Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF IMUS CITY
CARSADANG BAGO ELEMENTARY SCHOOL
CARSADANG BAGO I, CITY OF IMUS, CAVITE

Annex B- Highly Proficient Teachers

SUMMARY RESULT OF THE E-SELF ASSESSMENT TOOL (e-SAT)

HIGHLY PROFICIENT TEACHERS
SY 2023 – 2024

A. FUNCTIONAL COMPETENCIES

Level of Capability Priority for Development

OBJECTIVES
Total Total
L M H VH L M H VH

1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy (PPST Domain 1)
1.1 . Modelled effective 4 4
applications of content
knowledge within and
0 2 1 1 2 1 1 0
across curriculum teaching
areas (PPST Indicator
1.1.3)

1.2 . Evaluated with colleagues 4 4

the effectiveness of
teaching strategies that
1 2 0 1 1 1 2 0
promote learner
achievement in literary and
numeracy (PPST Indicator
1.4.3.)
1.3 . Developed and applied 4 4
effective teaching strategies
to promote critical and
creative thinking, as well 0 1 1 2 3 0 1 0
as other higher-order
thinking skills (PPST
Indicator 1.5.3.)

1.4 . Modelled and supported 0 2 1 1 4 1 2 1 0 4

colleagues in the proficient
use of Mother Tongue,
Address: Carsadang Bago I, City of Imus, Cavite
Telephone No.: (046) 238-6397
Email Address: 107983@deped.gov.ph
Website: cbagoelemschool.wixsite.com/cbes
Facebook Page: DepEd Tayo Carsadang Bago ES – Imus City
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Filipino and English to

improve teaching and
learning, as well as to
develop learners' pride of
their language, heritage
and culture (PPST
Indicator 1.6.3.)

2. Learning Environment & Diversity of Learners

(PPST Domain 2 and Domain 3)
2.1. Exhibited effective 4 4
strategies that ensure safe and
secure learning environments
to enhance learning through
0 0 2 2 3 1 0 0
the consistent implementation
of policies, guidelines and
procedures (PPST Indicator
2.1.3.)

2.2. Exhibited effective 4 4

practices to foster learning
environments that promote 0 0 2 2 3 1 0 0
fairness, respect and care to
encourage learning (PPST
Indicator 2.2.3.)
2.3. Exhibited a learner- 4 4
centered culture that
promotes success by using
effective teaching strategies
that respond to their 0 2 1 1 1 2 1 0
linguistic, cultural,
socioeconomic and religious
backgrounds (PPST Indicator
3.2.3.)

2.4. Developed and applied 4 4

teaching strategies to address
effectively the needs of 1 1 1 1 2 2
learners from indigenous
groups (PPST Indicator 3.5.3.)

3. Curriculum and Planning (PPST Domain 4)

3.1. Modelled to colleagues the 4 4
setting of achievable and
challenging learning outcomes
that are aligned with learning
0 0 2 2 3 0 1 00
competencies to cultivate a
culture of excellence for all
learners (PPST Indicator
4.2.3.)

4. Assessment and Reporting (PPST Domain 5)

4.1. Used effective strategies 0 1 2 1 4 2 2 0 0 4
for providing timely, accurate
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and constructive feedback to

encourage learners to reflect
on and improve their own
learning (PPST Indicator
5.3.3.)

4.2. Worked collaboratively 4 4

with colleagues to analyze and
utilize assessment data to
modify practices and programs 0 1 1 2 2 2 0 0
to further support learner
progress and achievement
(PPST Indicator 5.5.3)

5. Community Linkages and Professional Engagement (PPST Domain 6)

5.1. Guided colleagues to 4 4

strengthen relationships with
parents/guardians and the
wider school community to 0 0 2 2 2 1 1 0
maximize their involvement in
the educative process (PPST
Indicator 6.2.3.)

6. Personal Growth and Professional Development (PPST Domain 7)

6.1. Contributed actively to 4 4

professional networks within
and between schools to
0 1 1 2 2 2 0 0
improve knowledge and to
enhance practice (PPST
Indicator 7.3.3.)

