RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM

(RPMS) FOR TEACHERS

SELF-ASSESSMENT TOOL FOR TEACHER I-III

(Proficient Teachers) for SY 2023-2024
The passage of the K to 12 Law (R.A. 10533) in May 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 19 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.

You should accomplish this tool prior to the beginning of the school year and use to reflect on
your performance throughout the RPMS cycle. The result of your self-assessment will guide
you on which RPMS objectives to improve and on what areas you need coaching and
mentoring.

Other school personnel, including the School Head, are not allowed to see the results of this
tool. However, you can discuss with them your IPCRF-Development Plan (IPCRF-DP) based on
your self-assessment.

PLEASE READ THE INSTRUCTIONS

This tool has three parts: Part I: Demographic Profile; Part II: Objectives; and Part III: Core
Behavioral Competencies.

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.

For Part III: Core Behavioral Competencies, please shade the circle of the behavioral indicators
that you demonstrated during the performance cycle.

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PART I: DEMOGRAPHIC PROFILE Pagpapakatao ______________
9. Grade Level Taught
Please shade the circle that is applicable to
O Kindergarten
you.
O Elementary
1. Age O Junior High School
O Under 25 O 41-45 O Senior High School
O 25-30 O 46-50 O Others (Specify) _______________
O 31-35 O 51-55
10. Curricular Classification of the School
O 36-40 O Over 55
O Kindergarten
2. Sex O Kinder, Grade 1-6
O Male O Female O Kinder, Grade 1-6, Grade 7-10
3. Employment Status O Kinder, Grade 1-6, Grade 7-10,
O Regular Permanent O Substitute Grade 11-12
O Provisional O Contractual O Kinder, Grade 1-6, Grade 11-12
O Kinder, Grade 1-6, Grade 7-10
4. Position
attached to Tertiary O Kinder,
O Teacher I O SPED Teacher I Grade 1-6, Grade 7-10,
O Teacher II O SPED Teacher II Grade 11-12 attached to Tertiary
O Teacher III O SPED Teacher III O Kinder, Grade 7-10
O Special Science O SPED Teacher IV O Kinder, Grade 7-10, Grade 11-12
Teacher I O Kinder, Grade 11-12
O Grade 1-6
5. Total Number of Years in Teaching
O Grade 1-6 and Grade 7-10
(Private and Public)
O Grade 1-6 and Grade 11-12
O 0-3 years
O Grade 1-6, Grade 7-10 and Grade 11-12
O 4-10 years
O Grade 7-10
O More than 10 years
O Grade 7-10 and Grade 11-12 O
6. Highest Degree Obtained Grade 11-12
O Bachelor’s Degree ________________ O O Community-based Learning Center
Master’s Degree __________________
11. Region
O Doctorate Degree _________________
Luzon
7. Area of Specialization O National Capital Region
O English O Values Education O Cordillera Administrative Region
O Filipino O SPED O I - Ilocos
O Mathematics O Music O II - Cagayan Valley
O General Science O Arts O III - Central Luzon
O Biology O Physical Health O IV-A - CALABARZON O
O Chemistry O Health IV-B - MIMAROPA
O Physics O TLE/ TVL O V - Bicol
O Social Sciences O Others (Specify) Visayas
O Early Childhood ____________ O VI - Western Visayas
Education O VII - Central Visayas
O VIII - Eastern Visayas
8. Subject(s) Taught
Mindanao
O Mother Tongue O MAPEH
O IX - Zamboanga Peninsula
O Filipino O Technology
O X - Northern Mindanao
O English and Livelihood
O XI - Davao Region
O Mathematics O Edukasyong
O XII - SOCCSKSARGEN
O Science Pantahanan at O XIII - Caraga
O Araling Panlipunan Pangkabuhayan O Bangsamoro Autonomous Region in
O Edukasyon sa O Others (Specify) Muslim
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Mindanao
PART II: OBJECTIVES

There are two columns for every objective. Please shade one circle in each column
corresponding to how you rate your (1) level of capability and (2) priority for development
for each objective.

Priority Areas to be
Level of Capability
Addressed

OBJECTIVES Low Mode High Very Low Mode High Very

rate High rate High
1 2 3 4 1 2 3 4

1. Content Knowledge and Pedagogy (PPST Domain 1-3)

1. Applied knowledge of content within and

across curriculum teaching areas. (PPST
Indicator 1.1.2)
1.2 . Used a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.
(PPST 1.4.2)
1.3. Applied a range of teaching strategies to
develop critical and creative thinking, as well
as other higher- order thinking skills. (PPST
1.5.2)
1.4. Displayed proficient use of Mother Tongue,
Filipino and
English to facilitate teaching and learning.
(PPST 1.6.2
2. Learning Environment (PPST Domain 4-6)

5. Established safe and secure learning

environments to enhance learning through the
consistent implementation of policies,
guidelines andprocedures.(PPST 2.1.2)
6. Maintained learning environments that
promote fairness, respect and care to
encourage learning.(PPST 2.2.2)
7. Established a learner-centered culture by
using teaching strategies that respond to their
linguistic, cultural, socio-economic and
religious backgrounds.(PPST 3.2.2)
8. Adapted and used culturally appropriate
teaching strategies to address the needs of
learners from indigenous groups. (PPST 3.5.2

KRA 3: Curriculum and Planning & Assessment and Reporting

SAT-RPMS S.Y. 2023-2024 |Proficient Teachers

9. Set achievable and appropriate learning
outcomes that are aligned with learning
competencies.(PPST 4.2.2)
10. Used strategies for providing timely,
accurate and
constructive feedback to improve learner
performance.
(PPST 5.3.2
11. Utilized assessment data to inform the
modification of teaching and learning
practices and programs.(PPST 5.5.2)

KRA 4: Personal Growth and Professional Development & Personal

Growth and Professional Development
12. Build relationships with parents/guardians
and the wider
school community to facilitate involvement in
the educative
process.(PPST 6.2.2)
13. Participated in professional networks to
share knowledge and to enhance practice.
(PPST 7.3.2)
14. Developed a personal improvement plan
based on reflection of one’s practice and
ongoing professional learning.(PPST 7.4.2
15. 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.

