Cot 2021-2022

1
COT-RPMS
TEACHER I-III
RATING SHEET
OBSERVER: _________________________________________________ DATE: __________________________
TEACHER OBSERVED: ________________________________________ QUARTER: ______________________
SUBJECT & GRADE LEVEL TAUGHT: ________________________________________________________________________
OBSERVATION: 1 □ 2 □
DIRECTIONS FOR THE OBSERVERS:
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a (✓) symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. For schools with only one observer, this form will serve as the final rating sheet.
INDICATORS 3 4 5 6 7 NO*
1. Apply knowledge of content within and across curriculum teaching areas
2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning
3. Use effective verbal and non-verbal classroom communication strategies to support

learner understanding, participation, engagement and achievement
4. Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
5. Maintain learning environments that promote fairness, respect and care to

encourage learning
OTHER COMMENTS:
* NO stands for Not Observed which automatically gets a rating of 3.
This tool was developed through the Philippine National

S.Y. 2021-2022 | Proficient Teacher Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
2
6. Maintain learning environments that nurture and inspire learners to participate,

cooperate and collaborate in continued learning**
7. Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning**
8. Design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents***
9. Adapt and use culturally appropriate teaching strategies to address the needs of
learners from indigenous groups***
OTHER COMMENTS:

** Do not accomplish if the ratee opted to present SET A: A supplementary material as Means of Verification (MOV) of Objectives
7 and/or 8 in the RPMS Tool for Proficient Teachers or RPMS Tool for Teacher-Broadcasters.
*** Do not accomplish if the ratee opted to present SET B: Teacher Reflection Form (TRF) as Means of Verification (MOV) of
Objectives 9 and/or 10 in the RPMS Tool for Proficient Teachers or RPMS Tool for Teacher-Broadcasters.
____________________________________ ____________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

1
COT-RPMS
MASTER TEACHER I-IV
RATING SHEET
OBSERVER: _________________________________________________ DATE: __________________________
TEACHER OBSERVED: ________________________________________ QUARTER: ______________________
SUBJECT & GRADE LEVEL TAUGHT: ________________________________________________________________________
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a (✓) symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. For schools with only one observer, this form will serve as the final rating sheet.
2. Use a range of teaching strategies that enhance learner achievement in literacy

and numeracy skills
3. Use effective verbal and non-verbal classroom communication strategies to support

learner understanding, participation, engagement and achievement
4. Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
5. Maintain learning environments that promote fairness, respect and care to

encourage learning
OTHER COMMENTS:

S.Y. 2021-2022 | Highly Proficient Teacher Research Center for Teacher Quality (RCTQ) with support
2
6. Design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents**
7. Adapt and use culturally appropriate teaching strategies to address the needs of
learners from indigenous groups**
OTHER COMMENTS:

** Do not accomplish if the ratee opted to present SET B: Teacher Reflection Form (TRF) as Means of Verification (MOV) of
Objectives 9 and/or 10 in the RPMS Tool for Proficient Teachers or RPMS Tool for Teacher-Broadcasters.
____________________________________ ____________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

S.Y. 2021-2022 | Highly Proficient Teacher Research Center for Teacher Quality (RCTQ) with support
1
COT-RPMS
OBSERVATION NOTES FORM
OBSERVER: __________________________________________________________ DATE: __________________________
TEACHER OBSERVED: _________________________________________________ TIME STARTED: __________________
SUBJECT & GRADE LEVEL TAUGHT: _____________________________________ TIME ENDED: ____________________
Write your observations on the teacher’s classroom performance on the space provided. Use additional sheets whenever
necessary.
____________________________________
Signature over Printed Name of the Observer

Research Center for Teacher Quality (RCTQ) with support
1
COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: ___________________________________ NAME OF TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ___________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT:
DATE: ___________________ ___________________________________
Discuss with the other observers your reason/s for rating in each indicator. In case of different ratings, come up with a final rating.
The final rating is NOT an average; it is a rating based on a reasoned and consensual judgment. Indicate this rating on the column
for Final Rating.
Note that if the Ratee gets NO (Not Observed) in an indicator, write 3 as the Final Rating. Further, Indicators 6, 7, 8, and/or 9 will only
be accomplished if the ratee opted to have the Classroom Observation Tool (COT) rating sheet or inter-observer agreement form as
Means of Verification (MOV) of its respective RPMS Objective.
FINAL
INDICATORS
RATING
2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
3. Use effective verbal and non-verbal classroom communication strategies to support learner understanding,
participation, engagement and achievement
4. Establish safe and secure learning environments to enhance learning through the consistent implementation
of policies, guidelines and procedures
5. Maintain learning environments that promote fairness, respect and care to encourage learning
OTHER COMMENTS:

2
FINAL
INDICATORS
RATING*
6. Maintain learning environments that nurture and inspire learners to participate, cooperate and collaborate in
continued learning
7. Apply a range of successful strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning
8. Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness
and talents
9. Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous
groups
OTHER COMMENTS:
* Write N/A if not applicable.
______________________________ ______________________________ ______________________________

Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3
____________________________________
Signature over Printed Name of the Teacher

1
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in
this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.
YOUR REFLECTIONS

2

3
RPMS SY 2021-2022
TEACHER I-III
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIONS

4

5
RPMS SY 2021-2022
TEACHER I-III
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.
Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS

6

7
RPMS SY 2021-2022
TEACHER I-III
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.
YOUR ANNOTATIONS

8

1
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies
PROMPT #1
This is the observation notes form accomplished for the observation in the class of Teacher Emille. The observer
noted that all learners must receive the same activity and no differentiation must be applied for advanced learners.
Veronica San Vicente October 18, 2021

Emille Santos 10:00am
MAPEH Gr.7 11:00am
• Good start of the class

• The teacher has a well-modulated voice.
• Why was there a special activity for one student? There must be uniform measure of
students’ success. Therefore, there must be no differentiation in what the students do
even if the teacher claims that this student is advanced in terms of artwork compared
to his classmates.

2
Do the following:
1. In the context of addressing gifted learners, do you agree with the note of the observer? Write your reflections
in this form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in
designing, adapting, and implementing teaching strategies for gifted learners. Attach your LAC plan here.
YOUR REFLECTIONS

3
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies
PROMPT #2
1. Design a lesson plan for learners with disabilities based on your idea on how they may be addressed in
your class. Your strategies for learners with disabilities must be highlighted and annotated in this form.
Mention a specific exceptionality or learning disability. Attach your lesson plan here.
2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.
YOUR ANNOTATIONS

4

5
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #1
Leo and Margarito belong to an indigenous group of people called the T’boli tribe. T’boli is one of the major Lumad
ethnolinguistic groups in the Southern part of the country. Their culture is richly connected and inspired by nature,
with dances that mimic from actions of animals and a variety of music and songs. Leo and Margarito’s families have
migrated to the lowlands due to conflicts related to their ancestral domain. They are the only indigenous peoples in
your class of 45 students. Having a different culture from the rest of the class has affected their sense of self and
how they relate to others.
Do the following:
1. In the context of addressing the needs of learners from indigenous groups, what teaching strategy will you
develop and use in your lesson to affirm and strengthen their indigenous cultural identity? Write your
reflections in this form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in adapting
and using culturally appropriate teaching strategies for learners from indigenous groups. Attach your LAC
plan here.
YOUR REFLECTIONS

6

7
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #2
1. Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using
national mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum
Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection
form. Attach your lesson plan here.
2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.
YOUR ANNOTATIONS

8

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF) RUBRIC FOR TEACHER I-III

(scoring rubric for grading the TRF)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

(5) (4) (3) (2) (1)
Reflections, Reflections, Reflections, Reflections, Reflections,

annotations, and/or annotations, and/or annotations, and/or annotations, and/or annotations, and/or
outputs (e.g., lesson outputs (e.g., lesson outputs (e.g., lesson outputs (e.g., lesson outputs (e.g., lesson
plan) exceed the plan) exceed the plan) meet the plan) partially meet the plan) do not meet the
expectations of the expectations of the expectations of the expectations of the expectations of the
TRF prompt. TRF prompt. TRF prompt. TRF prompt. TRF prompt.
They are complete and They are complete and They are complete and They are either They are incomplete
show comprehensive show comprehensive show sufficient complete or incomplete and totally
and in-depth knowledge knowledge about the knowledge about the and show limited disconnected from
about the topic topic/question by topic/question. knowledge about the what is asked.
/question by providing providing accurate topic/question.
accurate details and details.
some critical inputs or
creativity.

