Results-Based Performance Management System: Manual

Results-Based
Performance
Management
System
MANUAL
for Teachers and School Heads
Your guide to using RPMS Tools for Teachers
from Portfolio preparation to assessment
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National Research Center
for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
© Department of Education - Bureau of Human Resource and Organizational Development
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
TAB LE OF
CONTENTS
Introduction 2
The RPMS Tools for Teachers 3

1 1.1 Who uses the RPMS Tools? 4
1.2 What are the RPMS Tools? 4
1.3 What are the parts of the RPMS Tools? 6
Preparation of Documents and Organization of Teacher RPMS Portfolio 13
2 2.1 How do you gather and organize documents for your RPMS Portfolio? 14
2.2 How do you organize your RPMS Portfolio? 17
3 The Portfolio Assessment Process 19

3 3.1 What is the Portfolio Assessment Process? 20
3.1.1 Pre-Assessment 20
3.1.2 Assessment 24
3.1.2.1 How do you compute the Portfolio Rating? 31
3.1.2.2 How do you assess the Competencies? 39
3.1.3 Post-Assessment 41
4
Professional Reflections Through Annotations 45
4
4.1 What are annotations? 46
4.2 What is the importance of annotations? 47
4.3 What do you annotate? 47
4.4 How do you write annotations? 47
5
Effective Coaching and Giving Performance Feedback 49
5
5.1 What is coaching? 50
5.1.1 What is the difference among coaching, mentoring and counselling? 50
5.1.2 What is the Coaching Model for DepEd? 51
5.1.3 What are the Four (4) Step Processes of Coaching? 53
5.2 What is Performance Feedback? 57
5.2.1 Why do we give feedback? 59
5.2.2 What is the STAR Feedback Model? 60
5.2.3 What are the benefits of the STAR Feedback Model? 61
6 6 5.2.4 What is the Feedback Process?
Tools within the RPMS Cycle
65
67
6.1 Self-Assessment Tools in the RPMS Cycle 68
6.1.1 What are the Self-Assessment Tools-RPMS (SAT-RPMS)? 71
6.1.2 What are the parts of the SAT-RPMS? 72
6.1.3 How do you take the SAT-RPMS? 74
6.1.4 What are the uses of the SAT-RPMS? 76
6.2 Classroom Observation Tools in the RPMS Cycle 78
6.2.1 What are the Classroom Observation Tools-RPMS (COT-RPMS)? 81
6.2.2 What are the COT-RPMS Forms? 85
6.2.3 What are the roles and responsibilities of teachers and observers? 92
6.2.4 What are the processes and protocols in Classroom Observation? 93
7 7 Glossary of Terms/Acronyms 97
Appendices 103
8 8
Appendix A: Professional Standards for Teachers in the Philippines 104
Appendix B: RPMS Tool for Teacher I-III (Proficient Teachers) 135
Appendix C: RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers) 158
Appendix D.1: Individual Performance Commitment and
Review Form (IPCRF) for Teacher I-III 183
Appendix D.2: Individual Performance Commitment and
Review Form (IPCRF) for Master Teacher I-IV 192
Appendix D.3: IPCRF-Part II: Competencies 199
Appendix D.4: Part IV of the IPCRF: Development Plans 200
Appendix E: Mid-year Review Form 201
Appendix F: Performance Monitoring and Coaching Form (PMCF) 202
Appendix G: Self-Assessment Tool for Teacher I-III (Proficient Teachers) 203
Appendix H: Self-Assessment Tool for Master
Teacher I-IV (Highly Proficient Teachers) 207
Appendix I.1: COT-RPMS for Teacher I-III (Proficient Teachers) 211
Appendix I.2: COT-RPMS Rating Sheet (Teacher I-III) 223
Appendix I.3: Inter-Observer Agreement Form (Teacher I-III) 224
Appendix J.1: COT-RPMS for Master Teacher I-IV (Highly Proficient Teachers) 225
Appendix J.2: COT-RPMS Rating Sheet (Master Teacher I-IV) 233
Appendix J.3: Inter-Observer Agreement Form (Master Teacher I-IV) 234
Appendix K: COT-RPMS Observation Notes Form 235
Appendix L: Annotation Template 236
Acknowledgements 237
8 9
R e s u l t s - B a s e d P e r f o r m a nc e M a n a g e m e n t S y s t e m
Manual for Teachers and School Heads
INTRODUCTION
for RPMS Tool
Teacher
(Proficient I-III
Teachers)
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
T H E R P M S M A N UA L
T EACHERS play a crucial role in improving the quality of the

teaching and learning process. Good teachers are vital to
raising student achievement. Hence, enhancing teacher
quality ranks foremost in the many educational reform efforts
toward quality education.
To complement reform initiatives on teacher quality, the Philippine
Professional Standards for Teachers (PPST) has been developed and
nationally validated. This was signed into policy by Department of Education
(DepEd) Secretary Maria Leonor Briones through DepEd Order No. 42, s. 2017.
The PPST articulates what constitutes teacher quality through well-defined
domains, strands and indicators that provide measures of professional learning,
competent practice and effective engagement across teachers’ career stages.
This document serves as a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.
In 2015, the DepEd issued Order No. 2, s. 2015 — “Guidelines on the
Establishment and Implementation of the Results-based Performance
Management System (RPMS) in the Department of Education” following Civil
Service Commission Memorandum Circular No. 06, s. 2012 or the Strategic
Performance Management System (SPMS) to ensure efficient, timely and
quality performance among personnel.
The guidelines explain mechanisms, criteria and processes for performance
target setting, monitoring, evaluation and development planning. Through the
RPMS, the DepEd ensures that work efforts focus towards achieving its vision,
mission, values and strategic priorities toward the delivery of quality educational
services to Filipino learners.
The alignment of the RPMS with the Philippine Professional Standards for
Teachers has led to the development of new results-based assessment tools;
hence, this Manual on RPMS Tools for Teachers.
This Manual provides information and guidance to Teachers and School
Heads in the performance assessment process. For Teachers, the Manual
guides them through the basics in preparing and completing RPMS documents.
It describes the appropriate tools to assess performance and explains the
different assessment phases for teachers. It also introduces the concept of
annotations to guide teachers through critical reflection of their practices for
their continuous improvement.
For School Heads and other Raters, this Manual contains all the information
needed to assess teacher performance. It provides a detailed reference to help
in the understanding of the tools and the different phases of assessment within
the various cycles of RPMS, ensuring that mechanisms are in place to support
teacher performance.
THE RPMS TOOLS
FOR TEACHERS
M
for
RPMS
Master
T1-3
Tool
Teacher
RPMS Tool
for Teacher I-III
(Proficient Teachers)
I
-
IV
1
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
1.1 Who uses the RPMS Tools?

