EEmerging
PPracticing
L- Leading
TTransformin
g

Overall
Level of
Importa
nce
(LOI)

Average
LOI

Competency Ratings obtained


from triangulation process
TDNASH
Competency
Items

SelfAssessme
nt

Superviso
r

Teachers

SLEL LOI

SLEL LOI

SLEL LOI

Overall School
Leadership
Experience Level
(SLEL)
Weight
ed
Averag
e of
SLEL
Rating

3.1b High Social &


Academic
Expectations
3.2a Creating
School
Environments
Focused on the
Needs of the
Learner
3.2b Creating
School
Environments
Focused on the
Needs of the
Learner
DOMAIN 4: PROFESSIONAL DEVELOPMENT & HR MANAGEMENT
4.1a Creating a
Professional
Learning
Community
4.1b Creating a
Professional
Learning
Community
4.1c Creating a
Professional
Learning
Community
4.1d Creating a
Professional
Learning
Community
4.2 Recruiting and
Hiring
4.3 Teacher
Observation and
Instructional
Supervision
4.4 Performance
Management of
Teachers and
Staff
DOMAIN 5: PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP
5.1a Parental
Involvement
5.1b Parental
Involvement
5.2 External
Community
Partnership
DOMAIN 6: SCHOOL MANAGEMENT AND DAILY OPERATIONS
6.1 Managing Daily
Operations
6.2a Fiscal

AAwareness
EEmerging
PPracticing

Overall
Level of
Importa
nce
(LOI)
Average
LOI

Competency Ratings obtained


from triangulation process
TDNASH
Competency
Items

SelfAssessme
nt

Superviso
r

Teachers

SLEL LOI

SLEL LOI

SLEL LOI

Overall School
Leadership
Experience Level
(SLEL)
Weight
ed
Averag
e of
SLEL
Rating

AAwareness
EEmerging
PPracticing

Management
6.2b Fiscal
Management
6.3 Use of
Technology in
the
Management of
Operations
DOMAIN 7: PERSONAL INEGRITY AND INTERPERSONAL EFFECTIVENESS
7.1 Professionalism
and Respect
7.2a
Communication
7.2b
Communication
7.2c
Communication
7.3 Interpersonal
Sensitivity
7.4 Fairness and
Integrity

Overall
Level of
Importa
nce
(LOI)
Average
LOI

Attachment 2: Monitoring and Evaluation


Tools for TDNASH
M&E Matrix of Tools for TDNASH
T&D-M&E Form 1: Individual Profile Template
TDNASH-M&E Form 1: Division M&E of Conduct of TDNASH
TDNASH-M&E Form 2: TDNASH Consolidated Cluster Results Template
TDNASH-M&E Form 3: Documentation Tool for Division Implementation of
TDNASH

What will be
monitored

How it will be
monitored

M&E tool to
be used

Who will be
responsibl
e for the
monitoring
TDNA - WG

When will the


monitoring
take place

How will the results be


used

School Heads
details in relation to
their current position,
their level of
experience and
qualification

All School
Heads will be
asked to
complete the
profile

T&D-M&E
Form 1:
Individual
Profile
Template

Prior to the
accomplishmen
t of the
TDNASH Tool

Results will be entered


into the TDIS database
along with their
corresponding TDNASH
results

The implementation
of the TDNASH
process at the
school/cluster level

Members of
the Division
TDNA- WG
will be asked
to observe the
conduct of the
TDNASH at
the
school/cluster
level and
complete the
tool

TDNASHM&E Form
1: Division
Monitoring
& Evaluation
of the
Conduct of
TDNASH

Division
TDNA - WG

During the
accomplishmen
t and TDNASH
process and the
consolidation of
results

Results will be collated


and analyzed by the
TDNA-WG and used to
inform future TDNASH
processes.

The training and


development needs
of the School Heads

The PSDS
/ES will be
asked to
consolidated
the School
Head
TDNASH
results for a
cluster of
schools

TDNASHM&E Form
2: TDNASH
Consolidate
d Cluster
Results
Template

TDNA -WG

After the
accomplishmen
t of the
TDNASH by a
cluster of
School Heads

Results will be analyzed


and used to inform the
Division on the training
and development needs
for School Heads. Results
will be incorporate into the
MPPD and DEDP

The implementation
of the TDNASH at
the Division level

A Process
Observer will
be identified
and asked to
complete the
tool

TDNASHM&E Form
3:
Documentati
on Tool for
Division
Implementat
ion of
TDNASH

Region
TDNA - WG

During the
TDNASH
process at the
Division Level

Results to be discussed
with the Division and
identify strengths and
areas for improvement.

M&E Matrix of Tools for TDNASH

Observations will be
collated by the TDNAWG and the results
analyzed to inform future
TDNA policy

T&D-M&E Form 1: Individual Profile Template

I PERSONAL DATA
Name:
(Surname)

(First Name)

Employee Number (If Applicable)


Date of Birth:
Home
Address:
Contact #:
Region
:
Division:
Office/School:
Current Position:

(Middle Name)

Sex:

Male

Female

e-mail address:
District:
Address:
Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE


(List from most current.)
POSITION

Use additional sheet if necessary.

MAIN AREA OF
RESPONSIBILITY e.g. subjects
taught, level supervised

LEVEL e.g.
Elem/Sec/ALS school,
district, division, region

INCLUSIVE
PERIOD

III. TRAINING ATTENDED OVER THE LAST THREE YEARS


Please check training focus and management level for all training attended over the last three years.

Training Focus

Training
attended
over last 3
years ()

Management Level of Training


Central

Region

Division

Cluster

School

Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify
______________

IV. SIGNIFICANT EXPERIENCES


Identify which of the following areas you consider to be your area(s) of expertise:
S School Based Management
Quality Assurance
Monitoring and Evaluation
Access Education
Subject Specialization: _____________)
Education Planning
Policy Development
Learning Resource Materials Development
ICT
Delivery of Training
Other, please specify ________________
Certified Trainers by
SEAMEO- INNOTECH

NEAP Central

NEAP-Region

Foreign Assisted Projects (FAP)

TEI
Other, please specify -----

List your significant experiences in the identified areas

Use additional sheet if necessary.

V. TRAINING AND DEVELOPMENT EXPERIENCES


Identify which of the following specific areas you consider to be your area(s) of expertise:

Competency Assessment

Program Planning

Program Designing

Resource Materials Development

Program Delivery

Program Management

Monitoring and Evaluation of Training


List your significant experiences in the identified areas

Use additional sheet if necessary.

I certify that the information I have given to the foregoing questions are true, complete, and correct to
the best
of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit. Information will be
incorporated into the T&D Information System Database.

TDNASH-M&E Form 2: Division Monitoring &


Evaluation of the Conduct of TDNASH
TDNASH Administrator Monitored: ____________________ Dates: _______________
Activity Monitored:
School Head completion of TDNASH

Supervisor

Teachers focus group discussion


Please consider the administration of the TDNASH in line with the indicators listed below. Please check ( )
the appropriate column to indicate your level of agreement for each of the statements.
Strongly
Agree

Agree

Disagree

Strongly
Disagree

Administration of the TDNASH


Materials for conducting the TDNASH were organized and prepared
in advance
Respondents were informed of the purpose for conducting the
TDNASH
Clear instructions were provided on the process to be followed
Clarification was provided by the TDNASH Administer when
necessary
Answer Sheets were collected and checked to ensure respondent
information is complete and answers have been provided for all
indicators/competencies
Results Analysis
Results have been accurately analysed to identify the School
Leadership Experience Levels and the Level of Importance
Results have been accurately consolidated for individual School
Heads
Results have been accurately consolidated for clusters of School
Heads
Results have been submitted to the School Head, Cluster Lead
School Head and TDNA-WG Chair in a timely manner
General Comments

Recommendations to improve processes

TDNASH-M&E Form 3: TDNASH Consolidated Cluster


Results Template

PART I. Cluster School Heads Identification


Cluster Name: ____________________________ Division
__________________________
No.
SH 1
SH 2
SH 3
SH 4
SH 5
SH 6
SH 7
SH 8
SH 9
SH 10
SH 11
SH 12
SH 13
SH 14
SH 15

School Head Name

School

PART II. TDNASH Cluster Summary Sheet for School Leadership Experience Level (SLEL)
Cluster Name:
_______________________
Cluster
SLEL
Domai School Heads SLEL Overall Rating obtained from the triangulation data
Overall
ns (D)
S
S
S
S
S
S
S
S
S
SH SH S
S
S
SH
Level
Ave.
H
1
D
1

1.1
1.2
1.3
1.4
1.5
1.6

D
2

2.1
a
2.1
b
2.2
a
2.2
b
2.2
c
2.3

D
3

3.1
a
3.1
b
3.2
a
3.2
b
4.1
a
4.1
b
4.1
c
4.1
d
4.2

D
4

4.3
4.4
D
5

5.1
a
5.1
b
5.2

D
6

6.1
6.2
a
6.2
b
6.3

D
7

7.1
7.2
a
7.2
b
7.2
c
7.3
7.4

H
2

H
3

H
4

H
5

H
6

H
7

H
8

H
9

10

11

H
1
2

H
1
3

H
1
4

15

Ratings

Equivalent

PART III. TDNASH Cluster Summary Sheet for Level of Importance (LOI)
Cluster Name:
________________________
Domain
s (D)

D
1

1.1
1.2
1.3
1.4
1.5
1.6

D2

2.1a
2.1b
2.2a
2.2b
2.2c
2.3

D3

3.1a
3.1b
3.2a
3.2b

D4

4.1a
4.1b
4.1c
4.1d
4.2
4.3

D5

5.1a
5.1b
5.2

D6

6.1
6.2a
6.2b
6.3

D7

7.1
7.2a
7.2b
7.2c
7.3
7.4

School Heads LOI Overall Rating obtained from the triangulation data
SH
1

SH
2

SH
3

SH
4

SH
5

SH
6

SH
7

SH
8

SH
9

S
H
1
0

SH
11

SH
12

S
H
1
3

Cluste
r LOI

SH
14

S
H
1
5

Ave.
Rating
s

TDNASH-M&E Form 4:
Documentation Tool for Division
Implementation of TDNASH
This form is to be used to support Regional monitoring of the TDNASH process at the
Division level and Division monitoring of district and level activities. It is expected that
the assessment will be based on observations, discussions with the implementing team
and review of relevant documents.
Division/District _________________________
Rating Guide:
Numerical
Rating
4
3
2
1

Date: __________________

Interpretation

Description

Very High Extent


High Extent
Low Extent
Very Low Extent

In a very significant way


In a meaningful way
In a limited way only
Not in any meaningful way

Use the scale above to evaluate the extent to which the conduct of TDNASH
documentation adhered to the following:
To what extent ..
1.
was thorough planning conducted prior to the TDNASH orientation?
2.
were participants oriented to the competencies expected of a School
Head?
3.
was the purpose of the TDNASH explained?
4.
Was the triangular process used for the TDNASH explained e.g. three
different respondents, group consensual assessment technique
5.
was a clear explanation provided on how to accomplish the TDNASH
tools e.g. manual and/or e-version
6.
was the scoring system for the TDNASH tool explained e.g.
continuum of indicators for each competency matched to school
leadership experience levels?
7.
were the steps involved in consolidating the triangulation results for
an individual school head explained?
8.
were the steps involved in consolidating TDNASH results for a group
of school heads explained?
9.
was an explanation on how to interpreted individual and consolidated
results provided ?
10 was technical assistance provided when required?
.
11 were the M&E tools and processes implemented?
.
12 Was there evidence of team work and collaboration amongst the
.
TDNASH Implementers
13 were recommendations for improving the TDNASH administration
.
processes identified?
Recommendations:

Name:______________________________________
Designation: _________________________________

Date: __________________________

T&D System Operations Manual-Volume 2: The TDNA System

Attachment 3:
The National Competency Based
Standards for School Heads (NCBS-SH)

NATIONAL COMPETENCY BASED STANDARDS FOR SCHOOL HEADS (NCBSSH)


(Inclosure to DepED Order No. 32, s. 2010)

Key Domains of School Heads Competencies


Based on the Core Principle and a review of literature on principal performance, the
following domains of practice were identified as important for school heads to be
effective.

School Leadership

Effective leadership is the core of every successful school. This domain emphasizes that
effective school leaders collaborately create a vision and establish a climate for teachers,
non-teaching personnel and learners to reach their highest level of achievement. They
follow the leadership framework of a transformational leadership which are owning, coowning and co-creating They use data-base and analysis of best practices in education,
society and country in order to be responsive and proactive in changing schools to
prepare children for the future in which they will live.

Instructional Leadership

Education reforms has created an urgent need for strong emphasis on the development of
instructional leadership skills.
This domain covers those actions in instructional
leadership (e.g. assessment for learning, development and implementation, instructional
supervision and technical assistance that school heads take or delegate to others to
promote good teaching and high level learning among pupils/students.

Creating a Student-Centered Learning Climate

The domain requires that effective school leaders set high standards and create high
expectations for learners at the same time recognizing their achievements. It also
includes creating opportunities to make learners functionally literate. They create a
learner centered, safe and healthy environment that supports continuous learning and
sharing of knowledge.

T&D System Operations Manual-Volume 2: The TDNA System

HR Management and Professional Development


Effective school leaders develop the skills and talents of those around them. This domain
includes the nurturing and supporting of a learning community that recruits teachers
based on NCBTS and promotes the continuous growth and development of personnel
based on IPPD and SPPD. They recognize individual talents and assign responsibility and
authority for specific tasks and appraise the staff based on competency standards..

Parent Involvement and Community Partnership


Effective school heads engage in shared decision making with the community in achieving
universal participation, completion and functional literacy. This domain covers parent and other
stakeholders involvement to raise learners performance. This also includes responsibility for
promoting positive image of the school thereby establish sustainable linkages with other sectors.

School Management and Operations


This domain covers the critical role school heads play in managing the implementation and
monitoring of their schools improvement plan/annual implementation plan. They are responsible
for the generation, mobilization and are accountable for the utilization of funds and other
resources. They also use ICT in the management of their daily operations.

Personal and Professional Attributes and Interpersonal Effectiveness


Effective school leaders are models of professionalism and ethical and moral leadership.
This domain includes the development of pride in the nobility of the teaching profession.
School leaders also project integrity by promoting and supporting an environment where
teachers, non-teaching staff and learners adhere to do what is right. They also express
themselves clearly and possess effective writing and presentation skills

Domain 1
Key Domains and Competency Strands

LEADERSHIP
The NCBS-SH is an integrated theoretical SCHOOL
framework
that defines the different dimensions
Developing & Communicating Vision, , Goals, and Objectives (VMGO)
of being an effective school head. An effective
school
head is one who can implement
Data-based Strategic Planning
continuous school improvement, who can Conflict
produce
better
learning outcomes among its
management
Building
High Performance
Teams among others.
pupils/students and who can help change
institutional
culture
Coordinating the Work of Others

The NCBS-SH Domains


are
to be
Domain
2 effective.
Domain
7 distinctive areas which will guide school heads
domain is
based onand
theINTERPERSONAL
functions expected
of school heads,INSTRUCTIONAL
Under each LEADERSHIP
domain are
PERSONAL &Each
PROFESSIONAL
ATTRIBUTES
EFFECTIVENESS
Professionalism
competency strands
and the competency strand is broken down into a number of
Assessment for Learning
Communication Performance indicator points to the abilities,
performance indicators.
attitudes and
Developing Programs &/or Adapting Existing Programs
Interpersonal Sensitivity
underpinning knowledge
which lead to competent
performance.
CORE PRINCIPLE
Implementing Programs for Instructional Improvement
Fairness and Integrity

School heads are competent,


committed
and accountable
in providing
access to quality
and relevant education
all through transformational
and high deg
The Figure
below
shows the
schematic
presentation
of theforIntegrated
Domainsleadership
with the

competency strands under each domain.