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________
OBJECTIVES Level of Priority Areas
Capability to be Addressed
________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________
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Priority Areas
Level of
to be
Capability
Addressed

OBJECTIVES Low High Low High

ModerateVery High Moderate Very High

1 2 3 4 1 2 3 4
3. Curriculum and Planning (PPST Domain 7-9)

3.1.Planned, managed and implemented developmentally

sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
(PPST 4.1.2)
3.2. Participated in collegial discussions that use teacher and
learner feedback to enrich teaching practice.
(PPST 4.4.2)
3.3. Selected, developed, organized and used appropriate
teaching and learning resources, including ICT, to address
learning goals.
(PPST 4.5.2)
4.1. Assessment and Reporting (PPST Domain 10-12)

4.1.Designed, selected, organized and used diagnostic,

formative and summative assessment strategies consistent
with curriculum requirements. (PPST 5.1.2)
4.2. Monitored and evaluated learner progress and
achievement using learner attainment data.
(PPST 5.2.2)
4.3. Communicated promptly and clearly the learners'
needs, progress and achievement to key stakeholders,
including parents/guardians.(PPST 5.4.2)

SAT-RPMS S.Y. 2023-2024 |Proficient Teachers

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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 Areas

Capability to be Addressed

OBJECTIVES Low High Low High

ModerateVery High Moderate Very High

1 2 3 4 1 2 3 4
5. Personal Growth and Professional Development (PPST Domains 13-14)

5.1 Applied a personal philosophy of teaching that is learner-

centered. (PPST 7.1.2)
5.2 Set professional development goals based on the
Philippine Professional Standards for Teachers.
(PPST 7.5.2)
5. Plus Factor

Performed various related works/activities that contribute to

the teaching- learning process.

SAT-RPMS S.Y. 2023-2024 |Proficient Teachers

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

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

PART III: CORE BEHAVIORAL COMPETENCIES

Please shade the circle of the competency indicators that you demonstrated during the
performance cycle.
CORE BEHAVIORAL COMPETENCIES Total
1. Self-Management

SAT-RPMS S.Y. 2023-2024 |Proficient Teachers

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1. Sets personal goals and directions, needs and development.

2. Undertakes personal actions and behavior that are clear and

purposive and takes into account personal goals and values
congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is challenged
by higher goals.
4. Prioritizes work tasks and schedules (through Gantt charts,
checklists, etc.) to achieve goals.

5. Sets high quality, challenging, realistic goals for self and others.

2. Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms and

Conduct and Ethical Standards for public officials and employees (RA
6713).
2. Practices ethical and professional behavior and conduct taking into
account the impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.

4. Makes personal sacrifices to meet the organization’s needs.

5. Act with a sense of urgency and responsibility to meet the

organization’s needs, improve system and help others improve their
effectiveness.
3. Results Focus

1. Achieves results with optimal use of time and resources most of

the time.
2. Avoids rework, mistakes and wastage through effective work
methods by placing organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. Able to
produce very satisfactory quality work in terms of
usefulness/acceptability and completeness with no supervision
required.
4. Expresses a desire to do better and may express frustration at
waste or inefficiency. May focus on new or more precise ways of
meeting goals set.
5. Makes specific changes in the system or in own work methods to
improve performance. Examples may include doing something
better, faster, at a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.

SAT-RPMS S.Y. 2023-2024 |Proficient Teachers

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CORE BEHAVIORAL COMPETENCIES Total

4. Teamwork

1. Willingly does his/her share of responsibility.

2. Promotes collaboration and removes barrier to teamwork and goal

accomplishment across the organization.

3. Applies negotiation principles in arriving at win-win agreements.

4. Drives consensus and team ownership of decisions.

5. Works constructively and collaboratively with others and across

organizations to accomplish organization goals and objectives.
5. Service Orientation

1. Can explain and articulate organizational directions, issues and

problems.
2. Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promote advocacy for men and women
empowerment.
4. Participates in updating office vision, mission, mandates and
strategies based on DEPED strategies and directions.
5. Develops and adopts service improvement program through
simplified procedures that will further enhance service delivery.
6. Innovation

1. Examines the root cause of problems and suggests effective

solutions. Foster new ideas, processes and suggests better ways to
do things (cost and/ or operational efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously
focuses on improving personal productivity to create higher value
and results.
3. Promotes a creative climate and inspires co-workers to develop
original ideas or solutions.
4. Translates creative thinking into tangible changes and solutions
that improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources.

5 (Role model) - If all behavioral indicators had been demonstrated

4 (Consistently demonstrates) - If four behavioral indicators had been demonstrated
3 (Most of the time demonstrates) - If three behavioral indicators had been demonstrated
2 (Sometimes demonstrates) - If two behavioral indicators had been demonstrated
1 (Rarely demonstrates) - If only one behavioral indicator had been demonstrated
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This tool was developed through the

Philippine National Research Center for
Teacher Quality (RCTQ) with support
from the Australian Government.