Raters and Ratees from across career stages use the RPMS Tools for
gauging the quality of teacher performance.
Raters refer to the School Heads (e.g. Principals, Teachers-in-Charge,

Head Teachers), Department Heads and/or Master Teachers who
assess teacher portfolios to gauge teacher performance.
Ratees are the teachers from all career stages, Teacher I-III and Master
Teacher I-IV who submit their portfolios as evidence of their teaching
performance. Senior High School teachers, including those who are in
probationary status, shall use the tools corresponding to their current
rank/position, regardless of the years in service.
1.2 What are the RPMS Tools?

RPMS Tools pertain to the two different teacher performance assessment
instruments, one for Teacher I-III (Proficient Teachers) and another for Master
Teacher I-IV (Highly Proficient Teachers).
Each tool describes the duties and responsibilities of teachers across career
stages; the Key Result Areas (KRAs) for the realization of those duties and the
specific objectives to attain the KRAs. Each tool also presents in detail the
various Means of Verification (MOV) that serve as proof of the attainment of
specific objectives alongside performance indicators, from outstanding to poor
performance, to help both Ratees and Raters in the assessment process.
1.2.1 RPMS Tool for Teacher I-

III (Proficient Teachers)
This tool is for Teacher I, Teacher II and Teacher III (TI-TIII). They
General are expected to be proficient in their practice and professionally
Description independent in the application of skills vital to the teaching and learning
process. Generally, teachers at this level are expected to:
of the Tool
• display skills in planning, implementing, managing and
evaluating learning programs;
3 • actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
T1
-
advancement; and
RPMSTool
for Teacher I-III • reflect on their practice to continually consolidate the
(ProficientTeachers)
knowledge, skills and practices of career stage 1 teachers.
4
THE RPMS TOOLS FOR TEACHERS
Figure 1.1. RPMS Tool for Teacher I-III
1.2.2 RPMS Tool for Master Teacher I-

IV (Highly Proficient Teachers)
This tool is for Master Teacher I to Master General

Teacher IV. They are expected to be at the Highly
Description
Proficient career stage, which means that they
consistently display a high level of performance of the Tool
in their teaching practice. Generally, Master
Teacher I-IV are expected to:
• manifest an in-depth and sophisticated M

understanding of the teaching and learning RPMS Tool I-IV
process; for Master Teacher
• have high education-focused situation

cognition, are more adept in problem
solving and optimize opportunities gained
from experience;
5
• provide support and mentoring to colleagues in their

professional development, as well as work collaboratively with
them to enhance the potential for learning and practice of their
colleagues; and
• continually seek to develop their professional knowledge and
practice by reflecting on their own needs and those of their
colleagues and learners.
Figure 1.2. RPMS Tool for Master Teachers I-IV
1.3. What are the parts of the RPMS Tools?

All RPMS Tools contain the following parts:
1.3.1 Job Summary. This part shows the position and the competency
profile of the ratee.
1.3.2 Qualification Standards. This part lists the Civil Service Commission
(CSC) requirements and other preferred requirements for the particular position.
6
1.3.3 Duties and Responsibilities. This section presents all the duties
and responsibilities of the teachers, which vary in complexity or
expectation depending on the teachers’ position or rank.
Duties and Responsibilities

1. Applies mastery of content knowledge and its application across
learning areas
2. Facilitates learning using appropriate and innovative teaching
strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs
to support learning
6. Monitors and evaluates learners’ progress and undertakes
activities to improve performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to
promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
Figure 1.3. Duties and Responsibilities of Teacher I-III
1.3.4 Key Result Areas. They refer to the general outputs or

outcome– the mandate or the functions of the office and/or
the individual employee. The KRAs are the very reasons why
an office and/or a job exists (D.O. No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the Domains of
the PPST – a document that defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning
Environment and Diversity of Learners, (3) Curriculum and Planning,
(4) Assessment and Reporting, and the (5) Plus Factor.
1.3.5 Objectives. They are specific tasks that an office and/or

individual employee needs to do to achieve the KRAs.
In the RPMS Tools, teachers target thirteen (13) objectives to

realize the five (5) KRAs. These objectives are aligned with
the indicators of the Philippine Professional Standards for
Teachers (PPST).
7
Figure 1.4. Key Result Areas of RPMS Tool Teacher I-III
Figure 1.5. Objectives of Master Teacher I-IV
8
1.3.6 Means of Verification (MOV). The MOV column gives Ratees and
Raters list of documents that can prove the teachers’ attainment of
objectives. They have been judiciously selected to show evidence of
attainment of objectives. Teachers gather, select, organize and
annotate MOV to help Raters in assessing teacher performance.
MOV include classroom observation tool (COT) rating sheet and/or inter-
observer agreement form; lesson plans/modified daily lesson logs
(DLLs); instructional materials; formative and summative assessment
tools; compilations of student outputs; certificates of attendance to
professional development activities like graduate studies, seminars,
forums, and/or learning action cells; and evidence showing the conduct of
collaborative activities with parents/colleagues/other stakeholders.
Figure 1.6. MOV (RPMS Tool for Teacher I-III)
1.3.7 Performance Indicators. This part provides the exact quantification

of objectives, which shall serve as the assessment tool that gauges
whether performance is positive or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators provide descriptions of

quality and quantity given five performance levels: 5-Outstanding, 4-
Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor.
• Outstanding performance means the Ratee has presented
all the MOV listed under number 5.
9
• Very Satisfactory performance means that the Ratee has

presented the required MOV listed under number 4.
• Satisfactory performance means that the Ratee has
presented the required MOV listed under number 3.
• Unsatisfactory performance means that the Ratee has
presented any of the given MOV under number 2.
• Poor performance means that the Ratee has not presented
any of the acceptable MOV.
Figure 1.7. Performance Indicators of Teacher I-III
The performance indicators of the RPMS Tools for Teachers operationalize

the performance measures, namely quality, efficiency and timeliness required by
the D.O. No. 2, s. 2015. Figure 1.8 shows the different categories of performance
measures and their operational definition.
10
CATEGORY DEFINITION
The extent to which actual performance compares with targeted performance.
Effectiveness/ The degree to which objectives are achieved and the extent to which targeted
Quality
problems are solved. In management, effectiveness relates to getting the right
things done.
The extent to which time or resources is used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount of
Efficiency quantity of waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Measures whether the deliverable was done on time based on the
requirements of the rules and regulations, and/or clients/stakeholders.

