Recommendations based on an analysis of the results should be included in the Program Completion Report The overall effectiveness of the workshop as delivered by the whole Team. Each of the trainers will be to make an assessment of the orientation. NCBTS-M&E Form 4: Trainer’s Assessment of the NCBTS Orientation Workshop Division TDNA-WG Upon completion of the orientation workshop Results will be collated and analyzed by the TDNA-WG. A summary of the results will be included in the Program Completion Report and will inform future training. Participants perception of the training in relation to the overall quality of the training the usefulness of the training ability to implement the content of the training strengths and weaknesses of the training All participants will be asked to complete the Trainee’s End of F3 Program Assessment Form NCBTS-M&E Form 5: Trainee’s End of F3 Program Assessment Form TDNA-WG Upon completion of the NCBTS- TSNA orientation workshop Participants evaluations will be collated by the TDNA-WG and the results analyzed. A summary of the results will be included in the Program Completion Report and will inform future training. The implementation of the NCBTS-TSNA Orientation at the division, cluster and school level Tomorrow A Process Observer will be identified and asked to complete the tool NCBTS-M&E Form 6: Documentation Tool for the Conduct of Cluster or School Level NCBTS-TSNA Implementation Region, Division TDNA - WG During the NCBTS-TSNA Orientation Workshop at the Division, Cluster or School Level Results to be discussed with the Implementers and identify strengths and for improvement. Observations will be collated by the TDNA- WG and the results analyzed to inform future training The priority training needs of teachers The NCBTS Coordinator and the School Head will consolidate the results from the administration of the NCBTS tool NCBTS-M&E Form 7: School’s NCBTS-TSNA Consolidation Template TDNA-WG After the accomplishment of the tool Results will be used to inform school and division plans for professional development. Results will be submitted to the Division.
At what level do I… 203 know the concept and principles of diagnostic testing? 204 know the of remedial lessons for slow learners? 205 identify teaching-learning difficulties and possible causes? 206 manage remediation programs? 207 manifest willingness and patience in conducting remediation programs? INDICATOR 5.2.5 Uses for assessing authentic learning. At what level do I… 208 know the concepts and principles of authentic learning assessment? 209 utilize appropriate tools for assessing authentic learning? 210 enthusiastically develop and use tools for assessing authentic learning? STRAND 5.3 MONITORS REGULARLY AND PROVIDES FEEDBACK ON LEARNERS' UNDERSTANDING OF CONTENT. INDICATOR 5.3.1 Provides timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth. At what level do I… 211 know the principles of giving and receiving feedback on learners' progress? 212 use strategies for giving feedback/reporting progress of individual learner? 213 motivate learners' to reflect and monitor learning growth? 214 consistently provide timely and accurate feedback? INDICATOR 5.3.2 Keeps accurate records of grades/performance levels of learners. At what level do I… 215 know the current guidelines about the grading system? 216 maintain accurate and updated learners' records STRAND 5.4 COMMUNICATES PROMPTLY AND CLEARLY TO LEARNERS, PARENTS AND SUPERIORS ABOUT LEARNERS PROGRESS. INDICATOR 5.4.1 Conducts regular meetings with learners and parents to report learners' progress At what level do I… 217 know the dynamics of communicating learners' progress to students, parents and other stakeholders? 218 plan and implement a comprehensive program to report learners' progress to students and parents? 219 manifest accountability and responsibility in communicating the learners' progress to intended stakeholders? INDICATOR 5.4.2 Involves parents to participate in school activities that promote learning. At what level do I… 220 understand the role and responsibilities of parents in supporting school programs to enhance children's learning progress? 221 involve parents to participate in school activities that promote their children's learning progress? 222 establish rapport and a cooperative working relationship with parents? NCBTS DOMAIN 6. COMMUNITY LINKAGES STRAND 6.1 ESTABLISHES LEARNING ENVIRONMENT THAT RESPOND TO THE ASPIRATION OF THE COMMUNITY. INDICATOR 6.1.1 Involves community in sharing accountability for learners' achievement. At what level do I… 223 know the programs, projects, and thrusts of DepED on school-community partnership? 224 involve the community in the programs, projects and thrusts of the school? 225 promote shared accountability for the learners' achievement?
Domains D1 D1 Tot Domain 2 D2 Tot D3 D3 Tot Domain 4 D4 Tot Domain 5 D5 Tot D6 D6 Tot Domain 7 D7 Tot Strands S 1.1 S 1.2 S 2.1 S 2.2 S 2.3 S 2.4 S 2.5 S 3.1 S 4.1 S 4.2 S 4.3 S 4.4 S 4.5 S 4.6 S 4.7 S 5.1 S 5.2 S 5.3 S 5.4 S 6.1 S 7.1 S 7.2 S 7.3 No. of KSAs 15 3 18 10 10 14 15 10 59 27 27 27 6 6 21 4 4 10 78 11 17 6 6 40 18 18 12 6 12 30 HPS* 60 12 72 40 40 56 60 40 236 108 108 108 24 24 84 16 16 40 312 44 68 24 24 160 72 72 48 24 48 120 Raw Score % Score Level % Score 100% 93.75% 87.50% 81.25% 75.00% 68.75% 62.50% 56.25% 50.00% 43.75% 37.50% 31.25% 25.00% Domains D1 D1 Tot Domain 2 D2 Tot D3 D3 Tot Domain 4 D4 Tot Domain 5 D5 Tot D6 D6 Tot Domain 7 D7 Tot Strands S 1.1 S 1.2 S 2.1 S 2.2 S 2.3 S 2.4 S 2.5 S 3.1 S 4.1 S 4.2 S 4.3 S 4.4 S 4.5 S 4.6 S 4.7 S 5.1 S 5.2 S 5.3 S 5.4 S 6.1 S 7.1 S 7.2 S 7.3 *Highest Possible Score
Tot Tot Tot Tot Tot Tot Tot Strands S 1.1 S 1.2 S 2.1 S 2.2 S 2.3 S 2.4 S 2.5 S 3.1 S 4.1 S 4.2 S 4.3 S 4.4 S 4.5 S 4.6 S 4.7 S 5.1 S 5.2 S 5.3 S 5.4 S 6.1 S 7.1 S 7.2 S 7.3
Teachers details in relation to current position, their level of experience and qualification All teachers will be asked to complete the profile Form 1: Teacher Profile for NCBTS-TSNA TDNA-WG Prior to the accomplishment of the Tool Results will be entered into the TD IS database along with their corresponding NCBTS-TSNA results Implementation of the NCBTS-TNA Orientation Package in relation to the processes followed and the facilitation skills demonstrated. A Process Observer will be assigned to complete a Learning Process Observation for each session Form 2: Learning Process Observation and Facilitation Skills TDNA -WG During the NCBTS orientation workshop Results will be discussed with individual Trainers to identify strengths and areas for improvement during debriefing sessions. Recommendations based on a analysis of the results should be included in the Program Completion Report The competency of the NCBTS Coordinators in relation to the criteria set for the role. A TDNA-WG member will be assigned to observer the NCBTS Coordinator during the orientation process NCBTS-M&E Form 3: NCBTS Coordinator’s Checklist Division TDNA-WG During the orientation workshop Results will be discussed with individual NCBTS Coordinators to identify strengths and areas for improvement Results will be used to inform future decisions regarding the criteria and process for selecting Coordinators. Recommendations based on an analysis of the results should be included in the Program Completion Report The overall effectiveness of the workshop as delivered by the whole Team. Each of the trainers will be asked to make an assessment of the orientation. NCBTS-M&E Form 4: Trainer’s Assessment of the NCBTS Orientation Workshop Division TDNA-WG Upon completion of the NCBTS orientation workshop Results will be collated and analyzed by the TDNA-WG. A summary of the results will be included in the Program Completion Report and will inform future training. Participants perception of the training in relation to the overall quality of the training the usefulness of the training their ability to implement the All participants will be asked to complete the Trainee’s End of F3 Program Assessment Form NCBTS-M&E Form 5: Trainee’s End of F3 Program Assessment Form TDNA-WG Upon completion of the NCBTS- TSNA orientation workshop Participants evaluations will be collated by the and the results analyzed. A summary of the results will be included in the Program Completion
content of the training strengths and weaknesses of the training Report and will inform future training. The implementation of the Orientation at the division, cluster and school level A Process Observer will be identified and to complete the tool Form 6: Documentation Tool for the Conduct of Cluster or School Level NCBTS-TSNA Implementation Region, Division TDNA - WG During the Orientation Workshop at the Division, Cluster or School Level Results to be discussed with the Implementers and identify strengths and areas for improvement. Observations will be collated by the TDNA- WG and the results analyzed to inform future training The priority training needs of teachers The NCBTS Coordinator and the School Head will consolidate the results from the administration of the NCBTS tool NCBTS-M&E Form 7: School’s NCBTS-TSNA Consolidation Template TDNA-WG the accomplishment of the tool Results will be used to inform school and division plans for professional development. Results will be submitted to the Division.
I PERSONAL DATA Name: (Surname) (First Name) (Middle Name) Employee Number (If Applicable): Sex: Male Female Date of Birth: Home Address: Contact #: e-mail address: Region: Division: District: Office/School: Address: Current Position: Other Designations: Highest Educational Attainment: II. WORK EXPERIENCE (List from most current.) POSITION MAIN AREA OF RESPONSIBILITY e.g. subjects taught, level supervised LEVEL e.g. Elem/Sec/ALS school, district, division, region INCLUSIVE PERIOD Use additional if necessary.