The document provides guidance for ICT personnel, teachers, and school heads on administering an electronic self-assessment tool (e-SAT) as part of the Results-based Performance Management System (RPMS). Key points include:
- ICT personnel are responsible for setting up the e-SAT file, assisting teachers with completion and printing, collecting completed surveys, and generating summary results.
- Teachers complete the e-SAT to self-assess their performance and guide professional development planning.
- School heads can access summary results of teachers' e-SAT data to inform school-wide performance monitoring.
- The e-SAT file contains introduction, demographic, objectives, and behavioral competency sections for
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
The document summarizes a monitoring and evaluation report from Naga Central Elementary School. It includes sections on curriculum implementation, education resources, physical facilities, and concerns. Some key findings are that classrooms are adequately equipped but some need repairs, most competencies are being taught but some students still lack mastery, and the biggest issues are a lack of teachers and high dropout rates due to financial problems.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
The document defines 16 performance indicators used to measure education outcomes in the Philippines. The indicators include gross enrolment ratio, percentage of pupils with early childhood education, promotion and repetition rates, cohort survival rate, and dropout rates. Calculations for each indicator are provided using data sources like enrolment, population, graduates, and repeaters. The indicators assess participation, access, efficiency, and internal functioning of the education system at various levels.
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
The action plan outlines a reading remediation program for struggling readers at Catagbacan Elementary School from SY 2021-2022. The plan has three phases: 1) Selection and orientation of students and parents, 2) Conducting remedial reading instruction using various activities, and 3) Monitoring and evaluation. The goals are to improve students' reading proficiency through diagnostic testing, multi-level materials, and parent involvement. Activities include pre- and post-testing, phonemic awareness exercises, decoding practice, and home reading. The school aims to enhance reading skills and encourage a love of reading.
The document summarizes a monitoring and evaluation report from Naga Central Elementary School. It includes sections on curriculum implementation, education resources, physical facilities, and concerns. Some key findings are that classrooms are adequately equipped but some need repairs, most competencies are being taught but some students still lack mastery, and the biggest issues are a lack of teachers and high dropout rates due to financial problems.
1) The minutes of the first PTA meeting were recorded, where officers were elected and school rules were discussed.
2) Topics at the meeting included the K-12 grading system and agreeing that the PTA projects would be a student cabinet and classroom repainting.
3) A liquidation report showed a collection of Ᵽ2,940 but expenses of Ᵽ3,180.50, leaving a deficit of Ᵽ240.50.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The monitoring and coaching form from Mamaanun Primary School documents challenges encountered by teacher Solaica A. Orintar, including identifying struggling learners and monitoring their progress. Technical assistance given includes monitoring learner performance monthly and scheduling home visits for struggling grade 1 learners. The agreement includes providing printed learning activity sheets to support struggling learners, conducting home visits for them, and holding parent-teacher consultation meetings.
DepEd Memorandum No. 08 s. 2023 outlines the mid-year performance review process for teachers based on the PPST-Based RPMS, which determines career progression. It includes 10 classroom observable indicators and 5 non-observable indicators that are evaluated in the first year. The memorandum references DO 42 s. 2016 for crafting development and learning plans, and notes that performance planning and commitment occur in Phase I of the RPMS cycle.
This document outlines the development plan of Alviola Village Integrated Secondary School-Annex. It identifies the school's strengths and areas for development based on the RPMS-PPST objectives. The plan aims to enhance teachers' content knowledge, pedagogy, and ICT skills through webinars and applying knowledge gained. It also focuses on developing different teaching strategies and selecting appropriate teaching resources including ICT. Relationship building with parents and the community is emphasized to facilitate involvement in education. The plan additionally targets improving core behavioral competencies like self-management, professionalism, and developing a professional image. Assistance from school heads and colleagues is included to provide feedback and critiques. The timeline is year-round and resources like local
This document contains intervention/remediation plans for various subjects (Mathematics, English, Science, etc.) for students at Kataasan Elementary School who were identified as having learning gaps. The plans describe learning targets/objectives, interventions/activities to address the gaps, timeframe of October 2022 to June 2023, needed materials/resources, personnel involved, and success indicators of achieving at least 75% competency in identified areas. Activities include providing printed materials, worksheets, videos and additional home-based activities to support learning, with the goal of remediating very low mastered competencies.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 priority standards over the course of the RPMS cycle, with mid-year and end-of-year reviews providing feedback. The results of classroom observations using the COT are considered evidence of teacher performance and achievement of objectives.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
Dumantay Elementary School in Batangas City, Philippines held a virtual kick-off ceremony for Brigada Eskwela 2021. Brigada Eskwela is an annual program led by the Department of Education to prepare schools for the opening of the academic year. The virtual ceremony included messages from the school head, district supervisor, and barangay captain expressing support. It also featured presentations on the Brigada Eskwela theme and programs. The ceremony aimed to discuss preparations for the 2021-2022 school year and support parents in the enrollment process amidst the ongoing COVID-19 pandemic.
The Maruhat National High School Accomplishment Report summarizes the school's achievements in the first semester of the 2018-2019 school year. Key accomplishments include:
1. Upgrading student development through organized clubs and activities focused on health, academics, and citizenship.
2. Improving school facilities and establishing new programs to enhance student performance.
3. Providing professional development and training opportunities for teachers to strengthen the curriculum and classroom instruction.