Timeliness Time-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive

expectations.
Figure 1.8. Performance Measures (D.O. No. 2, s. 2015)
The performance indicators need not have all three (3) categories. Some
performance may only be rated on quality and efficiency, some on quality
and timeliness and others on efficiency only. Figure 1.9 illustrates how the
performance measures are embedded in the performance indicators of the
RPMS Tools.
11
12
Figure 1.9. Performance Indicators of RPMS Tool for Master Teacher I-IV with QET
PREPARATION OF
DOCUMENTS AND ORGANIZATION OF TEACHER
RPMS PORTFOLIO
2
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
2.1 How do you gather and organize

documents for your RPMS Portfolio?
At the beginning of the school year, you start working
Things you need:
to achieve your targets as required by RPMS. You need
documents to show that you have done so. The following • Copy of RPMS
steps may guide you in gathering and organizing your Tool appropriate
RPMS documents. to your level
• Five (5) long
1. Review the Results-based Performance Management folders or a
System (RPMS) Tool appropriate to your level. clear book
for five KRAs
Teacher I, Teacher II and Teacher III are expected to • Binder clips/
use the tool for Teacher I-III (Proficient Teachers). fastener
Master Teacher I, Master Teacher II, Master Teacher • Original
III and Master Teacher IV must use the tool for Master documents
Teacher I-IV (Highly Proficient Teachers). Senior High • Photocopy of
School teachers shall use the tools corresponding the documents
to their current rank/position, regardless of the • Tabs
years in service. • Highlighter/
marker
Figure 2.1. RPMS Tools for Teachers
14
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO
Figure 2.2. MOV of the RPMS Tool for Teacher I-III
2. Refer to the MOV column for the checklist of the relevant documents needed.
Keep relevant documents as they become available throughout the

year. For example, after your Principal has observed your class and has
given you the COT rating sheet or inter-observer agreement form, keep/
insert the document in the corresponding folder or envelope labeled
COT Rating Sheet.
For easy organization, you may have a folder or envelope to

contain the same kinds of documents.
For example, you have an envelope containing COT rating sheet
and/or inter-observer agreement form and an envelope containing
your lesson plans or modified Daily Lesson Logs (DLLs).
Label the envelope with the name of the document contained
in it for easy retrieval later.
3. Gather documents required by the tool. Label and organize them accordingly.
To prepare your documents in time for the RPMS mid-year review or

year-end assessment of your Portfolio, you need to organize documents
properly and accurately.
In some cases, you gather/keep documents that you may not be
able to use in your Portfolio. Follow these steps to ensure that only the
required documents go into your Portfolio. Remember that you may
have to go back and forth in the process.
The MOV collected after Phase 3 on the last week of April, e.g. Brigada
Eskwela documentations, certificates from seminars/workshops, may be
included in your Portfolio for the next rating period.
15
i. Match your documents with the objectives, the performance

indicators and the MOV. You may start from Objective 1.
If you are a Teacher II and you hope to achieve a rating of Very

Satisfactory in Objective 1, you need: (i) 3 classroom
observation tool rating sheets and/or inter-observer agreement
forms showing your knowledge of content and its integration within
and across curriculum teaching areas with a rating of 6; and (ii)
another MOV (e.g. lesson plans/modified DLLs, instructional
materials, performance tasks/test materials, or others – all showing
your knowledge of content and its integration within and across
subject areas) to support each COT rating sheet.
ii. Mark your document(s) with the objective(s) where the

document(s) may be used as MOV. You may use a pencil for this.
This helps you organize your MOV later on based on objectives.
iii. Use markers to highlight the parts of your MOV that satisfy the
requirement of the objectives and the performance indicators.
This facilitates the Rater’s evaluation of your documents.
iv. Reproduce the document(s) that may be used as MOV

in other objectives. Ensure that the copies are clear.
Remember that one document may be used as MOV or

evidence of performance for other objectives. For example, if
you are a Teacher II, your COT rating sheet may contain rating or
feedback about: (i) knowledge of content (Objective 1); (ii) teaching
strategies that develop critical and creative thinking (Objective 3);
and (iii) differentiated, developmentally appropriate learning
experiences (Objective 6).
v. Put together documents that belong to the same objective.

You may bind them together or place them in a folder marked
according to objective.
vi. Insert documents in relevant folders as they become available.
4. Put annotation template/document after the annotated MOV.

Annotations establish a connection between the evidences and the
indicators. This helps the Rater facilitate the review of the RPMS Portfolio.
16
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO
2.2 How do you organize your RPMS Portfolio?

