TSNA Paliparan II_blank Form

 School Work

 381 views
of 142
All materials on our website are shared by users. If you have any questions about copyright issues, please report us to resolve them. We are always happy to assist you.
Description
NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT Background 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
Share
Tags
Transcript
  BackgroundTHE TSNA SYSTEM FRAMEWORK TheTSNAinvolvesthreeessentialstagesoftrainingneedsanalysis:PhaseI(JobAnalysisforEffectiveTeaching)isactuallydonebyanalyzingnationallysetteacherstandardsinbehavioraltermsorbyidentifyingeffectiveteachingcompetencies.TheDepEDCentralOfficeandRegionalOfficesaretaskedtodothisphaseoftheTSNAprocess.PhaseII(TeacherTrainee Analysis)istheinstrumentationtodeterminethecurrentteachercompetencylevelsinKSAtermswhichisdonebytheindividualteacherattheschoollevel.PhaseIII(Strength-Needanalysis)istheanalysisofthestrengthsanddiscrepanciesbetweenthestandardssetandthecurrent teachers’ dataontheircompetencieswhichiscarriedoutattheschool,cluster,District or Division level for their respective purposes related to teacher training/development.ThistoolispartoftheNCBTS-TSNAPackagethatincludesanNCBTSorientationprogramandresourcematerials,structuredlearningsessionguides,manualforadministration,scoringandinterpretation,hardcopyande-versionsofthetool,themonitoring and evaluation scheme and tools for the implementation of the NCBTS-TSNA.OnekeyelementinthereformagendaistheestablishmentoftheNationalCompetency-BasedTeacherStandards(NCBTS).Thisisaframeworkthatestablishesthecompetencystandardsforteacherperformancesothatteachers,learnersandstakeholdersareabletoappreciatethecomplexsetofbehaviors,attitudesandskillsthateachteachermustpossessinorder to carry out a satisfactory performance of their roles and responsibilities.TheDepartmentofEducationispresentlypursuingapackageofpolicyreformsthatseekstoimprovethequalityofbasiceducation.Thesepolicyreformsareexpectedtocreatethecriticalchangesnecessarytofurtheraccelerate,broaden,deepenandsustaintheimprovededucationeffortalreadystarted.ThispackageofpolicyreformsisreferredtoastheBasicEducationSector Reform Agenda (BESRA).Inresponsetotheneedforaninstrumentthatidentifiestheprofessionalstrengthsanddevelopmentneedsoftheteachers,theNCBTS-Teachers'StrengthsandNeedsAssessment(TSNA)wasdevelopedandvalidatedthroughtheAusAID-fundedProjectSTRIVE(StrengtheningtheBasicEducationintheVisayas),incoordinationwiththeEDPITAF(EducationalDevelopmentImplementingTaskForce),andRegionsVI,VIIandVIII,DivisionsofNegrosOccidental,BoholandNorthernSamarin2008,andfurthervalidatedbytheTEDP-TWG(TeacherEducationDevelopmentProgram-TechnicalWorkingGroupat the national level. NCBTS TEACHERS' STRENGTHS & NEEDS ASSESSMENT The Teachers’ Strengths&NeedsAssessment(TSNA),isseentobeessentialintheprovisionofqualityprofessionaldevelopmentprogramsthatarealignedtotheneedsofthe programs’ clientele.TheTSNAdeterminesthedifferences between the actual situation (what is) and the desired condition (what should be) in terms of teacher’s competencies within the department.InthisNCBTS-TSNAtheactualsituationisdescribedthecurrentcompetenciesasperceivedbytheteacher.Theprofileofthe teacher’s currentcompetenciesiscomparedtotheNCBTSstandardsforeffectiveteaching.ThisTSNA,therefore,identifiesthecompetencystrengthsaswellasthegapbetweentheexpectedandthecurrent teacher’s competenciesintermsofKnowledge,Skills,andAttitudes(KSAs)thatactuallydefinethedomains,strandsandperformanceindicators of the NCBTS.  Purpose of the NCBTS-TSNA 1.1. Social Regard for LearningIn order to realize the commitment to provide quality basic education through the Key Result Thrust (KRT2) of BESRAemphasizing the Professional Development of Teachers, the TSNA is conducted to gather data on the needs of teachers for their continuin trainin and develoment.Whenestablished,theTSNAsystemensuresthat “teachers routinelyuseCBTSinmakingself-assessmentsoftheircurrentpracticestoidentifytheirindividualdevelopmentneeds,andthatschoolheads,divisionandregionalofficesalsoroutinelyuseCBTSinidentifyingteacherperformancefactorsthataffectschool-widelearning outcomes” (BESRAPIP,2006Version(PIPV.1, p. 21).1.4. Curriculum1.3. Diversity of LearnersSpecifically, the TSNA intends to:1. Determine the competency gaps or learning needs in terms of KSAs of individual teachers vis-à-vis the standards set bythe NCBTS in each of the seven domains and 23 strands:1.2. Learning Environment