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF) RUBRIC FOR MASTER TEACHER I-IV

(scoring rubric for grading the TRF)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

(5) (4) (3) (2) (1)
Reflections, Reflections, Reflections, Reflections, Reflections,

annotations, and/or annotations, and/or annotations, and/or annotations, and/or annotations, and/or
outputs (e.g., LAC plan, outputs (e.g., LAC plan, outputs (e.g., LAC plan, outputs (e.g., LAC plan, outputs (e.g., LAC
lesson plan) exceed lesson plan) exceed lesson plan) meet the lesson plan) partially plan, lesson plan) do
the expectations of the the expectations of the expectations of the meet the expectations not meet the
TRF prompt. TRF prompt. TRF prompt. of the TRF prompt. expectations of the
TRF prompt.
They are complete and They are complete and They are complete and They are either
show comprehensive show comprehensive show sufficient complete or incomplete They are incomplete
and in-depth knowledge knowledge about the knowledge about the and show limited and totally
about the topic topic/question by topic/question. knowledge about the disconnected from
/question by providing providing accurate topic/question. what is asked.
accurate details and details.
some critical inputs or
creativity.

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
(RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR TEACHER I-III

(Proficient Teachers) for SY 2021-2022
in the time of COVID-19
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.
2
PART I: DEMOGRAPHIC PROFILE 9. Grade Level Taught

O Kindergarten
Please shade the circle that is applicable to 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 Teacher I O SPED Teacher I O Kinder, 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 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
6. Highest Degree Obtained O Grade 11-12
O Bachelor’s Degree ________________ O Community-based Learning Center
O 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 Chemistry O Health O 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 Muslim
O Edukasyon sa O Others (Specify)
Mindanao
Pagpapakatao ______________
SAT-RPMS S.Y. 2021-2022 | Proficient Teachers

3
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.
Level of Priority Areas

Capability to be Addressed
High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy (PPST Domain 1)
1.1 Applied knowledge of content within and across

curriculum teaching areas. (PPST Indicator 1.1.2)
1.2 Used research-based knowledge and principles of
teaching and learning to enhance professional practice.
(PPST Indicator 1.2.2)
1.3 Displayed proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning. (PPST Indicator
1.6.2)
1.4 Used effective verbal and non-verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement. (PPST Indicator
1.7.2)
2. Learning Environment (PPST Domain 2)
2.1 Established safe and secure learning environments to

enhance learning through the consistent implementation of
policies, guidelines and procedures. (PPST Indicator 2.1.2)
2.2 Maintained learning environments that promote
fairness, respect and care to encourage learning. (PPST
Indicator 2.2.2)
Optional: In the space provided, you may want to make some personal comments about your
practice and the objectives on this page.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
OBJECTIVES
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
2. Learning Environment (PPST Domain 2) - continuation
2.3 Maintained supportive learning environments that

nurture and inspire learners to participate, cooperate and
collaborate in continued learning. (PPST Indicator 2.4.2)
2.4 Applied a range of successful strategies that maintain
learning environments that motivate learners to work
productively by assuming responsibility for their own
learning. (PPST Indicator 2.5.2)
3. Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
(PPST Domains 3, 4, and 5)
3.1 Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness
and talents. (PPST Indicator 3.3.2)
3.2. Adapted and used culturally appropriate teaching
strategies to address the needs of learners from indigenous
groups. (PPST Indicator 3.5.2)
3.3 Adapted and implemented learning programs that ensure
relevance and responsiveness to the needs of all learners.
3.4 Utilized assessment data to inform the modification of
teaching and learning practices and programs. (PPST
Indicator 5.5.2)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

5

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
4. Community Linkages and Professional Engagement & Personal Growth and

Professional Development (PPST Domains 6 & 7)
4.1 Maintained learning environments that are responsive to
community contexts. (PPST Indicator 6.1.2)
4.2 Reviewed regularly personal teaching practice using
existing laws and regulations that apply to the teaching
profession and the responsibilities specified in the Code of
Ethics for Professional Teachers. (PPST Indicator 6.3.2)
4.3 Complied with and implemented school policies and
procedures consistently to foster harmonious relationships
with learners, parents, and other stakeholders. (PPST
Indicator 6.4.2)
4.4 Apply a personal philosophy of teaching that is learner-
centered. (PPST Indicator 7.1.2)
4.5 Adopt practices that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude,
respect and integrity. (PPST Indicator 7.2.2)
4.6 Set professional development goals based on the
Philippine Professional Standards for Teachers. (PPST
Indicator 7.5.2)
5. Plus Factor
Performed various related works/activities that contribute to

the teaching-learning process.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

6
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
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.

