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.
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PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
 I High School
1. Age 8. Curricular
Under 25 Classification of
25-30 M the
a School
31-35
s Kindergarten
36-40 t
41-45 Grade 1-6
e
46-50 Grade 7-10
r
51-55 Kinder and
Over 55 T Grade 1-6
e Kinder and
2. Sex a Grade 7-10
Male c Grade 1-6
Female h and Grade 7-10
3. Employment e Kinder,
Status r Grade 1-6,
Full-time Grade 7-10
I Kinder,
Part-time
V Grade 1-6,
Casual
5. Highest Degree Grade 7-10
Obtained attached to
Contractual
Bachelor’s Tertiary
4. Position Degree Grade 11-12
Teacher I Master’s Kinder and
(less than 3 Degree Grade 11-12
years) Doctorate Grade 1-6
Teacher I Degree and Grade 11-
(more than 3 12
years) 6. Area of
Specialization Grade 7-10
Teacher II
English and Grade 11-
Teacher III
Filipino 12
Master Grade 1-6,
Teacher I Grade 7-10 and
Master Mathematics
Grade
Teacher II General
Science 11-12
Biology Kinder,
M Grade 1-6,
a Chemistry
Grade 7-10 and
s Physics
Grade 11-12
t Others
Kinder,
e (Specify)
Grade 1-6,
r ___________
Grade 7-10 and
___
Grade 11-12
T 7. Grade Level
e attached to
Taught Tertiary
a Preschool
c Kinder,
Primary Grade 7-10 and
h
e Grade 11-12
r Intermediate Kinder,
Junior High Grade 1-6 and
I School Grade 11-12
I Senior All
9. Region Mindanao
Luzon
National 178
Capital
Region
Cordillera
Administr
ative
Region
I - Ilocos
II -
Cagayan
Valley
III -
Central
Luzon
IV-
CALABAR
ZON
IV-
MIMAROP
A
V - Bicol
Visayas
VI -
Western
Visayas
VII -
Central
Visayas
VIII -
Eastern
Visayas
Mindanao
IX -
Zamboang
a
Peninsula
X-
Northern
Mindanao
XI -
Davao
Region
XII -
SOCCSKSA
RGEN
XIII -
Caraga

Autonomou
s Region in
Muslim
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
Moderate

Moderate
OBJECTIVES

Very High
High
Low

Low

High
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1Applied knowledge of content within and across curriculum teaching
areas.

1.2Used 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 higher-order
thinking skills.
2. Learning Environment and Diversity of Learners
2.1Managed 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.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
179
 Level of Priority for
Capability Development

Very High
Moderate

Moderate
OBJECTIVES

Very High
High
Low

Low

High
1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1Planned, 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
4.1Designed, 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.
180