6.2. Initiated professional 4 4

reflections and promote
learning opportunities with 0 1 1 2 2 2 0 0
colleagues to improve practice
(PPST Indicator 7.4.3.)

7. PLUS FACTOR
7.1 Performed various related 4 4
works/activities that 0 0 3 1 1 2 1 0
contribute to the teaching-
learning process.

Grand Total

B. CORE BEHAVIORAL COMPETENCIES

1. SELF-MANAGEMENT Frequency of
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Responses
4
1 Sets personal goals and directions, needs and development.
Undertakes personal actions and behavior that are clear and
2 purposive and takes into account personal goals and values 3
congruent to that of the organization.
Displays emotional maturity and enthusiasm for and is challenged by 4
3
higher goals.
Prioritizes work tasks and schedules (through Gantt charts, 4
4
checklists, etc.) to achieve goals.
4
5 Sets high quality, challenging, realistic goals for self and others.

Frequency of
2. PROFESSIONALISM AND ETHICS
Responses
Demonstrates the values and behavior enshrined in the Norms and
1 Conduct and Ethical Standards for public officials and employees (RA 4
6713).
Practices ethical and professional behavior and conduct taking into 4
2
account the impact of his/her actions and decisions.
Maintains a professional image: being trustworthy, regularity of 4
3
attendance and punctuality, good grooming and communication.
3
4 Makes personal sacrifices to meet the organization's needs.
Act with a sense of urgency and responsibility to meet the
5 organization’s needs, improve system and help others improve their 4
effectiveness.

Frequency of
3. RESULTS FOCUS
Responses
Achieves results with optimal use of time and resources most of the 4
1
time.
Avoids rework, mistakes and wastage through effective work methods 3
2
by placing organizational needs before personal needs.
Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. Able to
3 produce very satisfactory quality work in terms of
usefulness/acceptability and completeness with no supervision 3
required.
Expresses a desire to do better and may express frustration at waste
4 or inefficiency. May focus on new or more precise ways of meeting 4
goals set.
Makes specific changes in the system or in own work methods to
improve performance. Examples may include doing something better,
5
faster, at a lower cost, more efficiently, or improving quality, customer 3
satisfaction, morale, without setting any specific goal.

Frequency of
4. TEAMWORK
Responses
4
1 Willingly does his/her share of responsibility.
Promotes collaboration and removes barrier to teamwork and goal 4
2
accomplishment across the organization.
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4
3 Applies negotiation principles in arriving at win-win agreements.
3
4 Drives consensus and team ownership of decisions.
Works constructively and collaboratively with others and across 4
5
organizations to accomplish organization goals and objectives.

Frequency of
5. SERVICE ORIENTATION
Responses
Can explain and articulate organizational directions, issues and 2
1
problems.
Takes personal responsibility for dealing with and/or correcting 4
2
customer service issues and concerns.
Initiates activities that promote advocacy for men and women 4
3
empowerment.
Participates in updating office vision, mission, mandates and 3
4
strategies based on DepEd strategies and directions.
Develops and adopts service improvement program through simplified 3
5
procedures that will further enhance service delivery.

Frequency of
6. INNOVATION
Responses
Examines the root cause of problems and suggests effective solutions.
1 Foster new ideas, processes and suggests better ways to do things 3
(cost and/or operational efficiency).
Demonstrates an ability to think “beyond the box”. Continuously
2 focuses on improving personal productivity to create higher value and 2
results.
Promotes a creative climate and inspires co-workers to develop 2
3
original ideas or solutions.
Translates creative thinking into tangible changes and solutions that 3
4
improve the work unit and organization.
Uses ingenious methods to accomplish responsibilities. Demonstrates 1
5
resourcefulness and the ability to succeed with minimal resources.

Prepared by:

LILIBETH M. MARTERIZ
School ICT Coordinator

Approved:

ANGELO A. UNAY
School Principal