APPENDICES

Appendix G

RESULT-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 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 call for teachers to critically reflect on
their roles and the expectations of them in the cntext of K to 12 Education.

This tool is designed for you to reflect on the different objectives related to your professional
work. It consist of 13 items that you will analyze and rate according to your level of capacity
and level of priority for development. The items meet teacher quality requirement congruent
with the Philippine K to 12 Reform an 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 capacity and (2) level 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 10. CURRICULAR CLASSIFICATION OF THE SCHOOL

⃝ Under 25 ⃝ 41-45 ⃝ Kindergarten
⃝ 25-30 ⃝ 46-50 ⃝ Grade 1-6
⃝ 31-35 ⃝ 51-55 ⃝ Grade 7-10
⃝ 36-40 ⃝ Over 55 ⃝ Kinder and Grade 1-6
2. SEX ⃝ Kinder and Grade 7-10
⃝ Male ⃝ Female ⃝ Grade 1-6 and Grade 7-10
3. EMPLOYMENT STATUS ⃝ Kinder, Grade 1-6, Grade 7-10
⃝ Regular Permanent ⃝ Substitute ⃝ Kinder, Grade 1-6, Grade 7-10
⃝ Provisional ⃝ Contractual attached to tertiary
4. POSITION ⃝ Grade 11-12
⃝ Teacher I ⃝ Kinder and 11-12
⃝ Teacher II ⃝ Grade 1-6 and Grade 11-12
⃝ Teacher III ⃝ Grade 1-6, Grade 7-10 and Grade
5. TOTAL NUMBER OF YEARS IN TEACHING 11-12
⃝ 0-3 years ⃝ Kinder, Grade 1-6, Grade 7-10 and
⃝ 4-10 years Grade 11-12
⃝ More than 10 years ⃝ Kinder, Grade 1-6, Grade 7-10 and
6. HIGHEST DEGREE OBTAINED ⃝ Grade 11-12 attached to Tertiary
⃝ Bachelor's Degree____________________ ⃝ Kinder, Grade 7-10 and Grade 11-12
⃝ Master's Degree______________________ ⃝ Kinder, Grade 1-6 and Grade 11-12
⃝ Doctorate Degree_____________________
7. AREA OF SPECIALIZATION 11. REGION
⃝ English Luzon
⃝ Filipino ⃝ National Capital Region
⃝ Mathematics ⃝ Cordillera Administrative Region
⃝ General Science ⃝ I - Ilocos
⃝ Biology ⃝ II - Cagayan Valley
⃝ Chemistry ⃝ III- Central Luzon
⃝ Physics ⃝ IV - CALABARZON
⃝ Others (Specify)______________________ ⃝ IV - MIMAROPA
8. SUBJECT TAUGHT ⃝ V - Bicol
⃝ English Visayas
⃝ Filipino ⃝ VI - Western Visayas
⃝ Mathematics ⃝ VII - Central Visayas
⃝ Science ⃝ VIII - Eastern Visayas
⃝ Araling Panlipunan Mindanao
⃝ MAPEH ⃝ IX - Zamboanga Peninsula
⃝ Values Education ⃝ X - Northern Mindanao
⃝ Others (Specify)______________________ ⃝ XI - Davao Region
9. GRADE LEVEL TAUGHT ⃝ XII - SOCCSKSARGEN
⃝ Kindergarten ⃝ XIII - Caraga
⃝ Elementary ⃝ Autonomous Region in Muslim
⃝ Secondary Mindanao
⃝ Junior High School
⃝ Senior High School
ON OF THE SCHOOL

10 and Grade

rade 7-10 and

rade 7-10 and

ed to Tertiary
and Grade 11-12
nd Grade 11-12

rative Region

n in Muslim
PART II: OBJECTIVES
There are two column for every objective. Please shade one circle in each column corresponding to
how you rate each objective according to the level of your capacity 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

Moderate

Moderate
Very High
OBJECTIVES

High

High
Low

Low
1 2 3 4 1 2 3
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 experience to address learner's 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.
 sponding to
objective and

tives.

Priority for
evelopment
Very High

t your practice
 Level of Priority for
Capability Development

Moderate

Moderate
Very High
OBJECTIVES

High

High
Low

Low
1 2 3 4 1 2 3
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 work/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.
Priority for
evelopment
Very High

t your practice