Domain 6
SCHOOL MANAGEMENT AND DAILY OPERATIONS
Managing Daily Operations
Fiscal Management
Use of technology in the Management of Operations

Domain 3
CREATING A STUDENT CENTERED LEARNING CLIMA
Setting high social & academic expectations
Creating school environments focused on the needs of the learn

Domain 4
Domain 5
HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT
PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP
Creating a Professional Learning Community
Recruiting and Hiring
Parental Involvement
Instructional Supervision
External Community Partnership
Managing Performance of teachers and Staff

T&D System Operations Manual-Volume 2: The TDNA System

Guiding Principles in the Framing of the NCBS -SH


The following are the principles which guided the framing of the

NCBS-SH.

Function - based. The competencies are based on school head functions as stated
in RA 9155, related laws and DepED policies.
Responsive. Competencies are applicable in any range of context: big or small
school, city or rural school, culturally divergent groups.
Impartial. These are applicable to any school head regardless of position item,
gender, age, experience and other personal circumstances
Coherent. These are clear and logical.
Valid. All performance indicators are research-and experience-based.

CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality
and relevant education for all through transformational leadership and high degree of
professionalism.
DOMAINS AND
COMPETENCY
INDICATORS
STRANDS
DOMAIN 1. SCHOOL LEADERSHIP
1.A. Developing &
Involves internal and external stakeholders in the drafting of
Communicatin
the school vision, mission, goals and objectives for cog Vision,
ownership
Mission, Goals,
Expresses ownership and personal responses to the identified
and Objectives
issues
(VMGO)
Aligns goals and objectives with the school vision and mission
Communicates the school VMGO clearly
Explains the school vision to the general public
Revisits and ensures that school activities are aligned with the
school VMGO
1.B. Data-based
Establishes BEIS/SIS and baseline data of all performance
Strategic

T&D System Operations Manual-Volume 2: The TDNA System

DOMAINS AND
COMPETENCY
STRANDS
Planning

1.C.

Problem
Solving

1.D.

Building High
Performance
Teams

1.E.

Coordinating
with Others

1.F.

Leading &
Managing
Change

INDICATORS
indicators
Involves all internal and external stakeholders in developing
SIP/AIP
Utilizes data, e.g. BEIS/SIS, SBM assessment, TSNA, and
strategic planning in the development of SIP/AIP
Aligns the SIP/AIP w/ national, regional and local education
thrusts and policies
Communicates effectively SIP/AIP to internal and external
stakeholders
Resolves problems at the school level
Assists teachers and students to understand the problem and
identify possible solutions
Assists concerned parties in choosing solutions through a
dialogue
Addresses the causes of the problem rather than the
symptoms
Explores several approaches in handling problems
Involves stakeholders in meetings and deliberations for
decision making,
Provides opportunities for growth to develop members to be
team players
Defines roles and functions of each committee
Monitors and evaluates accomplishment of different
committees/teams
Gives feedback on the teams performance using performance
based assessment tool
Establishes a system for rewards and benefits for teachers and
staff
Collaborates with concerned staff and other stakeholders on
the planning and implementation of programs and projects
Ensures proper allocation and utilization of resources (time,
fiscal, human, IMS, etc.)
Provides feedback and updates to stakeholders on the status of
progress and completion of programs and projects
Mobilizes teachers/staff/stakeholders in sustaining a project
Assists teachers to identify strengths and growth areas
through monitoring and observation
Introduces innovations in the school program to achieve higher
learning outcomes
Monitors and evaluates the implementation of change
programs included in SIP/AIP
Observes and applies multi-tasking in giving assignments
Advocates and executes plans for changes including culture
change in the workplace
Empowers teachers and personnel to identify, initiate and
manage changes

DOMAIN 2. INSTRUCTIONAL LEADERSHIP


2.A. Assessment for Manages the processes and procedures in monitoring student
Learning
achievement
Ensures utilization of a range of assessment processes to
assess student performance
Assesses the effectiveness of curricular/co-curricular programs
and / or instructional strategies
Creates & manages a school process to ensure student
progress is conveyed to students and parents/guardians

T&D System Operations Manual-Volume 2: The TDNA System

DOMAINS AND
COMPETENCY
STRANDS

INDICATORS

regularly
Uses research, expertise, and/or other vehicles to assist in
developing and implementing a coherent and responsive
school-wide curriculum
Addresses deficiencies and sustains successes of current
programs in collaboration with the teachers. Learners and
stakeholders
Develops a culture of functional literacy
2.C.
Implementing
Manages the introduction of curriculum initiatives in line w/
Programs for
DepEd policies (e.g. BEC, Madrasah)
Instructional
Works with teachers in curriculum review
Improvement
Enriches curricular offerings based on local needs
Manages curriculum innovation and enrichment with the use of
technology
Organizes teams to champion instructional innovation
programs toward curricular responsiveness
2.D. Instructional
Prepares an instructional supervisory plan
Supervision
Conducts Instructional Supervision using appropriate strategy
Evaluates lesson plans as well as classroom and learning
management
Provides timely, accurate and specific feedback in a collegial
manner to teachers regarding performance
Provides technical assistance / expertise and instructional
support to teachers
DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE
3.A. Setting high
Benchmarks school performance
social &
Establishes and models high social and academic expectations
academic
for all
expectations
Creates an engaging learning environment
Participates in the management of learner behavior within the
school and other school related activities done outside the
school
Supports learners desire to pursue further learning
Recognizes high performing learners and teachers and
supportive parents and other stakeholders
3.B.
Creating school Creates and sustains a safe, orderly, nurturing and healthy
environments
environment
focused on the Provides environment that promotes use of technology among
needs of the
learners and teachers
learner
2.B.

Developing
Programs &/or
Adapting
Existing
Programs

DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT


4.A. Creating a
Builds a community of learners among teachers
Professional
Assesses and analyzes the needs and interests of teachers and
Learning
other school personnel
Community
Aligns the School Plan for Professional Development (SPPD)

with the Individual Plan for Professional Development (IPPD)


and identified needs of other school personnel
Includes the SPPD in the SIP/AIP
Mentors and coaches employees and facilitates the induction
of new ones
Recognizes potential of staff and provides opportunities for
professional development
Ensures the school development plan objectives are supported
with resources for training and development programs
Prepares, implements, and monitors school-based INSET for all

T&D System Operations Manual-Volume 2: The TDNA System

DOMAINS AND
COMPETENCY
STRANDS

INDICATORS

teaching staff based on IPPD


Monitors and evaluates training efficiency and effectiveness
4.B.
Recruitment &
Utilizes the basic qualification standards and adheres to
Hiring
pertinent policies in recruiting and hiring teachers / staff
Creates a School Selection and Promotion Committee and
trains its members
Recommends better ways and means to improve recruitment,
hiring and performance appraisal of teachers
4.C.
Managing
Assigns teachers and other personnel to their area of
Performance of
competence
Teachers and
Assists teachers and staff in setting and resetting performance
Staff
goals
Monitors and evaluates performance of teaching and nonteaching personnel vis-a-vis targets
Delegates specific tasks to help manage the performance of
teaching and non-teaching personnel
Coaches deputized staff as needed on managing performance
Creates a functional school-based performance appraisal
committee
Assists and monitors the development of of IPPD of each
teacher
DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP
5.A. Parental
Establishes school and family partnerships that promote
Involvement
student peak performance
Organizes programs that involve parents and other school
stakeholders to promote learning
Conducts dialogues, fora, training of teachers, learners and
parents on the
welfare and performance of learners
5.B.
External
Promotes the image of the school through school summit,
Community
State of the School Address (SOSA) cultural shows, learners
Partnership
project exhibits, fairs, etc.
Conducts dialogues and meetings with multi-stakeholders in
crafting programs and projects
Participates actively in community affairs
Establishes sustainable linkages / partnership with other
sectors, agencies and NGOs through MOA/ MOU or using
Adopt a School Program policies
DOMAIN 6. SCHOOL MANAGEMENT AND OPERATIONS
6.A. Managing
Manages the implementation, monitoring and review of the
School
SIP/AIP and other action plans
Operations
Establishes and maintains specific programs to meet needs of
identified target groups
Takes the lead in the design of a school physical plant and
facilities improvement plan in consultation with an expert/s
Allocates/prioritizes funds for improvement and maintenance
of school physical facilities and equipment
Oversees school operations and care and use of school
facilities according to set guidelines
Institutionalizes best practices in managing and monitoring
school operations thereby creating a safe, secure and clean
learning environment
Assigns / hires appropriate support personnel to manage
school operations
6.B.
Fiscal
Prepares a financial management plan
Management
Develops a school budget which is consistent with SIP/AIP
Generates and mobilizes financial resources

T&D System Operations Manual-Volume 2: The TDNA System

DOMAINS AND
COMPETENCY
STRANDS

INDICATORS

Manages school resources in accordance with DepEd policies


and accounting and auditing rules and regulations and other
pertinent guidelines
Accepts donations, gifts, bequests and grants in accordance
with RA 9155
Manages a process for the registration, maintenance and
replacement of school assets and dispositions of non-reusable
properties
Organizes a procurement committee and ensures that the
official procurement process is followed
Utilizes funds for approved school programs and projects as
reflected in SIP/AIP
Monitors utilization, recording and reporting of funds
Accounts for school fund
Prepares financial reports and submits / communicates the
same to higher education authorities and other education
partners
6.C.
Use of
Applies Information Technology (IT) plans for online
Technology in
communication
the
Uses IT to facilitate the operationalization of the school
Management
management system
of Operations
(e.g. school information system, student tracking system,
personnel information system)
Uses IT to access Teacher Support Materials (TSM), Learning
support Materials (LSM) and assessment tools in accordance
with the guidelines
Shares with other school heads the schools experience in the
use of new technology
DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL
EFFECTIVENESS
7.A.
Professionalism Manifests genuine enthusiasm and pride in the nobility of the
teaching profession
Observes and demonstrates desirable personal and
professional (RA 6713 & Code of Ethics RA 7836) behaviors
like respect, honesty, dedication, patriotism and genuine
concern for others at all times
Maintains harmonious and pleasant personal official relations
with superiors, colleagues, subordinates, learners, parents and
other stakeholders
Recommends appointments, promotions and transfers on the
bases of merit and needs in the interest of the service
Maintains good reputation with respect to financial matters
such as the settlement of his/her debts, loans and other
financial affairs
Develops programs and projects for continuing personal and
professional
development including moral recovery
and values formation among teaching
and non-teaching personnel
7.B.
Communicates effectively both in speaking and writing to staff
and other stakeholders
Communicatio
n
Listens to stakeholders needs and concerns and responds
appropriately in consideration of the political, social, legal and
cultural context
7.C.
Interpersonal
Interacts appropriately with a variety of audiences
Sensitivity
Demonstrates ability to empathize with others

T&D System Operations Manual-Volume 2: The TDNA System

T&D System Operations Manual-Volume 2: The TDNA System

Section 7.3.
The Organizational TDNA for the Region
Guide and Tools

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 149

T&D System Operations Manual-Volume 2: The TDNA System

Republic of the Philippines

Department of Education

Organizational Training & Development


Needs Assessment (TDNA)
for the Region
Guide and Tools

DepED-EDPITAF-STRIVE
June 2010

Section 7.3: The Organizational TDNA for the Region Guide and Tools
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T&D System Operations Manual-Volume 2: The TDNA System

TABLE of CONTENTS
1. Introductory Information
Basis and Purpose of the Organizational TDNA
Regional Office Respondents
Assessment Approach and Methodology
Documents to be used for Organizational TDNA
2. General Introductions for the TDNA Working Group
Preliminary Preparation
Organizational TDNA Proper
Post Organizational TDNA
3. Monitoring and Evaluation of the Organizational TDNA
Attachment 1: Region Organizational TDNA Tools and Templates
This document,
The Organizational
TDNA for
Attachment
2: Region Organizational
TDNA Monitoring
and the
Evaluation Tools
Region Guide and Tools, was developed and

validated in Regions VI, VII and VIII, Divisions of Negros


Occidental, Bohol/Tagbilaran and Northern Samar
through the AusAID-funded project STRIVE
(Strengthening the Implementation of Basic Education in
selected Provinces in the Visayas), in coordination with
the EDPITAF (Educational Development Project
Implementing Task Force) and in consultation with the
TEDP-TWG, NEAP and the Bureaus of the Department of
Education.

GLOSSARY OF ACRONYMS
BESRA

Basic Education Sector Reform Agenda

CBTS

Competency Based Teacher Standards

CO

Central Office

DEDP

Division Education Development Plan

DepED

Department of Education

DO

Division Office

EDPITAF

Educational Development Project Implementing Task Force

EBEIS

Enhanced Basic Education Information System

ES

Education Supervisor

FGD

Focus Group Discussion

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T&D System Operations Manual-Volume 2: The TDNA System

GCA

Group Consensual Assessment

HRM

Human Resources Management

ICT

Information Communication Technology

IRR

Implementing Rules and Regulations of RA 9155, December 2007

KSA

Knowledge, Skills and Attitudes

LOC

Level of Competency

LOI

Level of Importance

LRMDS

Learning Resource Management and Development System

MPPD

Master Plan for Professional Development

M&E

Monitoring and Evaluation

PSDS

Public School District Supervisor

RA 9155

Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP

Regional Education Development Plan

RO

Regional Office

SBM

School-Based Management

SH

School Head

STRIVE

Strengthening the Implementation of Basic Education in Selected


Provinces in the Visayas

T&D

Training and Development

TDIS

Training and Development Information System

TDNA

Training and Development Needs Assessment

UIS

Unified Information System

WG

Working Group

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Introductory Information
Basis and Purpose of the Organizational TDNA
The Training Development Needs Assessment (TDNA) of the region is designed to identify
the organizations current training and development needs vis--vis the desired
organizational roles and responsibilities as stipulated in the Governance of Basic
Education Act of 2001 (R.A. 9155).
The Management Competencies per Service Areas established for the Decentralized
Management Training Program of the Secondary Education Development Improvement
Project (SEDIP, a DepED project implemented by the Bureau of Secondary Education)
served as the basis for the development of the Organizational TDNA tool. These
competencies were developed through the Project for Central Office (CO), Region Office
(RO) and Division Office (DO) levels and validated by educational leaders across 15
Divisions and nine Regions of DepED. The competencies are organized as follows:
General Competencies (CO, RO, DO)
Service Area 1: Educational Planning (RO, DO)
Service Area 2: Learning Outcome Management (DO)
Service Area 3: Monitoring and Evaluation (RO, DO)
Service Area 4: Education Administration and Management (CO, RO, DO)
Service Area 5: Policy Formulation and Standard Setting (CO, RO)
Service Area 6: Curriculum Development (CO, RO)
The Organizational TDNA was first developed and used by Region VII and VIII and the
Divisions of Bohol and Northern Samar during Stage One of Project STRIVE. The tool was
further refined and validated in Region VI and in the Division of Negros Occidental during
Stage 2 of Project STRIVE.
Regional Office Respondents
Respondents composing at least 20% of the regional office management and technical
staff are convened to participate in the actual Organizational TDNA from each of the
regions functional divisions e.g. RD/ARD, Elementary Division, Secondary Division, ALS
Division, Planning, Accounting/Budget, Cashier, Medical/Dental, Administrative, Legal, and
Supply/Physical Facilities. Representation from each section should include the section
head. Representation from each section should include the section head. Smaller sections
may be clustered to form a group (e.g. cashier, medical/dental, legal can become one
group).
Assessment Approach and Methodology
The Organizational TDNA is done first in a self-assessment exercise participated in by
the section respondents through a Focused Group Discussion (FGD) technique and using
FORM A of the FGD Flow (see Attachment 1). The respondents of each section will have to
arrive at a consensual description of the region vis--vis the management competencies
using the scale provided.
Results of the self-assessment will form 60% of the total result of the Regions
Organizational TDNA. To complete the Regions TDNA, at least three divisions should do a
parallel assessment of the Regions current competencies using FORM B of the FGD Flow
(see Attachment 1). Results of the parallel assessment will be collated and form 40% of
the total results for the Region.
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T&D System Operations Manual-Volume 2: The TDNA System

A TDNA Working Group (TDNA-WG) established by the region will be responsible for
overseeing the Organizational TDNA process. The TDNA-WG is expected to make
preliminary preparations, to facilitate the FGD and consolidate each sections results as
well as the overall Organizational TDNA results by following the instructions and the
procedures outlined in the FGD Flow.
Documents to be used for the Organizational TDNA
This Organizational TDNA for the Region Guide and Tools contains the general instructions
for the TDNA-WG as well as the following materials (found in Attachment 1) to be used by
the TDNA-WG Facilitators and the respondents during the conduct of the Organizational
TDNA process:
(a) Materials for the Facilitators: FGD Flow, Matrix of the Management
Competencies and the List of Competencies and Behavior Indicators, Rating
Scale Descriptors, Competency Rating Board and Results Summary Template
(e-version available)
(b)Materials for the Respondents: Matrix of Management Competencies and the
List of Competencies and Behavior Indicators, Separate Answer Sheet, and
Rating Scales Descriptions

G e n e r a l I n s t r u c t i o n s Fo r T h e T D N A Wo r k i n g G r o u p
Preliminary Preparations:
1. Study the Organization TDNA for the Region Guide and Tools by conducting a
walkthrough with all the members of the TDNA-WG before the actual
conduct of the Organizational TDNA. The Chair of the group should lead this
activity.
2. Assign specific tasks to each member such as:
a.
b.
c.
d.