The report outlines goals met across multiple categories including student performance, curriculum development, teacher growth, and community involvement. Areas for future improvement were also identified.
The document outlines the schedule and activities for Brigada Eskwela 2016 at Molave Vocational Technical School. It includes an opening program on May 30th with speeches from school and local officials. Work will then be done from May 31st to June 3rd by different grade levels, parents, and organizations. A closing program will be held on June 4th. The school recognizes the community support for Brigada Eskwela and its goal of ensuring a safe, clean, and ready school from kindergarten to senior high. The principal and stakeholders are thanked for their contributions to the school's success.
This document provides guidelines for daily lesson preparation in the Philippine Department of Education's K to 12 Basic Education Program. It outlines the importance of instructional planning and lesson preparation for ensuring effective teaching and learning. Teachers are required to complete either a Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) on a daily/weekly basis. New teachers and those teaching new content must complete a DLP. The DLL and DLP templates include objectives, content, resources, procedures, assessment, and reflection sections. Thorough lesson preparation is considered essential for teachers to facilitate learning, deliver quality education, and effectively manage instruction.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
This document contains a weekly lesson plan for an Alternative Learning System on the topic of self-awareness and developing one's potential. The plan includes 3 objectives related to understanding concepts of self, identifying personal strengths and interests, and choosing appropriate careers. It lists learning competencies, references, and resources including motivational activities, lessons, and assessments. The plan involves students in self-reflection activities, role plays, worksheets, and discussions to help them learn about themselves and how to apply that knowledge.
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
This document outlines the career progression, duties, and requirements for promotion to Master Teacher I and Master Teacher II positions in the Philippines. It details the salary grades and differences, duties and responsibilities which include instructional leadership, training programs, mentoring teachers, and more. The criteria and requirements for promotion to each level are also specified, such as education level, experience, performance ratings, and merit points earned through leadership roles, research, community projects, and other achievements.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The document provides instructions for using the electronic Self-Assessment Tool (e-SAT) which allows teachers to complete a self-assessment. It describes how to open the e-SAT file, have teachers take the assessment, export the data, generate summary results, and analyze the teachers' assessments. The summary includes demographic information, ratings of objectives and behavioral competencies to help identify development needs. ICT coordinators, teachers and school heads each have specified roles in administering and accessing the assessment data.
06 e-sat including data management and use of resultsMaxine Carbonell
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
1) The minutes of the first PTA meeting were recorded, where officers were elected and school rules were discussed.
2) Topics at the meeting included the K-12 grading system and agreeing that the PTA projects would be a student cabinet and classroom repainting.
3) A liquidation report showed a collection of Ᵽ2,940 but expenses of Ᵽ3,180.50, leaving a deficit of Ᵽ240.50.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
The monitoring and coaching form from Mamaanun Primary School documents challenges encountered by teacher Solaica A. Orintar, including identifying struggling learners and monitoring their progress. Technical assistance given includes monitoring learner performance monthly and scheduling home visits for struggling grade 1 learners. The agreement includes providing printed learning activity sheets to support struggling learners, conducting home visits for them, and holding parent-teacher consultation meetings.
DepEd Memorandum No. 08 s. 2023 outlines the mid-year performance review process for teachers based on the PPST-Based RPMS, which determines career progression. It includes 10 classroom observable indicators and 5 non-observable indicators that are evaluated in the first year. The memorandum references DO 42 s. 2016 for crafting development and learning plans, and notes that performance planning and commitment occur in Phase I of the RPMS cycle.
This document outlines the development plan of Alviola Village Integrated Secondary School-Annex. It identifies the school's strengths and areas for development based on the RPMS-PPST objectives. The plan aims to enhance teachers' content knowledge, pedagogy, and ICT skills through webinars and applying knowledge gained. It also focuses on developing different teaching strategies and selecting appropriate teaching resources including ICT. Relationship building with parents and the community is emphasized to facilitate involvement in education. The plan additionally targets improving core behavioral competencies like self-management, professionalism, and developing a professional image. Assistance from school heads and colleagues is included to provide feedback and critiques. The timeline is year-round and resources like local
This document contains intervention/remediation plans for various subjects (Mathematics, English, Science, etc.) for students at Kataasan Elementary School who were identified as having learning gaps. The plans describe learning targets/objectives, interventions/activities to address the gaps, timeframe of October 2022 to June 2023, needed materials/resources, personnel involved, and success indicators of achieving at least 75% competency in identified areas. Activities include providing printed materials, worksheets, videos and additional home-based activities to support learning, with the goal of remediating very low mastered competencies.
The document discusses classroom observation as a tool to provide feedback and encourage reflection to help teachers improve their practice. It introduces the Classroom Observation Tool (COT) which is based on the Philippine Professional Standards for Teachers (PPST). The COT evaluates teachers on 12 priority standards over the course of the RPMS cycle, with mid-year and end-of-year reviews providing feedback. The results of classroom observations using the COT are considered evidence of teacher performance and achievement of objectives.
