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SELF-ASSESSMENT
TOOLS IN THE RPMS
CYCLE
ACTIVITY:
Emerging Developing Highly Developed
Provided Technical Assistance to schools
in terms of School Governance and
Curriculum Development
Used Information and Communications
Technology in Information dissemination
and TA
Designed/crafted monitoring tool in the
conduct of Instructional Supervision
Interpreted and Utilized monitoring tool
used in the conduct of instructional
supervision on-time for development
purposes
Oral Communication and Presentation
skills
Use the following colors:
Blue- Highly Developed
Green – Developing
Yellow Emerging
SELF-ASSESSMENT
Wikipedia
• It is an assessment or evaluation of oneself or one's
actions and attitudes, in particular, of one's
performance at a job or learning task considered in
relation to an objective standard.
• It is the process of looking at oneself in order
to assess aspects that are important to one's identity.
• It is one of the motives that drive self-evaluation, along
with self-verification and self-enhancement.
ENABLING OBJECTIVES:
• Define SAT-RPMS and identify the different SAT-
RPMS Forms
• Identify the four-stage performance RPMS Cycle
• Recognize the specific parts of the SAT-RPMS
• Identify the SAT-RPMS process.
• Appreciate reflective assessment using SAT-RPMS
TERMINAL OBJECTIVE:
Use SAT-RPMS Tools in identifying the strengths,
priority and development needs of teachers throughout
the RPMS cycle.
Self Assessment Tool in the RPMS
Self-Assessment Tools in the RPMS Cycle
 The Self-Assessment Tool is a common tool for assessing teacher
performance.
 It can be used as a starting point for informal purposes of self reflection to
clarify performance expectations and determine which competencies to focus
on.
 It can also be used to monitor the progression or improvement of teacher
competencies and validate whether the interventions provided are effective.
 It can guide discussions about goal-setting and professional development
needs.
 It is meant to support teacher performance and professional development.
Performance Monitoring and Coaching
1Self
Reflection
2Actual
Performance
3
Development
Planning
SELF-ASSESSMENT AS A CRUCIAL STEP TOWARDS
DEVELOPMENT PLANNING
What are the Self-Assessment Tools?
 The Self-Assessment Tools-RPMS (SAT-RPMS)
comprises three different self-assessment
questionnaires within the RPMS designed for
teachers to reflect on the different
performance indicators that relate to their
professional work.
 It is meant to support teacher performance
and professional development.
• SAT-RPMS for Teacher I
(0-3 years in service)
• SAT-RPMS for
Teacher I-III
(more than 3 years in
service)
• SAT-RPMS for
Master Teacher I-II
Self-Assessment Tools
What are the parts of SAT-RPMS?
I. COVER PAGE
This page introduces the SAT-
RPMS, its purposes and parts.
It also provides instructions on
how to accomplish the SAT-
RPMS
What are the parts of SAT-RPMS?
II. DEMOGRAHIC
PROFILE
This part collects teacher’s
demographic information such as
age, sex, rank or position, highest
degree obtained, among others.
III. OBJECTIVES
This page contains the 13
performance indicators of the
SAT-RPMS. Using a four-point
Likert scale, the teacher will rate
himself/herself in terms of how
capable he or she is in
performing each indicator and
the development priority he or
she ascribes to each indicator.
For Beginning Teachers
For Highly Proficient TeachersFor Proficient Teachers
How to take the SAT-RPMS?
STEP 1: Determine your corresponding SAT-RPMS.
STEP 2: Take the SAT-RPMS appropriate to your
level
• Accomplish Part I : Demographic Profile by
shading the items which describes you.
• In Part II: Performance Indicators, shade the
circle that corresponds to the rating you give
yourself for each indicator according to the
level of your capability and development
priority. You may also write your comments
about the indicators in the box provided at
the end of SAT-RPMS page.
STEP 2: Discuss with your Principal/School Head the results of your
SAT-RPMS to identify: strengths; areas for improvement;
development needs and priority; and recommended
intervention.
Strengths Development
Needs
Action Plan
(Recommended
Developmental
Intervention)
Timeline Resources
Needed
Objective 2, KRA
2 Managed
learners behavior
constructively by
applying positive
and non-violent
discipline to
ensure learning-
focused
environments
Objective 3, KRA 1
To apply a range of
teaching strategies
to develop critical
and creative
thinking as well as
other higher-order
thinking skills.
Applying new learning
from attending
courses/seminars/work
shops/Learning Action
Cells (LAC)/E-learning
Year Round
Learning and
Development
Team
Supervisors/Schoo
l Heads/Master
Teachers
Local funds
Using Feedback to try
a new approach to an
old Practice
Coaching and
Mentoring
Individual Development Plan (IDP)
from DepEd Order No. 2, s. 2015
Ratee Rater
ACTIVITY:
• From the result of the SAT-RPMS, make
an Individual Development Plan (IDP).
• Assign one representative to report.
Self Assessment Tool in the RPMS
Thank you for listening!
HAZEL B. CALIVO
Education Program Specialist II
Urdaneta City Division