Presenter of the Management Competencies


Facilitator(s) for the FGD
Data Recorder(s) of assessment ratings
Monitoring an evaluation

3. Reproduce the following set of materials to be used by each of the


participating respondents: Matrix of Management Competencies, List of
Competencies and Behavior Indicators, Rating Scales Descriptions and
Separate Answer Sheet (one per section only).
4. Prepare the Competency Rating Boards. A Competency Rating Board is
required for each competency across the service areas e.g. 46 Competency
Boards will be required
5. Negotiate for the selected Divisions to complete the parallel assessment of
the Regions current competencies using FORM B of the FGD Flow.
Organizational TDNA Proper
1. Let each participant accomplish T&D M&E Form 1: Individual Profile Template
upon registration.
2. Follow the instructions listed in the FGD Flow Form A. See Attachment 1.
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3. Accomplish Orgl TDNA M&E Form 1: The Organizational TDNA Tool for FGD
Process at the Region/Division level to monitor the facilitation of the session.
Post Organizational TDNA
1. Consolidate the results of the Self-assessment exercise (60%) and the results
obtained from the Divisions assessment of the regional competencies (40%). It
should be noted that the parallel assessment of the Regional Competencies
completed by the Divisions is usually done in as separate activity and coincides
with the TDNA Self-Assessment of the Division. Use the Organizational TDNA
-M&E Form 2b: Organizational TDNA Scores Summary Template Region Level
prepared
for
this
purpose
(e-copy
available).
2.

Analyze the results and identify the priority training and


development needs of the Region e.g. lowest level of competency, highest level
of importance using Organizational TDNA M&E Form 3: Functional Divisions/Units
Organizational-TDNA Prioritization Template and Organizational TDNA M&E Form
4: Organizational-TDNA Schools Division Consolidation Template.

3.

Assigned TDNA M&E team, accomplish Organizational TDNA M&E


Form 5: Documentation Review of Organizational TDNA Region/Division Level

Monitoring and Evaluation of the Organizational TDNA


The TDNA-WG members are tasked to monitor and evaluate the administration of the
Organizational TDNA. Monitoring and Evaluation mechanism and tools have been
developed to support the Organizational TDNA process and consist of the:
T&D-M&E Form 1: Individual Profile Template
Orgl TDNA-M&E Form 1: Organizational TDNA Tool for the Focus Group Discussion
(FGD) Process at the Region/Division Level
Orgl TDNA-M&E Form 2b: Organizational TDNA Scores Summary Template Region
Level
Orgl TDNA-M&E Form 3: Functional Divisions/Units Organizational TDNA
Prioritization Template
Orgl TDNA-M&E Form 4: Organizational TDNA Schools Division Consolidation
Template
Orgl TDNA-M&E Form 5: Documentation Review of Division/Region Organizational
TDNA
The matrix below describes the M&E tools developed for use during the implementation of
the Organizational TDNA which can be found in Attachment 2. The TDNA-WG should be
convened anew to consolidate the results from the monitoring of the Organizational TDNA
and develop recommendations for the improvement of the process.

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T&D System Operations Manual-Volume 2: The TDNA System

What will be
monitored

How it will be
monitored

M&E tool to be
used

Who will be
responsible
for the
monitoring
Division,
Region TDNAWG

When will the


monitoring take
place

How will the results be


used

Respondents details
in relation to their
current position, their
level of experience
and qualification

All participants
in the
Organizational
TDNA will be
asked to
complete the
profile

T&D-M&E Form
1: Individual
Profile Template

Prior to the
accomplishment
of the
Organizational
TDNA Tool

Information will be entered


into the TDIS database

The processes
followed during the
conduct of the Focus
Group Discussion
(FGD) at the
Region/Division level

A process
observer will be
appointed and
will use the tool

Orgl TDNA-M&E
Form 1:
Organizational
TDNA Tool for
FGD Process at
the Region/
Division level

Division,
Region TDNAWG

During the
conduct of the
FGD for the
Organizational
TDNA

Results will be shared with


the FGD facilitators to
identify best practices and
areas for improvement.
Recommendations for
improving the process will
be included in the Program
Completion Report to inform
future processes.

The level of
competency and the
level of importance of
the Division/Region for
the various
management
competencies across
Service areas

Results of the
organizational
TDNA will be
consolidated
using the
template
provided

Orgl TDNA-M&E
Form 2a:
Division
Organizational
TDNA Scores
Summary
Template

Division,
Region TDNAWG

Following the
accomplishment
of the Division /
Region
Organizational
TDNA

Results will inform decisions


on the training and
development programs
offered at the division level
and will be incorporate into
both the DEDP and REDP

Orgl TDNA-M&E
Form 2b:
Regional
Organizational
TDNA Scores
Summary
Template

The Organizational
TDNA of the functional
divisions/ sections/
units

Results of the
organizational
TDNA will be
consolidated
for each
functional
division/
section/ unit
using the
template
provided

Orgl TDNA-M&E
Form 3:
Functional
Divisions/
Sections/ Units
Organizational
TDNA
Prioritization
Template

Division,
Region TDNAWG

Following the
accomplishment
of the
Organizational
TDNA

Results will inform decisions


on the training and
development programs
offered at the
division/regional level and
will be incorporate into both
the DEDP and REDP

The Organizational
TDNA results of the
various divisions
across a region

Results of the
organizational
TDNA will be
consolidated

Orgl TDNA-M&E
Form 4:
Organizational
TDNA Schools

Region TDNAWG

Following the
submission of
Division
Organizational

Results will inform decisions


on the training and
development programs
offered at the region level

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The implementation of
the Organizational
TDNA at the
Division/Region levels

for all division


within a region
using the
template
provided

Division
Consolidation
Template

A Process
Observer will
be identified
and asked to
complete the
tool

Orgl TDNA-M&E
Form 5:
Documentation
Review of
Division/ Region
Organizational
TDNA

Division,
Region TDNAWG

TDNA results

and will be incorporate into


the REDP.
The results will be analyzed
to inform future TDNA policy

During the
conduct of the
Organizational
TDNA at the
Division/Region
Level

Results to be discussed with


the Division/Region and
identify strengths and areas
for improvement.

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 157

Observations will be
collated by the TDNA- WG
and the results analyzed to
inform future TDNA policy

T&D System Operations Manual-Volume 2: The TDNA System

Attachment 1: Region Organizational TDNA Tools and


Templates
o FORM A: Focused Group Discussion Flow Regional Organizational
TDNA Self-Assessment
o Form B: Focus Group Discussion Flow Regional Organizations TDNA
for Division Respondents
o Region Organizational TDNA Rating Scales
o Organizational TDNA Regional Self Assessment Answer Sheet
o Organizational TDNA for the Region by Division Respondents Answer
Sheet
o Sample Competency Rating Board for the Region Organizational TDNA
Self Assessment
o Sample Competency Rating Board Region Organizational TDNA for the
Division Respondents
o Matrix of Management Competencies for the Region
o List of Competencies and Behavioral Indicators

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 158

T&D System Operations Manual-Volume 2: The TDNA System

FORM A: Focused Group Discussion Flow Regional

Organizational TDNA Self-Assessment


Objective

Activity

Establish a friendly atmosphere

1.

Develop an understanding of the purpose


of the Organizational TDNA and the basic
mechanics of the exercise
Achieve a common understanding of the
definition of the items in the rating scale
Achieve a common understanding of each
competency

2.

Articulate the:

Individual perception on the level of


competence of the region

Individual perception on the criticality of


the competence to the performance of
the task

Section agreement on the level of


competency of the region and the level
of importance of the competency

Determine the average rating of the


perceived:

Importance of the competency in the


performance of the regions task / job.

Current level of competency as an initial


step to establish the consensual
description of the region
Identify which competencies will need
further discussion to establish a consensual
rating

Establish a consensus on competencies

3.

Introductions
Emphasize to the participants that as a key respondents to this
Organizational TDNA of the Region, their answers and collaboration
with their colleagues to reach a consensual assessment will be most
helpful for the future development of the management competencies of
the region.
Present the purpose of the Organizational TDNA and provide a brief
description of the data gathering method e.g. focus group discussion to
reach a consensus.
Explain the rating scales

4.

Walk through the Management Competencies per Service Area one


service area at a time. Begin with the General Competencies across
units. Consider the behavioral indicators for each competency.
5. Facilitator to clarify queries on the competencies
6. Organize respondents into their respective sections/groups.
7. Each participant provides individual perception of the region per
competency and shares with the section/group.
8. The section/group reaches a consensus and provides a rating for each
competency e.g. 4, 3, 2 or 1
9. Record section/group rating on the separate answer sheet.
10. Each participant provides individual perception on perceived
importance of the competency in the performance of the regions task /
job and shares with the section/group.
11. The section/group reaches a consensus and provides a rating for the
importance of each competency e.g. 1, 2, 3 or 4.
12. Record section rating on the answer sheet.
13. When all sections/groups have completed their ratings for a service
area, each section records its ratings on the competency rating board.
14. Sections/groups repeat the steps 4-13 for each of the remaining service
areas.
15. Assigned TDNA-WG members calculate the average across all section
ratings per competency while the groups continue rating the remaining
competencies for each service areas.
16. Assigned TDNA-WG members inspect each competency rating board to
determine deviant (individual) / polarized ratings that may have tipped
the average rating to a non-representative perception of the group.
17. Once all competencies have been rated the TDNA-WG presents the
averages for all competencies across the service areas, identifying
those averages which require further consideration ( based on
inspection in Step 16)
18. Where necessary the participants will deliberate on the average
competency rating for the region by articulating their views or sharing of
factual experience that best describes the current level of the region vis-vis the competency in question.
Facilitator is expected to traffic the discussion.
19. All sections/groups should agree on the consensual ratings made per
competency before considering the next competency.

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 159

T&D System Operations Manual-Volume 2: The TDNA System

FORM B: Focused Group Discussion Flow Regional Organizational

TDNA By Division Respondents


Objective

Activity

Establish a friendly atmosphere

1.

Develop an understanding of the purpose of the


Organizational TDNA and the basic mechanics
of the exercise

Achieve a common understanding of the


definition of the items in the rating scale
Achieve a common understanding of each
competency

Articulate the:

Individual perception on the level of


competence of the region

Section agreement on the level of


competency of the region

Introductions
Emphasize to the participants that as a key respondents to this
Organizational TDNA of the Region, their answers and collaboration with
their colleagues to reach a consensual assessment will be most helpful for
the future development of the management competencies of the region.
2. Present the purpose of the Organizational TDNA and provide a brief
description of the data gathering method e.g. focus group discussion to
reach a consensus on the level of competency. NOTE: The Division
respondents do not need to rate the level of importance of each
competency
3. Explain the rating scales
4.

5.
6.
7.
8.
9.

Determine the average rating of the perceived:

Current level of competency as an


initial step to establish the consensual
description of the region

Identify which competencies will need further


discussion to establish a consensual rating

Establish a consensus on competencies

Walk through the Management Competencies per Service Area one


service area at a time. Begin with the General Competencies across
units. Consider the behavioral indicators for each competency. Call the
attention of the participants to the differences between the REGIONAL
service areas and their DIVISION service areas.
Facilitator is expected to clarify queries on the competencies.
Organize respondents into their respective sections/groups.
Each participant provides individual perception of the region per
competency and shares with the section group.
The section/group reaches a consensus and provides a rating for each
competency e.g. 4, 3, 2 or 1
Record section/group rating on the separate answer sheet.

10. When all sections/groups have completed their ratings for a service area,
each section records its ratings on the competency rating board.
11. Sections/groups repeat steps 4-10 for each of the remaining service
areas.
12. Assigned TDNA-WG members calculate the average across all
section/group ratings per competency while the sections continue rating
the remaining competencies for each service areas.
13. Assigned TDNA-WG members inspect each competency rating board to
determine deviant (individual) / polarized ratings that may have tipped the
average rating to a non-representative perception of the group.
14. Once all competencies have been rated the TDNA-WG presents the
averages for all competencies across the service areas, identifying those
averages which require further consideration (based on inspection in
Step 13)
15. Where necessary the participants will deliberate on the average
competency rating for the region by articulating their views or sharing of
factual experience that best describes the current level of the region vis-vis the competency in question.
Facilitator is expected to traffic the discussion.
16. All sections/groups should agree on the consensual ratings made per
competency before considering the next competency.

Region Organizational TDNA Rating Scales


Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 160

T&D System Operations Manual-Volume 2: The TDNA System

SCALE ON THE LEVEL OF COMPETENCE


Sca
le
4

Description
VERY HIGH LEVEL

The region has comprehensive knowledge of


the competency and can apply it with a high
level of confidence.
Outputs resulting in the performance of the
competency
are
viewed
as
very
comprehensive, of high quality and have
been used as a benchmark for others.

HIGH LEVEL

The region has substantial knowledge of the


competency and can apply it without
supervision/guidance.
Outputs resulting in the performance of the
competency are viewed as comprehensive, of
quality and very useful.

MODERATE LEVEL The region has basic understanding of the


competency and can apply it with supervision
or some external support.
Outputs resulting in the performance of the
competency meet the basic standards.

LIMITED LEVEL

The region has minimal understanding of the


competency but cannot apply the competency.
Requires training or direct guidance to
achieve outputs related to the performance of
the competency.

SCALE ON THE LEVEL OF IMPORTANCE


Sca
le
1

Description
HIGHLY
ESSENTIAL

Competency is indispensable, highly critical


to the job performance of the Region and the
lack of it will adversely affect the quality of
output / work.

ESSENTIAL

Competency is necessary and the lack of it will


partly affect the quality of output / work.

LESS ESSENTIAL

Competency supports the Region in the


performance of its job but the lack of it will have
minimal impact on the quality of work.

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 161

T&D System Operations Manual-Volume 2: The TDNA System

NOT ESSENTIAL

Competency enhances the Region in the


performance of its job but the lack of it bears no
impact to the quality of work.

Organizational
Tr a i n i n g
Development
Needs
A s s e s s m e n t f o r t h e Re g i o n a l S e l f- A s s e s s m e n t A n s w e r
Sheet
S E C T I O N / U N I T: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Service Area
General
Competencies
Across Units
(CO/DO/RO)

Service Area 1
Educational
Planning (DO/RO)

Service Area 3
Monitoring &
Evaluation
(DO/RO)
Service Area 4
Education
Administration &
Management
(CO/DO/RO)

Service Area 5
Policy Formulation
and Standard
Setting
(CO/RO)

Service Area 6
Curriculum
Development

Competency
#

Level of Competency
4
3
2
1

Level of Importance
1
2
3

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 162

T&D System Operations Manual-Volume 2: The TDNA System

(CO/RO)

44
45
46

O r g a n i z a t i o n a l Tr a i n i n g D e v e l o p m e n t N e e d s A s s e s s m e n t f o r
the Region by Division Respondents
Answer Sheet

SECTION: __________________________________________
Service Area
General
Competencies
Across Units
(CO/DO/RO)

Service Area 1
Educational
Planning (DO/RO)

Service Area 3
Monitoring &
Evaluation
(DO/RO)
Service Area 4
Education
Administration &
Management
(CO/DO/RO)

Service Area 5
Policy Formulation
and Standard
Setting
(CO/RO)

Service Area 6
Curriculum
Development
(CO/RO)

Competency #

Level of Competency
4
3
2

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 163

T&D System Operations Manual-Volume 2: The TDNA System

Sample Competency Rating Board for the Region Organizational TDNA Self Assessment
(Big size copy paper (17x 22) may be used for each Board required.)

