SELF - ASSESSMENT TOOL FOR SCHOOL HEADS

This tool is designed for you to reflect on the different objectives related to your professional work.
It consists of 30 items that you will analyze and rate according to your level of capability and level
of priority for development.

You should accomplish this tool prior to the beginning of the school year and use to 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.

PLEASE READ THE INSTRUCTIONS

This tool has three parts: Part I: Demographic Profile; Part II: Objectives; and Part III: Core
Behavioral Competencies, Part IV: Individual Development Plan (IDP)

For Part I: Demographic Profile, please shade the circle of the demographic information applicable
to you.

For Part II: Objectives, please shade the circle that corresponds to how you rate the objectives
based on: (1) level of capability and (2) level of priority for development.

For Part III: Core Behavioral Competencies, please shade the circle of the behavioral indicators that
you demonstrated during the performance cycle.

For Part IV: Individual Development Needs (IDP), please indicate areas needs development in terms
of employee competencies and core behavioral competencies.

PART I: DEMOGRAPHIC PROFILE

Name: RIZZA S. CORTEZ

Position: TEACHER III/OIC
School/Functional Unit: STA. CRUZ ELEMENTARY SCHOOL
No. of Years in Service: 10 years

PART II: FUNCTIONAL OBJECTIVES

Direction: Please read each functional competency carefully, provide the information requested
honestly and rate yourself from scale 1-4; with 1 as the lowest and 4 as the highest. All information
will be kept confidential. Please refer below for the competency level interpretation.

There are two columns for every objective. Please put check in the column that corresponds to how
you rate your (1) Level of Capability and (2) Degree of Priority for each objective.

Level of Capability Degree of Priority

Very High

Very High
Moderate

Moderate

OBJECTIVES
High

High
Low

Low

1 2 3 4 1 2 3 4
DOMAIN 1: LEADING STRATEGICALLY

1.1 Communication of the school’s VMGO to wider

school community and ensuring their alignment to
schools program, projects and activities.
/ /
1.2 Development and implementation with the teams
of the school plans aligned with the institutional
goals / /
Undertaking policy implementation and review in the
school to ensure that the operations are consistent
with the national and local laws, regulations and
issuances.
/ /
1.4 Utilizing relevant research findings from reliable
sources in facilitating data-driven and evidence
based innovations to improve school performance / /
1.5 Implementation of the programs in school that
support the development of learners / /
1.6 Utilizing learners’ voice such as feelings, views
and opinions to inform policy development and
decision making towards school improvement / /
1.7 Utilization of available monitoring and evaluation
processes and tools to promote learners
‘achievement / /
DOMAIN 2: MANAGING SCHOOL OPERATIONS AND RESOURCES

2.1 Management of school data and information

using technology including ICT to ensure efficient
and effective school operations / /
2.2 Management of finances adhering to policies ,
guidelines and issuances in allocation, procurement,
disbursement and liquidation aligned with the school
plan. / /
2.3 Management of school facilities and equipment
adherent to policies, guidelines and issuances on
acquisition, recording, utilization , repair and
maintenance, storage and disposal. / /
2.4 Management of staffing such as teaching load
distribution, grade level and subject area assigning / /
2.5 Management of school safety for disaster
preparedness, mitigation and resiliency to ensure
continuous delivery of instruction / /
2.6 Management of emerging opportunities and
challenges to encourage equality and equity in
addressing the needs of learners, school personnel
and other stakeholders / /
DOMAIN 3: FOCUSING ON TEACHING AND LEARNING

3.1 Assistance to teachers in the review,

contextualization and implementation of learning
standards to make the curriculum relevant for
learners / /
3.2 Provision of technical assistance to teachers on
teaching standards and pedagogies within and
across learning areas to improve their practice / /
3.3 Using validated feedback obtained from learners,
parents and other stakeholders to help teachers
improve their performance
/ /
3.4 Utilizing learning outcomes in developing data
based intervention to maintain learner achievement
and attain other performance indicators. / /
3.5 Provision of technical assistance to teachers in
using learningassessment tools, strategies and
results consistent with curriculum requirements to
ensure accountability in achieving higher learning
outcomes. / /
3.6 Management of a learner-friendly, inclusive and
healthy learning environment
/ /
3.7 Integration of career awareness and
opportunities in the provision of learning experiences
aligned with the curriculum. / /
3.8 Implementation of learner discipline policies that
are developed collaboratively with stakeholders
including parents, school personnel and the
community / /
DOMAIN 4: DEVELOPING SELF AND OTHERS

