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.

SY 2019-2020
ANNIE M. MERCADO
Teacher III
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 Visayas
Biology VI - Western Visayas
Chemistry VII - Central Visayas
Physics VIII - Eastern Visayas
Others (Specify) ______________ Mindanao
7. Grade Level Taught IX - Zamboanga Peninsula
Preschool X - Northern Mindanao
Primary XI - Davao Region
Intermediate XII - SOCCSKSARGEN
Junior High School XIII - Caraga
Senior High School 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.