Now that you have prepared your documents, you are ready to organize
your Portfolio for submission for mid-year review and year-end evaluation.
Follow these steps:
1. Put together MOV of objectives that are under the same
Note the following tips to Key Result Area (KRA). Ensure that the MOV are
help you produce a well- arranged according to the list specified in the tool.
prepared document and MOV 1 should go first followed by other supporting
well-organized Portfolio: MOV. You may also arrange the MOV based on dates,
e.g. from most recent to oldest COT rating sheet and/or
A. Start gathering inter-observer agreement form.
documents at
the beginning of 2. Use tabs labeled Objective 1, 2, 3 and so on to
the school year. separate MOV under every objective. Arrange
objectives in order (Objective 1, 2, 3 and so on).
B. Follow the steps
in preparing your 3. Use tabs labeled KRA 1, KRA 2, KRA 3 and so on to
documents and
separate objectives under each KRA. Arrange KRAs in
organizing your
order (KRA 1, KRA 2, KRA 3 and so on).
Portfolio.
C. Check for the

4. Put together all the MOV either in soft bound, ring bound
completeness of the or using a fastener and a folder following this sequence:
documents needed by KRA 1, Objective 1 and its MOV; Objective 2 and its
preparing a checklist. MOV; Objective 3 and its MOV. Do the same thing for
KRA 2 through KRA 5.
D. Reproduce the
documents in 5. Prepare a “Table of Contents” in your Portfolio for easy
clear copies. reference. See Figure 2.3.
E. Have the photocopied 6. Provide a cover page in your Portfolio indicating the
documents in A4, long
following: name of your school, name of Principal/Rater
bond paper
and current school year. See Figure 2.4 on the next page.
or whatever
size available.
7. Prepare a second copy of your Portfolio for submission to
F. Label properly all your Rater. Affix your signature on top of your name on the
the documents for cover page of your Portfolio. The Rater will need the original
easy reference. documents to authenticate the photocopied documents.
G. Submit complete Table of Contents

documents and KRA1- Content Knowledge and Pedagogy
keep them intact.
Objective 1:
H. Keep your MOV1: COT on Solving Two-Step Word Problems

Portfolio simple MOV2: Instructional Materials for Solving Two-Step Word Problems
yet presentable. Objective 2:
MOV1: COT in Visualization of Multiplication of Fractions

MOV2: LP in Visualization of Multiplication of Fractions
Figure 2.3. Sample table of contents
17
Keep your portfolio simple. Remember that a neat and well-

organized Portfolio facilitates the assessment of your documents.
S.Y. 2016-2017
JUAN DELA CRUZ

Teacher II
JESSAMAE ZAPATA
Principal
Figure 2.4. Appropriately

labelled RPMS Portfolio
and folders (KRA1-KRA5)
18
THE PORTFOLIO
ASSESSMENT
PROCESS
3
for RPMS Tool
Teacher -III
(Proficient
Teachers)
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
3.1. What is the Portfolio Assessment Process?

Assessing the Teacher Portfolio is one of the most crucial processes in ensuring
teacher quality. The Portfolio assessment process is done across all phases of RPMS.
The Portfolio pre-assessment process, which focuses on Portfolio preparation, happens
in Phase I of the RPMS Process: Performance Planning and Commitment. It ensures that
teachers understand the Key Result Areas (KRAs), the objectives, the performance indicators
in the RPMS tool and the means of verification (MOV) to improve performance. It allows
teachers to select and prepare appropriate documents and attest to their authenticity.
Meanwhile, the Portfolio assessment process is covered in RPMS Phase II
(Performance Monitoring and Coaching) and Phase III (Performance Review and
Evaluation). It involves teacher self-assessment and Rater’s assessment of the Portfolio.
Finally, the Portfolio post-assessment process that occurs in RPMS Phase III
(Performance Review and Evaluation) and Phase IV (Performance Rewarding and
Development Planning), aims to help teachers improve their performance. It focuses on the
conduct of teacher and rater conference on the results of the portfolio assessment process.
See Figure 3.2 on Page 21
3.1.1 Pre-Assessment
Step 1: Review the
Philippine Professional
Standards for Teachers.
Familiarize yourself with the
new set of professional standards
for teachers since it has been
integrated in the RPMS tools.
The set of standards describes
seven Domains of teacher quality:
Content Knowledge and Pedagogy;
Learning Environment; Diversity of
Learners; Curriculum and Planning;
Assessment and Reporting;
Community Linkages and
Professional Engagement; and
Personal Growth and Professional
Development. These Domains are
presented as five KRAs in the Figure 3.1. A Rater reading the Philippine
RPMS Tools for Teachers. Professional Standards for Teachers (PPST)
20
Portfolio Assessment Process
Pre-Assessment Phase Assessment Phase Post-Assessment Phase

(Document/Forms: PPST, (Document/Forms: Techer
(Document/Forms: IPCRF and
RPMS Tools, IPCRF, Teacher RPMS Portfolio, appropriate IPCRF-DP
RPMS Portfolio) RPMS Tool and IPCRF
1. Review the Philippine 1. Rate the Portfolio based 1. Discuss with the
Professional Standards on the MOV presented. teacher his or her
for Teachers. Rate the teacher’s level performance data and
2. Determine the of performance using the agree on the ratings.
corresponding tool for 5-point scale:
the teacher/Ratee. 5 - Outstanding 2. Assist the teacher
• RPMS Tool for 4 - Very Satisfactory in preparing the
Teacher I-III 3 - Satisfactory Development Plans.
Mid-year Review Year-end
(Proficient Teachers) 2 - Unsatisfactory Evaluation
• RPMS Tool for Master 1- Poor (Documents/
Teacher I-IV (Highly Forms: Teacher (Documents/
Proficient Teachers) 2. Explain your Rating, RPMS Portfolio, Forms: IPCRF
3. Guide the teacher/Ratee in if needed. RPMS Tools, IPCRF and IPCRF-DP
understanding the and PMCF)
THE PORTFOLIO ASSESSMENT PROCESS

appropriate RPMS Tool
and the Individual
Performance Commitment
and Review Form (IPCRF).
4. Guide the teacers in
preparing documents
and organizing Portfolio.
5. Upon submission of
Portfolio, authenticate
documents
21
Figure 3.2. The Portfolio Assessment Process

Step 2: Determine the corresponding RPMS Tool for the Teacher/Ratee.

At the start of the Portfolio preparation, teachers should identify their RPMS
Tool considering their current position and the general description of their
practice based on the PPST.
Teacher I, Teacher II and Teacher III must use the tool for Teacher I-III.
Master Teacher I, Master Teacher II, Master Teacher III and Master Teacher IV
must use the tool for Master Teachers I-IV.
What is I am
your current a Teacher 1.
position?
Figure 3.3. A Rater determines the corresponding RPMS tool for the Teacher/Ratee
Step 3: Guide the Ratee in understanding the appropriate RPMS Tool and
the Individual Performance Commitment Review Form (IPCRF). Teachers
need to be clear about the various elements and the language of the tool, so you
can guide them in understanding the following elements:
• objectives to be met per KRA;
• specific performance rating from Outstanding to Poor performance;
• performance indicators per level; and
• MOV to prove the level of performance
Step 4: Advise the Teacher/Ratee to accomplish the IPCRF.

