Hazel B. Calivo

1. SELF-ASSESSMENT
TOOLS IN THE RPMS
CYCLE

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