SERVICE AREA: ___________________________


COMPETENCY: ___________________________
Level of
COMPETENCY
Section

Sections are to write in this


column their perception on
the current level of
competency of the
division

Level of
IMPORTANCE
Sections are to write in this
column their perception on
the level of importance of
the competency

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Current competency level:


Average:
Consensus:

Level of
Importance
Average:

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 164

T&D System Operations Manual-Volume 2: The TDNA System

Sample Competency Rating Board Regional Organizational TDNA by Division Respondents


Level of COMPETENCY
Section

Sections are to write in this column their


perception on the current level of
competency of the division

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Current competency level:


Average:
Consensus:

Section 7.3: The Organizational TDNA for the Region Guide and Tools
Page 165

T&D System Operations Manual-Volume 2: The TDNA System

MATRIX of MANAGEMENT COMPETENCIES for the REGION

GENERAL
COMPETENCIE
S ACROSS
UNITS
(CO/DO/RO)

SERVICE
AREA 1

SERVICE
AREA 3

SERVICE
AREA 4

EDUCATIONA
L PLANNING
(DO/RO)

MONITORING
AND
EVALUATION
(DO/RO)

EDUCATION
ADMINI &
MGT
(CO/RO/DO)

SERVICE AREA
5
POLICY
FORMULATION
AND
STANDARD
SETTING
(CO/RO)

SERVICE AREA
6
CURRICULUM
DEVELOPMENT
(CO/RO)

Knowledge on
the technical
vocabulary of
Curriculum
Engineering

Understanding
DepEd as an
Organization

1
1

Strategic
Planning

2
0

Monitoring and
Evaluation
Design and
Development

2
5

Resource
Mobilization
and
Management

3
3

Policy
Framework
Development

4
0

Understanding
RA 9155 or the
Governance of
BEd Act

1
2

Implementation
Planning

2
1

Instrument/Tool
s Development
for M&E Data
Gathering

2
6

Resource
Procurement
and
Management

3
4

Policy
Instrument
Development

4
1

Understanding of
the Foundations
of the Curriculum

Management of
Change

1
3

Project/
Program
Identification

2
2

Data
Processing,
Analysis and
Utilization

2
7

Building
Partnerships

3
5

Policy
Formulation

4
2

Application of the
Foundations of
the Curriculum in
Curriculum
Engineering

Organization
Analysis/
Diagnosis

1
4

Resource
Mobilization
and Allocation

2
3

Communication
Skills/Feedback
Giving

2
8

Human
Resource
Management

3
6

Policy Review

4
3

Curriculum
designing

Problem Solving

1
5

Financial
Management
and Control

2
4

Education
Management
Information
System (EMIS)

2
9

Delegation

3
7

Standard
Setting

4
4

Curriculum
structuring

Decision-Making

1
6

Group Process
Management

3
0

Physical
Facilities
Programming

3
8

Technical
Writing

4
5

Implementation
of various
Curriculum
models

Dealing
Effectively with
Pressure Groups

1
7

Facilitation
Skills

3
1

Records
Management

3
9

Advocacy for
Policy
Formulation /
Implementation

4
6

Curriculum
evaluation

Conflict
Management

1
8

Communication
Skills

3
2

Understanding
the intent of
the Policy and
Implementatio
n

Negotiation Skills

1
9

Advocacy

1
0

Transformational
and Enabling
Leadership

T&D System Operations Manual-Volume 2: The TDNA System

LIST OF COMPETENCIES AND BEHAVIORAL


INDICATORS
GENERAL COMPETENCIES ACROSS UNITS (CO/RO/DO)
1. Understanding DepED as an Organization

Understanding DECS vision, goals, and objectives. Being familiar


with organizational structure and individuals involved

2. Understanding RA 9155 or the Governance of Basic Education Act

Understanding the facets of the education sector decentralization law


and its Implementing Rules and Regulations

3. Management of Change

Understanding the nature and phases of change


Facilitating the change process in the unit

4. Organization Analysis/Diagnosis

Assessing the entire organization it objectives, its resources and the


ways it allocates resources to attain goals
Knowledge of approaches and tools to organization analysis

5. Identifying and Solving Problems

Ability to timely identify problems or potential problems and identify


strategies or means to address these

6. Decision-Making

Efficiently arriving at conclusions on issues and problems whether


internal or external, minor or major
Acting on conclusions arrives at to desired results

7. Dealing Effectively with Pressure Groups

Handling various interests of stakeholders


Involves political skills, managing political interference

8. Conflict Management

Ability to identify, handle and manage differences and conflict


situations
Ability to resolve conflicts

9. Negotiation Skills

10.

Ability to influence and work with people to reach solutions that


everyone can live with
Transformational and Enabling Leadership
Extending expertise to other regions

T&D System Operations Manual-Volume 2: The TDNA System

Providing opportunities for professional growth to staff


Institutionalizing efforts or practices found effective
Identifying and developing emerging leaders
Creating a culture of excellence to enhance peak performance

T&D System Operations Manual-Volume 2: The TDNA System

Creating an atmosphere where individual differences are celebrated


and where every individual grows and maximizes his/her potential

SERVICE AREA 1: EDUCATIONAL PLANNING (DO/RO)


Outputs:

Division/Region Education Development Plan

Consolidated Annual Plan


11.

Strategic Planning
Preparing clear statements that describe a course of action in terms of
identified goals and objectives.
Strategic planning involves the
understanding of the following:
Current and potential future the provincial, national,
international levels
Planning process and principles
Department Planning timelines and requirements
Current Department Directions
Current regional thrusts
Principles and processes in environmental scanning
Processes related to collaborative educational planning

and

and proficiency in the following:

12.

Gather pertinent planning information/inventory of resources


Analyze planning information
Draw inferences from planning information
Conduct a thorough analysis of the current situation
Prioritize needs
Identify core organizational values
Formulate a vision
Formulate a mission
Perform data forecasting
Set realistic Divisional goals to achieve the vision
Set realistic performance targets
Identify appropriate strategies

Implementation Planning
Translating goals and objectives into specific interventions e.g.
programs and projects.
Implementation Planning involves the
understanding of the following:

Forecasting and Trend-Setting


Processes related to prioritization of needs
Varied tools in plan development
Designing Monitoring and Evaluation System
Budget procedures of the Department
Possible funding sources
Budget items

and proficiency in the following:


Prioritize Division needs
Identify sufficient activities to achieve targets and priorities
Identify performance measures

T&D System Operations Manual-Volume 2: The TDNA System

13.

14.

15.

16.

Identify means of verification


Identify resources requirements
Identify programs and projects to achieve objectives
Link programs/projects with resources
Perform financial forecasting and planning
Allocate human, material, fiscal resources

Project/Program Identification
Involves the generation of potential project ideas to address problems
or gaps
Resource Mobilization and Allocation
Identifying sources of funds
Proper distribution of funds across funding requirements
Financial Management and Control
Understanding budgeting and financial management principles and
funding processes
Understanding COA rules, regulations, and applications
Group Process Management
Managing group dynamics during planning activities to accomplish
tasks at hand. Group process management the understanding of the
following:
Workshop management
Principles of group process management
Interpersonal styles supportive of group process
Areas of Facilitation
and proficiency in the following:

17.

Facilitation Skills
Involves the ability to get a group of people to work together towards a
common goal. It involves the following areas:

18.

Generate group ideas


Engage participants in plan development
Manage conflict of ideas and move towards synergy
Ask probing questions
Summarize group outputs
Design and manage planning workshops
Build consensus

Listening
Observing
Questioning
Attending

Communication Skills

T&D System Operations Manual-Volume 2: The TDNA System

19.

Ability to covey requirements needed to implement the SIP to various


school stakeholders.
Ability to engage stakeholders in SIP planning and implementation
Applying effective verbal and non-verbal communication methods to
achieve desired results
Applying effective written communication methods to achieve desired
results

Advocacy
Ability to generate awareness, ownership and commitment to plan
preparation and implementation

SERVICE AREA 3: MONITORING AND EVALUATION (DO/RO)


Outputs:

M&E Design

M&E Instruments and Tools

M&E Reports

Consolidated/Analyzed BEIS Data

Documentation of Success Stories and Best Practices

20.

21.

22.

23.

24.

Monitoring and Evaluation Design and Development


Designing and developing the system, facilities, tools and mechanisms
for monitoring and evaluation
Setting performance and quality standards for work processes and
outputs
Instrument/Tools Development for M&E Data Gathering
Preparation of appropriate instruments and tools to gather information
to satisfy major monitoring and evaluation areas
Data Processing, Analysis and Utilization
Processing, reviewing data gathered to make inferences to enable
management to use data for decision-making
Communication Skills/Feedback Giving
Ability to convey results of monitoring and evaluation results to
improve program/project implementation catering to improving
learning outcomes
Establish and manage a mechanism for effective feedback
Education Management Information System (EMIS)
Ability to convey results of monitoring and evaluation results to
improve program/project implementation catering to improving
learning outcomes
Establish and manage a mechanism for effective feedback

T&D System Operations Manual-Volume 2: The TDNA System

SERVICE AREA 4: EDUCATION ADMINISTRATION AND MANAGEMENT


(CO/RO/DO)
Outputs:

Resource Mobilization Plan


Procurement Plan
Human Resource Management Plan
Physical Facilities Plan
Records Management System
Regular Report Requirements

25.

26.

27.

28.

29.

30.

Resource Mobilization and Management


Ability to rally support for educational initiatives and proper/prudent
allocation of resources across needs in the division/region/central office
Understanding budgeting and financial management principles and
funding processes
Understanding COA rules, regulations, and applications
Monitoring of resource utilization
Providing feedback to funders on status of funds utilization and
benefits derived
Resource Procurement and Management
Developing a system of procurement of resources, allocation of
resources to specific activities e.g. learning/instructional materials,
supplies, etc
Monitoring of resource utilization
Building Partnerships
Developing useful contacts and dealing with a broad range of people
from various levels, social, and economic background
Working with other institutions (GOs, NGOs, LGUs, etc) both national
and international to achieve common goals
Human Resource Management
Ability to plan for manpower requirements based on organizational
vision
Ability to attract, select, and hire competent people for organizational
deployment
Ability to develop people through various forms e.g. In-Service Training,
Coaching Mentoring
Ability to compensate, appraise and reward performance
Delegation
Involves the ability to entrust to other people ones authority
style of management which allows your staff to use and develop their
skills and knowledge to the full potential
Physical Facilities Programming
Ability to forecast physical facilities requirement and new school
requirements

T&D System Operations Manual-Volume 2: The TDNA System

31.

32.

Setting standard specifications catering to requirements of schools,


divisions, regions
Allocating funds, constructing facilities, rehabilitation, maintenance and
repair
Records Management
Developing a system for managing and updating records
Maintaining an updated and functional system of storing and retrieving
data on work process and their outputs and other information relevant
to decision-making
Understanding the intent of the Policy and Implementation
Identifying the purpose of the policy
Ability to apply the policy as intended

SERVICE AREA 5: POLICY FORMULATION AND STANDARD SETTING


(RO/CO)
Outputs:

Regional Policy Framework

Regional Policies

Regional Standards
33.

34.

35.

36.

37.

38.

Policy Framework Development


Identifying policy issues and developing strategies to address this in
the design of a policy framework
Developing an analytical framework for policy studies undertaken
Generating lessons from previous policy studies
Applying these in the development of policy framework for current
research
Policy Instrument Development
Identifying and developing the appropriate policy instruments for
specific policy implementation
Policy Formulation
Understanding the current environment and its requirements and
determining policy requirements
Understanding research designs and data gathering methods
Policy Review
Applying research methods to assess effectiveness of policies
formulated and enforced
Standard Setting
Developing a set of appropriate norms
Technical Writing

T&D System Operations Manual-Volume 2: The TDNA System

39.

Preparing written material that follows generally accepted rules of style


and form, is appropriate for the audience, and accomplishes its
intended purpose
Advocacy for Policy Formulation/Implementation
Generating support for policy formulation and implementation

T&D System Operations Manual-Volume 2: The TDNA System

SERVICE AREA 6: CURRICULUM DEVELOPMENT (CO/RO)


Output:

Basic Curriculum

Standards for Curriculum Adaptation

Policies to guide Curriculum Implementation

Regional Policy Framework for Curriculum Localization


40.
Knowledge on the Technical Vocabulary of Curriculum
Engineering

41.

Understanding of technical terms currently used for curriculum


engineering
Using technical terms in curriculum engineering during professional
meetings and technical reporting related to curriculum development
Understanding of the Foundation of the Curriculum
Understanding of the philosophy of the Philippines education and the
thrust of the 21st century education.
Understanding of the relevant theories, approaches and requirements
of curriculum engineering.

42.
Application of the Foundations of the Curriculum in
Curriculum Engineering

43.

44.

45.

46.

Utilizing knowledge and understanding of the foundations of curriculum


engineering in the designing, implementing and evaluation of
curriculum.
Curriculum Designing
Contributing significant inputs to the design of the curriculums
framework, curriculum model, teaching-learning approaches and
assessment.
Familiarity with theories of cognitive development and learning as they
apply to development of instructional materials
Skills in development, assessment and evaluation of instructional
materials
Curriculum Structuring
Contributing significant inputs in prescribing learning standards,
objectives and content of the different subject areas in the various
grade and year levels.
Implementation of Various Curriculum Models
Implementing initiatives for the localization of the national curriculum.
Engaging in pilot-testing various curriculum models recommended to
be potentially effective.
Disseminating best practices and replicable models related to the
curriculum
Curriculum Evaluation

T&D System Operations Manual-Volume 2: The TDNA System

Evaluating the effectiveness of the curriculum in addressing local


learning needs
Providing feedback to appropriate bodies to improve the curriculum
design and/or structure

T&D System Operations Manual-Volume 2: The TDNA System

Attachment 2: Region Organizational TDNA


M&E Tools
M&E Matrix of Tools for the Organizational TDNA
T&D-M&E Form 1: Individual Profile Template
Orgl TDNA-M&E Form 1: Organizational TDNA Tool for the Focus Group
Discussion (FGD) Process at the Region/Division
Level
Orgl TDNA-M&E Form 2b: Region Organizational TDNA Scores
Summary Template
Orgl TDNA-M&E Form 3: Functional Divisions/Units Organizational
TDNA Prioritization Template
Orgl TDNA-M&E Form 4: Organizational TDNA Schools Division
Consolidation Template
Orgl TDNA-M&E Form 5: Documentation Review of Division/Region
Organizational TDNA

T&D System Operations Manual-Volume 2: The TDNA System

What will be
monitored

How it will
be
monitored

M&E tool to be
used

Who will be
responsible
for the
monitoring
Division,
Region
TDNA-WG

When will the


monitoring
take place

How will the results be


used

Respondents
details in relation to
their current
position, their level
of experience and
qualification

All
participants
in the
Organization
al TDNA will
be asked to
complete the
profile

T&D-M&E
Form 1:
Individual
Profile
Template

Prior to the
accomplishment
of the
Organizational
TDNA Tool

Information will be
entered into the TDIS
database

The processes
followed during the
conduct of the
Focus Group
Discussion (FGD)
at the
Region/Division
level

A process
observer will
be appointed
and will use
the tool

Orgl TDNAM&E Form 1:


Organizational
TDNA Tool for
FGD Process
at the Region/
Division level

Division,
Region
TDNA-WG

During the
conduct of the
FGD for the
Organizational
TDNA

Results will be shared


with the FGD facilitators
to identify best practices
and areas for
improvement.
Recommendations for
improving the process
will be included in the
Program Completion
Report to inform future
processes.

