SLE 4: The NCBTS-TSNA Tool: Use and Interpretation

1. SLE 4: The NCBTS-TSNA Tool: Use and Interpretation

2. Learning Objectives • 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

3. Discussion on TSNA: Is Teacher Strengths &Training 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?

4. Research says… Strive Baseline Research on In-Service Teacher Education in Bohol, Northern Samar and validated in Negros Oriental reveal major findings: • Gap exists between current provision of INSET and the regional vision for quality • in-service teacher development

5. 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

6. Research says… • INSET is wanting of effective systems and procedures including the lack of systematic TSNA processes, delivery modes and technologies

7. On the lack of systematic TNA 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.

8. On the lack of systematic TSNA processes… • INSET content generally not TSNA-based. • Topics are merely cascaded from seminars attended in the higher levels. • Some are from professional magazines or consultations from TICs and Master Teachers. • Moreover, some topics are not relevant and some strategies are inappropriate.

9. 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. • Expressed appreciation in the use of multimedia in a few INSET programs.

10. TSNA is the determination of the differences between the actual condition (what is) and the desired condition (what should be) in teacher competencies against the national standards of the DepEd. It is expressed in terms of knowledge, skills, and attitudes

11. Teacher Strengths and Training Needs Analysis PHASE II PHASE I Teacher Trainee Analysis Job Analysis for EffectiveTeaching Difference Instrumentation Data Gathering Competency Analysis PHASE III KSAs Required and Competency Standards Current KSAs and Competency Difference Analaysis TSNA Data (Competency Strengths & Deficiencies /Priority Learning Needs)

12. Outputs are results, products, information, events, decisions of performance in teaching. 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. Skillis a psychomotor ability needed to perform teaching effectively. It can be physical or mental Attitudeis a state of mind or feeling in regard to some matter. It includes values, beliefs and ways of behaving.

13. Example:

14. Domain 7Indicator: Reflects on the quality of his/her own teaching • 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?

15. 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.

16. Accomplishing the • TSNA Tool • Manual Version • b) Electronic version

17. What will I do with the accomplished NCBTS-TNA Tool???

18. Plenary: Scoring for the Manual Version You will be provided with an Instruction for Scoring, Scoring Template, and an Individual Teacher Profile Template.

19. Plenary: • Scoring starts on the individual answer sheet. • 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).

20. 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. 20

21. Summary of the Distribution of the Domains, Strands, Indicators and the KSAs of the TSNA. • Domains Strands Indicators KSA • D 1 Social Regard for 2 5 18 Learning • D2 Learning Environment 5 17 59 • D3 Diversity of Learners 1 8 27 • D4 Curriculum 7 22 78 • D5 Planning, Assessing & Reporting 4 12 40 • D6 Community Linkages 1 6 18 • D7 Personal Growth and 3 10 30 Professional Development Total 23 80 270

22. Per KSA score • Code for Interpretation Competency level H-High (4) My level of competence in the KSA is high. This is my strength. Although not a priority training or professional development need, I should continue to enhance this competency. S-Satisfactory (3) My level of competence in the KSA is satisfactory, but I would benefit from further training and professional development. F-Fair (2) My level of competence in the KSA is fair. And I need further training and professional development as a priority. L-Low (1) My level of competence in the KSA is low. I urgently need training and professional development.

23. Teacher Professional Development Index (TPD Index) for each Domain. Teacher Professional Development Index (TPD Index) for each Domain. • Competency Labels for Description Level the Index 3.51 – 4.00 Expert 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 address. 2.51-3.50 Experienced Teacher has majority of the competencies at high level for effective teaching. Strengths have to be enhanced. Training and professional development needs to be addressed.

24. Teacher Professional Development Index (TPD Index) for each Domain • Competency Labels for Description Level the Index 1.51 – 2.50 Developing Teacher has average of all the competencies at high level for effective teaching. These strengths have to be enhanced; however, training needs have to be addressed as priority. 1.00 – 1.50 Beginning Teacher has very few of the competencies at high level for effective teaching. Training needs have to be given priority and addressed urgently.

25. Plenary: Scoring starts on the individual answer sheet. (Example)

26. Plenary: Scoring starts on the individual answer sheet. (Example) 26

27. Individual Scoring Template Sample Domain 1 D1 = S1+ S2 / 2 S1 = C1 + C2 + C3 + C4 / 4 S2 = C1 / 1 C = K+S+A / n

28. Teacher Profile in Bar Graph 4.0 3.51-4.00 – Expert 2.51-3.50 – Experienced 1.51 – 2.50 – Developing 1.00 – 1.50 - Beginning 3.0 3.0 3.0 3.0 3.0 2.8 2.25

29. 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.