SLE 4:

• Be familiar with the NCBTS-TSNA Tool and the guidelines for its administration

• Appreciate the importance of the NCBTS-TSNA Tool in the planning and designing professional development interventions and delivery modes for teachers

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Learning Objectives

Discussion on TSNA:

• Is Teacher Strengths & Needs Assessment (TSNA) important? Why?

• Do you know of existing TSNA tools that you can use for teachers’ INSET?

• What can happen if INSETs are not based on TNAs?

Research says…

Gap exists between current provision of INSET and the regional vision for quality in-service teacher development

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Strive Baseline Research on In-Service Teacher Education in Bohol, Northern Samar and validated in Negros Oriental reveal major findings:

Research says…

Lack of regional and division structures for the systematic delivery of quality INSET programs for teachers

Laxity of implementation of policies and standards and the conduct of training programs

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Research says…

INSET is wanting of effective systems and procedures including the lack of systematic TSNA processes, delivery modes and technologies

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On the lack of systematic TSNA processes…

Attributed to not having accurate information on the training needs of teachers.

65 % of school heads are not aware of TSNA instruments to assess training needs of teachers.

Orders and memoranda and results of achievement tests heavily used in the selection of INSET content.

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INSET content generally not TSNA-based. Topics are merely cascaded from seminars attended in the higher levels.

Moreover, some topics are not relevant and some strategies are inappropriate.

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On the lack of systematic TSNA processes…

On the lack of systematic TSNA processes…

Content of trainings had become repetitive and that they found them a waste of time. Topics are not suited to the grade level or learning area they are handling.

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TSNA is the determination of the

differences between the actual condition (what is) and the desired

condition (what should be) in teacher competencies in the

NCBTS. It is expressed in terms of knowledge, skills, and attitudes

Strand 1.1Teacher actions demonstrate value for learningIndicator

1.1.1 Implements school policies and procedures

1 know school policies and procedures?

2 understand school operations?

3 implement policies and procedures ?

4communicate policies and procedures to students, parents and other concerned persons?

5 abide by the school policies and procedures?Indicator

1.1.2 Demonstrates punctuality

6possess awareness on the implementation of "time on task" in all responsibilities?

7demonstrate punctuality in accomplishing expected tasks and functions?

8 model the value of punctuality?

DOMAIN 1 – SOCIAL REGARD FOR LEARNING

Difference

PHASE III

Difference Analaysis

PHASE I

Job Analysis for Effective TeachingCompetency Analysis

TSNA Data(Competency Strengths & Deficiencies /Priority

Learning Needs)

PHASE II

Teacher Trainee Analysis

Instrumentation Data Gathering

Teacher Strengths and

Training Needs

Analysis

KSAs Required and Competency Standards

Current KSAs and Competency

Skill is a psychomotor ability needed to perform teaching effectively. It can be physical or mental

Competency is a focused grouping of knowledge, skills, attitude critical in the performance of teaching and production of learning outcomes.Knowledge is an awareness or

understanding of information such as facts, concepts and principles. It is necessary competency in teaching.

Attitude is a state of mind or feeling in regard to some matter. It includes values, beliefs and ways of behaving..

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Example:

• What are ways by which you have reflected on the quality of your teaching?

• Have these ways reflected the true picture of your teaching practice?

• How have these ways helped you to see what competencies you need to develop further?

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The Good News… The NCBTS-TNA Tool!

It is anchored on the National Competency-Based Standards for Teachers

It is a Self-Assessment tool, NOT a performance rating instrument

It is based on the principle of individual

accountability for continuous professional learning.

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Accomplishing the TSNA Tool

a)Manual Version

b) Electronic version

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What will I do with the accomplished NCBTS-

TNA Tool???

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Plenary: Scoring for the Manual Version

You will be provided with an Instruction for Scoring, Scoring Template, and an Individual Teacher Profile Template.

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Plenary:Scoring starts on the individual answer sheet.  1.Get the equivalent score for each KSA using the numerical equivalent for the descriptor of the response (L-1, F-2, S- 3, H-4) Do this per cluster of KSA in a particular competency indicator (P).

2. Compute the sum of the scores of all KSAs for each cluster indicator. Divide the sum by the number of items in each competency indicator to get the mean score. Write the mean scores on the cells beside each competency indicator (C).

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Plenary:

3. Compute the sum of all the Competency Indicators for each Strand (S). Divide the sum by the total number of indicators in a strand. The value becomes the mean score of the teacher for the strand. Write the mean score on the cell beside each strand.

4. Compute the sum of all the Strands within each Domain (D). Divide the sum by the number of strands in each domain. Write the mean score on the cell beside each Domain.

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Plenary:

Scoring starts on the individual answer sheet. (Example)

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Domain 1: Social Regard for Learning D1 3.01+3= 3.0

S1: Teacher’s action demonstrate value for learning

S1= 3.01

L(1)

F(2)

S(3)

H(4)

KSA 1 /

2 /

3 / 14/5= 2.8

4 /

5 /

C1 1,2,3,4,5 2.8

C2 6,7,8 4.0

C3 9,10,11 3.0

C4 12,13,14,15 2.25

Plenary:

Scoring starts on the individual answer sheet. (Example)

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Domain 1: Social Regard for Learning D1- 3.01+ 3.0= 3.0

S2: Demonstrates that learning is of different… S2= 3.0

L(1)

F(2)

S(3)

H(4)

KSA 16 /

17 / 9/3=3

18 /

C1 16,17,18 3.0

Domain Strand Competency Strand Competency

D1 S1 C1 C2 C3 C4 S2 C1

Index Values

3.0 3.0 2.8 4.0 3.0 2.25 3.0 3.0

Index Value Descriptor

Expr. Expr. Expr. Expt. Expr. Dev. Expr. Expr.

Individual Scoring Template Sample Domain 1

D1 = S1+ S2 / 2

S1 = C1 + C2 + C3 + C4 / 4

S2 = C1 / 1

C = K+S+A / n

Teacher Profile in Bar Graph

3.51-4.00 – Expert

2.51-3.50 – Experienced

1.51 – 2.50 – Developing

1.00 – 1.50 - Beginning

3.02.8

3.0

4.0

3.0

2.25

3.03.0

Plenary: School Consolidation of TSNA Results:

Each School will have to consolidate the results of all teachers’ TSNA scores. A Consolidation Template is provided. An electronic version for this purpose will soon be in place for your use.

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NCBTS-TSNA Self Assessment Tool

Domain 1 SOCIAL REGARD FOR LEARNING• Strand 1.1 Teacher actions demonstrate value for learning

At what level do I ...At what level do I ... LL FF SS HH

11 know school policies and procedures?know school policies and procedures?

22 understand school operations?understand school operations?

33 implement policies and procedures ?implement policies and procedures ?

44communicate policies and procedures to students, communicate policies and procedures to students, parents and, parents ,other concerned persons?parents and, parents ,other concerned persons?

55 abide by the school policies and procedures?abide by the school policies and procedures?

Indicator 1.1.1 Indicator 1.1.1 Implements school policies and proceduresImplements school policies and procedures

Indicator Indicator 1.1.21.1.2 Demonstrates punctuality Demonstrates punctuality

6possess awareness on the implementation of "time on possess awareness on the implementation of "time on task" in all responsibilities?task" in all responsibilities?

At what level do I ...At what level do I ...

7demonstrate punctuality in accomplishing expected demonstrate punctuality in accomplishing expected tasks and functions?tasks and functions?

8 model the value of punctuality?model the value of punctuality?

Indicator Indicator 1.1.31.1.3 Maintains appropriate appearance Maintains appropriate appearance

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

10 practice decorum in all occasions?practice decorum in all occasions?

11 value decorum expected of teachers?value decorum expected of teachers?

At what level do I ...At what level do I ...

LL FF SS HH

LL FF SS HH

Code Interpretation

H - (High) My level of competence in the KSA is high. This is my strength, although not a priority training & development need.

S - (Satisfactory) My level of competence in the KSA is satisfactory but I would benefit from further training & development

F - (Fair) My level of competence in the KSA is fair and I need further training & development as a priority.

L - ( Low) My level of competence in the KSA is low. I urgently need training and development

NCBTS –TSNA Answer SheetDOMAIN 1. SOCIAL REGARD FOR LEARNING

S1.1: Teacher’s actions demonstrate value for learning

ItemItem LL FF SS HH

2.22.2

CI – 1.1.1CI – 1.1.1 11 11

22 33

33 22

44 11

55 44

CI -1.1.2CI -1.1.2 66 44

3.333.3377 33

88 33

CI – 1.1.3CI – 1.1.3 99 11

221010 22

1111 33

CI – 1.1.4CI – 1.1.4 1212 22

221313 22

1414 33

1515 11

S1.2: Demonstrates that learning is of different kinds and comes from different sources

CI – 1.2.1CI – 1.2.1 1616 11

221717 33

1818 22

NCBTS – TSNA Individual Scoring TemplateDomain Strand Competency Strand Competency

D1 S1 C1 C2 C3 C4 S2 C1

IndexValues

2.192.19 2.382.38 2.22.2 3.33.3 22 22 22 22

IndexValue

Descriptor

Developing

Formula: S = (C1 + C2 + C3 …+ Cn ) / nwhereS = Strand C = Competency n = Number of Competency

Example: S = 2.2 + 3.3 + 2.2 + 2 = 2.384

D = (S1+ S2 + S3 . . . + Sn) / nwhere D = Domain S = Strand n = Number of Strand

Example: D = 2.38 + 2 = 2.19 2

Teacher Professional Development Index (TPDIndex)

CompetencyLevel

Labels for the Index

Description

3.51-4.00 Expert

Teacher has almost all the competencies at high levels for effective teaching. These are the identified strengths. Strengths have to be sustained and enhanced however professional development needs have to continuously address.

2.51 – 3.50 Experienced Teacher has majority of the competencies at high levels for effective teaching. Strengths have to enhanced. Training and professional development needs to be addressed.

1.51-2.50 Developing Teacher has the average of the competencies at high level for effective teaching. These strengths have to be enhanced however, training needs have to be addressed as a priority.

1.00-1.50 Beginning Teacher has few competencies at high levels for effective teaching. Training needs have to be addressed as priority and with urgency.