The level of
competency and
the level of
importance of the
Division/Region for
the various
management
competencies
across Service
areas

Results of the
organizationa
l TDNA will
be
consolidated
using the
template
provided

Orgl TDNAM&E Form 2a:


Division
Organizational
TDNA Scores
Summary
Template

Division,
Region
TDNA-WG

Following the
accomplishment
of the Division /
Region
Organizational
TDNA

Results will inform


decisions on the training
and development
programs offered at the
division level and will be
incorporate into both the
DEDP and REDP

The Organizational
TDNA of the
functional divisions/
sections/ units

Results of the
organizationa
l TDNA will
be
consolidated
for each
functional
division/
section/ unit
using the
template
provided

Division,
Region
TDNA-WG

Following the
accomplishment
of the
Organizational
TDNA

Results will inform


decisions on the training
and development
programs offered at the
division/regional level
and will be incorporate
into both the DEDP and
REDP

Orgl TDNAM&E Form 2b:


Regional
Organizational
TDNA Scores
Summary
Template

Orgl TDNAM&E Form 3:


Functional
Divisions/
Sections/
Units
Organizational
TDNA
Prioritization
Template

T&D System Operations Manual-Volume 2: The TDNA System

The Organizational
TDNA results of the
various divisions
across a region

Results of the
organizationa
l TDNA will
be
consolidated
for all division
within a
region using
the template
provided

Orgl TDNAM&E Form 4:


Organizational
TDNA Schools
Division
Consolidation
Template

Region
TDNA-WG

Following the
submission of
Division
Organizational
TDNA results

Results will inform


decisions on the training
and development
programs offered at the
region level and will be
incorporate into the
REDP.
The results will be
analyzed to inform
future TDNA policy

The implementation
of the
Organizational
TDNA at the
Division/Region
levels

A Process
Observer will
be identified
and asked to
complete the
tool

Orgl TDNAM&E Form 5:


Documentatio
n Review of
Division/
Region
Organizational
TDNA

Division,
Region
TDNA-WG

During the
conduct of the
Organizational
TDNA at the
Division/Region
Level

Results to be discussed
with the Division/Region
and identify strengths
and areas for
improvement.
Observations will be
collated by the TDNAWG and the results
analyzed to inform
future TDNA policy

T&D System Operations Manual-Volume 2: The TDNA System

T&D-M&E Form 1: Individual Profile Template

I PERSONAL DATA
Name:
(Surname)

(First Name)

Employee Number (If Applicable):


Date of Birth:
Home Address:
Contact #:
Region
:
Division:
Office/School:
Current Position:

(Middle Name)

Sex:

Male

Female

e-mail address:
District:
Address:
Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE


(List from most current.)
POSITION

Use additional sheet if necessary.

MAIN AREA OF
RESPONSIBILITY e.g. subjects
taught, level supervised

LEVEL e.g.
Elem/Sec/ALS school,
district, division, region

INCLUSIVE
PERIOD

T&D System Operations Manual-Volume 2: The TDNA System

III. TRAINING ATTENDED OVER THE LAST THREE YEARS


Please check training focus and management level for all training attended over the last three years.

Training Focus

Training
attended
over last 3
years ()

Management Level of Training


Central

Region

Division

Cluster

School

Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify
______________

IV. SIGNIFICANT EXPERIENCES


Identify which of the following areas you consider to be your area(s) of expertise:
S School Based Management
Quality Assurance
Monitoring and Evaluation
Access Education
Subject Specialization: _____________)
Education Planning
Policy Development
Learning Resource Materials Development
ICT
Delivery of Training
Other, please specify ________________
Certified Trainers by
SEAMEO- INNOTECH

NEAP Central

NEAP-Region

Foreign Assisted Projects (FAP)

List your significant experiences in the identified areas

Use additional sheet if necessary.

TEI
Other, please specify --

T&D System Operations Manual-Volume 2: The TDNA System

V. TRAINING AND DEVELOPMENT EXPERIENCES


Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment

Program Planning

Program Designing

Resource Materials Development

Program Delivery

Program Management

Monitoring and Evaluation of Training


List your significant experiences in the identified areas

Use additional sheet if necessary.

I certify that the information I have given to the foregoing questions are true, complete, and correct to
the best of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit. Information will be
incorporated into the T&D Information System Database.

T&D System Operations Manual-Volume 2: The TDNA System

Orgl TDNA-M & E Form 1: Organizational TDNA


Tool for Focus Group Discussion (FGD) Process at
_______ FGD Flow of Regional TDNA Self Assessment
_______ FGD Flow of Division TDNA Self Assessment
_______ Monitoring of Division Organization TDNA by Regional Team
Please check () under the manifested (M) column if the process was
manifested and under the not manifested (NM) column if the process was
not manifested. Please indicate any variations noted and include any
additional comments regarding the facilitation of the session.
ACTIVITY
M N Variations/Comment
M
s
1. Facilitator emphasizes to the participants that as key
respondents to this Organizational TDNA of the
Region/Division, their answers and collaboration with their
colleagues to reach a consensual assessment will be most
helpful for the future development of the management
competencies of the region.
2. Facilitator clearly presents the purpose of the
Organizational TDNA
3. Brief description of the data gathering method (FGD) was
provided by the facilitator
4. Facilitator comprehensively explained the rating scale
5. Systematic walk through of the Management
Competencies per Service Area one service area at a
time was carried out.
6. Each section collaboratively reached a consensus on the
level of importance and level of competencies for each
service area
7. Section ratings were recorded properly
8. Each participant provided individual perception on
perceived importance of the competency in the
performance of the regions/divisions task / job and shared
these with the group.
9. TDNA-WG members efficiently performed their assigned
task.
10. Participants careful deliberated on the average level of
importance and competency ratings
11. A consolidation of the Organizational TDNA results
following the guidelines outlined in the FGD flow was
accomplished.
12. An M&E committee was tasked to monitor and evaluate on
the preparation, conduct and consolidation of the TDNA
results.
Total
Name and Signature of the Process Observer: ___________________________________
Date: ____________________________

T&D System Operations Manual-Volume 2: The TDNA System

T&D System Operations Manual-Volume 2: The TDNA System

Orgl TDNA-M & E Form 2b


Region Organizational - TDNA Scores Summary
REGION ______
Raw
Scores
Level of
Competen
cy

WEIGHTED RATING
(LOC)

(LOC)

1
2

3
4
5
6
7

8
9
1
0

GENERAL
COMPETENCI
ES ACROSS
UNITS
(CO/RO/DO)
Understanding
DepED as an
Organization
Understanding
RA 9155 or the
Governance of
Basic
Education Act
Management of
Change
Organization
Analysis/Diagn
osis
Identifying and
Solving
Problems
DecisionMaking
Dealing
Effectively with
Pressure
Groups
Conflict
Management
Negotiation
Skills
Transformation
al and Enabling
Leadership

SA

Div

S-A
60%

Div
40%

Total

Level of
Importa
nce
(LOI)

T&D System Operations Manual-Volume 2: The TDNA System

SERVICE AREA 1:
EDUCATIONAL
PLANNING
(DO/RO)

Raw
Scores
Level of
Competen
cy (LOC)

S-A

WEIGHTED RATING
(LOC)

Div

S-A
60%

Div
40%

TOTA
L

Div

S-A
60%

Div
40%.

TOTA
L

11 Strategic
Planning
12 Implementati
on Planning
13 Project/Progra
m
Identification
14 Resource
Mobilization
and Allocation
15 Financial
Management
and Control
16 Group
Process
Management
17 Facilitation
Skills
18 Communicati
on Skills
19 Advocacy
SERVICE AREA 3:
MONITORING
AND EVALUATION
S-A
(DO/RO)
20 Monitoring
and
Evaluation
Design and
Development
21 Instrument/To
ols
Development
for M&E Data
Gathering
22
Data
Processing,
Analysis and
Utilization
23 Communicati

Level of
Importa
nce
(LOI)

T&D System Operations Manual-Volume 2: The TDNA System

24

on
Skills/Feedbac
k Giving
Education
Management
Information
System
(EMIS)

T&D System Operations Manual-Volume 2: The TDNA System

Raw
Scores
SERVICE AREA 4:
Level of
EDUCATION
Competen
ADMINISTRATION cy
AND
(LOC)
MANAGEMENT
(CO/RO/DO)

S-A

Resource
Mobilization
and
Management
26 Resource
Procurement
and
Management
27 Building
Partnerships
28 Human
Resource
Management
29 Delegation
30 Physical
Facilities
Programming
31 Records
Management
32 Understandin
g the intent of
the Policy and
Implementati
on
SERVICE AREA 5:
POLICY
FORMULATION
AND STANDARD
SETTING (RO/CO) S-A
33 Policy
Framework
Development
34 Policy
Instrument
Development
35 Policy
Formulation
36 Policy Review

Div

25

Div

WEIGHTED RATING
(LOC)

S-A
60
%

Div
40%

TOTA
L

Level of
Importa
nce (LOI)

T&D System Operations Manual-Volume 2: The TDNA System

37
38
39

Standard
Setting
Technical
Writing
Advocacy for
Policy
Formulation/I
mplementatio
n

T&D System Operations Manual-Volume 2: The TDNA System

SERVICE AREA
6:
CURRICULUM
DEVELOPMENT
(CO/RO)

Raw Scores
Level of
Competenc
y (LOC)

S-A
40

41

42

43

44

45

46

Knowledge
on the
Technical
Vocabulary
of
Curriculum
Engineering
Understandi
ng of the
Foundation
of the
Curriculum
Application
of the
Foundations
of the
Curriculum
in
Curriculum
Engineering
Curriculum
Designing
Curriculum
Structuring
Implementa
tion of
Various
Curriculum
Models
Curriculum
Evaluation

Div.

WEIGHTED RATING
(LOC)

S-A
60
%

Div
40%

TOT
AL

Level
of
Import
ance
(LOI)

T&D System Operations Manual-Volume 2: The TDNA System

NOTE: The lower the numerical value of the LOC and LOI, the greater is the need for
training.

T&D System Operations Manual-Volume 2: The TDNA System

Orgl TDNA-M & E Form 3: Functional Divisions/Sections/Units


Organizational - TDNA Prioritization Template
(To be accomplished by the TDNA -WG
LEVEL OF PLAN:

REGION

DIVISION

DATE Accomplished: ______________________

Supply the following data: 1) name of functional divisions/sections/units, and 2) numerical rating of LOI and LOC for each
service area of each divisions/sections/unit.

Competencies /
Service Areas
General
Competencies
Service Area 1:
Educational
Planning
Service Area 2:
Learning Outcome
Management
Service Area 3:
Monitoring&
Evaluation
Service Area 4:
Education
Administration &
Management
Service Area 5:
Policy Formulation
and Standard
Setting
Service Area 6:
Curriculum
Development

Name of Functional Divisions/Sections/Units


LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

T&D System Operations Manual-Volume 2: The TDNA System

Priority1
Priority 2
Priority 3

Orgl TDNA-M & E Form 4: Organizational - TDNA Schools Division


Consolidation Template
(To be accomplished by the Regional TDNA-WG)
REGION ___________________________
______________________

DATE Accomplished:

NOTE: For Regions with more than seven (7) Schools Divisions, additional columns maybe added. Only the general
average of each service area is entered.

Competencies / Service
Areas

Division 1:
____________
LOI

General Competencies
Service Area 1: Educational
Planning
Service Area 2: Learning
Outcome Management
Service Area 3:
Monitoring& Evaluation
Service Area 4: Education
Administration &
Management
Service Area 5: Policy
Formulation and Standard
Setting

LOC

Division
2:
__________
_
LOI LOC

Names of Divisions within Region


Division 3: Division
Division
____________ 4:
5:
___________ ___________

Division 6:
____________

Division 7:
___________
_

LOI

LOI

LOI

LOC

LOI

LOC

LOI

LOC

LOC

LOC

T&D System Operations Manual-Volume 2: The TDNA System

Service Area 6: Curriculum


Development

Priority1
Priority 2
Priority3

Orgl TDNA-M&E Form 5: Documentation Review


of Organizational TDNA Region/Division level
This form is to be used to support Regional monitoring of the Organizational TDNA processes at the Division level. It is expected that the
assessment will be based on observations, discussions with the implementing team and review of relevant documents.
Division/Region _________________________
Rating Guide:
Numerical
Rating
4
3
2
1

Date: __________________

Interpretation

Description

Very High Extent


High Extent
Low Extent
Very Low Extent

In a very significant way


In a meaningful way
In a limited way only
Not in any meaningful way

Use the scale above to assess the extent to which the conduct of Organizational TDNA
documentation adhered to the following:
To what extent ..
1.
was thorough planning conducted prior to administration?
2.
was the purpose of the Organizational TDNA explained?
3.
was the data collection method to be followed for administering the
Organizational TDNA explained e.g. group consensual assessment
technique, self assessment and an external assessment?
4.
were participants oriented to the Organizational Management
Competencies for each service?

T&D System Operations Manual-Volume 2: The TDNA System

5.

6.
7.
8.
9.
10
.
11
.
12
.

was a clear explanation provided on how to accomplish the


Organizational TDNA process e.g. consensus agreement within each
division/unit regarding level of competence and level of importance,
agreement across divisions/units, scoring system
were the steps involved in consolidating the results for individual
divisions/units as well as the overall region/division explained?
were the steps involved in consolidating the self assessment and the
external assessment explained?
was an explanation on how to interpreted results to identify priority
training needs provided ?
was technical assistance provided when required?
were the M&E tools and processes implemented?
was there evidence of team work and collaboration amongst the
Organizational TDNA Implementers
were recommendations for improving the Organizational TDNA
administration processes identified?

Recommendations:

Name: ___________________________________
Position: _________________________________
Date: ____________________________________

T&D System Operations Manual-Volume 2: The TDNA System

Section 7.4: The Organizational TDNA for the Division Guide and Tools
Page 196

T&D System Operations Manual-Volume 2: The TDNA System

Section 7.4.
The Organizational TDNA for the Division
Guide and Tools
Republic of the Philippines

Department of Education

Organizational
Training and Development Needs
Assessment (TDNA)
for the Division

Guide and Tools

Section 7.4: The Organizational TDNA for the Division Guide and Tools
Page 197

T&D System Operations Manual-Volume 2: The TDNA System

DepED-EDPITAF-STRIVE 2
June 2010

Section 7.4: The Organizational TDNA for the Division Guide and Tools
Page 198

T&D System Operations Manual-Volume 2: The TDNA System

GLOSSARY OF ACRONYMS
BESRA

Basic Education Sector


Reform
Agenda
TABLE
of CONTENTS

CO

Central Office

DEDP

Division Education Development Plan

EBEIS

Enhanced Basic Education Information System

1. Introductory Information
DepED Basis Department
of of
Education
and Purpose
the Organizational TDNA
Division
Office
Respondents
DO
Division
Office
Assessment Approach and Methodology
EDPITAFDocuments
Educational
Project Implementing
to beDevelopment
used for Organizational
TDNA Task Force
2. General Introductions for the TDNA Working Group
ES
Education Supervisor
Preliminary Preparation
FGD
Focus Group
Discussion
Organizational
TDNA
Proper
Post
Organizational
TDNA
GCA
Group Consensual Assessment
ICT 3. Monitoring
Information
Technology
andCommunication
Evaluation of
the Organizational TDNA
INSET

In-Service Education and Training

Attachment 1: Division Organizational TDNA Tools and Templates


IRR
Implementing
Rules and
Regulations of RA
9155,Monitoring
December 2007
Attachment
2: Division
Organizational
TDNA
and
Evaluation Individual
Tools
IPPD
Plan for Professional
Development Training and
This document,
Organizational

Development
Assessment of the Division
Knowledge, Skills Needs
and Attitudes
Guide
Tools, was developed and validated in
LOC
Level ofand
Competency
Regions
VI, VII and VIII, Divisions of Negros Occidental,
LOI
Level of Importance
Bohol/Tagbilaran and Northern Samar through the
LRMDS
Learning Resource Management and Development System
AusAID-funded project, STRIVE (Strengthening the
MPPD
Master Plan for Professional Development
Implementation of Basic Education in selected Provinces
M&E
Monitoring and Evaluation
in
the Visayas), in coordination with the EDPITAF
PSDS
Public
School District
Supervisor Project Implementing Task
(Educational
Development
RA 9155 Force)
Republic
Act in
9155:
Governance Act
for Basic
11 AugNEAP
2001
, and
consultation
with
theEducation,
TEDP-TWG,
KSA

