Customized Self-Assessment Tool and Ldna For Highly Proficient Kindergarten, Elem. & Jhs Teachers of Deped Agusan Del Sur

2/11/23, 3:36 PM Department of Education Mail - CUSTOMIZED SELF-ASSESSMENT TOOL AND LDNA FOR HIGHLY PROFICIENT KINDERGART…
PETER, JR. PAMA <peter.pama001@deped.gov.ph>
CUSTOMIZED SELF-ASSESSMENT TOOL AND LDNA FOR HIGHLY PROFICIENT

KINDERGARTEN, ELEM. & JHS TEACHERS OF DEPED AGUSAN DEL SUR
1 message
Google Forms <forms-receipts-noreply@google.com> Fri, Feb 10, 2023 at 8:30 PM

To: peter.pama001@deped.gov.ph
Thanks for filling out CUSTOMIZED SELF-ASSESSMENT TOOL

AND LDNA FOR HIGHLY PROFICIENT KINDERGARTEN, ELEM.
& JHS TEACHERS OF DEPED AGUSAN DEL SUR
Here's what was received.
Edit response
CUSTOMIZED SELF-ASSESSMENT
TOOL AND LDNA FOR HIGHLY
PROFICIENT KINDERGARTEN, ELEM.
& JHS TEACHERS OF DEPED AGUSAN
DEL SUR
Good day!
This submission is intended to be utilized by SDO-Agusan del Sur as a Self-Assessment Tool for
Teachers. This tool is designed for you to reflect on the different objectives related to your
professional work. Rest assured that all personal information provided here shall not be shared
to any third party and shall adhere to the provision stated under the Data Privacy Act. Godbless
and Keep Safe.
Your email (peter.pama001@deped.gov.ph) was recorded when you submitted this form.
Untitled Section
Additional Note:
https://mail.google.com/mail/u/1/?ik=0a90cf730b&view=pt&search=all&permthid=thread-f%3A1757447151559255437&simpl=msg-f%3A175744715155925… 1/14
This tool is designed for you to reflect on the different objectives related to your professional work. It
consists of items that you will analyze and rate according to your level of priority for development. The
items meet teacher quality requirements congruent with the Philippine K to 12 Reform, DepEd Order 42,
s. 2017, and are reflective of international teacher standards.
Please accomplish this tool and reflect on your performance throughout the RPMS cycle. The result of
your self-assessment will guide you on which RPMS objectives to improve and on what areas you need
coaching and mentoring.
Other personnel are not allowed to see the results of this tool. However, you can discuss with them your
IPCRF-Development Plan (IPCRF-DP) based on your self-assessment.
PLEASE READ THE INSTRUCTIONS

This tool has three parts: Part I: Demographic Profile; Part II: Objectives; and Part III: Core Behavioral
Competencies.
For Part I: Demographic Profile, please click the circle of the demographic information applicable to you.
For Part II: FUNCTIONAL COMPETENCIES. Please click the circle that corresponds to how you rate the
objectives based on level of priority for development. At the bottom of each page, there is the opportunity
to write about any aspects that you feel are relevant to the objectives on that page.
For Part III: CORE BEHAVIORAL COMPETENCIES, please click the circle of the behavioral indicators
that you LEAST demonstrated during the performance cycle.
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
First Name *
PETER
Middle Name *
BIONG
Last Name *
PAMA
Name Extension (if any)

JR.
Name of School *
GUADALUPE NHS
District *
Esperanza II
Age *
41-45
Sex *
Male
Female
Date of Birth *
MM DD YYYY
07 / 16 / 1979
Contact Number *
09464651643
Employment Status *
Regular Employment
Position (based on plantilla) *
Master Teacher I
DATE OF LAST PROMOTION (referring to current item position) *
MM DD YYYY
10 / 04 / 2019
CLASSIFICATION *
JHS Teacher (Grade 7-10)
Total Number of Years in DepEd (since date of appointment as permanent

employee) *
More than 10 years
Area/Field of Specialization *
Araling Panlipunan
Highest Degree Obtained *
Bachelor's Degree
Master's Degree (unit earner)
Master's Degree (CAR)
Master's Degree (full-fledged)
Doctorate Degree (unit earner)
Doctorate Degree (CAR)
Doctorate Degree (full-fledged)
Bachelor's Degree (Pls. spell out.) *
Bachelor of Secondary Education (BSED)
Master's Degree (if available, Pls. spell out. and include units earned or status e.g.
with 18 units, CAR, full-fledged; if None, type N/A) *
Master's Degree, full pledged
Doctor's Degree (if available, Pls. spell out. and include units earned or status e.g.
with 18 units, CAR, full-fledged; if None, type N/A) *
N/A
What subject/s is/are you handling? *
AP 7 and EsP 10
Are you handling subject/s not within your area of specialization? *
YES
What subject/s is/are you handling that is not within your area or field of
specialization? *
EsP
PART II: FUNCTIONAL COMPETENCIES (Domain 1. Content Knowledge and

