RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)

SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 0 0 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 0 0 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 0 0 0 0
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
hand - outs activities within a range of physical learning - focused 0 0 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 0 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 0 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 0 0 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 0 0 0 0

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. 0 0 0 0

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
0 0 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 0 0 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 0 0 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 0 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 1 0 0
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
hand - outs activities within a range of physical learning - focused 1 0 1 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 0 1 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 1 0 0

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. 1 0 0 1 0

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
1 0 1 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 1 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 0 1 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) Generalist
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 1 0 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 1 0 0 0
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
hand - outs activities within a range of physical learning - focused 1 1 0 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 1 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 1 0 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 1 0 0 0

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. 1 1 0 0 0

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
1 1 0 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 1 0 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 1 0 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) General
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 1 0 0
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
hand - outs activities within a range of physical learning - focused 1 0 1 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 1 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 1 0 0

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. 1 0 1 0 0

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
1 0 1 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 1 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 0 1 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) Generalist
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 1 0 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 1 0 0 0
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
hand - outs activities within a range of physical learning - focused 1 1 0 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 1 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 1 0 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 1 0 0 0

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. 1 1 0 0 0

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
1 1 0 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 1 0 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 1 0 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 1 0 0
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
hand - outs activities within a range of physical learning - focused 1 0 1 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 0 1 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 1 0 0

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. 1 0 1 0 0

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
1 0 1 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 1 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 0 1 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) Industrial Education
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 1 0 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 1 0 0 0
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
hand - outs activities within a range of physical learning - focused 1 1 0 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 1 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 1 0 0 0

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. 1 1 0 0 0

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
1 1 0 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 1 0 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 1 0 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 1 0 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 1 0 0 0
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
hand - outs activities within a range of physical learning - focused 1 1 0 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 1 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 1 0 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 1 0 0 0

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. 1 1 0 0 0

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
1 1 0 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 1 0 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 1 0 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) Music
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 1 0 0
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
hand - outs activities within a range of physical learning - focused 1 0 1 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 1 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 1 0 0

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. 1 0 0 1 0

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
1 0 1 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 1 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 0 1 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 1 0 0
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
hand - outs activities within a range of physical learning - focused 1 0 1 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 1 0 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 1 0 0

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. 1 0 1 0 0

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
1 0 1 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 1 0 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 1 0 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 0 1 0
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
hand - outs activities within a range of physical learning - focused 1 1 0 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 0 1 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 0 1 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 0 1 0

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. 1 0 0 1 0

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
1 0 0 1 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 0 1 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 0 0 1 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 1 0 0 0
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
hand - outs activities within a range of physical learning - focused 1 1 0 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 0 1 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 1 0 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 1 0 0 0

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. 1 1 0 0 0

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
1 1 0 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 1 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 1 0 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) General
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 1 0 0
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
hand - outs activities within a range of physical learning - focused 1 0 1 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 0 1 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 1 0 0

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. 1 0 0 1 0

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
1 0 1 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 1 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 0 1 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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 (fill color) the circle that is applicable to you.

1. Age
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) Home Economics
7. Grade Level taught
Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
 Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District
Cateel Central Elementary School/Cateel 1 District

PART II: OBJECTIVES

There are two columns for every objective. Please type an asterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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 Modelled effective applications of content knowledge within and

across curriculum teaching areas. 1 0 1 0 0

1.2 Collaborated with colleagues in the conduct and application of

research to enrich knowledge of content and pedagogy. 1 0 1 0 0

1.3 Developed and applied effective teaching strategies to promote

critical and creative thinking, as well as other higher-order thinking 1 0 1 0 0
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
hand - outs activities within a range of physical learning - focused 1 0 1 0 0
environments.

2.2 Exhibited effective and constructive behavior management skills by

applying positive and non-violent discipline to ensure learning- 1 0 1 0 0
focused environments.