7

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
This tool was developed through the

Philippine National Research Center for
Teacher Quality (RCTQ) with support
from the Australian Government.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
(RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR MASTER TEACHER I-IV

(Highly Proficient Teachers) for SY 2021-2022
in the time of COVID-19
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.
2
PART I: DEMOGRAPHIC PROFILE 9. Grade Level Taught

O Kindergarten
Please shade the circle that is applicable to 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
4. Position attached to Tertiary
O Master Teacher I O Master Teacher IV O Kinder, Grade 1-6, Grade 7-10,
O Master Teacher II O SPED Teacher V Grade 11-12 attached to Tertiary
O Master Teacher III O Kinder, Grade 7-10
5. Total Number of Years in Teaching O Kinder, Grade 11-12
(Private and Public) O Grade 1-6
O 0-3 years O Grade 1-6 and Grade 7-10
O 4-10 years O Grade 1-6 and Grade 11-12
O More than 10 years O Grade 1-6, Grade 7-10 and Grade 11-12
O Grade 7-10
6. Highest Degree Obtained
O Bachelor’s Degree ________________
O Grade 11-12
O Master’s Degree __________________
O Community-based Learning Center
O Doctorate Degree _________________
11.Region
7. Area of Specialization
Luzon
O English O Values Education
O National Capital Region
O Filipino O SPED
O Cordillera Administrative Region
O Mathematics O Music
O I - Ilocos
O General Science O Arts
O II - Cagayan Valley
O Biology O Physical Health
O III - Central Luzon
O Chemistry O Health
O IV-A - CALABARZON
O Physics O TLE/ TVL
O IV-B - MIMAROPA
O Social Sciences O Others (Specify)
O V - Bicol
O Early Childhood ____________
Visayas
Education
O VI - Western Visayas
8. Subject(s) Taught O VII - Central Visayas
O Mother Tongue O MAPEH O VIII - Eastern Visayas
O Filipino O Technology Mindanao
O English and Livelihood O IX - Zamboanga Peninsula
O Mathematics O Edukasyong O X - Northern Mindanao
O Science Pantahanan at O XI - Davao Region
O Araling Panlipunan Pangkabuhayan O XII - SOCCSKSARGEN
O Edukasyon sa O Others (Specify) O XIII - Caraga
Pagpapakatao ______________ O Bangsamoro Autonomous Region in Muslim
Mindanao
SAT-RPMS S.Y. 2021-2022 | Highly Proficient Teachers

3
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.

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy (PPST Domain 1)
1.1 Modelled effective applications of content knowledge

within and across curriculum teaching areas. (PPST Indicator
1.1.3)
1.2 Evaluated with colleagues the effectiveness of teaching
strategies that promote learner achievement in literacy and
numeracy. (PPST Indicator 1.4.3)
1.3 Modelled and supported colleagues in the proficient use
of Mother Tongue, Filipino and English to improve teaching
and learning, as well as to develop the learners’ pride of
their language, heritage and culture. (PPST Indicator 1.6.3)
1.4 Displayed a wide range of effective verbal and non-
verbal classroom communication strategies to support
learner understanding, participation, engagement and
achievement. (PPST Indicator 1.7.3)
2. Learning Environment (PPST Domain 2)
2.1 Exhibited effective strategies that ensure safe and

secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and
procedures. (PPST Indicator 2.1.3)
2.2 Exhibited effective practices to foster learning
environments that promote fairness, respect and care to
encourage learning. (PPST Indicator 2.2.3)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
OBJECTIVES
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
2. Learning Environment (PPST Domain 2) - continuation
2.3 Worked with colleagues to share successful strategies

that sustain supportive learning environments that nurture
and inspire learners to participate, cooperate and
collaborate in continued learning. (PPST Indicator 2.4.3)
2.4 Modelled successful strategies and supported colleagues
in promoting learning environments that effectively motivate
learners to work productively by assuming responsibility for
their own learning. (PPST Indicator 2.5.3)
3. Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
(PPST Domains 3, 4, and 5)
3.1 Assisted colleagues to design, adapt and implement
teaching strategies that are responsive to learners with
disabilities, giftedness and talents. (PPST Indicator 3.3.3)
3.2. Developed and applied teaching strategies to address
effectively the needs of learners from indigenous groups.
3.3 Worked collaboratively with colleagues to evaluate the
design of learning programs that develop the knowledge and
skills of learners at different ability levels. (PPST Indicator
4.3.3)
3.4 Worked collaboratively with colleagues to analyze and
utilize assessment data to modify practices and programs to
further support learner progress and achievement. (PPST
Indicator 5.5.3)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

