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
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 7-10
Male attached to Tertiary
Female Grade 11-12
3. Employment Status Kinder and Grade 11-12
Full-time Grade 1-6 and Grade 11-12
Part-time Grade 7-10 and Grade 11-12
Casual Grade 1-6, Grade 7-10 and Grade 11-12
Contractual Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 years) Grade 11-12 attached to Tertiary
Teacher II Kinder, Grade 7-10 and Grade 11-12
Teacher III Kinder, Grade 1-6 and Grade 11-12
Master Teacher I All
Master Teacher II
Master Teacher III 9. Region
Master Teacher IV Luzon
5. Highest Degree Obtained National Capital Region
Bachelor’s Degree Cordillera Administrative Region
Master’s Degree I - Ilocos
Doctorate Degree II - Cagayan Valley
6. Area of Specialization III - Central Luzon
English IV-CALABARZON
Filipino IV-MIMAROPA
Mathematics V – Bicol
General Science
Biology Visayas
Chemistry VI - Western Visayas
Physics VII - Central Visayas
Others (Specify) ______________ VIII - Eastern Visayas
7. Grade Level Taught Mindanao
Preschool IX - Zamboanga Peninsula
Primary X - Northern Mindanao
Intermediate XI - Davao Region
Junior High School XII - SOCCSKSARGEN
Senior High School XIII - Caraga
Autonomous Region in Muslim
Mindanao
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.
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 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.
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
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.
RESULTS-BASED PERFORMANCE MANAGEMENT
SYSTEM (RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR
MASTER TEACHER I-IV
(Highly 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
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 7-10
Male attached to Tertiary
Female Grade 11-12
3. Employment Status Kinder and Grade 11-12
Full-time Grade 1-6 and Grade 11-12
Part-time Grade 7-10 and Grade 11-12
Casual Grade 1-6, Grade 7-10 and Grade 11-12
Contractual Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 years) Grade 11-12 attached to Tertiary
Teacher II Kinder, Grade 7-10 and Grade 11-12
Teacher III Kinder, Grade 1-6 and Grade 11-12
Master Teacher I All
Master Teacher II
Master Teacher III 9. Region
Master Teacher IV Luzon
5. Highest Degree Obtained National Capital Region
Bachelor’s Degree Cordillera Administrative Region
Master’s Degree I - Ilocos
Doctorate Degree II - Cagayan Valley
6. Area of Specialization III - Central Luzon
English IV-CALABARZON
Filipino IV-MIMAROPA
Mathematics V – Bicol
General Science
Biology Visayas
Chemistry VI - Western Visayas
Physics VII - Central Visayas
Others (Specify) ______________ VIII - Eastern Visayas
7. Grade Level Taught Mindanao
Preschool IX - Zamboanga Peninsula
Primary X - Northern Mindanao
Intermediate XI - Davao Region
Junior High School XII - SOCCSKSARGEN
Senior High School XIII - Caraga
Autonomous Region in Muslim
Mindanao
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
High
High
Low
Low
OBJECTIVES
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1 Modeled effective applications of content
knowledge within and across curriculum teaching
areas.
1.2 Collaborated with colleagues in the conduct and
application of research to enrich knowledge of
content and pedagogy.
1.3 Developed and applied effective teaching
strategies to promote critical and creative thinking,
as well as other higher-order thinking skills.
2. Learning Environment and Diversity of Learners
2.1 Worked with colleagues to model and share
effective techniques in the management of
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 Exhibited effective and constructive behavior
management skills by applying positive and non-
violent discipline to ensure learning-focused
environments.
2.3 Worked with colleagues to share differentiated,
developmentally appropriate opportunities to
address learners’ differences in 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
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 Developed and applied effective strategies in the
planning and management of developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching
contexts.
3.2 Reviewed with colleagues, teacher and learner
feedback to plan, facilitate, and enrich teaching
practice.
3.3 Advised and guided colleagues in the selection,
organization, development and use of appropriate
teaching and learning resources, including ICT, to
address specific learning goals
4. Assessment and Reporting
4.1 Worked collaboratively with colleagues to review
the design, selection, organization and use of a range
of effective diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements.
4.2 Interpreted collaboratively monitoring and
evaluation strategies of attainment data to support
learner progress and achievement.
4.3 Applied skills in the effective communication of
learner 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.