2.3 Worked with colleagues to share differentiated, developmentally

appropriate opportunities to address learners' differences in gender,
needs, strengths, interests and experiences. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
 Priority for
Level of 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 1 0 1 0 0
contexts.

3.2 Reviewed with colleagues, teacher and learner feedback to plan,

facilitate, and enrich teaching practice. 1 0 1 0 0

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. 1 0 1 0 0

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
1 0 1 0 0
curriculum requirements.

4.2 Interpreted collaboratively monitoring and evaluation strategies of

attainment data to support learner progress and achievement. 1 0 1 0 0

4.3 Applied skills in the effective communication of learner needs,

progress and achievement to key stakeholders, including 1 0 1 0 0
parents/guardians.

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 1 0 1 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.
This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from Au said through the Basic
Education Sector Transformation (BEST) Program.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)

SELF-ASSESSMENT TOOL FOR TEACHER I-III

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 the teacher quality
requirements in the Philippines. The current reform calls for teachers to critically reflect on
their roles and the expectations of them on 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

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
Under 25
25-30
31-35
36-40
41-45
46-50
51-55
Over 55
2. Sex
Male
Female
3. Employment Status
Full-Time
Part-Time
Contractual
4. Position
Teacher I (less than 3 years)
Teacher I (more than 3 years)
Teacher II
Teacher III
Master Teacher I
Master Teacher II
Master Teacher III
Master Teacher IV
5. Highest Degree Obtained
Bachelor's Degree
Master's Degree
Doctorate Degree
6. Area of Specialization
English
Filipino
Mathematics
General Science
Biology
Chemistry
Physics
Others (Specify) __________________________
7. Grade Level taught
 Kindergarten
Primary
Intermediate
Junior High School
Senior High School
8. Curricular Classification of the School
Kindergarten
Grades 1-6
Grades 7-10
Kinder and Grades 1-6
Kinder and Grades 7-10
Grades1-6 and Grades 7-10
Kinder, Grades 1-6 and Grades 7-10
Kinder, Grades 1-6, Grades 7-10 and Grades 11-12
9. School/District

PART II: OBJECTIVES

There are two columns for every objective. Please type an aterisk (*) on the box 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 will be automatically answered and the "High" and Very High" will also be
highlighted.

In the box below, please provide any general comments you may have about the objectives.

Priority for
Level of 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. 0 0 9 4 4 9 0 0

1.2 Used a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills. 0 0 13 0 0 13 0 0

1.3 Applied a range of teaching strategies to develop critical and

creative thinking, as well as other higher-order thinking skills. 0 1 7 5 5 7 1 0

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. 0 0 7 6 6 7 0 0

2.2 Managed learner behavior constructively by applying positive and

non-violent discipline to ensure learning-focused environments. 0 0 6 7 7 6 0 0
 2.3 Used differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests 0 0 5 8 8 5 0 0
and experiences.

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.

Priority for
Level of 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 0 1 9 3 3 9 1 0
and varied teaching contexts.
3.2 Participated in collegial discussions that use teacher and learner
feedback to enrich teaching practice. 0 1 7 5 5 7 1 0

3.3 Selected, developed, organized and used diagnostic appropriate

teaching and learning resources, including ICT to address learning 0 4 4 5 5 4 4 0
goals.
4. Assessment and Reporting

4.1 Designed, selected, organized and used diagnostic, formative and

summative assessment strategies consistent with curriculum 0 1 7 5 5 7 1 0
requirements.
 4.2 Monitored and evaluated learner progress and achievement using
learner attainment data. 0 1 7 5 5 7 1 0

4.3 Communicated promptly and clearly the learners' needs, progress

and achievement to key stakeholders, including parents/guardians. 0 1 6 6 6 6 1 0

5. Plus Factor

Performed various related work/activities that contribute to the

teaching-learning process. 0 0 7 6 6 7 0 0

Optional: In the space provided, you may want to make some personal comments about your practice and the
objectives on the page.

This tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from AusAid through the Basic
Education Sector Transformation (BEST) Program.