Appendix G

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline Resources

(Recommended Developmental Needed
Intervention)
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

RATEE RATER APPROVING

AUTHORITY
 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
Kinder and Grade 11-12
3. Employment Status
Grade 1-6 and Grade 11-12
Full-time
Grade 7-10 and Grade 11-12
Part-time
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
9. Region
Master Teacher III
Luzon
Master Teacher IV
National Capital Region Cordillera
5. Highest Degree Obtained Administrative Region I - Ilocos
Bachelor’s Degree
Master’s Degree II - Cagayan Valley
Doctorate Degree III - Central Luzon
6. Area of Specialization IV-CALABARZON
English IV-MIMAROPA
Filipino V - Bicol
Mathematics Visayas
General Science VI - Western Visayas
Biology VII - Central Visayas
Chemistry VIII - Eastern Visayas
Physics Mindanao
Others (Specify) ______________ IX - Zamboanga Peninsula
7. Grade Level Taught X - Northern Mindanao
Preschool XI - Davao Region
Primary XII - SOCCSKSARGEN
Intermediate XIII - Caraga
Junior High School Autonomous Region in Muslim
Senior High School 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.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

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.
 Appendix J.2

COT-RPMS
TEACHER I-III

PRE-OBSERVATION CHECKLIST

OBSERVER: _____________________________________________ DATE: ________________________

TEACHER OBSERVED: ___________________________________ QUARTER: ________________________

SUBJECT & GRADE LEVEL TAUGHT: ____________________________________________________________

DIRECTIONS FOR THE TEACHER:

Put a check mark ( ) on the box provided for each indicator that you think is observable during your
classroom teaching

THE TEACHER: Observable Indicators

1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills

4. Manages classroom structure to engage learners, individually or in

groups, in meaningful exploration, discovery and hands-on activities within
a range of physical learning environments
5. Manages learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning experiences
to address learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum requirements

Signature over Printed Name of the Teacher

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.

198
 Appendix J.3

COT-RPMS
TEACHER I-III

RATING SHEET

OBSERVER: _____________________________________________ DATE: ________________________

TEACHER OBSERVED: ___________________________________ QUARTER: ________________________

SUBJECT & GRADE LEVEL TAUGHT: ____________________________________________________________

DIRECTIONS FOR THE OBSERVER:

1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark
the appropriate column with a ( ) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. Attach your Observation Notes Form to this completed rating sheet.

THE TEACHER: 3 4 5 6 7 NO
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills
4. Manages classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments
5. Manages learner behavior constructively by applying positive and non-violent
discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements
OTHER COMMENTS:

Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

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.

199
 Appendix J.4

COT-RPMS

TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: __________________________________ NAME OF THE TEACHER OBSERVED:

OBSERVER 2: __________________________________ ____________________________________

OBSERVER 3: __________________________________ SUBJECT & GRADE LEVEL TAUGHT:

DATE: ___________________ QUARTER: ____________ ____________________________________

DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual ratings for each indicator .
2. Discuss within the group your reason for such rating. In case of different ratings, the observers must
resolve the differences and concur on an agreed rating. The final rating is not necessarily an average; it
is a final rating based on reasoned and consensual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

THE TEACHER: Observer Observer Observer AGREED

1 2 3 RATING
1. Applies knowledge of content within and across
curriculum teaching areas
2. Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
4. Manages classroom structure to engage learners, individually
or in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
5. Manages learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths,
interests and experiences
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum
requirements and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals

9. Designs, selects, organizes, and uses diagnostic, formative

and summative assessment strategies consistent with
curriculum requirements

Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3

Signature over Printed Name of the Teacher

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.

200