Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Antipolo City
District I-C
DELA PAZ NATIONAL HIGH SCHOOL

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.
 Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Antipolo City
District I-C
DELA PAZ NATIONAL HIGH SCHOOL

DEMOGRAPHIC PROFILE

PART I
Please shade the circle that is applicable to you.
 1. Age 8. Curricular Classification of the School
Under 25 Kindergarten
25-30 Grade 1-6
31-35 Grade 7-10
36-40 Kinder and Grade 1-6
41-45 Kinder and Grade 7-10
46-50 Grade 1-6 and Grade 7-10
51-55 Kinder, Grade 1-6, Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10 attached to
2. Sex Tertiary Grade 11-12
Male Kinder and Grade 11-12
Female Grade 1-6 and Grade 11-12
Grade 7-10 and Grade 11-12
3. Employment Status
Grade 1-6, Grade 7-10 and Grade 11-12
Full-time
Kinder, Grade 1-6, Grade 7-10 and
Part-time
Grade 11-12
Casual
Kinder, Grade 1-6, Grade 7-10 and
Contractual
Grade 11-12 attached to Tertiary
4. Position Kinder, Grade 7-10 and Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6 and Grade 11-12
Teacher I (more than 3 years) All
Teacher II
Teacher III 9. Region
Master Teacher I Luzon
Master Teacher II National Capital Region
Master Teacher III Cordillera Administrative Region
Master Teacher IV I- Ilocos
5. Highest Degree Obtained II- Cagayan Valley
Bachelor’s Degree III- Central Luzon
Master’s Degree IV-CALABARZON
Doctorate Degree IV-MIMAROPA
6. Area of Specialization V – Bicol
English Visayas
Filipino VI - Western Visayas
Mathematics VII- Central Visayas
General Science VIII- Eastern Visayas
Biology Mindanao
Chemistry IX - Zamboanga Peninsula
Physics X- Northern Mindanao
Others (Specify) ______________ XI- Davao Region
7. Grade Level Taught XII- SOCCSKSARGEN
Preschool XIII- Caraga
Primary Autonomous Region in Muslim Mindanao
Intermediate
Junior High School
Senior High School

Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Antipolo City
District I-C
DELA PAZ NATIONAL 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 Capability Priority for

Development

VERY HIGH

VERY HIGH
LOW

LOW
MODERATE

MODERATE
HIGH

HIGH
OBJECTIVES

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 Capability Priority for

Development
VERY HIGH

VERY HIGH
LOW

LOW
MODERATE

MODERATE
HIGH

HIGH

OBJECTIVES

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.