4.1 Setting personal and professional goals / /

4.2 Application of professional reflection and
learning to improve one’s practice / /

4.3 Participation in professional networks to upgrade

knowledge and skills and to enhance practice
/ /
4.4 Implementation of performance management
system with a team to support the career
advancement of school personnel and to improve
office performance / /
DOMAIN 5: BUILDING CONNECTIONS

5.1 Building constructive relationships with

authorities, colleagues, parents and other
stakeholders to foster an enabling and supportive
environment for learners / /
5.2 Management of school operations such as
learnersorganizations, faculty club, and parent
teacher-associations by applying relevant policies
and guidelines to support the attainment of
institutional goals. / /
5.3 Showcasing of inclusive practices such as gender
sensitivity, physical and mental health awareness
and culture responsiveness, to foster awareness,
acceptance and respect / /
5.4 Communicating effectively in speaking and in
writing to teachers, learners and parents and other
stakeholders through the positive use of
communication platforms, to facilitate information
sharing, collaboration and support. / /

5.5 Initiating partnerships with the community, such

as parents, alumni, authorities, industries and other
stakeholders to strengthen support to learners
development as well as community improvement.
/ /

LEO JOHN V. TRINIDAD

Signature Over Printed Name of Employee
PART III: CORE BEHAVIORAL COMPETENCIES

Please put a check mark on the competency indicators that you demonstrated during the
performance cycle.

CORE BEHAVIORAL COMPETENCIES TOTAL

1. Self-Management
/ 1. Sets personal goals and directions, needs and development.
2. Undertakes personal actions and behavior that are clear and purposive and
takes into account personal goals and values congruent to that of the
/ organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher 4
goals.
4. Prioritizes work tasks and schedules (through Gantt charts, checklists, etc.)
/ to achieve goals.

/ 5. Sets high quality, challenging, realistic goals for self and others.
2. Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms and Conduct
and Ethical Standards for public officials and employees (RA 6713).
/
2. Practices ethical and professional behavior and conduct taking into account
/ the impact of his/her actions and decisions.
5
3. Maintains a professional image: being trustworthy, regularity of attendance
/ and punctuality, good grooming and communication.

/ 4. Makes personal sacrifices to meet the organization’s needs.

5. Act with a sense of urgency and responsibility to meet the organization’s
/ needs, improve system and help others improve their effectiveness.
3. Results Focus

1. Achieves results with optimal use of time and resources most of the time.
/
2. Avoids rework, mistakes and wastage through effective work methods by
placing organizational needs before personal needs.

3. Delivers 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
3
completeness with no supervision required.

4. Expresses a desire to do better and may express frustration at waste or

/ inefficiency. May focus on new or more precise ways of meeting goals set.

5. Makes specific 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.

4. 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. 5
/ 4. Drives consensus and team ownership of decisions.

5. Works constructively and collaboratively with others and across

organizations to accomplish organization goals and objectives.
/
5. Service Orientation
 1. Can explain and articulate organizational directions, issues and problems.
/
2. Takes personal responsibility for dealing with and/or correcting customer
/ service issues and concerns.

3. Initiates activities that promote advocacy for men and women empowerment. 4

4. Participates in updating office vision, mission, mandates and strategies

/ based on DEPED strategies and directions.

5. Develops and adopts service improvement program through simplified

/ procedures that will further enhance service delivery.

1. Examines the root cause of problems and suggests effective solutions. Foster
new ideas, processes and suggests better ways to do things (cost and/ or
/ operational efficiency).