Agree on the performance indicators to be achieved as identified for each of the
individual objectives in the appropriate RPMS tool. See the sample on page 23.
Step 5: Guide the Teachers in preparing documents and

organizing Portfolio. Refer to Chapter 2 of this Manual.
22
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) – Teacher I-III (Proficient Teachers)
Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Weight Performance Indicators Actual Rating Score
MFOs KRAs Objectives Timeline per QET Outstanding Very Satisfactory Unsatisfactory Poor (1) Q E T Ave
Satisfactory Results
KRA (5) (3) (2)
(4)
Basic Content 1. Applied June Quality
Education Knowledge knowledge 2016 –
Services and of content March
Pedagogy within and 2017
across
curriculum
teaching
areas.
Efficiency
22.5%
Timeliness

OVERALL
RATING FOR
ACCOMPLISH-
MENTS
Figure 3.4. IPCRF Template based on the D.O. No. 2, s. 2015

23
Step 6: Upon submission of the

Teacher Portfolio, authenticate
documents.
Check the photocopies against the
Figure 3.5. A Rater compares the original documents. Sign each document to
original documents with the duplicates. attest to its authenticity.
3.1.2 Assessment
This phase focuses on the actual assessment of the Teacher

Portfolio. At this stage, you will examine the Portfolio against the
corresponding RPMS Tool and the IPCRF.
You will assess the Portfolio twice, first during the mid-year review and
second during the year-end evaluation. In the year-end review, fill out the
column that says “Actual Results” in the IPCRF. See Figure 3.23 on page 34.
Step 1: Rate the Portfolio based on the MOV presented.

Examine the MOV presented by the teacher and rate the teacher’s
level of performance using the 5-point scale:
5 - Outstanding
4 - Very Satisfactory
3 - Satisfactory
2 - Unsatisfactory
1 - Poor
For instance, in Objective 1 for Teacher I-III (Applied knowledge of content

within and across curriculum teaching areas), the Ratee has targeted a Very
Satisfactory performance (Level 4). To meet the requirements for a Level 4
performance, the Ratee needs to apply knowledge of content and its
integration within and across subject areas as evidently shown in 3 lessons
using MOV 1 (COT rating sheet and/or inter-observer agreement form) with a
rating of 6, each supported by any one (1) of the other given MOV, e.g., MOV 4
(Performance tasks/test materials highlighting integration of content
knowledge within and across subject areas).
Ensure that that the quantitative and the qualitative feedback

in the Classroom Observation Tool (COT) are consistent. If
inconsistent, request the Ratee to confer with the observer again.
24
Embedded in the performance indicators of the RPMS Tools for Teachers are
relevant dimensions of performance measures required by the D.O. No. 2, s.
2015. Figure 3.6 shows the definition of these performance measures, namely
quality/ effectiveness, efficiency and timeliness.
Performance Measures
CATEGORY DEFINITION
The extent to which actual performance compares with targeted
Effectiveness/ performance.
Quality The degree to which objectives are achieved and the extent to which
targeted problems are solved. In management, effectiveness relates to
getting the right things done.
The extent to which time or resources is used for the intended task or
Efficiency purpose. Measures whether targets are accomplished with a minimum

amount of quantity of waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Measures whether the deliverable was done on time based on the
requirements of the rules and regulations, and/or clients/stakeholders.

Timeliness Time-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive

expectations.
Figure 3.6. Performance Measures (D.O. No. 2, s. 2015)
The MOV presented by teachers are rated based on these performance

measures. Figure 3.7 shows the sample IPCRF highlighting quality/effectiveness,
efficiency and timeliness of the performance indicator.
25
26
Figure 3.7. Sample accomplished IPCRF highlighting QET

Sample School Scenario for Master Teachers

Teacher Grace, a Master Teacher II of Calauag East Central School, submits her
Portfolio for rating. She includes the following MOV under KRA 1 Objective 1:
• Four COT Rating Sheets with a rating of level 7 on effective applications of
content knowledge within and across curriculum teaching areas for 4 lessons.
- COT 1 is supported by 1 DLL used in demonstration teaching highlighting
integration of content knowledge within and across subject areas;
- COT 2 is supported by 1 set of instructional materials developed highlighting
effective application of content knowledge within and across subject areas;
- COT 3 is supported by 1 performance task/test material used
in demonstration teaching across subject areas; and
- COT 4 is supported by results of assessment used in
demonstration teaching highlighting mastery of lessons learned
Teacher Grace receives an average rating of 4.500 (Outstanding) for

KRA 1 Objective 1. Why?
Teacher Grace models effective applications of content knowledge within
and across curriculum teaching areas as evidenced by the following:
Acceptable MOV Submitted MOV Remarks
1. Classroom observation tool (COT) 4 COT rating sheets with a rating of Valid
rating sheet and/or inter-observer level 7.
agreement form about effective
applications of content knowledge
within and across curriculum teaching • COT 1 is supported by 1 DLL Valid
areas used in demonstration teaching
2. Lesson plans/modified DLLs used in highlighting integration of
demonstration teaching highlighting knowledge of content within and
integration of content knowledge across subject areas
within and across subject areas • COT 2 is supported by 1 set of Valid
3. Instructional materials developed instructional materials developed
highlighting effective application of highlighting effective application
content knowledge within and across of content knowledge within and
subject areas across subject areas
4. Performance tasks/test material(s) • COT 3 is supported by 1 Valid
used in demonstration teaching performance task/test material
highlighting integration of content used in demonstration teaching
knowledge within and across subject highlighting integration of content
areas knowledge within and across
5. Results of assessment used in subject areas
demonstration teaching highlighting • COT 4 is supported by results of Valid
mastery of lessons learned assessment used in demonstration
6. Others (Please specify and provide teaching highlighting mastery of
annotations) lessons learned
Figure 3.8. A table of sample submitted MOV for Master Teacher I-IV
Therefore, Teacher Grace got a corresponding rating of 4 in the RPMS 5-point scale
for Quality for each submitted COT rating sheet with a rating of 7. Each COT is supported
by a DLL, a set of instructional material used, performance tasks/test materials and results
of assessment. She also got a rating of 5 for Efficiency having submitted the required
number of MOV. The computation is shown below:
Q E T Total Average Weight per Objective Score