5

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
4. Community Linkages and Professional Engagement & Personal Growth and

Professional Development (PPST Domains 6 & 7)
4.1 Reflect on and evaluate learning environments that are
responsive to community contexts. (PPST Indicator 6.1.3)
4.2 Discuss with colleagues teaching and learning practices
that apply existing codes, laws and regulations that apply to
the teaching profession, and the responsibilities specified in
the Code of Ethics for Professional Teachers. (PPST Indicator
6.3.3)
4.3 Exhibit commitment to and support teachers in the
implementation of school policies and procedures to foster
harmonious relationships with learners, parents and other
stakeholders. (PPST Indicator 6.4.3)
4.4 Manifest a learner-centered teaching philosophy in
various aspects of practice and support colleagues in
enhancing their own learner-centered teaching philosophy.
4.5 Contribute actively to professional networks within and
between schools to improve knowledge and to enhance
practice. (PPST Indicator 7.2.3)
4.6 Reflect on the Philippine Professional Standards for
Teachers to plan personal professional development goals
and assist colleagues in planning and achieving their own
goals. (PPST Indicator 7.5.3)
5. Plus Factor
Performed various related works/activities that contribute to

the teaching-learning process.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

6
PART III: CORE BEHAVIORAL COMPETENCIES

Please shade the circle of the competency indicators that you demonstrated during the performance
cycle.

1. Self-Management
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.

7

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
This tool was developed through the

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

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1

TEACHER OBSERVED: ________________________________________ QUARTER: ______________________

SUBJECT & GRADE LEVEL TAUGHT: ________________________________________________________________________

1. Apply knowledge of content within and across curriculum teaching areas

3. Use effective verbal and non-verbal classroom communication strategies to support

5. Maintain learning environments that promote fairness, respect and care to

* NO stands for Not Observed which automatically gets a rating of 3.

This tool was developed through the Philippine National

6. Maintain learning environments that nurture and inspire learners to participate,

* NO stands for Not Observed which automatically gets a rating of 3.

This tool was developed through the Philippine National

TEACHER OBSERVED: ________________________________________ QUARTER: ______________________

SUBJECT & GRADE LEVEL TAUGHT: ________________________________________________________________________

1. Apply knowledge of content within and across curriculum teaching areas

2. Use a range of teaching strategies that enhance learner achievement in literacy

3. Use effective verbal and non-verbal classroom communication strategies to support

5. Maintain learning environments that promote fairness, respect and care to

* NO stands for Not Observed which automatically gets a rating of 4.

This tool was developed through the Philippine National

* NO stands for Not Observed which automatically gets a rating of 4.

This tool was developed through the Philippine National

TEACHER OBSERVED: _________________________________________________ TIME STARTED: __________________

SUBJECT & GRADE LEVEL TAUGHT: _____________________________________ TIME ENDED: ____________________

This tool was developed through the Philippine National

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: ___________________________________ NAME OF TEACHER OBSERVED:

OBSERVER 2: ___________________________________ ___________________________________

OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT:

DATE: ___________________ ___________________________________

1. Apply knowledge of content within and across curriculum teaching areas

This tool was developed through the Philippine National

* Write N/A if not applicable.

______________________________ ______________________________ ______________________________

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

This tool was developed through the Philippine National

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

This tool was developed through the Philippine National

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

This tool was developed through the Philippine National

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

This tool was developed through the Philippine National

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

Veronica San Vicente October 18, 2021

• Good start of the class

This tool was developed through the Philippine National

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

This tool was developed through the Philippine National

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

This tool was developed through the Philippine National

This tool was developed through the Philippine National

RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________

TEACHER OBSERVED: __________________ QUARTER:

TEACHER OBSERVED: __________________ QUARTER:

TEACHER OBSERVED: _______________________________ TIME STARTED:

SUBJECT & GRADE LEVEL TAUGHT: _________________ TIME ENDED:

OBSERVER 2: _ _

DATE: _ _________________

__

RATER: _______________________ SUBJECT & GRADE LEVEL:

RATER: _______________________ SUBJECT & GRADE LEVEL:

RATER: _______________________ SUBJECT & GRADE LEVEL:

RATER: _______________________ SUBJECT & GRADE LEVEL:

RATER: _______________________ SUBJECT & GRADE LEVEL:

RATER: _______________________ SUBJECT & GRADE LEVEL:

RATER: _______________________ SUBJECT & GRADE LEVEL:

RATER: _______________________ SUBJECT & GRADE LEVEL: