1. A COMPETENCY- BASED TRAINING MODEL FOR SECONDARY SCHOOLS IN THE MUNICIPALITY OF TUPI
MARIA FE E. CANTOR, Ph.,D.
School Principal II
Researcher

2. DepEd is committed to provide quality system of public education.
RATIONALE
DepEd is committed to provide quality system of public education.

3. STATEMENT OF PROBLEM What were the levels of competency of teachers?
What were the levels of teaching performance of teachers ?
What Teacher Competency- Based Training Model for three public Secondary Schools in Tupi could be developed?

4. Tupi Cluster Secondary NAT Result 2013-2014
SCOPE OF STUDY
Tupi Cluster Secondary NAT Result
Name of School
MPS
Kablon
64.91
Tupi
63.33
Emeliano P. Bacquial
62.13
Jose Escobillo
59.95
Cebuano
57.89
Polonuling
52.19
Teodoro Prudente
52.17

5. Conceptual Framework Curriculum Teaching Performance
Diversity of Learners
Curriculum
Planning, Assessing and Reporting
Community Linkages
Personal Growth & Professional Development
Learning Environment
Instructional Competence
Teachers’ Personal and Professional Development
Teaching Competency
Social Regard for Learning
Teaching Performance
Personal and Professional Characteristics
Punctuality and Attendance
Conceptual Framework

6. METHODOLOGY and RESEARCH DESIGN
Descriptive
Quantitative
method
Respondents
59 National
Item Teachers
Instruments
NCBTS-TSNA
PAST
Statistical
Tools
Mean SD

7. Level of Competencies of Teachers
RESULT and DISCUSSION
Level of Competencies of Teachers

8. Level of Teaching Performance (PAST) PAST Rating with Lowest Mean
Performance Indicator
Mean SD
Descriptive Rating
I. Instructional Competencies
7.96
1.05
Very Satisfactory
II. Professional and Personal Characteristics
8.34
0.93
III. PUNCTUALITY AND ATTENDANCE (including meetings and required school activities)
8.08
1.20
OVERALL
8.15
0.78
PAST Rating with Lowest Mean
Performance Indicator
Mean SD
Descriptive Rating
Learner’s Achievement
7.85
1.35
Very Satisfactory
Punctuality – number of times tardy during the rating period
7.86
1.82
School Home and Community Involvement
7.95
1.06

9. CONCLUSION
The proposed Teacher Competency- Based Training Model for Secondary School in Municipality of Tupi was formulated emphasizing the three strands in the seven domains of NCBTS and three indicators in the PAST with the lowest mean value were prioritized to be included in the conceptualization of the Teachers’ Competency – Based Training Model.
Based on the findings of the study it is safe to conclude that the levels of competencies of teachers in all domains and strands of NCBTS are described as Experienced. It implies the need for continuous teachers’ training to improve the competency level from experienced to expert level; the teachers’ teaching performance in all indicators of PAST were Very Satisfactory except in indicator 2.10 proper attire/good grooming which is Outstanding. Result suggests the need for an ongoing follow-up training of teachers as administrative mechanism that will motivate teachers to work outstanding teaching performance.

10. RECOMMENDATIONS
That the proposed training model be utilized by Secondary School Heads in the formulation of plans and conduct of School Plan for Professional Development (SPPD).
That the same study be conducted with pre-assessment at the beginning of the school year and post assessment at the end of the same school year

11. Learner’s Achievement School Home and Community Involvement
TRAINING MODEL
I. ANALYSIS
Result implies that majority of the teachers has priority need training on the ff:
NCBTS
PAST
Domain 4 Strand 4.7
Learner’s Achievement
Domain 5 Strand 5.1
Punctuality
Domain 4 Strand 4.4.
School Home and Community Involvement

12. II. THE DESIGN
THE ADDIE MODEL

13. The training design is good for three days to cover six topics.
III. THE PROPOSED TRAININGS
The training design is good for three
days to cover six topics.
IV. SCHEME OF IMPLEMENTATION
Teacher’s Participation
Logistical Support

14. V. EVALUATION
The training will be evaluated every end of the day and at
the closing program.
The High School Principals will be tasked to have a
periodic evaluation of teachers based on the domains. .
Annual general evaluation of the teachers and the model
by the principals and division supervisors
Analysis of the results of the evaluation
Repeat the cycle. .

15. THANK YOU FOR LISTENING and
GOOD DAY!