4 5 - 9 4.500 7.5% 0.337
Figure 3.9 Sample computation of Teacher Grace’s rating based on the submitted MOV
27
Sample School Scenario for Teacher I-III
For KRA 4 Objective 11, Teacher Adelyn submits a compilation of learner’s

written works with summary of results, a formative assessment tool with Table
of Specifications and frequency of errors, a class record and DLLs showing
index of mastery at the end of two quarters.
Teacher Adelyn gets an average rating of 3.000 (Satisfactory) for KRA 4

Objective 11. Why?
Teacher Adelyn shows monitoring and evaluation of learner progress and

achievement using learner attainment data by providing the following supporting MOV:
• a compilation of learner’s written works with summary of results;
• a formative assessment tool with Table of Specifications and
frequency of errors;
• a class record; and
• DLLs showing index of mastery
All MOV submitted were gathered across 2 quarters.
Let us now compare the presented MOV to the acceptable MOV in the
RPMS Tool for Teacher I-III.
Acceptable MOV Submitted MOV Remarks
• Compilation of a learner’s • A compilation of a learner’s written Not valid because
written work with summary work with summary of results it lacked parent’s
of results and with signature signature
of parents • A formative assessment tool with Not valid because it
• Formative/summative TOS and frequency of errors lacked a list of identified
assessment tools with TOS least mastered skills
and frequency of errors with • A class record Valid
identified least mastered
skills • A DLL showing index of mastery Valid
• Class records/grading
sheets
• Lesson plans/modified DLLs
showing index of mastery
• Others (Please specify
and provide annotations)
Figure 3.10. A table of sample submitted MOV for Teacher I-III
Therefore, Teacher Adelyn got a rating of 3 (Satisfactory) for Quality as

evidenced by the valid MOV. Although she submitted 4 MOV, only 2 were valid
which gave her a rating of 3 for Efficiency. She submitted these MOV across 2
quarters; hence, she got a rating of 3 for Timeliness. On average, Teacher Adelyn
got a rating of 3.000 for KRA 4 Objective 11.
The computation is shown below:
Q E T Total Average Weight per Objective Score

3 3 3 9 3.000 7.5% 0.225
Figure 3.11. Sample computation of Teacher Adelyn’s rating based on the submitted MOV
28
There are instances, however, that Teachers may submit classroom

observation rating sheets that have different ratings.
For example, a Teacher III may submit 4 COT rating sheets: COT 1 with
a rating of 7; COT 2 with a rating of 6; COT 3 and 4 with a rating of 5.
To get the rating for Quality, the following steps must be done:
• Identify the corresponding rating in the RPMS 5-point scale
for each COT rating. Refer to Table 3.12 for the mapping of
COT Rating for Proficient Teachers and Highly Proficient
Teachers and the RPMS 5-point scale.
COT Rating COT Rating RPMS 5-point scale
(Proficient Teachers) (Highly Proficient Teachers)
7 8 5 (Outstanding)
6 7 4 (Very Satisfactory)
5 6 3 (Satisfactory)
4 5 2 (Unsatisfactory)
3 4 1 (Poor)
Figure 3.12. Mapping of COT rating and the RPMS 5-point scale
In this case, Teacher III, got the following rating:

COT Rating Sheet COT Rating (Proficient RPMS 5-point scale
Teachers)
COT Rating Sheet 1 7 5
Figure 3.13. Sample mapping of COT rating and the RPMS 5-point scale
• Get the average of the total RPMS rating. The average rating
will be your rating for Quality. In Teacher III’s case, the
average is 3.75, as show in the table below.
COT Rating Sheet COT Rating RPMS 5-point scale
(Highly Proficient Teachers)

Total 15
Average 3.75
Figure 3.14. Sample computation of the average of the mapped COT
rating to the RPMS 5-point scale
• Determine the final rating for Quality by referring to the Table
3.15. Teacher III got an average of 3.75 and his or her final
rating for Quality is 4 (Very Satisfactory):
RANGE RPMS 5-point Rating Scale
4.500 – 5.000 5 (Outstanding)
3.500 – 4.499 4 (Very Satisfactory)
2.500 – 3.499 3 (Satisfactory)
1.500 – 2.499 2 (Unsatisfactory)
below 1.499 1 (Poor)
Figure 3.15. Adjectival Rating Equivalences
29
Step 2: Explain your Rating, if needed.
To help the Ratees enrich their Portfolios, provide reasons for your rating and
suggest strategies in improving the quality of the Portfolios.
A sample feedback on a Teacher Portfolio appears below.
Sample Feedback of a Principal

Good! Lessons presented in Araling Panlipunan, Edukasyon sa Pagpapakatao
and MTB emphasized the integration of other subjects and content areas.
The attached COT further proves the integration. The modified
DLL also shows the teacher’s creativity in designing tasks and visual aids.
However, integration becomes more effective if the students are able to
apply the concepts to their real life experiences, so you can add other
activities where they will use the concepts in their everyday experiences.
In so doing, you can actually meet the requirements for the
higher performance level.
Keep up the good work!
Figure 3.16. Sample feedback of a Rater
Hi! Here’s your I am glad to

portfolio. Let’s hear about
talk about your your
performance comments,
rating. Ma’am.
Figure 3.17. A rater provides feedback on the Teacher’s Portfolio
30
3.1.2.1 How do you compute the Portfolio Rating?