OPCRF aligned with PD Priorities for SY 2020-2023Divine Dizon
This document is the Office Performance Commitment and Review Form (OPCRF) for the 2021-2022 school year for a school in Mabalacat City, Pampanga. The OPCRF outlines the key responsibilities and performance indicators for the school principal based on the Philippine Professional Standards for School Heads. It includes domains for leading strategically, managing school operations and resources, and developing others. Performance will be evaluated on factors such as developing the school improvement plan, monitoring and evaluation processes, financial management, and supporting the professional growth of teachers.
Dumantay Elementary School in Batangas City, Philippines held a virtual kick-off ceremony for Brigada Eskwela 2021. Brigada Eskwela is an annual program led by the Department of Education to prepare schools for the opening of the academic year. The virtual ceremony included messages from the school head, district supervisor, and barangay captain expressing support. It also featured presentations on the Brigada Eskwela theme and programs. The ceremony aimed to discuss preparations for the 2021-2022 school year and support parents in the enrollment process amidst the ongoing COVID-19 pandemic.
The Maruhat National High School Accomplishment Report summarizes the school's achievements in the first semester of the 2018-2019 school year. Key accomplishments include:
1. Upgrading student development through organized clubs and activities focused on health, academics, and citizenship.
2. Improving school facilities and establishing new programs to enhance student performance.
3. Providing professional development and training opportunities for teachers to strengthen the curriculum and classroom instruction.
The report outlines goals met across multiple categories including student performance, curriculum development, teacher growth, and community involvement. Areas for future improvement were also identified.
The document outlines the schedule and activities for Brigada Eskwela 2016 at Molave Vocational Technical School. It includes an opening program on May 30th with speeches from school and local officials. Work will then be done from May 31st to June 3rd by different grade levels, parents, and organizations. A closing program will be held on June 4th. The school recognizes the community support for Brigada Eskwela and its goal of ensuring a safe, clean, and ready school from kindergarten to senior high. The principal and stakeholders are thanked for their contributions to the school's success.
This document provides guidelines for daily lesson preparation in the Philippine Department of Education's K to 12 Basic Education Program. It outlines the importance of instructional planning and lesson preparation for ensuring effective teaching and learning. Teachers are required to complete either a Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) on a daily/weekly basis. New teachers and those teaching new content must complete a DLP. The DLL and DLP templates include objectives, content, resources, procedures, assessment, and reflection sections. Thorough lesson preparation is considered essential for teachers to facilitate learning, deliver quality education, and effectively manage instruction.
This document provides guidance for a mid-year in-service training for school heads and teachers in Cadiz City, Philippines. It discusses the importance of Learning Action Cells (LACs) as stipulated in Department of Education Order 35, and provides instructions for participants to: design a template for an LAC plan based on assessed needs; discuss policy statements; classify topics for LAC sessions; identify participant roles; design concept maps for implementation processes and evaluation tools. The training aims to improve teaching and learning through collaborative learning sessions where teachers solve shared challenges in groups facilitated by LAC leaders.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
This document contains a weekly lesson plan for an Alternative Learning System on the topic of self-awareness and developing one's potential. The plan includes 3 objectives related to understanding concepts of self, identifying personal strengths and interests, and choosing appropriate careers. It lists learning competencies, references, and resources including motivational activities, lessons, and assessments. The plan involves students in self-reflection activities, role plays, worksheets, and discussions to help them learn about themselves and how to apply that knowledge.
The lesson plan integrates social studies and English language arts content areas to teach students about Martin Luther King Jr. Students will learn how MLK influenced his community for the better by reading the book Martin's Big Words and writing their own poem. They will create a KWL chart to discuss what they know, want to know, and have learned. After reading, students will answer questions and review how to write a poem with sensory details. They will then write their own poem explaining how MLK changed his community and including at least 3 sensory words. The teacher will assess students based on including how MLK influenced the community, using sensory words, and poem conventions. Students will also self-assess their understanding and participation.
This document outlines the career progression, duties, and requirements for promotion to Master Teacher I and Master Teacher II positions in the Philippines. It details the salary grades and differences, duties and responsibilities which include instructional leadership, training programs, mentoring teachers, and more. The criteria and requirements for promotion to each level are also specified, such as education level, experience, performance ratings, and merit points earned through leadership roles, research, community projects, and other achievements.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The document provides instructions for using the electronic Self-Assessment Tool (e-SAT) which allows teachers to complete a self-assessment. It describes how to open the e-SAT file, have teachers take the assessment, export the data, generate summary results, and analyze the teachers' assessments. The summary includes demographic information, ratings of objectives and behavioral competencies to help identify development needs. ICT coordinators, teachers and school heads each have specified roles in administering and accessing the assessment data.
06 e-sat including data management and use of resultsMaxine Carbonell
The document provides guidance on administering the electronic Self-Assessment Tool (e-SAT) for teachers. It explains that the e-SAT is an electronic version of the Self-Assessment Tool used in the RPMS. It then outlines the steps teachers, ICT personnel, and school heads should take to complete, export, collect, and generate summary results from the e-SAT data in order to assess teacher performance and development needs.