Pedagogy )
Please click the circle to how to rate your priority for development for each objective.
Priority for Development *

Domain 1. Content Knowledge and Pedagogy
Moderat Very
Low High
e High
Model effective applications of content knowledge within and

across curriculum teaching areas.
Collaborate with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy.
Promote effective strategies in the positive use of ICT to

facilitate the teaching and learning process.
Evaluate with colleagues the effectiveness of teaching

strategies that promote learner achievement in literacy and
numeracy.
Develop and apply effective teaching strategies to promote

critical and creative thinking, as well as other higher order
thinking skills.
Model and support colleagues in the proficient use of Mother

Tongue, Filipino and English to improve teaching and
learning, as well as to develop the learners' pride of their
language, heritage and culture.
Display a wide-range of effective verbal and non-verbal

classroom communication strategies to support learner
understanding, participation, engagement and achievement.
PART II: OBJECTIVES (Domain 2. Learning Environment )

PPST Domain 2. Learning Environment
Moderat Very
Low High
e High
Exhibit effective strategies that ensure safe and secure

learning environments to enhance learning through the
consistent implementation of policies, guidelines and
procedures.
Exhibit effective practices to foster learning environments that

promote fairness, respect and care to encourage learning.
Work with colleagues to model and share effective

techniques in the management of classroom structure to
engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range
of physical learning environments.
Work with colleagues to share successful strategies that

sustain supportive learning environments that nurture and
inspire learners to participate, cooperate and collaborate in
continued learning.
Model successful strategies and support colleagues in

promoting learning environments that effectively motivate
learners to work productively by assuming responsibility for
their own learning.
Exhibit effective and constructive behavior management skills

by applying positive and non-violent discipline to ensure
learning-focused environments.
PART II: OBJECTIVES (Domain 3. Diversity of Learners )

Domain 3. Diversity of Learners
Moderat Very
Low High
e High
Work with colleagues to share differentiated, developmentally

appropriate opportunities to address learners’ differences in
gender, needs, strengths, interests and experiences.
Exhibit a learner-centered culture that promotes success by

using effective teaching strategies that respond to their
linguistic, cultural, socio-economic and religious
backgrounds.
Assist colleagues to design, adapt and implement teaching

strategies that are responsive to learners with disabilities,
giftedness and talents.
Evaluate with colleagues teaching strategies that are

responsive to the special educational needs of learners in
difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor
practices.
Develop and apply teaching strategies to address the needs

of learners from indigenous groups.
PART II: OBJECTIVES (Domain 4. Curriculum and Planning)

Domain 4. Curriculum and Planning
Moderat Very
Low High
e High
Develop and apply effective strategies in the planning and

management of developmentally sequenced teaching and
learning processes to meet curriculum requirements and
varied teaching contexts.
Model to colleagues the setting of achievable and

challenging learning outcomes that are aligned with learning
competencies to cultivate a culture of excellence. for all
learners
Work collaboratively with colleagues to evaluate the design

of learning programs that develop the knowledge and skills of
learners at different ability levels.
Review with colleagues, teacher and learner feedback to
plan, facilitate and enrich teaching practice.
Advise and guide colleagues in the selection, organization,

development and use of appropriate teaching and learning
resources, including ICT, to address specific learning goals.
PART II: OBJECTIVES (Domain 5. Assessment and Reporting )

Domain 5. Assessment and Reporting
Moderat Very
Low High
e High
Work collaboratively with colleagues to review the design,

selection, organization and use of a range of effective
diagnostic, formative and summative assessment strategies
consistent with curriculum requirements.
Interpret collaboratively monitoring and evaluation strategies

of attainment data to support learner progress and
achievement.
Use effective strategies for providing timely, accurate and

constructive feedback to encourage learners to reflect on and
improve their own learning.
Apply skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including
parents/guardians.
Work collaboratively with colleagues to analyze and utilize

assessment data to modify practices and programs to further
support learner progress and achievement.
PART II: OBJECTIVES (Domain 6. Community Linkages and Professional

Engagement)