2. Demonstrates an ability to think “beyond the box”. Continuously focuses on

improving personal productivity to create higher value and results.

3
3. Promotes a creative climate and inspires co-workers to develop original ideas
/ or solutions.

4. Translates creative thinking into tangible changes and solutions that

improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates
/ resourcefulness and the ability to succeed with minimal resources.

INTERPRETATION:
5 (Role model) - If all behavioral indicators had been demonstrated
4 (Consistently demonstrates) - If four behavioral indicators had been demonstrated
3 (Most of the time demonstrates) - If three behavioral indicators had been demonstrated
2 (Sometimes demonstrates) - If two behavioral indicators had been demonstrated
1 (Rarely demonstrates) - If only one behavioral indicator had been demonstrated
 Department of Education
Region V
Division of Camarines SUr
Ocampo District
STA. CRUZ ELEMENTARY SCHOOL

PART IV - INDIVIDUAL DEVELOPMENT PLANS (IDP)

ACTION PLAN (Recommended Development Intervention)
STRENGTH DEVELOPMENT NEEDS TIMELINE RESOURCES NEEDED
LEARNING OBJECTIVES INTERVENTION
A. FUNCTIONAL COMPETENCIES

* Conduct researches to be utilized by the school

Developing Self and Others
Utilizing relevant research findings
from reliable sources in facilitating
Leading Strategically data-driven and evidenced -based
innovations to improve school
performance
for perfomence improvement
Attendance in trainings and
*Attend trainings and seminars on research and
seminars on research
innovations conducted in the national , regional
Copy of Research
or division level. Year Round
implemented in school by the
*Encourage teachers to conduct researchers and
teachers and School Head
innovations to address the needs of the learners
and improve the school performance in literacy
and numeracy.

* Demonstrtae and practice how to

Utilizing learners' voice such as
feelings, views and opinions to inform that will lead in the implementation of the
Building Connections
policy development and decision
making towards school improvement.
Minutes on the orientation on
listening to the voice of
how to listen to the voice of the
the learners in school.
learners. Creation
* Organize pupils organization
of Learners Organization
Year Round Attendance,
school programs , projects and activities.
memo including them in
* Encourage participation of
meeting
the learners representative in meetings
learners, school head and
conducted in school and invite them in planning
teachers
the SIP and PPAs'.

Implementation of learner discipline

Managing School Operations and
Resources
policies that are developed
Focusing on Teaching and
collaboratively with stakeholders
Learning Process
including parents, school personnel
and the community.
* Formulate handbooks in school with policies Stakeholders : parents, school
and guidelines on Discipline involving all personnel and community
Year Round
stakeholders including parents, school Pupils Handbook with policy
personnel and the community. guidelines on Discipline

B. CORE BEHAVIORAL COMPETENCIES

* Practice accuracy at all times.

Professionalism and Ethics
Avoids rework, mistakes and wastage
*Make a conrete plan in accomplishing tasks and
throgh effective work methods by placing Plan of activities and complete
Results Focus other works and prioritization as to the Year round
organizational needs before personal staff work
needs. implementation and making accomplishments of the
said tasks/works.
 Department of Education
Region V
Division of Camarines SUr
Ocampo District
STA. CRUZ ELEMENTARY SCHOOL

Demonstrates an ability to think " beyond

the box". Continuously focuses on
Teamwork Innovations
improving personal productivity to create
higher value and results.
support to them.
Service Orientation and self
Translates creative thinking into tangible
Innovations changes and solutions that improve the
management work unit and organization.
* Equip onself on making innovations , apply it and Copy of innovations, researcher
disseminate the result to the stakeholders to solicit conducted and implemented in
the school Organize Team in
* Organize functional team in the school Year Round school who will help the school
that will implement and strengthened the head in implementing such
implementation of interventions and innovations in innovations that requires
school. creative thinking.

FEEDBACK:

RIZZA S. CORTEZ MARIA-MAGNOLIA F. BRIOSO, CESO VI NORMA B. SAMANTELA, CESO VI

RATEE RATER Approving Authority