Document

MNHS-Annex-OSP
No.
TRANSMITTAL FORM Revision No. 0 Page 1 of 1

Effective Date 06/20/2018

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 requirement 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 1 : DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.

1. Age 10. Curriculum Classification of the School

0 Under 25 0 41 – 45 0 Kindergarten
0 25 – 30 0 46 – 50 0 Grade 1-6
0 36 – 40 0 51 – 55 0 Grade 7 -10
0 Kinder and Grade 1-6
2. Sex 0 Kinder and Grade 7-10
0 Male Female 0 Grade 1-6 and Grade 7-10
0 Kinder, Grade 1-6, Grade 7-10
3. Employment status 0 Kinder, Grade 1-6, Grade 7-10 attached
0 Regular Permanent 0 Substitute to Tertiary
0 Provisional 0 Contractual 0 Grade 11-12
0 Kinder and Grade 11-12
4. Position 0 Grade 1-6 and Grade 11-12
0 Teacher I 0 Grade 7-10 and Grade 11-12
0 Teacher II 0 Grade 1-6, Grade 7-10 and Grade
0 Teacher III 11-12
0 Kinder, Grade 1-6, Grade 7-10 and
5. Total Number of Years in Teaching Grade 11-12
0 0 – 3 years 0 Kinder, Grade 1-6, Grade 7-10 and
0 4 – 10 years Grade 11-12 attached to Tertiary
0 More than 10 years 0 Kinder, Grade 7-10 and Grade 11-12
0 Kinder, Grade 1-6, Grade 11-12
6. Highest Degree Obtained
0 Bachelor’s Degree _______ 11. Region
0 Master’s Degree _______ Luzon
0 Doctorate Degree ________ 0 National Capital Region
0 Cordillera Administrative Region
7. Area of Specialization
0 English 0 I – Iloco
0 Filipino 0 II – Cagayan Valley
0 Mathematics 0 III – Central Luzon
0 General Science 0 IV – CALABARZON
0 Biology 0 IV – MIMAROPA
0 Chemistry 0 V – BICOL
0 Physics
Visayas
0 Others (Specify) __________
0 VI – Western Visayas
8. Subjects Taught 0 VII – Central Visayas
0 English 0 VIII – Eastern Visayas
0 Filipino Mindanao
0 Mathematics 0 IX – Zamboanga Peninsula
0 Araling Panlipunan 0 X – Northern Mindanao
0 MAPEH
0 XI – Davao Region
0 Values Education
0 Others (Specify) 0 SOCCSKSARGEN
0 Caraga
9. Grade Level Taught 0 Autonomous Region in Muslim
0 Kidergarten Mindanao
0 Elementary
0 Secondary
0 Junior High School
0 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

Very High

Very High
Moderate

Moderate
OBJECTIVES

High

High
Low

Low
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.
0 0 0 0 0 0 0 0
1.2 Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
0 0 0 0 0 0 0 0
1.3 Applied a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order thinking 0 0 0 0 0 0 0 0
skills.
2. Learning Environment and Diversity of Learners
2.1 Managed classroom structure to engage learners,
individually or in group, in meaningful exploration,
discovery and hands-on activities within a range of physical
0 0 0 0 0 0 0 0
learning environments.
2.2 Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning- 0 0 0 0 0 0 0 0
focused environments.
2.3 Used differentiated, developmentally appropriate
learning experiences to address learner’s gender, needs, 0 0 0 0 0 0 0 0
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

Very High

Very High
Moderate

Moderate
OBJECTIVES

High

High
Low

Low
1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Planned, managed and implemented developmentally
sequenced teaching and learning process to meet 0 0 0 0 0 0 0 0
curriculum requirements and varied teaching contexts.
3.2 Participated in collegial discussions that use teacher
and learner feedback to enrich teaching practice.
0 0 0 0 0 0 0 0
3.3. Selected, developed, organized and used appropriate
teaching and learning resources, including ICT to 0 0 0 0 0 0 0 0
address learning goals.
4. Assessment and Reporting
4.1 Designed, selected, organized and used diagnostic,
formative and summative assessment strategies consistent 0 0 0 0 0 0 0 0
with curriculum requirements.
4.2 Monitored and evaluated learner progress and
achievement using learner attainment data.
0 0 0 0 0 0 0 0
4.3 Communicated promptly and clearly the learners’
needs, progress and achievement to key stakeholders, 0 0 0 0 0 0 0 0
including parents/guardians.

5. Plus Factor
Performed various related work/activities that contribute to
the teaching-learning process.
0 0 0 0 0 0 0 0

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

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________