The document provides instructions for teachers and school staff on using the electronic Self-Assessment Tool (e-SAT) for the 2020-2021 school year. The e-SAT is an electronic version of the Self-Assessment Tool for the Results-Based Performance Management System. It allows teachers to reflect on their performance and objectives, and school staff to analyze summary data from teacher assessments to guide professional development planning. The document outlines the roles and responsibilities for key personnel and provides step-by-step instructions for teachers to complete the e-SAT and for staff to collect the assessment files.
Performance Based Appraisal System For Teachers of University/collegesIRJET Journal
This document discusses the development of a performance-based appraisal system for university/college teachers. It proposes collecting performance information from multiple colleges to increase accuracy and confidence in evaluations. Key aspects of the proposed system include identifying performance criteria based on job descriptions, developing assessment measures tailored to jobs, conducting assessment interviews, and regularly reviewing the process. The system aims to provide feedback, identify areas for improvement, and link performance to objectives, development, promotions and incentives. Challenges include ensuring regular appraisals and recognizing their importance. The Blowfish algorithm is proposed for encrypting data to ensure security.
[MAIN DECK] National Orientation on the Use of eIPCRF (1).pdfGyndraAmistoso
The document provides guidelines for participants of the Virtual National Orientation. It states that microphones will be automatically muted upon entry to avoid distractions. Participants should use the chat box for comments/questions. During live Q&A portions, participants can use the 'Raise Hand' button to be acknowledged to ask questions. Those called on will be asked to unmute their microphones. The orientation sessions will be recorded and provided to participants afterward.
This document discusses grading and reporting of student results. It provides details on marking plans, calculating term and final marks, the purposes of marks, types of marking systems, factors to consider for reporting systems, and how computerized grading programs and electronic grade books can simplify record keeping and provide various reporting options for teachers.
How elearning help_you_to_scale_business__Igor Gaponov
This document discusses how to build and implement an effective eLearning system to train employees. It recommends choosing eLearning software like iSpring Suite that allows quick content creation and an optimized training process. The document outlines four steps: 1) building an eLearning system, 2) speeding up newcomer preparation, 3) detecting bottlenecks through training audits, and 4) certifying employees with online tests. The overall goals are to reduce training time and costs while increasing the number of trained staff through eLearning.
Computerized grading system chapter 1-3 ( summarization )Chriselle24
1. The document discusses developing a computerized grading system for Metropolitan Academy School to make recording and computing student grades easier for teachers.
2. Currently, the school uses a manual grading system that is time-consuming and prone to errors, causing delays in submission of reports.
3. The proposed computerized system would improve accuracy, reduce workload, and allow timely submission of reports and determination of student academic progress.
This document provides an overview of a monitoring and evaluation toolkit for primary education in Laos. It contains seven chapters that outline the background, objectives, framework, indicators, tools, and reporting mechanisms for monitoring and evaluating primary education programs and progress under the Education Sector Development Plan. The toolkit is intended to assist members of the M&E Network, which is composed of central, provincial and district Ministry of Education staff, in efficiently and effectively carrying out their monitoring and evaluation responsibilities at different levels. It provides simplified tools and a flexible approach so that M&E can be integrated into the multi-tasking roles of education practitioners and administrators.
IRJET- Student Performance Analysis System for Higher Secondary EducationIRJET Journal
This document presents a student performance analysis system that was developed to analyze educational data and student performance. The system allows students to log in, enter their details and exam marks. It then provides graphical analysis of student performance individually and overall by subject. Reports can also be generated showing a student's marks, percentage and pass/fail status. The system aims to identify weaker students and help improve their academic results. It was developed using data mining concepts to analyze data from higher secondary students. Future work could expand it to predict student performance and guide them in their education and career paths.
IRJET- Design and Development of Ranking System using Sentimental AnalysisIRJET Journal
1) The document presents RANKBOX, a ranking system that mines complex relationships in college/school data based on user feedback.
2) It uses sentiment analysis and machine learning to automatically personalize rankings according to user preferences and continuously improve based on user feedback.
3) The system was implemented as a web application that allows users to provide simple feedback on colleges/schools and view personalized rankings of subsequent queries based on their feedback.
This document is an introduction to the Results-based Performance Management System (RPMS) Manual for Teachers and School Heads. It was developed by the Philippine National Research Center for Teacher Quality to align the RPMS with the Philippine Professional Standards for Teachers. The manual provides guidance for teachers on preparing and completing RPMS documents, and for school heads on assessing teacher performance. It describes the tools and processes used to evaluate performance over the RPMS cycles. The goal is to support continuous improvement in teacher quality.
The document is an introduction to the Results-based Performance Management System (RPMS) Manual for Teachers and School Heads. It was developed by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. The manual provides guidance to teachers and school heads on the RPMS assessment process and describes the RPMS tools to assess teacher performance based on the Philippine Professional Standards for Teachers. It contains information on organizing a teacher portfolio, the various assessment phases, and how to use the tools, forms, and other documents involved in the RPMS.
The document is an introduction to the Results-based Performance Management System (RPMS) Manual for Teachers and School Heads. It was developed by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government. The manual provides guidance to teachers and school heads on the RPMS assessment process and describes the RPMS tools to assess teacher performance based on the Philippine Professional Standards for Teachers. It contains information on organizing a teacher portfolio, the various assessment phases, and how to use the tools, forms, and other documents involved in the RPMS.