REDP

Regional Education Development Plan

RO

Regional Office

SEDIP

Secondary Education Development Improvement Project

SH

School Head

STRIVE

Strengthening the Implementation of Basic Education in Selected


Provinces in the Visayas

T&D

Training and Development

TDIS

Training and Development Information System

TDNA

Training and Development Needs Assessment

UIS

Unified Information System

WG

Working Group

Section 7.4: The Organizational TDNA for the Division Guide and Tools
Page 199

T&D System Operations Manual-Volume 2: The TDNA System

Introductory Information
Basis and Purpose of the TDNA
The Training Development Needs Assessment (TDNA) of the Division is designed to
identify the organizations current training and development needs vis--vis the desired
organizational roles and responsibilities as stipulated in the Governance of Basic
Education Act of 2001 (R.A. 9155).
The Management Competencies per Service Areas established for the Decentralized
Management Training Program of the Secondary Education Development Improvement
Project (SEDIP, a DepED project implemented by the Bureau of Secondary Education)
served as the basis for the development of this Organizational TDNA tool. These
competencies were developed for Central Office (CO), Region Office (RO) and Division
Office (DO) levels and validated by educational leaders across 15 Divisions and nine
Regions of DepED. The competencies are organized as follows:
General Competencies (CO, RO, DO)
Service Area 1: Educational Planning (RO, DO)
Service Area 2: Learning Outcome Management (DO)
Service Area 3: Monitoring and Evaluation (RO, DO)
Service Area 4: Education Administration and Management (CO, RO, DO)
Service Area 5: Policy Formulation and Standard Setting (CO, RO)
Service Area 6: Curriculum Development (CO, RO)
The Organizational TDNA was first developed and used by Region VII and VIII and the
Divisions of Bohol and Northern Samar during Stage One of Project STRIVE. The tool was
further refined and validated in Region VI and in the Division of Negros Occidental during
Stage 2 of Project STRIVE.
Division Office Section Respondents
Respondents composing at least 20% of the division office management and technical
staff from each section are convened to participate in the actual TDNA e.g. SDS/ASDS,
Elementary Division, Secondary Division, ALS Division, Planning, Accounting/Budget,
Cashier, Medical/Dental, Administrative, Legal, and Supply/Physical Facilities.
Representation from each section should include the section head. Smaller sections may
be clustered to form a group (e.g. cashier, medical/dental, legal can become one group).
Assessment Approach
The Organizational TDNA is done first as a self-assessment exercise participated in by
the section respondents through a Focused Group Discussion (FGD) technique and using
FORM A of the FGD Flow (see Attachment 1). The respondents of each section will have to
arrive at a consensual description of the division vis--vis the management competencies
using the scale provided.
Results of the self-assessment will form 60% of the total result of the Divisions
Organizational TDNA. To complete the Divisions TDNA, the Region should do a parallel
assessment of the Divisions current competencies using FORM B of the FGD Flow (see
Attachment 1). Results of the parallel assessment will form 40% of the total results for the
Division.

Section 7.4: The Organizational TDNA for the Division Guide and Tools
Page 200

T&D System Operations Manual-Volume 2: The TDNA System

A TDNA Working Group (TDNA-WG) established by the division will be responsible for
overseeing the TDNA process. The Group is expected to make preliminary preparations to
facilitate the FGD and consolidate each sections results as well as the overall
Organizational TDNA results by following the instructions and procedures outlined in the
FGD Flow.
Documents to be used for the Division Organizational TDNA
The Organizational TDNA of the Division Guide and Tools contains the general instructions
for the TDNA-WG as well as the following materials (found in Attachment 1) to be used by
the TDNA-WG Facilitators and the respondents during the conduct of the Organizational
TDNA process:
(a) Materials for the Facilitators: General Instructions for the TDNA-WG, FGD Flow,
Matrix of the Management Competencies and List of Competencies and Behavior
Indicators, Rating Scales Description, Competency Rating Board and Results
Summary Template (e-version available)
(b) Materials for the Respondents: Matrix of Management Competencies and List of
Competencies and Behavior Indicators, Separate Answer Sheet, and Rating Scales
Descriptions

G e n e r a l I n s t r u c t i o n s Fo r T h e T D N A Wo r k i n g G r o u p
A. Preliminary Preparations:
1. Study the Organizational TDNA Guide and Tools by conducting a walkthrough
with all the members of the TDNA-WG before the actual conduct of the
Organizational TDNA. The Chair of the group should lead this activity.
2. Assign specific tasks to each member such as:
a.
b.
c.
d.

Presenter of the Management Competencies


Facilitator(s) for the FGD
Data Recorder(s) of assessment ratings
Monitoring and evaluation

3. Reproduce the following set of materials to be used by each of the participating


respondents: Matrix of Management Competencies, List of Competencies and
Behavior Indicators, Rating Scales Descriptions and Separate Answer Sheet (one
per section only).
4. Prepare the Competency Rating Boards. A Competency Rating Board is required
for each competency across the service areas e.g. 44 Competency Boards will
be required
5. Negotiate for the Region to complete a parallel assessment of the Divisions
current competencies using FORM B of the FGD Flow.
B. Organizational TDNA Proper
1. Let each participant accomplish T&D M&E Form 1: Individual Profile Template
upon registration.
2. Follow the instructions listed in the FGD Flow Form A. See following page.
3. Accomplish Orgl TDNA M&E Form 1: The Organizational TDNA Tool for FGD
Process at the Region/Division level to monitor the facilitation of the session.
Section 7.4: The Organizational TDNA for the Division Guide and Tools
Page 201

T&D System Operations Manual-Volume 2: The TDNA System

Post Organizational TDNA


1. Consolidate the results of the Self-assessment exercise (60%) and the results
obtained from the Regions assessment of the divisional competencies (40%).
Note that the parallel assessment of the Division Competencies completed by
the Region is usually done in as separate activity and coincides with the TDNA
Self-Assessment of the Region. Use the Organizational TDNA -M&E Form 2a:
Organizational TDNA Scores Summary Template Division Level prepared for
this
purpose
(e-copy
available).
2.

Analyze the results and identify the priority training and


development needs of the Division e.g. lowest level of competency, highest
level of importance using Organizational TDNA M&E Form 3: Functional
Divisions/Units Organizational-TDNA Prioritization Template.

3.

Assigned TDNA M&E team, accomplish Organizational TDNA M&E


Form 5: Documentation Review of Organizational TDNA Region/Division Level

Monitoring and Evaluation of the Organizational TDNA


The TDNA-WG members are tasked to monitor and evaluate the administration of the
Organizational TDNA. Monitoring and Evaluation mechanism and tools have been
developed to support the Organizational TDNA process and consist of the:
T&D-M&E Form 1: Individual Profile Template
Orgl TDNA-M&E Form 1: Organizational TDNA Tool for the Focus Group Discussion
(FGD) Process at the Region/Division Level
Orgl TDNA-M&E Form 2a: Organizational TDNA Scores Summary Template
Division Level
Orgl TDNA-M&E Form 3: Functional Divisions/Units Organizational TDNA
Prioritization Template
Orgl TDNA-M&E Form 5: Documentation Review of Division/Region Organizational
TDNA
The matrix below describes the M&E tools developed for use during the implementation of
the Organizational TDNA which can be found in Attachment 2. The TDNA-WG should be
convened anew to consolidate the results from the monitoring of the Organizational TDNA
and develop recommendations for the improvement of the process.

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T&D System Operations Manual-Volume 2: The TDNA System

What will be
monitored

How it will be
monitored

M&E tool to be
used

Who will be
responsible
for the
monitoring
Division,
Region TDNAWG

When will the


monitoring take
place

How will the results be


used

Respondents details
in relation to their
current position, their
level of experience
and qualification

All participants
in the
Organizational
TDNA will be
asked to
complete the
profile

T&D-M&E Form
1: Individual
Profile Template

Prior to the
accomplishment
of the
Organizational
TDNA Tool

Information will be entered


into the TDIS database

The processes
followed during the
conduct of the Focus
Group Discussion
(FGD) at the
Region/Division level

A process
observer will be
appointed and
will use the tool

Orgl TDNA-M&E
Form 1:
Organizational
TDNA Tool for
FGD Process at
the Region/
Division level

Regional /
Division TDNA
-WG

During the
conduct of the
FGD for the
Organizational
TDNA

Results will be shared with


the FGD facilitators to
identify best practices and
areas for improvement.
Recommendations for
improving the process will
be included in the Program
Completion Report to inform
future processes.

The level of
competency and the
level of importance of
the Division/Region for
the various
management
competencies across
Service areas

Results of the
organizational
TDNA will be
consolidated
using the
template
provided

Orgl TDNA-M&E
Form 2a:
Division
Organizational
TDNA Scores
Summary
Template

Division,
Region TDNAWG

Following the
accomplishment
of the Division /
Region
Organizational
TDNA

Results will inform decisions


on the training and
development programs
offered at the division level
and will be incorporate into
both the DEDP and REDP

Orgl TDNA-M&E
Form 2b:
Regional
Organizational
TDNA Scores
Summary
Template

The Organizational
TDNA of the functional
divisions/ sections/
units

Results of the
organizational
TDNA will be
consolidated
for each
functional
division/
section/ unit
using the
template
provided

Orgl TDNA-M&E
Form 3:
Functional
Divisions/
Sections/ Units
Organizational
TDNA
Prioritization
Template

Division,
Region TDNAWG

Following the
accomplishment
of the
Organizational
TDNA

Results will inform decisions


on the training and
development programs
offered at the
division/regional level and
will be incorporate into both
the DEDP and REDP

The implementation of
the Organizational
TDNA at the
Division/Region levels

A Process
Observer will
be identified
and asked to

Orgl TDNA-M&E
Form 5:
Documentation
Review of

Division,
Region TDNAWG

During the
conduct of the
Organizational
TDNA at the

Results to be discussed with


the Division/Region and
identify strengths and areas
for improvement.

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T&D System Operations Manual-Volume 2: The TDNA System

complete the
tool

Division/ Region
Organizational
TDNA

Division/Region
Level

Section 7.4: The Organizational TDNA for the Division Guide and Tools
Page 204

Observations will be
collated by the TDNA- WG
and the results analyzed to
inform future TDNA policy

T&D System Operations Manual-Volume 2: The TDNA System

Attachment 1: Division Organizational TDNA


Tools and Templates

FORM A: Focused Group Discussion Flow Division Organizational TDNA SelfAssessment


Form B: Focus Group Discussion Flow Division Organizations TDNA by Region
Respondents
Division Organizational TDNA Rating Scales
Organizational TDNA Division Self Assessment for the Division Answer Sheet
Sample Competency Rating Board for the Division Organizational TDNA
Matrix of Management Competencies for the Division
List of Competencies and Behavioral Indicators

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T&D System Operations Manual-Volume 2: The TDNA System

FORM A: Focused Group Discussion Flow Divisional Organizational TDNA SelfAssessment


Objective
Establish a friendly atmosphere

Develop an understanding of the purpose


of the Organizational TDNA and the basic
mechanics of the exercise
Achieve a common understanding of the
definition of the items in the rating scale
Achieve a common understanding of each
competency

Articulate the:
Individual perception on the level of
competence of the division
Individual perception on the criticality
of the competence to the
performance of the task
Section/group agreement on the
level of competency of the division
and the level of importance of the
competency

Determine the average rating of the


perceived:
Importance of the competency in the
performance of the divisions task /
job.
Current level of competency as an
initial step to establish the
consensual description of the
division.
Identify which competencies will need
further discussion to establish a
consensual rating

Establish a consensus on competencies

Activity
1. Introductions
Emphasize to the participants that as key respondents to this Organizational
TDNA of the Division, their answers and collaboration with their colleagues to
reach a consensual assessment will be most helpful for the future development
of the management competencies of the division.
2. Present the purpose of the Organizational TDNA and provide a brief description
of the data gathering method e.g. focus group discussion to reach a consensus.
3.

Explain the rating scales

4.

Walk through the Management Competencies per Service Area one service
area at a time. Begin with the General Competencies across units. Consider the
behavioral indicators for each competency.
Facilitator to clarify queries on the competencies
Organize respondents into their respective sections/groups.
Each participant provides individual perception of the division per competency
and shares with the section/group.
The section/group reaches a consensus and provides a rating for each
competency e.g. 4, 3, 2 or 1.
Record section rating on the separate answer sheet.
Each participant provides individual perception on perceived importance of the
competency in the performance of the divisions task / job and shares with the
group.
The section/group reaches a consensus and provides a rating for the
importance of each competency e.g. 1, 2, 3 or 4.
Record the section rating on the answer sheet.
When all sections/groups have completed their ratings for a service area, each
section/group records its ratings on the competency rating board.
Sections/groups repeat the steps 4-13 for each of the remaining service areas.
Assigned TDNA-WG members calculate the average across all section/group
ratings per competency while the groups continue rating the remaining
competencies for each service areas.

5.
6.
7.
8.
9.
10.

11.
12.
13.
14.
15.

16. Assigned TDNA-WG members inspect each competency rating board to


determine deviant (individual) / polarized ratings that may have tipped the
average rating to a non-representative perception of the group.
17. Once all competencies have been rated the TDNA-WG presents the averages
for all competencies across the service areas, identifying those averages which
require further consideration ( based on inspection in Step 16)
18. Where necessary the participants will deliberate on the average competency
rating for the division by articulating their views or sharing of factual experience
that best describes the current level of the division vis--vis the competency in
question.
Facilitator is expected to traffic the discussion.
19. All sections/ groups should agree on the consensual ratings made per
competency before considering the next competency.

FORM B: Focused Group Discussion Flow Division Organizational TDNA By


Region Respondents*
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T&D System Operations Manual-Volume 2: The TDNA System

Objective
Establish a friendly atmosphere

Develop an understanding of the purpose


of the Organizational TDNA and the basic
mechanics of the exercise
Achieve a common understanding of the
definition of the items in the rating scale
Achieve a common understanding of each
competency

Articulate the:
a. Individual perception on the level of
competence of the division
b. Individual perception on the criticality
of the competence to the performance
of the task
c. Section/group agreement on the level
of competency of the division and the
level of importance of the competency

Determine the average rating of the


perceived:
a. Importance of the competency in the
performance of the divisions task / job.
b. Current level of competency as an
initial step to establish the consensual
description of the division
Identify which competencies will need
further discussion to establish a consensual
rating

Establish a consensus on competencies

Activity
1. Introductions
Emphasize to the participants that as a key respondents to this Organizational
TDNA of the Division, their answers and collaboration with their colleagues to reach
a consensual assessment will be most helpful for the future development of the
management competencies of the division.
2. Present the purpose of the Organizational TDNA and provide a brief description of
the data gathering method e.g. focus group discussion to reach a consensus.
3.

Explain the rating scales

4.

Walk through the Management Competencies per Service Area one service
area at a time. Begin with the General Competencies across units. Consider the
behavioral indicators for each competency. Call the attention of the participants to
the differences between the DIVISION service areas and their REGION service
areas.
Facilitator is expected to clarify queries on the competencies.
6. Organize respondents into their respective sections/groups.
7. Each participant provides individual perception of the division per competency and
shares with the section group.
8. The section/group reaches a consensus and provides a rating for each
competency e.g. 4, 3, 2 or 1.
9. Record section/group rating on the separate answer sheet.
10. Each participant provides individual perception on perceived importance of the
competency in the performance of the divisions task / job and shares with the
group.
11. The section/group reaches a consensus and provides a rating for the importance
of each competency e.g. 1, 2, 3 or 4.
12. Record section/group rating on the answer sheet.
13. When all sections/groups have completed their ratings for a service area, each
section will record its ratings on the competency rating board.
14. Sections/groups repeat steps 4-13 for each of the remaining service areas.
15. Assigned TDNA-WG members calculate the average across all section/group
ratings per competency while the sections continue rating the remaining
competencies for each service areas.
16. Assigned TDNA-WG members inspect each competency rating board to determine
deviant (individual) / polarized ratings that may have tipped the average rating to a
non-representative perception of the group.
17. Once all competencies have been rated the TDNA-WG presents the averages for
all competencies across the service areas, identifying those averages which
require further consideration (based on inspection in Step 16)
18. Where necessary the participants will deliberate on the average competency rating
for the division by articulating their views or sharing of factual experience that best
describes the current level of the division vis--vis the competency in question.
Facilitator is expected to traffic the discussion.
19. All sections/groups should agree on the consensual ratings made per
competency before considering the next competency.

