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SESSION - 9

SESSION - 9 . IMPLEMENTATION/UTILIZATION OF THE E-TOOL ON TRAINING AND DEVELOPMENT NEEDS ASSESSMENT (TDNA) AND PROFESSIONAL DEVELOPMENT PLANNING SYSTEM AT THE SCHOOL LEVEL. Session Objectives. Discuss the School Head’s role in the implementation of the NCBTS-TSNA

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SESSION - 9

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  1. SESSION - 9 IMPLEMENTATION/UTILIZATION OF THE E-TOOL ON TRAINING AND DEVELOPMENT NEEDS ASSESSMENT (TDNA) AND PROFESSIONAL DEVELOPMENT PLANNING SYSTEM AT THE SCHOOL LEVEL

  2. Session Objectives • Discuss the School Head’s role in the implementation of the NCBTS-TSNA • Share authentic experiences from the field related to the NCBTS-TSNA implementation and utilization of its results • Express appreciation of the efficiency of the NCBTS-TSNA e-tool and database for the professional development of teachers

  3. Straight from the Field

  4. Instructions for SHs Sharing • Share in the plenary updates on: • Feedback on the consolidation of NCBTS Results using e-tool • Percentage or number of teacher with teachers’ profiles in NCBTS-TSNA • Utilization of NCBTS-TSNA Results • Your roles during the NCBTS-TSNA implementation • Presentation may be done like field reporting on radio and on television. • Have five (5) minutes for discussion and a maximum of three (3) minutes for the presentation.

  5. Let’s see your responses on the chart:

  6. What does your group feel about the overall implementation of NCBTS-TSNA in your school as presented? • Were you directly involved during the implementation? Why or why not? • On what areas/aspects do you think your school need to enhance with regard to the implementation of NCBTS-TSNA?

  7. Roles and Responsibilities of School Heads • School heads and NCBTS-TSNA coordinators are advised to define the essential principles that need to be conveyed to teachers such as: • The TSNA tool is formative and developmental • Teachers should take personal responsibility for their own growth. • Teacher ownership of the assessment process reduces teacher resistance.

  8. Roles and Responsibilities of School Heads • School head must be aware of the framework of the NCBTS that defines the concept of effective teaching so that he/she can support the professional development of the teachers. • The NCBTS-TSNA tool intends to identify specific strengths and training needs of teachers. Thus, the School Heads and Schools Supervisors should also be knowledgeable of the features of the tool and its proper administration, results interpretation, and utilization.

  9. UTILIZATION OF NCTS – TSNA TOOL • Teachers shall accomplish the TSNA every three years. • The TSNA shall be supported by other data such as classroom observations by school heads, peer review, and student assessment • results in order to increase data validity. • Secondary school teachers are encouraged to do their TSNA by year level so that they can asses their common development needs vis-a-vis promoting student learning.

  10. UTILIZATION OF NCTS – TSNA TOOL • The data from the TSNA shall be used for the following: • • To inform the formulation of the IPPD • • As input to SIP • • As basis for school-based capacity building of teachers: training ,mentoring, coaching, LAC sessions among others • • As input to the Human Resource Information System (HRIS) to guide Division Offices (DOs) in forecasting teacher requirements per subject area at the secondary level formulating instructional supervision plans and designing capacity building programs for teachers

  11. UTILIZATION OF NCTS – TSNA TOOL • The IPPD shall be linked to the Learning Management Program at the secondary level or to similar programs at the elementary level and the Alternative System Delivery that consider schools as learning communities where everyone (including the teacher) is a lifelong learner.

  12. UTILIZATION OF NCTS – TSNA TOOL • The identified professional development and training/learning needs are appraised by the teacher while taking into consideration the priorities set by the school for its future development. • It is important that teachers plan to develop themselves in order to contribute in addressing the most urgent needs and the priorities identified by the school. • The professional strengths of the teachers must complement with both the • needs of the professional teacher and the goals and objectives of the school. • The professional activities must focus on the conditions in the particular school.

  13. Features of NCBTS-TSNA Database

  14. The NCBTS-TSNA tool • available in electronic version with a database feature which is a component of the Training and Development Information System (TDIS) • developed to support the consolidation of the NCBTS-TSNA results and generate reports for various teacher attributes at school, district and division levels.

  15. Common Errors in using the database and how to correct/avoid them

  16. IMPORTANCE OF NCBTS-TSNA TO TEACHERS’ DEVELOPMENT Every 3 years for NCBTS-TSNA and every year for IPPD/SPPD/CB-PAST NCBTS-TSNA Self-Assessment NCBTS-TSNA and IPPD will be used in the CB Past (Preliminary Stage) Individual TSNA Results IPPD District TSNA Consolidation for District INSET School Consolidated TSNA Results Instructional Supervision SPPD Teacher Development -Formal-Face to-Face (F3) -Job-Embedded Learning Division TSNA Consolidation for Div-MPPD &Teacher Training Teacher CB-PAST Performance Appraisal School Improvement Plan (SIP) -Staff Development Teacher-Learning Process (Learners) RO TSNA Summary for RO-MPPD and ToT Programs for Teachers MOVs (Teacher Portfolio Observation CO for Policy Making

  17. Application: • As a school head, plan what you can do to support the proper implementation of NCBTS-TSNA in your school, e.g. Hands-on utilization of School NCBTS TSNA tool with the ICT Coordinator to rectify errors in the consolidation of results

  18. Sid the Seed

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