The document introduces the Results-based Performance Management System (RPMS) Manual for Teachers and School Heads. It was developed by the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government.
The manual provides guidance to teachers and school heads on the RPMS assessment process. It describes the RPMS tools for teachers, which include separate tools for proficient teachers (Teacher I-III) and highly proficient teachers (Master Teacher I-IV).
The tools outline the key result areas, objectives, and means of verification used to assess teacher performance. They provide performance indicators to help raters and ratees with the evaluation process.
This document proposes developing a computerized grading system for Metropolitan Academy of Manila to reduce teachers' workload and improve the accuracy of calculating and recording student grades. Currently, the school uses a manual grading system that is prone to errors and tedious for teachers who have large class sizes and multiple classes. The proposed system would allow teachers to input student grades, automatically calculate overall grades, and securely store student data. Developing this system would benefit teachers by saving them time and improving their efficiency, as well as benefiting students through more accurate grades and additional teacher preparation time.
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3. CONTENTS
T A B L E O F
Introduction 4
1.1 Self-Assessment Tools in the RPMS Cycle 4
1.2 What is the electronic Self-Assessment Tool (e-SAT)? 5
1.2 What are the parts of the e-SAT? 6
Guide for ICT Personnel 9
2.1 How do you open the e-SAT file? 10
2.2 How do you export the e-SAT data? 16
2.3 How do you collect the e-SAT data from multiple computers? 20
2.4 How do you import the e-SAT data? 23
Guide for Teachers 25
3.1 Why should you take the e-SAT? 26
3.2 How do you take the e-SAT? 26
Guide for School Heads 37
4.1 Why do you need the summary results of teachers’ data? 38
4.2 How do you generate summary results of teachers’ data? 39
1
2
3
4
TOOLS WITHIN THE RPMS CYCLE
3
4. THE RPMS MANUAL
4
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 if
the interventions provided are effective. It can guide discussions about
goal-setting and professional development needs.
1. Introduction
Figure 1.1. Self-assessment as a crucial step towards development planning
Performance Monitoring and Coaching
Self-
Reflection
Actual
Performance
Development
Planning
Teachers should assess their own performance prior to the
beginning of the year (Performance Planning and Commitment) and
reflect on their performance throughout the RPMS Cycle. The results
of the self-assessment will guide the Principal and the teacher on which
RPMS indicators teachers must improve and on what areas they need
coaching and mentoring.
1.1. Self-Assessment Tools in the RPMS
Cycle
The Self-Assessment Tools-RPMS (SAT-RPMS) comprise
two different self-assessment questionnaires within the RPMS
designed for Teacher I-III and Master Teacher I-IV to reflect
on the different performance indicators that relate to their
professional work. It is meant to support teacher performance
and professional development.
There are two SAT-RPMS: 1) SAT-RPMS for Teacher I-III; and 2)
SAT-RPMS for Master Teacher I-IV.
5. TOOLS WITHIN THE RPMS CYCLE
5
The electronic Self-Assessment Tool (e-SAT) is an electronic
version of the Self-Assessment Tool for RPMS. This e-SAT Guide
is a supplemental material to the RPMS Manual that will guide:
1. ICT Personnel in a) preparing the e-SAT file; b) exporting
data for collection; and c) importing data to generate
summary results of teachers’ e-SAT data;
2. Teachers in accomplishing the e-SAT and printing
their results for use in the preparation of their IPCRF-
Development Plan; and
3. School Heads in extracting and analyzing the school-
wide SAT data of teachers.
1.2. What is the electronic Self-Assessment
Tool (e-SAT)?
Note that School Heads have access to the
school-wide SAT data. The individual SAT data of
a teacher can only be accessed by the concerned
teacher.
The printout shall be given at once to the teacher
and shall not be filed by the ICT Coordinator nor shall
it be submitted to the Principal.
Teacher I, Teacher II and Teacher III shall use the SAT-RPMS
for Teacher I-III while Master Teacher I, Master Teacher II, Master
TeacherIIIandMasterTeacherIVshallusetheSAT-RPMSforMaster
I-IV.
There are 13 objectives in the SAT-RPMS, including the Plus
Factor. These objectives are aligned with the objectives listed in
the RPMS Tools.
6. THE RPMS MANUAL
6
Figure 1.2. Introduction page of the e-SAT survey
1.2.2 DemographicProfile.Thispartcollectstheteacher’sdemographic
information, such as age, sex, rank or position, highest degree
obtained, among others.
Figure 1.3. Part I: Demographic Profile
1.3. What are the parts of the e-SAT?
The e-SAT file has the following parts:
1.2.1 Introduction. This page introduces the SAT-RPMS, its purposes and
parts.
7. TOOLS WITHIN THE RPMS CYCLE
7
1.2.3 Objectives. This page contains the 13 objectives of the SAT-RPMS.
Using a four-point Likert scale, the teachers will rate themselves
in terms of how capable they are in performing each objective and
what level of development priority they give to each objective.
1.2.4 Core Behavioral Competencies. This part allows
teachers to rate themselves in terms of the behavioral
indicatorsthattheydemonstrateduringtheperformance
cycle. These competencies are the same for all DepEd
personnel.