AnimportantaspectoftheTSNAprocessistheutilizationofitsresultsthatwillserveasinputsinthepreparationofIndividualPlanforProfessionalDevelopmentPlan(IPPD)andindesigningprogramsandactivitiesforteachersattheschool,divisionandregionallevels.TheconsolidatedTSNAsattheschool,divisionandregionallevelinformtheschoolimprovementplan(SIP)particularlytheSchoolProfessionalDevelopmentPlan(SPPD),andtheMasterPlansforProfessionalDevelopment(MPPD) for the Region and the Division. GAP PHASE III STRENGTH-NEED ANALYSIS PHASE IJob Analysis Competency Analysis PHASE II Current KSA andCompetency   KSA Required andCompetency Standards COMPETENCYASSESSMENT   Instrumentation Teacher Trainee Competency Strengths &Learning Needs   Consolidated TSNAResultTeacher's IPDPSIPDEDP   SIPDEDPSIPDEDP   Master Plans forProfessionalDevelopment  Expected Outputs   The NCBTS and the KSAs Developed for the TSNA S=2 P= 5 KSA= 18S=5 P=17KSA=59S=1P=8KSA=27S=7P=22KSA=78S=4P=12KSA=40S=1P=6KSA=18S=3P=10KSA=30 S=23P=80KSA=270School-Based Implementation of the TSNA The principle of school-based management empowers the School Heads to provide instructional leadership andtherefore they must be aware of the framework of the NCBTS that defines the concept of effective teaching. One of theways 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 needsof teachers, thus the School Heads and Schools Supervisors need to be knowledgeable of the features of the tool andits proper administration and results utilization. Domain 4: Curriculum………………………………………………… KSA Specifications of the 7 DOMAINS, 23 STRANDS (S), and 80 PERFORMANCE INDICATORS (P):Consolidated TSNA results of participating school teachers in a given cluster/division Domain 3: Diversity of Learners…………………………………….. 1.7. Personal Growth and Professional Development C.  At the cluster/ /division level: TheTSNAtoolisanchoredontheNCBTSFrameworksetbytheDepartmentofEducation.Thiscontainssevenintegrateddomainsforeffectiveteachingwhichare:Domain 1–Social RegardforLearning;Domain 2–Learning Environment;Domain 3–Diversity ofLearners;Domain 4–Curriculum; Domain 5– Planning,AssessingandReporting;Domain 6–Community Linkages;andDomain 7–Personal GrowthandProfessionalDevelopment.Eachdomainhasitscorrespondingstrandsandeachstrandhasperformanceindicators.Atotalofsevendomains,23strandsand80performanceindicatorsmakeuptheNCBTS competency standards set by the DepED (KRT2 Report, 2006).Domain 6: Community Linkages Domain 5: Planning, Assessing and Reporting …………………… An Individual Teacher Scoring Template that contains TSNA results indicating the strengths and training needs in each of the seven domain and 23 strands. B.  At the school level: Consolidated TSNA results that reflect the general strengths and learning needs of the teachers in the schoolDomain 1: Social Regard for Learning.................................Domain 2: Learning Environment........................................ A. At the individual level: Domain 7: Personal and Professional Growth Total ……………………………………….. A. Orientation of School Heads on the NCBTS and the TSNA Based on the purpose stated above, the TSNA is expected to yield the following specific outputs:2. Consolidate the TSNA results at the school, cluster, and division levels.1.5. Planning, Assessing and Reporting1.6. Community Linkages  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 TSNA across the schools within their clusters. School Heads from within each cluster are convened to go through parallel knowledge building andto conduct the TSNA for their own teachers. The District Supervisors will take the role of guiding and monitoring theTSNA system and procedures within the cluster or district.The orientation should therefore, involve clusters of School Heads with their respective NCBTS School Coordinatorsfrom Leader Schools and District Supervisors within each Division. The designation of the NCBTS school coordinator isupon the discretion of the School Head taking into consideration the criteria outlined in the Orientation Guide containedin the NCBTS-TSNA Package.The NCBTS-TSNA package has been designed for knowledge building and advocacy on the NCBTS and for thetransfer of the technology to conduct TSNA at the school level. The package provides the participants with: (a) adeeper understanding of the NCBTS framework, the meaning of the domains, strands, and performance indicators, andthe identification of the KSAs; (b) familiarity with the content of the TSNA tool and its proper administration to assistschools in the conduct of TSNA. B.Schools-Cluster TSNA Implementation
Related Search
We Need Your Support
Thank you for visiting our website and your interest in our free products and services. We are nonprofit website to share and download documents. To the running of this website, we need your help to support us.

Thanks to everyone for your continued support.

No, Thanks