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Self Assessment Tool in the RPMS

  • 2. ACTIVITY: Emerging Developing Highly Developed Provided Technical Assistance to schools in terms of School Governance and Curriculum Development Used Information and Communications Technology in Information dissemination and TA Designed/crafted monitoring tool in the conduct of Instructional Supervision Interpreted and Utilized monitoring tool used in the conduct of instructional supervision on-time for development purposes Oral Communication and Presentation skills
  • 3. Use the following colors: Blue- Highly Developed Green – Developing Yellow Emerging
  • 4. SELF-ASSESSMENT Wikipedia • It is an assessment or evaluation of oneself or one's actions and attitudes, in particular, of one's performance at a job or learning task considered in relation to an objective standard. • It is the process of looking at oneself in order to assess aspects that are important to one's identity. • It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement.
  • 5. ENABLING OBJECTIVES: • Define SAT-RPMS and identify the different SAT- RPMS Forms • Identify the four-stage performance RPMS Cycle • Recognize the specific parts of the SAT-RPMS • Identify the SAT-RPMS process. • Appreciate reflective assessment using SAT-RPMS TERMINAL OBJECTIVE: Use SAT-RPMS Tools in identifying the strengths, priority and development needs of teachers throughout the RPMS cycle.
  • 7. Self-Assessment Tools in the RPMS Cycle  The Self-Assessment Tool is a common tool for assessing teacher performance.  It can be used as a starting point for informal purposes of self reflection to clarify performance expectations and determine which competencies to focus on.  It can also be used to monitor the progression or improvement of teacher competencies and validate whether the interventions provided are effective.  It can guide discussions about goal-setting and professional development needs.  It is meant to support teacher performance and professional development.
  • 8. Performance Monitoring and Coaching 1Self Reflection 2Actual Performance 3 Development Planning SELF-ASSESSMENT AS A CRUCIAL STEP TOWARDS DEVELOPMENT PLANNING
  • 9. What are the Self-Assessment Tools?  The Self-Assessment Tools-RPMS (SAT-RPMS) comprises three different self-assessment questionnaires within the RPMS designed for teachers to reflect on the different performance indicators that relate to their professional work.  It is meant to support teacher performance and professional development.
  • 10. • SAT-RPMS for Teacher I (0-3 years in service) • SAT-RPMS for Teacher I-III (more than 3 years in service) • SAT-RPMS for Master Teacher I-II Self-Assessment Tools
  • 11. What are the parts of SAT-RPMS? I. COVER PAGE This page introduces the SAT- RPMS, its purposes and parts. It also provides instructions on how to accomplish the SAT- RPMS
  • 12. What are the parts of SAT-RPMS? II. DEMOGRAHIC PROFILE This part collects teacher’s demographic information such as age, sex, rank or position, highest degree obtained, among others.
  • 13. III. OBJECTIVES This page contains the 13 performance indicators of the SAT-RPMS. Using a four-point Likert scale, the teacher will rate himself/herself in terms of how capable he or she is in performing each indicator and the development priority he or she ascribes to each indicator. For Beginning Teachers
  • 14. For Highly Proficient TeachersFor Proficient Teachers
  • 15. How to take the SAT-RPMS? STEP 1: Determine your corresponding SAT-RPMS. STEP 2: Take the SAT-RPMS appropriate to your level • Accomplish Part I : Demographic Profile by shading the items which describes you. • In Part II: Performance Indicators, shade the circle that corresponds to the rating you give yourself for each indicator according to the level of your capability and development priority. You may also write your comments about the indicators in the box provided at the end of SAT-RPMS page.
  • 16. STEP 2: Discuss with your Principal/School Head the results of your SAT-RPMS to identify: strengths; areas for improvement; development needs and priority; and recommended intervention.
  • 17. Strengths Development Needs Action Plan (Recommended Developmental Intervention) Timeline Resources Needed Objective 2, KRA 2 Managed learners behavior constructively by applying positive and non-violent discipline to ensure learning- focused environments Objective 3, KRA 1 To apply a range of teaching strategies to develop critical and creative thinking as well as other higher-order thinking skills. Applying new learning from attending courses/seminars/work shops/Learning Action Cells (LAC)/E-learning Year Round Learning and Development Team Supervisors/Schoo l Heads/Master Teachers Local funds Using Feedback to try a new approach to an old Practice Coaching and Mentoring Individual Development Plan (IDP) from DepEd Order No. 2, s. 2015 Ratee Rater
  • 18. ACTIVITY: • From the result of the SAT-RPMS, make an Individual Development Plan (IDP). • Assign one representative to report.
  • 20. Thank you for listening! HAZEL B. CALIVO Education Program Specialist II Urdaneta City Division

Editor's Notes

  1. Process Questions: Why is it important to assess yourself? Ourselves? Do you agree that SELF-ASSESSMENT is a crucial step towards Development Planning?