A sample computation for the Rater’s rating at the end of the school year is
presented below.
Each objective shall be assigned 7.5% weight, which means each KRA
will have an equal weight of 22.5%. The Plus Factor KRA, which consists of
only one objective, will be assigned 10% weight.
Weight Weight per Numerical Step 1. Under

Ratings
KRA per Objectives
Objective
Score the column
KRA Q E T Ave
Objective 1 7.5% 5 5 -
Numerical
1 22.5% Objective 2 7.5% 5 5 -
Ratings, write
Objective 3 7.5% 5 5 - your ratings
Objective 4 7.5% 4 4 - for QET. The
2 22.5% Objective 5 7.5% 4 4 - table in Figure
Objective 6 7.5% 3 3 - 3.18 indicates
the Weight
3 22.5% Objective 8 7.5% 3 3 -
per KRA and
Objective 10 7.5% 4 4 - Objective.
4 22.5% Objective 11 7.5% 5 5 5
Objective 12 7.5% 5 5 5
5 10% Objective 13 10% 4 4 -
Final Rating Figure 3.18. Sample
Adjectival Rating Computation Table
with QET Ratings
Weight Weight per Numerical

KRA per Objectives Ratings Score Step 2. Get
Objective
KRA Q E T Ave the average.
Objective 1 7.5% 5 5 - 5
1 22.5% Objective 2 7.5% 5 5 - 5
Objective 3 7.5% 5 5 - 5
Objective 4 7.5% 4 4 - 4
2 22.5% Objective 5 7.5% 4 4 - 4
Objective 6 7.5% 3 3 - 3
Objective 7 7.5% 4 4 - 4
3 22.5% Objective 8 7.5% 3 3 - 3
Objective 9 7.5% 4 4 - 4
Objective 10 7.5% 4 4 - 4
4 22.5% Objective 11 7.5% 5 5 5 5
Objective 12 7.5% 5 5 5 5
5 10% Objective 13 10% 4 4 - 4
Final Rating Figure 3.19. Sample
Adjectival Rating Computation Table
the Average of the
QET Ratings
31
Step 3. Multiply Weight Numerical

Weight per Ratings
the Weight per KRA per Objectives
Objective
Score
KRA Q E T Ave
Objective with
Objective 1 7.5% 5 5 - 5 0.375
the QET
1 22.5% Objective 2 7.5% 5 5 - 5 0.375
average to fill in
Objective 3 7.5% 5 5 - 5 0.375
the SCORE Objective 4 7.5% 4 4 - 4 0.300
column. The 2 22.5% Objective 5 7.5% 4 4 - 4 0.300
scores shall be Objective 6 7.5% 3 3 - 3 0.225
in three (3) Objective 7 7.5% 4 4 - 4 0.300

3 22.5% Objective 8 7.5% 3 3 - 3 0.225
decimal places.
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10% Objective 13 10% 4 4 - 4 0.400
Final Rating
Figure 3.20. Sample
Computation Table Adjectival Rating
with Computed Scores Weight per Objective x Average Rating = Score
Weight Weight per Numerical

Step 4. Add KRA per Objectives Ratings Score
all the scores KRA Objective
Q E T Ave
to compute Objective 1 7.5% 5 5 - 5 0.375
for the Final 1 22.5% Objective 2 7.5% 5 5 - 5 0.375

Objective 3 7.5% 5 5 - 5 0.375
Rating, which is
Objective 4 7.5% 4 4 - 4 0.300
also in three (3) 2 22.5% Objective 5 7.5% 4 4 - 4 0.300
decimal places. Objective 6 7.5% 3 3 - 3 0.225
Objective 7 7.5% 4 4 - 4 0.300
3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10% Objective 13 10% 4 4 - 4 0.400
Final Rating 4.225
Figure 3.21. Sample
Adjectival Rating
Computation Table
with Final Rating Sum of all the Scores = Final Rating
Adjectival Rating Equivalences
Step 5. Determine RANGE ADJECTIVAL RATING

4.500 – 5.000 Outstanding
the adjectival
3.500 – 4.499 Very Satisfactory
rating equivalent
2.500 – 3.499 Satisfactory
of your final
1.500 – 2.499 Unsatisfactory
rating by refering
below 1.499 Poor
to the table in
Figure 3.22. Figure 3.22. Adjectival Rating Equivalences
32
Weight Weight per Numerical Step 6. Write the

Ratings
KRA per Objectives
Objective
Score overall rating for
KRA Q E T Ave
accomplishments
Objective 1 7.5% 5 5 - 5 0.375
1 22.5% Objective 2 7.5% 5 5 - 5 0.375
in the IPRCF. Affix
Objective 3 7.5% 5 5 - 5 0.375 signature of the
Objective 4 7.5% 4 4 - 4 0.300 Rater, Ratee and
2 22.5% Objective 5 7.5% 4 4 - 4 0.300 the Approving
Objective 6 7.5% 3 3 - 3 0.225 Authority. See
Objective 7 7.5% 4 4 - 4 0.300
Figure 3.23.
3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10% Objective 13 10% 4 4 - 4 0.400
Final Rating 4.225
Adjectival Rating Very
Satisfactory
Figure 3.23. Sample Computation Table with Final Rating and its Equivalent.
You may use the suggested summary sheet below in the computation of
the numerical rating of your RPMS Portfolio. See Figure 3.24 below.
KRA Weight per Objectives Weight per Numerical Ratings Score

KRA Objective
Q E T Ave
Objective 1 7.5%
KRA 1 22.5% Objective 2 7.5%
Objective 3 7.5%
Objective 4 7.5%
Objective 6 7.5%
Objective 7 7.5%
Objective 9 7.5%
Objective 10 7.5%
Objective 12 7.5%
Plus 10% Objective 13 10%
Factor
Final Rating
Adjectival Rating
Figure 3.24. Suggested Summary Sheet for the computation of Portfolio Rating
33
34
Figure 3.25. Sample accomplished IPCRF with Actual Results

Figure 3.26. Sample accomplished IPCRF with overall rating for accomplishments
35
Mid-year Review
Mid-year Review gives you the chance to confer with the teachers for them to
improve performance. Usually, the mid-year review is conducted in October or
November. You need to provide suggestions, recommendations and/or the most
appropriate technical assistance to support teachers in achieving their targets.
Note that the mid-year review is for performance monitoring and coaching.
The final rating depends solely on the year-end evaluation.
Step 1: Assess the Teacher Portfolio using the IPCRF and

the suggested Mid-year Review Form (MRF).
See Figure 3.26 on page 38 for the suggested Mid-year Review
Form (MRF). You may write appropriate feedback/reflection notes
to give reasons for your initial ratings.
Step 2: Conduct Mid-year revie conference to discuss your

initial ratings with the Ratees.
Step 3: Discuss with the Ratees their respective performance concerns.
Step 4: Monitor teacher performance and coach them

using the Performance Monitoring and Coaching Form
(PMCF) and Mid-year Review Form (MRF).
The PMCF shall provide a record of significant incidents (actual events and
behavior in which both positive and negative performances are observed) such
as demonstrated behavior, competence and performance. Create an enabling
environment and intervention to improve teacher performance
and progress towards the accomplishment of objectives.
Refer to pages 6-7 of D.O. No. 2, s. 2015.
36
PERFORMANCE MONITORING AND COACHING FORM
DATE CRITICAL INCIDENCE OUTPUT IMPACT ON JOB/ SIGNATURE