*Note: Form B is used by the Regional Office Focus Group for the purpose of the parallel
assessment of the Division Organizational Competencies. It is completed by the Region
and it usually coincides with the Organizational TDNA Self-Assessment of the Region.

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Division Organizational TDNA Rating Scales


SCALE ON THE LEVEL OF COMPETENCE
Sca
le
4

Description
VERY HIGH LEVEL

The division has comprehensive knowledge of


the competency and can apply it with a high
level of confidence.
Outputs resulting in the performance of the
competency are viewed as very
comprehensive, of high quality and have
been used as a benchmark for others.

HIGH LEVEL

The division has substantial knowledge of the


competency and can apply it without
supervision/guidance.
Outputs resulting in the performance of the
competency are viewed as comprehensive, of
quality and very useful.

MODERATE LEVEL The division has basic understanding of the


competency and can apply it with supervision
or some external support.
Outputs resulting in the performance of the
competency meet the basic standards.

LIMITED LEVEL

The division has minimal understanding of the


competency but cannot apply the competency.
Requires training or direct guidance to
achieve outputs related to the performance of
the competency.

SCALE ON THE LEVEL OF IMPORTANCE


Sca
le
1

Description
HIGHLY
ESSENTIAL

Competency is indispensable, highly critical


to the job performance of the Division and the
lack of it will adversely affect the quality of
output / work.

ESSENTIAL

Competency is necessary and the lack of it will


partly affect the quality of output / work.

LESS ESSENTIAL

Competency supports the Division in the


performance of its job but the lack of it will have

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T&D System Operations Manual-Volume 2: The TDNA System

minimal impact on the quality of work.


4

NOT ESSENTIAL

Competency enhances the Division in the


performance of its job but the lack of it bears no
impact to the quality of work.

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O r g a n i z a t i o n a l Tr a i n i n g D e v e l o p m e n t N e e d s A s s e s s m e n t f o r t h e
Division

Answer Sheet

Section: ___________________________________________
Service Area
General
Competencies
Across Units
(CO/DO/RO)

Service Area 1
Educational
Planning
(DO/RO)

Service Area 2
Learning
Outcome
Management
(DO)

Service Area 3
Monitoring &
Evaluation
(DO/RO)
Service Area 4
Education
Administration &
Management
(CO/DO/RO)

Competency
#

Level of Competency
4
3
2
1

Level of Importance
1
2
3

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44

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Sample Competency Rating Board for the Division Organizational TDNA


(Big size copy paper (17x 22) may be used for each Board required.)

SERVICE AREA: ___________________________


COMPETENCY: ___________________________
Level of
COMPETENCY
Section

Sections are to write in this


column their perception on
the current level of
competency of the
division

Level of
IMPORTANCE
Sections are to write in this
column their perception on
the level of importance of
the competency

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Current competency level:


Average:
Consensus:

Level of
Importance
Average:

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MATRIX of MANAGEMENT COMPETENCIES for the DIVISION

GENERAL
COMPETENCIES
ACROSS UNITS
(CO/DO/RO)

SERVICE AREA 1

SERVICE AREA 2

EDUCATIONAL
PLANNING
(DO/RO)

LEARNING
OUTCOME
MANAGEMENT
(DO)

SERVICE AREA 3

SERVICE AREA 4

MONITORING
AND
EVALUATION
(DO/RO)

EDUCATION
ADMINI & MGT
(CO/RO/DO)

Understanding
DepED as an
Organization

11

Strategic Planning

20

Understanding of
the Revitalized
Basic Education
Curriculum

32

Monitoring and
Evaluation Design
and Development

37

Resource
Mobilization and
Management

Understanding RA
9155 or the
Governance of BEd
Act

12

Implementation
Planning

21

Curriculum Review

33

Instrument/Tools
Development for
M&E Data
Gathering

38

Resource
Procurement and
Management

Management of
Change

13

Project/ Program
Identification

22

Curriculum
Implementation
Planning
(Curriculum
Indigenization)

34

Data Processing,
Analysis and
Utilization

39

Building
Partnerships

Organization
Analysis/ Diagnosis

14

Resource
Mobilization and
Allocation

23

Instructional
Materials
Development

35

Communication
Skills/Feedback
Giving

40

Human Resource
Management

Problem Solving

15

Financial
Management and
Control

24

Instructional
Supervision and
Management

36

Education
Management
Information System
(EMIS)

41

Delegation

Decision-Making

16

Group Process
Management

25

Student/Pupil
Assessment/
Testing

42

Physical Facilities
Programming

Dealing Effectively
with Pressure
Groups

17

Facilitation Skills

26

Intervention
Programming

43

Records
Management

Conflict
Management

18

Communication
Skills

27

Education
Programs
Management /
Project
Management

44

Understanding the
intent of the Policy
and
Implementation

Negotiation Skills 19 Advocacy

28

Tracking Student
Progress

10

Transformational
and Enabling
Leadership

29

Quality
Management

30

Staff Development

31

Coaching and
Mentoring

T&D System Operations Manual-Volume 2: The TDNA System

LIST OF COMPETENCIES AND BEHAVIORAL INDICATORS


GENERAL COMPETENCIES ACROSS UNITS (CO/RO/DO)
1. Understanding DepED as an Organization
b. Understanding DECS vision, goals, and objectives. Being familiar with
organizational structure and individuals involved
2. Understanding RA 9155 or the Governance of Basic Education Act

Understanding the facets of the education sector decentralization law and its
Implementing Rules and Regulations

3. Management of Change

Understanding the nature and phases of change


Facilitating the change process in the unit

4. Organization Analysis/Diagnosis

Assessing the entire organization it objectives, its resources and the ways it
allocates resources to attain goals
Knowledge of approaches and tools to organization analysis

5. Identifying and Solving Problems

Ability to timely identify problems or potential problems and identify strategies


or means to address these

6. Decision-Making

Efficiently arriving at conclusions on issues and problems whether internal or


external, minor or major
Acting on conclusions arrives at to desired results

7. Dealing Effectively with Pressure Groups

Handling various interests of stakeholders


Involves political skills, managing political interference

8. Conflict Management

Ability to identify, handle and manage differences and conflict situations


Ability to resolve conflicts

9. Negotiation Skills

10.

Ability to influence and work with people to reach solutions that everyone can
live with
Transformational and Enabling Leadership
Extending expertise to other regions
Providing opportunities for professional growth to staff
Institutionalizing efforts or practices found effective
Identifying and developing emerging leaders
Creating a culture of excellence to enhance peak performance

T&D System Operations Manual-Volume 2: The TDNA System

Creating an atmosphere where individual differences are celebrated and where


every individual grows and maximizes his/her potential

SERVICE AREA 1: EDUCATIONAL PLANNING (DO/RO)


Outputs:

Division/Region Education Development Plan

Consolidated Annual Plan


11.

Strategic Planning
Preparing clear statements that describe a course of action in terms of identified
goals and objectives. Strategic planning involves the understanding of the
following:

Current and potential future the provincial, national, and international


levels
Planning process and principles
Department Planning timelines and requirements
Current Department Directions
Current regional thrusts
Principles and processes in environmental scanning
Processes related to collaborative educational planning
and proficiency in the following:

12.

Gather pertinent planning information/inventory of resources


Analyze planning information
Draw inferences from planning information
Conduct a thorough analysis of the current situation
Prioritize needs
Identify core organizational values
Formulate a vision
Formulate a mission
Perform data forecasting
Set realistic Divisional goals to achieve the vision
Set realistic performance targets
Identify appropriate strategies

Implementation Planning

Translating goals and objectives into specific interventions e.g. programs and
projects. Implementation Planning involves the understanding of the following:

Forecasting and Trend-Setting


Processes related to prioritization of needs
Varied tools in plan development
Designing Monitoring and Evaluation System
Budget procedures of the Department
Possible funding sources
Budget items and proficiency in the following:
Prioritize Division needs
Identify sufficient activities to achieve targets and priorities
Identify performance measures
Identify means of verification
Identify resources requirements
Identify programs and projects to achieve objectives
Link programs/projects with resources
Perform financial forecasting and planning
Allocate human, material, fiscal resources

T&D System Operations Manual-Volume 2: The TDNA System

13.

14.

15.

16.

17.

18.

19.

Project/Program Identification
Involves the generation of potential project ideas to address problems or gaps
Resource Mobilization and Allocation
Identifying sources of funds
Proper distribution of funds across funding requirements
Financial Management and Control
Understanding budgeting and financial management principles and funding
processes
Understanding COA rules, regulations, and applications
Group Process Management
Managing group dynamics during planning activities to accomplish tasks at
hand. Group process management the understanding of the following:
Workshop management
Principles of group process management
Interpersonal styles supportive of group process

Areas of Facilitation and proficiency in the following:


Generate group ideas
Engage participants in plan development
Manage conflict of ideas and move towards synergy
Ask probing questions
Summarize group outputs
Design and manage planning workshops
Build consensus
Facilitation Skills
Involves the ability to get a group of people to work together towards a common
goal. It involves the following areas:
Listening
Observing
Questioning
Attending
Communication Skills
Ability to covey requirements needed to implement the SIP to various school
stakeholders.
Ability to engage stakeholders in SIP planning and implementation
Applying effective verbal and non-verbal communication methods to achieve
desired results
Applying effective written communication methods to achieve desired results
Advocacy
Ability to generate awareness, ownership and commitment to plan preparation
and implementation

T&D System Operations Manual-Volume 2: The TDNA System

SERVICE AREA 2: LEARNING OUTCOME MANAGEMENT (DO)


Outputs:

Performance Standards for Managing Learning Outcomes


Findings/Analysis Test Results and Utilization
Indigenized Curriculum
Indigenized Instructional Materials
Instructional Supervisory Plan
Programs and Projects to Address Learning Difficulties
System to Track Learning Outcomes
Staff Development Program

20.

21.

Understanding of the Revitalized Basic Education Curriculum


Understanding the philosophy and competencies covered by the current
curriculum
Curriculum Review
Ability to understand current standard curriculum and assess it against the
requirements for cultural and ethnic curriculum adaptations
Applying research methods to ascertain the effectiveness of the curriculum and
to identify cultural consideration to facilitate adaptation of the curriculum

22.
Curriculum Implementation Planning (Indigenized Curriculum and
Instructional Materials)

23.

24.

25.

26.

Involves adapting current curriculum considering local requirements following


theories of cognitive development and learning
Instructional Materials Development
Understanding of the curriculum
Familiarity with theories of cognitive developing and learning as they apply to
development of instructional materials
Instructional Supervision and Management
Familiarity with various instructional strategies and motivational techniques and
their application in the classroom
Planning, implementing, organizing and monitoring an instructional supervision
activity for quality assurance of instructional delivery
Student/Pupil Assessment/Testing
Development of tools to assess students/pupils learning performance
Understanding the theories and applications i the development of testing
instruments
Involves likewise the interpretation and use of assessment results to improve
instruction
Intervention Programming
Identification and designing of appropriate interventions (e.g.
programs/projects) to improve students/pupils learning outcomes

T&D System Operations Manual-Volume 2: The TDNA System

27.

28.

Education Programs/Project Management


Effective and efficient management of intervention projects/programs to address
gaps in learning outcomes
Tracking Student Progress
Development of a student/pupil achievement monitoring and reporting system
to follow progress of students/pupils learning outcomes. This requires the
understanding of the following:

Identifying issues related to EMIS


Planning for information systems development
Acquiring, developing, and installing hardware and software requirements
Final testing of the system in the actual environment where it will be
deployed
Monitoring, evaluation, adjusting the system to the organizations changing
informational requirements
Design and installation of system for generating, storing, maintaining and
retrieving data
29.

30.

31.

Quality Management
Development of performance standards/indicators in managing learning
outcomes
Ensuring that inputs (e.g. instruction, curriculum, etc) are at par with standards
set
Following through implementation; achievement of goals
Taking corrective action
Staff Development
Identifying key need areas for staff development of personnel task with
instructional delivery
Understanding key concepts and principles related to staff development
Designing and implementing programs to answer staff development needs
Coaching and Mentoring
Transferring acquired knowledge and skills by providing technical assistance and
direct guidance to staff
Identifying and developing mechanisms or specific activities for effective
transfer of knowledge and skills

T&D System Operations Manual-Volume 2: The TDNA System

SERVICE AREA 3: MONITORING AND EVALUATION (DO/RO)


Outputs:

M&E Design

M&E Instruments and Tools

M&E Reports

Consolidated/Analyzed BEIS Data

Documentation of Success Stories and Best Practices

32.

33.

34.

35.

36.

Monitoring and Evaluation Design and Development


Designing and developing the system, facilities, tools and mechanisms for
monitoring and evaluation
Setting performance and quality standards for work processes and outputs
Instrument/Tools Development for M&E Data Gathering
Preparation of appropriate instruments and tools to gather information to satisfy
major monitoring and evaluation areas
Data Processing, Analysis and Utilization
Processing, reviewing data gathered to make inferences to enable management
to use data for decision-making
Communication Skills/Feedback Giving
Ability to convey results of monitoring and evaluation results to improve
program/project implementation catering to improving learning outcomes
Establish and manage a mechanism for effective feedback
Education Management Information System (EMIS)
Ability to convey results of monitoring and evaluation results to improve
program/project implementation catering to improving learning outcomes
Establish and manage a mechanism for effective feedback

SERVICE AREA 4: EDUCATION ADMINISTRATION AND MANAGEMENT (CO/RO/DO)


Outputs:

Resource Mobilization Plan

Procurement Plan

Human Resource Management Plan

Physical Facilities Plan

Records Management System

Regular Report Requirements


37.

Resource Mobilization and Management


Ability to rally support for educational initiatives and proper/prudent allocation
of resources across needs in the division/region/central office
Understanding budgeting and financial management principles and funding
processes
Understanding COA rules, regulations, and applications
Monitoring of resource utilization
Providing feedback to funders on status of funds utilization and benefits derived

T&D System Operations Manual-Volume 2: The TDNA System

38.

39.

40.

41.

42.

43.

Resource Procurement and Management


Developing a system of procurement of resources, allocation of resources to
specific activities e.g. learning/instructional materials, supplies, etc
Monitoring of resource utilization
Building Partnerships
Developing useful contacts and dealing with a broad range of people from
various levels, social, and economic background
Working with other institutions (GOs, NGOs, LGUs, etc) both national and
international to achieve common goals
Human Resource Management
Ability to plan for manpower requirements based on organizational vision
Ability to attract, select, and hire competent people for organizational
deployment
Ability to develop people through various forms e.g. In-Service Training,
Coaching Mentoring
Ability to compensate, appraise and reward performance
Delegation
Involves the ability to entrust to other people ones authority
style of management which allows your staff to use and develop their skills and
knowledge to the full potential
Physical Facilities Programming
Ability to forecast physical facilities requirement and new school requirements
Setting standard specifications catering to requirements of schools, divisions,
regions
Allocating funds, constructing facilities, rehabilitation, maintenance ad repair
Records Management
Developing a system for managing and updating records
Maintaining an updated and functional system of storing and retrieving data on
work process and their outputs and other information relevant to decisionmaking

44.Understanding the intent of the Policy and Implementation


Identifying the purpose of the policy
Ability to apply the policy as intended

T&D System Operations Manual-Volume 2: The TDNA System

Attachment 2: Division Organizational TDNA


M&E Tools
M&E Matrix for the Division Organizational TDNA
T&D-M&E Form 1:
Individual Profile Template
Orgl TDNA-M&E Form 1:
Organizational TDNA Tool for the Focus Group
Discussion (FGD) Process at the Region/Division Level
Orgl TDNA-M&E Form 2a: Division Organizational TDNA Scores Summary
Template
Orgl TDNA-M&E Form 3:
Functional Divisions/Units Organizational TDNA
Prioritization Template
Orgl TDNA-M&E Form 5:
Documentation Review of Division/Region
Organizational TDNA

T&D System Operations Manual-Volume 2: The TDNA System

M&E Matrix for the Division Organizational TDNA


What will be
monitored

How it will be
monitored

M&E tool to be
used

Who will be
responsible
for the
monitoring
Division,
Region TDNAWG

When will the


monitoring take
place

How will the results be


used

Respondents details
in relation to their
current position, their
level of experience
and qualification

All participants
in the
Organizational
TDNA will be
asked to
complete the
profile

T&D-M&E Form
1: Individual
Profile Template

Prior to the
accomplishment
of the
Organizational
TDNA Tool

Information will be entered


into the TDIS database

The processes
followed during the
conduct of the Focus
Group Discussion
(FGD) at the
Region/Division level

A process
observer will be
appointed and
will use the tool

Orgl TDNA-M&E
Form 1:
Organizational
TDNA Tool for
FGD Process at
the Region/
Division level

Division,
Region TDNAWG

During the
conduct of the
FGD for the
Organizational
TDNA

Results will be shared with


the FGD facilitators to
identify best practices and
areas for improvement.
Recommendations for
improving the process will
be included in the Program
Completion Report to inform
future processes.

