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TSNA e Version

TSNA e Version

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Published by mycelyn
A more convenient way to identify teachers' strengths and needs
A more convenient way to identify teachers' strengths and needs

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Categories:Types, School Work
Published by: mycelyn on Jun 06, 2010
Copyright:Attribution Non-commercial


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 The Department of Education is presently pursuing a package of policy reforms thquality of basic education. These policy reforms are expected to create the criticfurther accelerate, broaden, deepen and sustain the improved education effort alreadypolicy 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 CoStandards (NCBTS). This is a framework that establishes the competency standards forthat teachers, learners and stakeholders are able to appreciate the complex set of skills that each teacher must possess in order to carry out a satisfactory performIn response to the need for an instrument that identifies the professional strengths anthe teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) wasthrough the AusAID-funded Project STRIVE (Strengthening the Basic Education in thewith the EDPITAF (Educational Development Implementing Task Force), and Regionsof Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-Development Program-Technical Working Group at the national level. This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientationmaterials, structured learning session guides, manual for administration, scoring and iand e-versions of the tool and the monitoring and evaluation scheme and tools for th- The Teachers’ Strengths & Needs Assessment (TSNA), is seen to be essential inprofessional development programs that are aligned to the needs of the progradetermines the differences between the actual situation (what is) and the desired condterms of teacher’s competencies within the department. In this NCBTS-TSNA the actthe current competencies as perceived by the teacher. The profile of the teacher’scompared to the NCBTS standards for effective teaching. This TSNA, therefore, idstrengths as well as the gap between the expected and the current teacher’s coKnowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and pthe NCBTS. The TSNA involves three essential stages of training needs analysis: Phase I (Jo Teaching) is actually done by analyzing nationally set teacher standards in behavioraeffective teaching competencies. The DepED Central Office and Regional Offices are tthe TSNA process. Phase II (Teacher Trainee Analysis) is the instrumentation to detercompetency levels in KSA terms which is done by the individual teacher at the school lNeed analysis) is the analysis of the strengths and discrepancies between the standteachers’ data on their competencies which is carried out at the school, cluster, Distheir respective purposes related to teacher training/development.
Purpose of the NCBTS-TSNAPurpose of the NCBTS-TSNA
Specifically, the TSNA intends to:1.1. Social Regard for Learning1.2. Learning Environment1.3. Diversity of LearnersAn important aspect of the TSNA process is the utilization of its results that willpreparation of Individual Plan for Professional Development Plan (IPPD) and in dactivities for teachers at the school, division and regional levels. The consolidated TSNand regional level inform the school improvement plan (SIP), Division DevelopmeRegional Development Plan (REDP), with respect to the plans for professional devdivision and the regional levels.When established, the TSNA system ensures that “teachers routinely use CBTS in matheir current practices to identify their individual development needs, and that scregional offices also routinely use CBTS in identifying teacher performance factorslearning outcomes” (BESRA PIP, 2006 Version (PIP V.1, p. 21).In order to realize the commitment to provide quality basic education through the KeyBESRA emphasizing the Professional Development of Teachers, the TSNA is conductedneeds of teachers for their continuing training and development.1. Determine the competency gaps or learning needs in terms of KSAs of individual teastandards set by the NCBTS in each of the seven domains and 23 strands:
PHASE I Job Analysis
Current KSA andCompetencyKSA Required andCompetency Standards
InstrumentationData Gathering
Teacher Trainee
Competency Strengths &Learning NeedsConsolidated TSNA Result Teacher's IPDPSIPDEDP
1.4. Curriculum1.5. Planning, Assessing and Reporting1.6. Community Linkages1.7. Personal Growth and Professional Development2. Consolidate the TSNA results at the school, cluster, and division levels.
Expected OutputsExpected Outputs
Based on the purpose stated above, the TSNA is expected to yield the following specifi
A. At the individual level:
 Consolidated TSNA results of participating school teachers in a given cluster/divisi
The NCBTS and the KSAs Developed for the TSNA
KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICAS=2 P= 5S=5 P=17Domain 3: Diversity of Learners..S=1P=8Domain 4: CurriculumS=7P=22Domain 5: Planning, Assessing and Reporting S=4P=12Domain 6: Community LinkagesS=1P=6Domain 7: Personal and Professional Growth S=3P=10
Total ..S=23P=80School-Based Implementation of the TSNASchool-Based Implementation of the TSNA
An Individual Teacher Scoring Template that contains TSNA results indicating the sneeds in each of the seven domains and 23 strands.
At the school level:
Consolidated TSNA results that reflect the general strengths and learning needs of 
At the cluster/ /division level:
 The TSNA tool is anchored on the NCBTS Framework set by the Department of Educaintegrated domains for effective teaching which are: Domain 1–Social Regard for LearEnvironment; Domain 3–Diversity of Learners; Domain 4–Curriculum; Domain 5–Reporting; Domain 6–Community Linkages; and Domain 7–Personal Growth and PrEach domain has its corresponding strands and each strand has performance indidomains, 23 strands and 80 performance indicators make up the NCBTS competenDeED.Domain 2: Learning Environment........................................
A. Orientation of School Heads on the NCBTS and the TSNA

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