Figure 1.4. Part II: Objectives
Figure 1.5. Part III: Core Behavioral Competencies
10. THE RPMS MANUAL
10
Figure 2.1. Introduction of the e-SAT
Each school will receive an electronic file of the Self-Assessment Tool (SAT).
The Principal will assign you, as the ICT Coordinator, to be in-charge of the
management, administration and collection of the e-SAT data during the RPMS
Cycle.
Youwillsetupthee-SATandassisttheteacherinaccomplishingitandinprinting
the data. You will collect the data and assist the Principal in generating summary
results.
The e-SAT may be administered using one or more computers. In medium and
big schools, you may set up as many computers as needed.
You will receive the e-SAT file as a compressed file (.rar or .zip),
which may look like Figure 2.2 below.
2.1. How do you open the e-SAT file?
Figure 2.2. Compressed SAT file
2. Introduction
11. TOOLS WITHIN THE RPMS CYCLE
11
Note: In setting up the e-SAT file, ensure that your
computerisinstalledwithMSExcel2010versionandabove.
Using earlier versions of MS Excel may pose problems in
accomplishing the e-SAT.
The SAT folder and subfolders need to be extracted from the
compressed folder file. Follow the steps below:
Step 1. Extract the files.
Extract the SAT folder and save it on the Desktop.
Step 2. Open the SAT Survey file.
Go to your Desktop and open the SAT folder. Inside, you
will see two subfolders: a) Survey folder, which contains the
e-SAT Excel file; and b) Reports Package folder, where you
will store your exported data.
Figure 2.3. Subfolders inside the extracted SAT folder
Double-click on the Survey folder to open it. Inside, you will
find the “Survey.xlsm” file. Double-click to open the file.
Figure 2.4. Survey file inside the Survey
12. THE RPMS MANUAL
12
Step 3. Enable Macros.
Click “Enable Editing” and “Enable Content”. Note that the
process of enabling “Macros” may differ depending on the version of
the MS Excel.
Figure 2.5. Enabling Macros
Step 4. Identify School Information.
Click “Identify School Information” and enter the needed
information by clicking the drop down arrow, e.g., school grade level,
region,division,schoolandcomputernumber.Incaseofuseofmultiple
computers, a computer number will be assigned to each computer.
Follow the steps in Figure 2.6.
13. i
iii
iv
TOOLS WITHIN THE RPMS CYCLE
13
Figure 2.6. Steps in identifying school information
Click “Identify School
Information”.
Click the drop down
arrow and select the
grade level classification
of your school, e.g.,
Elementary School or
Secondary School.
ii
Click the drop down arrow and
select the needed information, e.g.,
Region, Division and School.
If multiple computers will be used
in accomplishing e-SAT, the ICT
coordinator should assign a number
to each of the computers.
Click “Set” if all the needed
information have been provided. v
Note: There are schools that have the
same name within a Division/Region.
Please ensure that you input the correct
school by checking the School ID.
14. THE RPMS MANUAL
14
Figure 2.7. e-SAT’s introduction page with identified school ID and computer ID
Note: At the end of the survey, the teacher will
be provided with a unique code containing the
school ID number and the letter corresponding
to the number of the computer used.
15. TOOLS WITHIN THE RPMS CYCLE
15
Step 5. Set up the printer and connect to the Survey
Excel file.
Make sure that the computer is connected to a printer in
your Excel. To do this:
1. Click “File”.
2. Click “Print”.
3. Set up “Printer” and manage “Printer Properties”.
4. Click to go back to the results window.
4
Figure 2.8. File and Print options of the e-SAT file
3
1
2
16. THE RPMS MANUAL
16
Step7. AssisttheteachersinprintingtheirSATresults.
Figure 2.9. Exporting teachers’ e-SAT data
When all teachers have completed the e-SAT survey, you can
now export and collect the e-SAT data.
2.2. How do you export the e-SAT data?
Step 1. Click “Export Data”.
Step 2. Enter “2018IT” as your password.
Step 3. Click “Export”.
1
Step 6. Let the teachers take the e-SAT survey.
Teachers can now answer the e-SAT survey.
3
2
17. TOOLS WITHIN THE RPMS CYCLE
17
Step 4. Save (databaseXXXX) file in your external storage.
Click “OK” on the dialog box and follow the destination path
shown below and illustrated in Figure 2.11:
Figure 2.10. A dialog box Saving (database4444) file
18. THE RPMS MANUAL
18
Figure 2.11. Destination path of the SAT database file
1
2
5
1) Desktop > 2) SAT > 3) Reports Package > 4) databases > 5) Click “Save”
3
4
19. TOOLS WITHIN THE RPMS CYCLE
19
Figure 2.12. A dialog box indicating that the data has been exported
A prompt will pop up to notify you that the data has been
exported into the destination path.
20. THE RPMS MANUAL
20
Thee-SATmaybeadministeredusingoneormorecomputers,
depending on the number of teachers in a school. In the case of
medium and big schools, you may set up several computers so
teachers can accomplish their e-SAT simultaneously. Hence,
there is a need to collect database files from different computers
and store or save them in a “mother” computer.