Domain 6. Community Linkages and Professional Engagement
Moderat Very
Low High
e High
Reflect on and evaluate learning environments that are

responsive to community contexts.
Guide colleagues to strengthen relationships with

parents/guardians and the wider school community to
maximize their involvement in the educative process.
Discuss with colleagues teaching and learning practices that

apply existing codes, laws and regulations that apply to the
teaching profession, and the responsibilities specified in the
Code of Ethics for Professional Teachers.
Exhibit commitment to and support teachers in the

implementation of school policies and procedures to foster
harmonious relationships with learners, parents and other
stakeholders.
PART II: OBJECTIVES (Domain 7. Personal Growth and Professional

Development)

Domain 7. Personal Growth and Professional Development
Moderat Very
Low High
e High
Manifest a learner-centered teaching philosophy in various

aspects of practice and support colleagues in enhancing their
own learner-centered teaching philosophy.
Identify and utilize personal professional strengths to uphold

the dignity of teaching as a profession to help build a positive
teaching and learning culture within the school.
Contribute actively to professional networks within and

between schools to improve knowledge and to enhance
practice.
Initiate professional reflections and promote learning

opportunities with colleagues to improve practice.
Reflect on the Philippine Professional Standards for

Teachers to plan personal professional development goals
and assist colleagues in planning and achieving their own
goals.
PART III: CORE BEHAVIORAL COMPETENCIES
Please click the circle of the competency indicators that you LEAST demonstrated during the performance
cycle.
Self-Management *
✓ 1. Set personal goals and directions, needs and development.
2. Undertook personal actions and behavior that era clear and purposive and took into account
✓ personal goals and values congruent to that of the organization.
✓ 3. Displayed emotional maturity and enthusiasm for and is challenged by higher goals.
4. Prioritized work tasks and schedules (through Gantt charts, checklists, etc.) to achieve
✓ goals.
✓ 5. Set high quality, challenging, realistic goals for self and others.
NONE
Professionalism and Ethics *
1. Demonstrated the values and behavior enshrined in the Norms and Conduct and Ethical
✓ Standards for public officials and employees (RA 6713).
2. Practiced ethical and professional behavior and conduct taking into account the impact of
✓ his/her actions and deciscions.
3. Maintained a professional image: being trustworthy, regularity of attendance and punctuality,

✓ good grooming and communication.
✓ 4. Make personal sacrifices to meet the organization's needs.
5. Act with a sense of urgency and responsibility to meet the organizations needs, improve
✓ system and help others improve their effectiveness.
NONE
Result Focus *
✓ 1. Achieved results with optimal use of time and resources most of the time.
2. Avoid rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
3. Delivered error-free outputs most of the time by conforming to standard operating

procedures correctly and consistently. Able to produce very satisfactory quality work in terms of
usefulness/acceptability and completeness with no supervision required.
4. Expressed a desire to do better and may express frustration at wasteor inefficiency. May
focus on new or more precise ways of meeting goals set.
5. Make specific changes in the changes in the system or in own work methods to improve
✓ performance. Examples may include doing something better, faster, at a lower cost, more
efficiently, or improving quality, customer satisfaction, morale, without setting any specific goal.
NONE
Teamwork *
✓ 1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across
✓ the organization.
✓ 3. Applies negotiation principles in arriving at win-win agreements.
✓ 4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across organizations to accomplish
✓ organization goals and objectives.
NONE
Service Orientation *
1. Can explain and articulate organizational directions, issues and probelms.
2. Took personal responsibility for dealing with and/or correcting customers ervice issues and
✓ concerns.
3. Initiated activities that promote advocacy for men and women empowerment.
4. Participated in updating office vision, mission, mandates and strategies based on DEPED
strategies and directions.
5. Developed and adopted service improvement program through simplified procedures that
✓ will further enhance service delivery.
NONE
Innovation *
1. Examined the root cause of problem and suggests effective solutions. Fostered new ideas,
✓ processes and suggests better ways to do things (cost and/or operational efficiency).
2. Demonstrated an ability to think "beyond the box". Continuously focuses on improving

✓ personal productivity to create higher value and results.
✓ 3. Promoted a creative climate and inspires co-workers to develop original ideas or solutions.
4. Translated creative thinking into tangible changes and solutions that improve the work unit
✓ and organization.
5. Used ingenious methods to accomplish rsponsibilities. Demonstrated resourcefulness and

