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 t h e modern world has changed the landscape of
teacher quality requirements in the Philippines. The current reform calls for t e a c h e r s
to critically reflect on t h e i r 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 o f capability and level o f 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 P r o f i l e , please s h a d e t h e c i r c l e of the demographic

information applicable to you.

For P ar t II: Objectives, please shade the circle that corresponds to how you rate the
objectives based on: ( 1) level o f c a p a b i l i t y and (2) l e v e l 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.

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PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
1. Age 8. Curricular Classification of the
Under 25 School
25-30 Kindergarten
31-35 Grade 1-6
36-40 Grade 7-10
41-45 Kinder and Grade 1-6
46-50 Kinder and Grade 7-10
51-55 Grade 1-6 and Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex Kinder, Grade 1-6, Grade 7-
Male 10 attached to Tertiary
Female Grade 11-12
Kinder and Grade 11-12
3. Employment Status Senior High School
Full-time
Part-time
Casual
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3
years) Teacher II
Teacher III Master
Teacher I Master
Teacher II Master
Teacher III Master
Teacher IV
5. Highest Degree Obtained
Bachelor’s Degree
Master’s Degree
Doctorate Degree
6. Area of Specialization
English Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify)
7. Grade Level
Taught
Preschool
Primary
Intermediate
Junior High School

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 Grade 1-6 and Grade 11-12
Grade 7-10 and Grade 11-12
Grade 1-6, Grade 7-10 and Grade
11-12
Kinder, Grade 1-6, Grade 7-10 and
Grade 11-12
Kinder, Grade 1-6, Grade 7-10
and Grade 11-12 attached to
Tertiary Kinder, Grade 7-10 and
Grade 11-12
Kinder, Grade 1-6 and Grade 11-12
All
9. Region
Luzon
National Capital Region
Cordillera Administrative
Region I - Ilocos
II - Cagayan
Valley III -
Central Luzon
IV-
CALABARZON
IV-MIMAROPA
V - Bicol
Visayas
VI - Western
Visayas VII -
Central Visayas VIII
- Eastern Visayas
Mindanao
IX - Zamboanga Peninsula
X - Northern Mindanao
XI - Davao Region
XII - SOCCSKSARGEN
XIII - Caraga
Autonomous Region in Muslim
Mindanao

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 PART II: OBJECTIVES

There are two columns for e v e r y 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

Very High
Low

High

Low

High
Moderate

Very High
Moderate
OBJECTIVES

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
1.3 Appliedskills.
a range of teaching strategies to
develop critical and creative thinking, as well as
other higher- order 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 learning-
focused 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.

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 Level of Priority for
Capability Development

Very High
Low

High

Low

High
Very High
Moderate
Moderate
OBJECTIVES

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.

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