2.3. How do you collect the e-SAT data from
multiple computers?
Step 1. Save the SAT folder file on the Desktop of the
computer(s) that you will use during the administration of
the e-SAT.
Step 2. Let the teachers take the e-SAT survey.
Step 3. Export the e-SAT data once all teachers have
completed the survey.
Step 4. Collect the database files from the computers.
On the Desktop of the computer, do the following:
1. Open the SAT folder.
2. Open the “Reports Package“ subfolder.
3. Open the “databases” folder.
4. Copy the “databaseXXXX” file and paste it in an
external location, e.g., USB drive.
21. TOOLS WITHIN THE RPMS CYCLE
21
1 2
3
Figure 2.13. Copying the databaseXXXX file from the computers (1)
Figure 2.14. Copying the databaseXXXX file from the computers (2)
4
22. THE RPMS MANUAL
22
Step 5. Go to your designated “mother” computer and
do the following:
1. Open the SAT folder, the “Reports Package”
folder and the “databases” folder.
2. Paste the “databaseXXXX” files that you
collected from the computers on the
“databases” folder.
1
2
Figure 2.15. Saving/pasting collected teachers’ databases in the mother computer
23. TOOLS WITHIN THE RPMS CYCLE
23
2.4. How do you import the e-SAT data?
Figure 2.17. Enabling Macros
Step 1. Open the Summary Reports Excel file.
To open the file:
1. Open the SAT folder, then the “Reports
Package” folder.
2. Open the the “Summary Reports.xlsm” file.
1
2
Step 2. Enable Macros.
Figure 2.16. Opening the Summary Reports Excel file
Import the data that you collected and assist the Principal in generating
thesummaryresultsoftheschool-wideSATdata. Youmaydothefollowing:
You are now ready to import the databases and
generate the summary results of teachers’ e-SAT data.
24. THE RPMS MANUAL
24
Figure 2.18. Importing data
Step 3. Import data.
Click “Import data”. A dialogue window will prompt you to
overwrite the old data. Click “Yes” to continue.
Note that it may take several minutes for the system
to import the databases. Another prompt will pop up to
indicate that the data has been uploaded. Click “OK” to
continue.
Figure 2.19. A prompt indicating that the data has been uploaded
You can now assist the Principal in the generation of
summary results on demographic profile, core behavioral
competencies and assessment results of teachers and
Master Teachers.
26. THE RPMS MANUAL
26
Figure 3.1. Participant Consent Form
3.1 Why should you take the e-SAT?
Step 1. Accomplish the Participant Consent Form.
1. Click “Start Survey” to begin.
2. Accomplish the Participant Consent Form by clicking
“I Consent” or “I Do Not Consent”.
The e-SAT Manual guides you, teachers, in accomplishing the e-SAT
and printing your results for use in the preparation of your IPCRF-
Development Plan.
3. Introduction
The e-SAT is a self-assessment tool that helps you to reflect on the
different objectives related to your professional work. The results of the
self-assessment will guide you on which RPMS indicators you must
improve and on what areas where you need coaching and mentoring.
3.2 How do you take the e-SAT?
The following steps should be done to accomplish the e-SAT:
1
27. TOOLS WITHIN THE RPMS CYCLE
27
Step 2. Accomplish Part I: Demographic Profile.
1. Tick the circle of the demographic information applicable
to you.
2. Scroll down to see and answer the rest of the items on
the page.
3. Click “Next” to proceed to the next page.
Note that in some items, you can tick more than one
boxes. Do not forget to tick the circle beside the “Highest
Degree Obtained” and type your degree.
You can also go back to the previous page by clicking
“Previous”.
Figure 3.2. Part I: Demographic Profile
If you click “I Do Not Consent,” you will be
brought back to the Introduction page and will
not be able to complete the e-SAT. If you click “I
Consent,” you will be redirected to the next page.
1
2
3
28. THE RPMS MANUAL
28
Figure 3.4. Page 2 of Demographic Profile
Note that in some items, e.g., Area of Specialization, Subject(s) Taught,
Grade Level Taught, you can tick more than one box.
You can also go back to the previous page by clicking “Previous”.
Figure 3.3. Page 2 of Demographic Profile
29. TOOLS WITHIN THE RPMS CYCLE
29
Figure 3.5. e-SAT Objectives for Teacher I-III
Step 3. Answer the e-SAT Objectives appropriate to your
position.
Tick the circle that corresponds to how you rate the
objectives based on a) level of capability and b) level of priority for
development.
Please answer the e-SAT objectives honestly.
30. THE RPMS MANUAL
30
Figure 3.6. e-SAT Objectives for Master Teacher I-IV
Note that if you select Teacher I, Teacher II or Teacher III, you
will be redirected to SAT-RPMS Teacher I-III. If you select Master
TeacherI,MasterTeacherII,MasterTeacherIIIorMasterTeacher
IV, you will redirected to SAT-RPMS Master Teacher I-IV.
31. TOOLS WITHIN THE RPMS CYCLE
31
Note: Once you click the “Submit” button, you
cannolongergobacktopreviouspagestochangeyour
answers. Please review your responses by clicking the
“Previous” button.