✓ the ability to succeed with minimal resources.
NONE
ON PERSONAL AND PROFESSIONAL DEVELOPMENT
Top 1 priority development need *
Conduct educational research to improve teaching practices.
Improve communication skills
Enhance 21st Century Teaching skills
What form of technical assistance on personal and professional development do

you wish/hope the Division Office will provide? *
Capacitate Master Teachers in conducting Instructional Supervision.
Recommendations/Remarks/Suggestions on the provision of PD opportunities in

the school level *
Digitisation of Lessons
Recommendations/Remarks/Suggestions on the provision of PD opportunities in

the district or division level *
Conduct of Training-workshop in Research in Basic Education
Untitled Section
I am sending here a 1x1 or passport sized photo/picture of me in agreement that

the information provided here will be used for the purpose of self-assessment, self-
reflection and gathering data for the learning and development needs of school
heads.
*
Submitted files
2x2 - PETER, JR. PAMA.png
Create your own Google Form

Report Abuse
This communication may contain confidential or privileged information, and is intended solely for the individual or entity to whom it is originally addressed. Any disclosure,
copying, dissemination, or any action taken in reliance to it by others, other than the intended recipient, is strictly prohibited. The opinions, conclusions, and statements
expressed in this message are those of the sender and may not necessarily reflect the views of the Department of Education.

Customized Self-Assessment Tool and Ldna For Highly Proficient Kindergarten, Elem. & Jhs Teachers of Deped Agusan Del Sur

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Customized Self-Assessment Tool and Ldna For Highly Proficient Kindergarten, Elem. & Jhs Teachers of Deped Agusan Del Sur

Uploaded by

Copyright:

Available Formats

2/11/23, 3:36 PM Department of Education Mail - CUSTOMIZED SELF-ASSESSMENT TOOL AND LDNA FOR HIGHLY PROFICIENT KINDERGART…

PETER, JR. PAMA <peter.pama001@deped.gov.ph>

CUSTOMIZED SELF-ASSESSMENT TOOL AND LDNA FOR HIGHLY PROFICIENT

Google Forms <forms-receipts-noreply@google.com> Fri, Feb 10, 2023 at 8:30 PM

Thanks for filling out CUSTOMIZED SELF-ASSESSMENT TOOL

PLEASE READ THE INSTRUCTIONS

PART I: DEMOGRAPHIC PROFILE

Please shade the circle that is applicable to you.

Name Extension (if any)

Position (based on plantilla) *

DATE OF LAST PROMOTION (referring to current item position) *

JHS Teacher (Grade 7-10)

Total Number of Years in DepEd (since date of appointment as permanent

More than 10 years

Highest Degree Obtained *

Master's Degree (unit earner)

Master's Degree (CAR)

Master's Degree (full-fledged)

Doctorate Degree (unit earner)

Doctorate Degree (CAR)

Doctorate Degree (full-fledged)

Bachelor's Degree (Pls. spell out.) *

Bachelor of Secondary Education (BSED)

Master's Degree, full pledged

What subject/s is/are you handling? *

Are you handling subject/s not within your area of specialization? *

PART II: FUNCTIONAL COMPETENCIES (Domain 1. Content Knowledge and

Priority for Development *

Model effective applications of content knowledge within and

Collaborate with colleagues in the conduct and application of

Promote effective strategies in the positive use of ICT to

Evaluate with colleagues the effectiveness of teaching

Develop and apply effective teaching strategies to promote

Model and support colleagues in the proficient use of Mother

Display a wide-range of effective verbal and non-verbal

PART II: OBJECTIVES (Domain 2. Learning Environment )

Priority for Development *

Exhibit effective strategies that ensure safe and secure

Exhibit effective practices to foster learning environments that

Work with colleagues to model and share effective

Work with colleagues to share successful strategies that

Model successful strategies and support colleagues in

Exhibit effective and constructive behavior management skills

PART II: OBJECTIVES (Domain 3. Diversity of Learners )

Priority for Development *

Work with colleagues to share differentiated, developmentally

gender, needs, strengths, interests and experiences.

Exhibit a learner-centered culture that promotes success by

Assist colleagues to design, adapt and implement teaching

Evaluate with colleagues teaching strategies that are

Develop and apply teaching strategies to address the needs

PART II: OBJECTIVES (Domain 4. Curriculum and Planning)

Priority for Development *

Develop and apply effective strategies in the planning and

Model to colleagues the setting of achievable and

Work collaboratively with colleagues to evaluate the design

Review with colleagues, teacher and learner feedback to

plan, facilitate and enrich teaching practice.

Advise and guide colleagues in the selection, organization,

PART II: OBJECTIVES (Domain 5. Assessment and Reporting )

Priority for Development *

Work collaboratively with colleagues to review the design,

Interpret collaboratively monitoring and evaluation strategies