Appendix H

RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS

SELF-ASSESSMENT TOOL FOR TEACHER I-III

(Proficient Teachers)

The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response to the changes
and challenges of the modern world has changed the landscape of teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them in the context of K to 12 Education.

This tool is designed for you to reflect on the different objectives related to your
professional work. It consists of 13 items that you will analyze and rate according to your
level of capability and level of priority for development. The items meet teacher quality
requirements congruent with the Philippine K to 12 Reform and reflective of international
teacher standards.

PLEASE READ THE INSTRUCTIONS

This tool has two parts: Part I: Demographic Profile and Part II: Objectives.

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. 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.
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
1. Age 8. Curricular Classification of the School
Under 25 Kindergarten
25-30 Grade 1-6
31-35 Grade 7-10
36-40 Kinder and Grade 1-6
41-45 Kinder and Grade 7-10
46-50 Grade 1-6 and Grade 7-10
51-55 Kinder, Grade 1-6, Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex attached to Tertiary Grade 11-12
Male Kinder and Grade 11-12
Female Grade 1-6 and Grade 11-12
Grade 7-10 and Grade 11-12
3. Employment Status
Grade 1-6, Grade 7-10 and Grade 11-12
Full-time
Kinder, Grade 1-6, Grade 7-10 and
Part-time
Grade 11-12
Casual
Kinder, Grade 1-6, Grade 7-10 and
Contractual
Grade 11-12 attached to Tertiary
4. Position
Kinder, Grade 7-10 and Grade 11-12
Teacher I (less than 3 years)
Kinder, Grade 1-6 and Grade 11-12
Teacher I (more than 3 years)
All
Teacher II
Teacher III
9. Region
Master Teacher I
Luzon
Master Teacher II National Capital Region
Master Teacher III Cordillera Administrative Region
Master Teacher IV I- Ilocos
5. Highest Degree Obtained II- Cagayan Valley
Bachelor’s Degree III- Central Luzon
Master’s Degree IV-CALABARZON
Doctorate Degree IV-MIMAROPA
6. Area of Specialization V – Bicol
English Visayas
Filipino VI - Western Visayas
Mathematics VII- Central Visayas
General Science VIII- Eastern Visayas
Biology Mindanao
Chemistry IX - Zamboanga Peninsula
Physics X- Northern Mindanao
Others (Specify) ______________ XI- Davao Region
7. Grade Level Taught XII- SOCCSKSARGEN
Preschool XIII- Caraga
Primary Autonomous Region in Muslim Mindanao
Intermediate
Junior High School
Senior High School
PART II: OBJECTIVES

There are two columns for every objective. Please shade one circle in each column
corresponding to how you rate each objective according to the level of your capability
in performing each objective and the development priority you give to each objective.

In the box below, please provide any general comments you may have about the
objectives.

Level of Priority for

Capability Development

M Ve M Ve
od Hi ry od Hi ry
OBJECTIVES Lo Lo
er gh Hi er gh Hi
w w
at gh at gh
e e
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy

1.1 Applied knowledge of content within and across

curriculum teaching areas.

1.2 Used a range of teaching strategies that enhance

learner achievement in literacy and numeracy skills.

1.3 Applied a range of teaching strategies to develop

critical and creative thinking, as well as other higherorder
thinking skills.

2. Learning Environment and Diversity of Learners

2.1 Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
2.2 Managed learner behavior constructively by applying
positive and non-violent discipline to ensure
learningfocused environments.

2.3 Used differentiated, developmentally appropriate

learning experiences to address learners’ gender, needs,
strengths, interests and experiences.

Optional: In the space provided, you may want to make some personal comments about
your practice and the objectives on this page.
 Level of Priority for
Capability Development

Lo M Hi Ve Lo M Hi Ve
w od gh ry w od gh ry
OBJECTIVES
er Hi er Hi
at gh at gh
e e
1 2 3 4 1 2 3 4
3. Curriculum and Planning

3.1 Planned, managed and implemented

developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied
teaching contexts.
3.2 Participated in collegial discussions that use teacher
and learner feedback to enrich teaching practice.

3.3 Selected, developed, organized and used

appropriate teaching and learning resources, including
ICT, to address learning goals.

4. Assessment and Reporting

4.1 Designed, selected, organized and used diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.

4.2 Monitored and evaluated learner progress and

achievement using learner attainment data.

4.3 Communicated promptly and clearly the learners’

needs, progress and achievement to key stakeholders,
including parents/guardians.

5. Plus Factor

Performed various related works/activities that contribute

to the teaching-learning process.

Optional: In the space provided, you may want to make some personal comments about
your practice and the objectives on this page.

This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with
support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.