Step 4. Answer the Core Behavioral Competencies.
Ticktheboxofthebehavioralindicatorsthatyoudemonstrated
during the performance cycle.
Click “Submit” when you are done.
Figure 3.7. Core Behavioral Competencies
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Step 5. View your assessment.
A dialog box will pop up, informing you that your assessment
has been stored. Click “OK”.
You can now view the assessment charts of your level of
capability (blue bar) and level of priority (red bar), as well as your
rating for your core behavioral competencies. See Figure 3.9.
Figure 3.8. A dialog box indicating that the assessment has been stored
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Figure 3.9. Summary charts of teachers’ individual e-SAT data
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To review your assessment results, do the following:
1. Click “Summary Answers” to review your assessment
results.
2. Click “Objectives” to review your assessment of e-SAT
objectives.
3. Click “Core Behavioral Competencies” to review your
rating of Core Behavioral Competencies.
3
1
2
Figure 3.10. Summary Table Results of Objectives and Core Behavioral Competencies
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Step 6. Print your data.
Print your SAT data by clicking the “Print” button.
Note: The ICT personnel should ensure that the computer is
connected to the printer using the File and Print Options in Ms
Excel. See Figure 2.8 on page 15 of this Manual.
Figure 3.11. Print option of the e-SAT file
Step 7. Click “Finish” to protect your data.
Once you have printed your SAT data, click “Finish” to protect
your data.
The printouts contain
a unique code that you
need to sign in to the
survey in the future. You
must keep record of the
code.
Figure 3.12. Storing/protecting e-SAT data
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You will be brought back to the Introduction page. This means
that your data has automatically been stored.
The next teacher-respondent may now accomplish the
e-SAT survey, following Steps 1-7.
Figure 3.13. Storing/protecting e-SAT data
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The e-SAT Manual guides you, the Principal, in extracting and
analyzing the school-wide SAT data of teachers.
4. Introduction
4.1. Why do you need the summary results
of teachers’ data?
The summary results of teachers’ data can provide you an overall
picture of your teachers’ strengths and needs. This can help you
prepare the school development plans (e.g., Annual Improvement
Plan, School Improvement Plan) and other various development
interventions, such as In-Service Training (INSET) Orientation/
Teacher Induction Program (TIP), in preparation for the next school
year.
The following data can be generated from the e-SAT:
• Summary of teachers’ demographic profile
• Summary of teachers’ rating of core behavioral
competencies
• Summary of Teachers’ and Master Teachers’ self-
assessment rating
Figure 4.1. Introduction page of the Summary Reports File
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Step 1. Open the Summary Reports Excel file.
To open the file:
1. Open the SAT folder, then the “Reports Package”
folder.
2. Open the “Summary Reports.xlsm” file.
3. Enable Macros.
1
3
Figure 4.2. Importing data
2
Step 2. Import data. Follow the steps on “2.4 How do you
import the e-SAT data?” found in pages 23-24.
To generate the school-wide SAT data, ask the assistance of the ICT
coordinator and do the following:
4.2. How do you generate summary results
of teachers’ data?
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Figure 4.3. Summary Table and Charts of Demographic Profile
Step 3. Generate summary results of teachers’ e-SAT
data.
Click on the appropriate button to generate summary
table or charts of results that you need to plan for teachers’
professional development.
1. Demographic Summary Results. Tables of summary
results of teachers’ demographic information can
be generated by clicking “Demographic Summary”.
Demographic charts can also be generated if you click
“Demographic Charts”.
Click “Back to Introduction” to go back to the
Introduction page.
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Figure 4.4. Summary Charts of Core Behavioral Competencies
2. Summary of Core Behavioral Competencies. Click
“Summary of Core Behavioral Competencies” to
generate summary tables of teachers’ rating of core
behavioral competencies. Charts may also be generated
if you click “Charts of Core Behavioral Competencies”.
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3. Teachers I-III and Master Teachers Summary. The
tables and charts of summary results of Teacher I-III’s
and Master Teachers’ assessment can also be generated
through the e-SAT.
Click “Teachers I-III Summary” or “Master Teachers
Summary” to see summary table of frequency
distribution of responses per objective of teachers and
Master Teachers.
In the summary table, you can see the:
1. Total number of responses;
2. Total number of responses per scale per
indicator; and
3. Chart per objective
Figure 4.5. Introduction page highlighting Teachers I-III Summary and Master Teachers Summary buttons
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3
Figure 4.6. Sample Summary Table of Teachers’ I-III e-SAT results
Figure 4.7. Chart of Objective 2.3
2
1
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Click “Summary Charts” to see charts showing teachers’
responses for each objective in terms of a) level of capability; and
b) level of priority for development.
Figure 4.8. Sample Summary Charts of school-wide Teachers’ I-III assessment data
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The data generated from the e-SAT can be utilized to design development
programs and activities for teachers at the school level based on their characteristics
andneeds.ThePrincipalmayalsorefertotheDevelopmentPlansinthemonitoringand
coaching of the teacher’s performance and in providing the necessary interventions.
Figure 4.8. Charts of school-wide Teachers I-III and Master Teachers’ assessment data per objective
Click “Objective Charts” to see charts per objective.