The level of
competency and the
level of importance of
the Division/Region for
the various
management
competencies across
Service areas

Results of the
organizational
TDNA will be
consolidated
using the
template
provided

Orgl TDNA-M&E
Form 2a:
Division
Organizational
TDNA Scores
Summary
Template

Division,
Region TDNAWG

Following the
accomplishment
of the Division /
Region
Organizational
TDNA

Results will inform decisions


on the training and
development programs
offered at the division level
and will be incorporate into
both the DEDP and REDP

Orgl TDNA-M&E
Form 2b:
Regional
Organizational
TDNA Scores
Summary
Template
The Organizational
TDNA of the functional
divisions/ sections/
units

Results of the
organizational
TDNA will be
consolidated
for each
functional
division/
section/ unit
using the
template
provided

Orgl TDNA-M&E
Form 3:
Functional
Divisions/
Sections/ Units
Organizational
TDNA
Prioritization
Template

Division,
Region TDNAWG

Following the
accomplishment
of the
Organizational
TDNA

Results will inform decisions


on the training and
development programs
offered at the
division/regional level and
will be incorporate into both
the DEDP and REDP

The implementation of
the Organizational
TDNA at the
Division/Region levels

A Process
Observer will
be identified
and asked to
complete the
tool

Orgl TDNA-M&E
Form 5:
Documentation
Review of
Division/ Region
Organizational
TDNA

Division,
Region TDNAWG

During the
conduct of the
Organizational
TDNA at the
Division/Region
Level

Results to be discussed with


the Division/Region and
identify strengths and areas
for improvement.
Observations will be collated
by the TDNA- WG and the
results analyzed to inform
future TDNA policy

T&D System Operations Manual-Volume 2: The TDNA System

T&D-M&E Form 1: Individual Profile Template

I. PERSONAL DATA
Name:
(Surname
)

(First Name)

(Middle Name)

Employee Number (If


Applicable):
Date of Birth:
Home
Address:
Contact #:
Region
:
Division:
Office/School:
Current Position:

Sex:

Male

Female

e-mail
address:
District:
Address:
Other Designations:

Highest Educational Attainment:


II. WORK EXPERIENCE
(List from most current.)
POSITION

Use additional sheet if necessary.

MAIN AREA OF RESPONSIBILITY


e.g. subjects taught, level
supervised

LEVEL e.g.
Elem/Sec/ALS school,
district, division, region

INCLUSIVE
PERIOD

T&D System Operations Manual-Volume 2: The TDNA System

III. TRAINING ATTENDED OVER THE LAST THREE YEARS


Please check training focus and management level for all training attended
over the last three years.

Training Focus

Training
attended
over last 3
years ()

Management Level of Training


Central

Region

Division

Cluster

School

Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify
______________

IV. SIGNIFICANT EXPERIENCES


Identify which of the following areas you consider to be your area(s) of expertise:
School Based Management
Monitoring and Evaluation
Quality Assurance
Subject Specialization: _____________)
Access Education
Policy Development
Education Planning
ICT
Learning Resource Materials Development
Other, please specify ________________
Delivery of Training
Certified Trainers by
SEAMEO- INNOTECH

NEAP Central

NEAP-Region

Foreign Assisted Projects (FAP)

TEI
Other, please specify --

List your significant experiences in the identified areas

Use additional sheet if necessary.

V. TRAINING AND DEVELOPMENT EXPERIENCES


Identify which of the following specific areas you consider to be your area(s) of

T&D System Operations Manual-Volume 2: The TDNA System

expertise:
Competency Assessment

Program Planning

Program Designing

Resource Materials Development

Program Delivery

Program Management

Monitoring and Evaluation of Training


List your significant experiences in the identified areas

Use additional sheet if necessary.

I certify that the information I have given to the foregoing questions are true, complete, and
correct to the best of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit.


Information will be incorporated into the T&D Information System Database.

T&D System Operations Manual-Volume 2: The TDNA System

Orgl TDNA-M & E Form 1: Organizational TDNA


Tool for Focus Group Discussion (FGD) Process at
_______ FGD Flow of Regional TDNA Self Assessment
_______ FGD Flow of Division TDNA Self Assessment
_______ Monitoring of Division Organization TDNA by Regional Team

Please check () under the manifested (M) column if the process was manifested
and under the not manifested (NM) column if the process was not manifested.
Please indicate any variations noted and include any additional comments
regarding the facilitation of the session.
ACTIVITY
M NM Variations/Comments
13. Facilitator emphasizes to the participants that as key respondents
to this Organizational TDNA of the Region/Division, their answers
and collaboration with their colleagues to reach a consensual
assessment will be most helpful for the future development of the
management competencies of the region.
14. Facilitator clearly presents the purpose of the Organizational
TDNA
15. Brief description of the data gathering method (FGD) was provided
by the facilitator
16. Facilitator comprehensively explained the rating scale
17. Systematic walk through of the Management Competencies per
Service Area one service area at a time was carried out.
18. Each section collaboratively reached a consensus on the level of
importance and level of competencies for each service area
19. Section ratings were recorded properly
20. Each participant provided individual perception on perceived
importance of the competency in the performance of the
regions/divisions task / job and shared these with the group.
21. TDNA-WG members efficiently performed their assigned task.
22. Participants careful deliberated on the average level of importance
and competency ratings
23. A consolidation of the Organizational TDNA results following the
guidelines outlined in the FGD flow was accomplished.
24. An M&E committee was tasked to monitor and evaluate on the
preparation, conduct and consolidation of the TDNA results.
Total
Name and Signature of the Process Observer: ___________________________________
Date: ____________________________

T&D System Operations Manual-Volume 2: The TDNA System

Orgl TDNA-M & E Form 2a


Division OrganizationalTDNA Scores Summary Template
DIVISION ___________________
Level of COMPETENCIES (LOC)
Raw
WEIGHTED
RATING
Scores
Self-A

Re
g.

GENERAL COMPETENCIES ACROSS UNITS


1
2
3
4
5
6
7

Understanding DepED
as an Organization
Understanding RA 9155
or the Governance of
Basic Education Act
Management of
Change
Organization
Analysis/Diagnosis
Identifying and Solving
Problems
Decision-Making

Dealing Effectively with


Pressure Groups
Conflict Management

Negotiation Skills

Self
-A
60%

Re
g
40
%

(CO/RO/DO

Tot
al

Level of IMPORTANCE (LOI)


Raw
WEIGHTED
RATING
Scores
SelfA

Reg.

Self
-A
60%

Re
g
40
%

Tot
al

L
O
C

L
O
I

T&D System Operations Manual-Volume 2: The TDNA System

10

Transformational and
Enabling Leadership

Raw
Scores
Self-A

Re
g.

Self-A
60%

Re
g
40
%

SERVICE AREA 1: EDUCATIONAL PLANNING (DO/RO)


11 Strategic Planning
12 Implementation
Planning
13 Project/Program
Identification
14 Resource Mobilization
and Allocation
15 Financial
Management and
Control
16 Group Process
Management
17 Facilitation Skills
18 Communication Skills
19 Advocacy

Raw
Scores

WEIGHTED
RATING
T
o
t
a
l

Self-A

L L
O O
C I

WEIGHTED
RATING

Re
g.

Self-A
60%

Re
g
40
%

T
o
t
a
l

T&D System Operations Manual-Volume 2: The TDNA System

Raw
Scores

Self-A

WEIGHTED
RATING

Re
g.

SelfA
60%

Re
g
40
%

Tot
al

SERVICE AREA 2: LEARNING OUTCOME MANAGEMENT (DO)

20
21
22

23
24
25
26
27

Understanding of the
Revitalized Basic
Education Curriculum
Curriculum Review
Curriculum
Implementation
Planning (Indiginized
Curriculum and
Instructional
Materials)
Instructional
Materials
Development
Instructional
Supervision and
Management
Student/Pupil
Assessment/Testing
Intervention
Programming
Education

Raw
Scores

WEIGHTED
RATING

Self- Re
A
g.

SelfA
60%

Re
g
40
%

L
O
C
Tot
al

L
O
I

T&D System Operations Manual-Volume 2: The TDNA System

28
29
30
31

Programs/Project
Management
Tracking Student
Progress
Quality Management
Staff Development
Coaching and
Mentoring

T&D System Operations Manual-Volume 2: The TDNA System

Raw
Scores
Self-A

Re
g.

WEIGHTED
RATING
Re
Self
g
-A
40
60%
%

Tot
al

Raw
Scores
Self- Re
A
g.

WEIGHTED
RATING
Re
Self
g
-A
40
60%
%

SERVICE AREA 3: MONITORING AND EVALUATION (DO/RO


Monitoring and
Evaluation Design
and Development
3 Instrument/Tools
3
Development for M&E
Data Gathering
3 Data Processing,
4
Analysis and
Utilization
3 Communication
5
Skills/Feedback
Giving
3 Education
6
Management
Information System
(EMIS)
SERVICE AREA 4: EDUCATION ADMINISTRATION & MANAGEMENT (CO/RO/DO
3 Resource Mobilization
7
and Management
3 Resource
8
Procurement and
Management
3 Building Partnerships
3
2

LO
C
Tot
al

L
OI

T&D System Operations Manual-Volume 2: The TDNA System

9
4
0
4
2
4
2
4
3
4
4

Human Resource
Management
Delegation
Physical Facilities
Programming
Records Management
Understanding the
intent of the Policy&
Implementation

T&D System Operations Manual-Volume 2: The TDNA System

Orgl TDNA-M & E Form 3: Functional Divisions/Sections/Units


Organizational - TDNA Prioritization Template
(To be accomplished by the TDNA WG)
LEVEL OF PLAN:

REGION

DIVISION

DATE Accomplished: ______________________

Supply the following data: 1) name of functional divisions/sections/units, and 2) numerical rating of LOI and LOC for each
service area of each divisions/sections/unit.
Competencies /
Service Areas
General
Competencies
Service Area 1:
Educational
Planning
Service Area 2:
Learning Outcome
Management
Service Area 3:
Monitoring&
Evaluation
Service Area 4:
Education
Administration &
Management
Service Area 5:
Policy Formulation
and Standard
Setting
Service Area 6:
Curriculum
Development

Name of Functional Divisions/Sections/Units


LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

LOI

LOC

T&D System Operations Manual-Volume 2: The TDNA System

Priority1
Priority 2
Priority 3

Orgl TDNA-M & E Form 4: Organizational - TDNA Division Consolidation


Template
(To be accomplished by the Regional TDNA-WG)
REGION ___________________________
______________________

DATE Accomplished:

NOTE: For Regions with more than seven (7) Schools Divisions, additional columns maybe added. Only the general
average of each service area is entered.

Competencies / Service
Areas

Division 1:
____________
LOI

General Competencies
Service Area 1: Educational
Planning
Service Area 2: Learning
Outcome Management
Service Area 3:
Monitoring& Evaluation
Service Area 4: Education
Administration &
Management
Service Area 5: Policy
Formulation and Standard
Setting

LOC

Division
2:
__________
__
LOI LOC

Names of Divisions within Region


Division 3: Division
Division
____________ 4:
5:
___________ ___________
_
_
LOI
LOC LOI LOC LOI LOC

Division 6:
____________

Division 7:
___________
_

LOI

LOI

LOC

LOC

T&D System Operations Manual-Volume 2: The TDNA System

Service Area 6: Curriculum


Development

Priority1
Priority 2
Priority3

Orgl TDNA-M&E Form 5: Documentation Review


of Organizational TDNA Region/Division level

This form is to be used to support Regional monitoring of the Organizational TDNA processes at the Division level. It is expected that the
assessment will be based on observations, discussions with the implementing team and review of relevant documents.
Division/Region _________________________
Rating Guide:
Numerical
Rating
4
3
2
1

Date: __________________

Interpretation

Description

Very High Extent


High Extent
Low Extent
Very Low Extent

In a very significant way


In a meaningful way
In a limited way only
Not in any meaningful way

Use the scale above to assess the extent to which the conduct of Organizational TDNA
documentation adhered to the following:
To what extent ..
1.
was thorough planning conducted prior to administration?
2.
was the purpose of the Organizational TDNA explained?
3.
was the data collection method to be followed for administering the
Organizational TDNA explained e.g. group consensual assessment
technique, self assessment and an external assessment?
4.
were participants oriented to the Organizational Management
Competencies for each service?
5.
was a clear explanation provided on how to accomplish the
Organizational TDNA process e.g. consensus agreement within each
division/unit regarding level of competence and level of importance,
agreement across divisions/units, scoring system
6.
were the steps involved in consolidating the results for individual

T&D System Operations Manual-Volume 2: The TDNA System

7.
8.
9.
10
.
11
.
12
.

divisions/units as well as the overall region/division explained?


were the steps involved in consolidating the self assessment and the
external assessment explained?
was an explanation on how to interpreted results to identify priority
training needs provided ?
was technical assistance provided when required?
were the M&E tools and processes implemented?
was there evidence of team work and collaboration amongst the
Organizational TDNA Implementers
were recommendations for improving the Organizational TDNA
administration processes identified?

Recommendations:

Name: ___________________________________
Position: _________________________________
Date: ____________________________________

Acknowledgements
to
The Project STRIVE 2 Training and Development
Component Members who developed the standards, processes and
Region VI
Violenda Gonzales, AO-V
Editha Segubre, ES-II
Gabriel Pintor, P-III

Negros Occidental
Marsette Sabbaluca, ES-I
Michell Acoyong, ES-I
Zorahayda Albayda, P-III
Nelson Bedaure, P-II
Regie Sama, P-II
Thelma Pedrosa, P-II
Eulalia Gargaritano, HT IV
Susan Severino, HT-IV

Region VII
Milagros Villanueva, ES-II
Flordeliza Sambrano, ES-II
Churchita Villarin, ES-II
Belen Zanoria, ES-I
Grecia Bataluna, ES-I
Nimfa Bongo, P-III
Bohol/Tagbilaran
Debra Sabuero, P-I
John Ariel Lagura, P-I
Lilibeth Laroga, P-I
Ma. Lileth Calacat, P-I
Helconida Bualat, P-1
Rosanna Villaver, P-I
Remigio Arana, MT-I

Region VIII
Alejandra Lagumbay, P-II
Rita Dimakiling, ES-II
Adelma Rabuya, PSDS
Ma. Lita Veloso, P-I
Jovena Amac, HT-III
Northern Samar
Nimfa Graciano, ES-I
Cristito Eco, P-III
Imelda Valenzuela, P-III
Carlos Balanquit, PSDS
Nedy Tingzon, P-I
Noe Hermosilla, P-I

DepED- EDPITAF T&D Coordinator


Jonathan F. Batenga
Project STRIVE T&D Technical Advisers
Louise A. Quinn
International Technical Adviser

Twila G. Punsalan
National Technical Adviser

tools of the TDNA System Operations Manual, Volume 2

Acknowledgements