valin - ncbts-tsna self asessment tool

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Valin - Ncbts-tsna Self Asessment Tool

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IntroductionNCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENTBackgroundThe 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 establishes the competency standards for teacher performance so that teachers, learners and stakeholders are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilitiesIn response to the need for an instrument that identifies the professional strengths and development needs of the teachers, the NCBTS-Teachers' Strengths and Needs Assessment (TSNA) was developed and validated through the AusAID-funded Project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and Northern Samar, and further validated by the TEDP-TWG (Teacher Education Development Program-Technical Working Group at the national level.This tool is part of the NCBTS-TSNA Package that includes an NCBTS orientation program and resource materials, structured learning session guides, manual for administration, scoring and interpretation, hard copy and e-versions of the tool and the monitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.THE TSNA SYSTEM FRAMEWORKThe Teachers Strengths & Needs Assessment (TSNA), is seen to be essential in the provision of quality professional development programs that are aligned to the needs of the programs clientele. The TSNA determines the differences between the actual situation (what is) and the desired condition (what should be) in terms of teachers competencies within the department. In this NCBTS-TSNA the actual situation is described 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 TSNA, therefore, identifies the competency strengths as well as the gap between the expected and the current teachers competencies in terms of Knowledge, Skills, and Attitudes (KSAs) that actually define the domains, strands and performance indicators of the NCBTS.The TSNA involves three essential stages of training needs analysis: Phase I (Job Analysis for Effective Teaching) 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 (Teacher Trainee 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 (Strength-Need analysis) is the analysis of the strengths and discrepancies between the standards set and the current teachers data on their competencies which is carried out at the school, cluster, District or Division level for their respective purposes related to teacher training/development.An important aspect of the TSNA process is the utilization of its results that will serve as inputs in the preparation of Individual Plan for Professional Development Plan (IPPD) and in designing programs and activities for teachers at the school, division and regional levels. The consolidated TSNAs at the school, division and regional level inform the school improvement plan (SIP), Division Development Plan (DEDP) and the Regional Development Plan (REDP), with respect to the plans for professional development at the school, division and the regional levels.When established, the 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).Purpose of the NCBTS-TSNAIn order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) of BESRA emphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for their continuing training and development.Specifically, the TSNA intends to:1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis--vis the standards set by the NCBTS in each of the seven domains and 23 strands:1.1. Social Regard for Learning1.2. Learning Environment1.3. Diversity of Learners1.4. 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 OutputsBased on the purpose stated above, the TSNA is expected to yield the following specific outputs:A. At the individual level:An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of the seven domains and 23 strands.B. At the school level:Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the schoolC. At the cluster/ /division level:Consolidated TSNA results of participating school teachers in a given cluster/divisionThe NCBTS and the KSAs Developed for the TSNAThe 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 3Diversity 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 Knowledge, Skills, and Attitudes (KSAs) to compose the TSNA Tool with 270 KSAs in the various clusters as in the specifications below:KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):Domain 1: Social Regard for Learning.................................S=2P= 5KSA= 18Domain 2: Learning Environment........................................S=5P=17KSA=59Domain 3: Diversity of Learners..S=1P=8KSA=27Domain 4: CurriculumS=7P=22KSA=78Domain 5: Planning, Assessing and Reporting S=4P=12KSA=40Domain 6: Community LinkagesS=1P=6KSA=18Domain 7: Personal and Professional GrowthS=3P=10KSA=30Total ..S=23P=80KSA=270School-Based Implementation of the TSNAA. Orientation of School Heads on the NCBTS and the TSNAThe principle of school-based management empowers the School Heads to provide instructional leadership and therefore they must be aware of the framework of the NCBTS that defines the concept of effective teaching. One of the ways by which School Heads can support the professional development of the teachers is when they have the first-hand information about the training needs of teachers. The NCBTS-TSNA tool intends to identify specific training needs of teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool and its proper administration and results utilization.The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinators from Leader Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator is upon the discretion of the School Head taking into consideration the criteria outlined in the Orientation Guide contained in the NCBTS-TSNA Package.The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and for the transfer of the technology to conduct TSNA at the school level. The package provides the participants with: (a) a deeper understanding of the NCBTS framework, the meaning of the domains, strands, and performance indicators, and the identification of the KSAs; (b) familiarity with the content of the TSNA tool and its proper administration to assist schools in the conduct of TSNA.B.Schools-Cluster TSNA ImplementationSchools 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 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 TSNA for their own teachers. The District Supervisors will take the role of guiding and monitoring the TSNA system and procedures within the cluster or district.

GAPPHASE IIISTRENGTH-NEED ANALYSISPHASE IJob AnalysisCompetency AnalysisPHASE IICurrent KSA and CompetencyKSA Required and Competency StandardsCOMPETENCYASSESSMENTInstrumentationData GatheringTeacher TraineeCompetency Strengths & Learning NeedsConsolidated TSNA ResultTeacher's IPDPSIPDEDPSIPDEDPSIPDEDPMaster Plans for Professional Development

InstructionsGETTING STARTED WITH THE NCBTS-TSNA SELF-ASSESSMENT TOOLThe TSNA Tool is a self-assessment exercise that is introduced by the School Head/NCBTS Coordinator through an orientation process in order for the teacher-respondents to understand its