DESCRIPTION ACTION PLAN (RATER/RATEE)
August 6, 2017 Work tasks and schedules to achieve Submitted school forms/reports Serves as role model to
goals as evident in her checklist have ahead of time colleagues/peers
to be prioritized.
September 10, 2017 Logbook of daily incidence in her Logbook served as evidence for Could easily address
classroom is regularly done with a anecdotal records and journals of the learners’ needs
“Reflection” every week. best practices.
October 8, 2017 Quiz notebooks (in all the subjects) Track records of learners’ Least learned
are observed with TOS, test items, performance competencies are
score and item analysis and level of identified and intervention
mastery. needed is applied
October 8, 2017 The use of ICT as shown during IMs used did not fully capture the Less participation among

classroom observation has to be interest of students learners
enhanced.
Figure 3.27. Sample of accomplished Performance Monitoring and Coaching Form

37
38
Timeliness
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater: *Please see at

Position:
Bureau/Center/Service/Division: Position:
Rating Period: Date of Review:
MFOs KRAs Objectives Timeline Weight MOV Performance Mid-year Review/Rating Mid-Year Review Results
per KRA Target Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks Rater
Quality Ratee
Approving Au
Efficiency
Figure 3.28. Suggested Mid-year Review Form

3.1.2.2 How do you assess the Competencies?

During the RPMS Phase 1, the Rater shall discuss with the Ratee
the competencies required of him or her. The demonstration of these
competencies shall be monitored to effectively plan the interventions
needed for development plans and shall be assessed at the end of the
year. Note that the assessment in the demonstration of competencies
shall not be reflected in the final rating. These competencies are
monitored to inform professional development plans.
Step 1: Discuss with the Ratee the set of competencies.

Discuss with the teacher the set of core behavioral competencies
demonstrated during the performance cycle. The list of competencies can
be found in Part II of Annex F, IPCRF. See p. 29 of D.O. No. 2, s. 2015.
Step 2: Assess the demonstration of competencies.

In the form provided in the Annex F, IPCRF, write the appropriate rating
inside the box for each competency using the 5-point scale shown below:
Scale Definition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
Figure 3.29. The DepEd Competencies Scale
5 - If all behavior per competency had been demonstrated

4 - If four behavioral indicators had been demonstrated
3 - If three competency indicators had been demonstrated
2 - If two competency indicators had been demonstrated
1 - If only one (1) behavioral indicator had been demonstrated
See Figure 3.28 for the sample assessment of the core behavioral
competencies.
After rating the Portfolio, determine the overall rating of the actual
accomplishments and results. The Rater and the Ratee should reach an
agreement by signing the IPCRF.
39
40
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Understands personal actions and behavior that are clear and purposive and 2. Promotes collaboration and removes barrier to teamwork and goal
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.
5 accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
4
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) to 4. Drives consensus and team ownership of decisions.
achieve goals. 5. Works constructively and collaboratively with others and across organizations
5. Sets high quality, challenging, realistic goals for self and others. to accomplish organization goals and objectives.
Professionalism and Ethics Service Orientation

1. Demonstrate the values and behavior enshrined in the Norms and Conduct and 1. Can explain and articulate organizational directions, issues and problems.
Ethical Standards for Public Officials and Employees (RA 6713).
2. Takes personal responsibility for dealing with and/or correcting customer
2. Practice ethical and professional behavior and conduct taking into account the impact
of his/her actions and decisions.
5
service issues and concerns.
3. Initiates activities that promote advocacy for men and women empowerment.
5
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality,
4. Participates in updating office vision, mission, mandates and strategies based
good grooming and communication.
on DEPED strategies and directions.
4. Makes personal sacrifices to meet the organization’s needs.
5. Develops and adopts service improvement program through simplified procedures
5. Act with a sense of urgency and responsibility to meet the organization’s needs, improve
system and help others improve their effectiveness. that will further enhance service delivery.
Results Focus
Innovation
1. Achieves results with optimal use of time and resources most of the time.
1. Examines the root cause of problems and suggests effective solutions. Foster
2. Avoids rework, mistakes and wastage through effective work methods by
new ideas, processes and suggests better ways to do things (cost and/or
placing organizational needs before personal needs.
operational efficiency).
3. Delivers error-free outputs most of the time by conforming to standard operating
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
procedures correctly and consistently. Able to produce very satisfactory quality work
in terms of usefulness/acceptability and completeness with no supervision required. 4 improving personal productivity to create higher value and results. 3
3. Promotes a creative climate and inspires co-workers to develop original ideas
4. Expresses a desire to do better and may express frustration at waste or
or solutions.
inefficiency. May focus on new or more precise ways of meeting goals set.
4. Translates creative thinking into tangible changes and solutions that improve the
5. Makes specific changes in the system or in own work methods to improve
work unit and organization.
performance. Examples may include doing something better, faster, at a lower cost, 5. Uses ingenious methods to accomplish responsibilities. Demonstrates
more efficiently, or improving quality, customer satisfaction, morale, without setting any
resourcefulness and the ability to succeed with minimal resources.
specific goal.
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate
Figure 3.30. Sample Assessment of the Core Behavioral Competencies

3.1.3 Post-Assessment
The Part IV: Development Plans of the IPCRF (IPCRF-DP) shall be
informed by the results of the self-assessment during Phase 1:
Performance Planning and Commitment. The Rater and the Ratee shall
identify and agree on the strengths and development needs and reflect
them in the Part IV: Development Plans of the IPCRF.
The IPCRF-DP shall be updated during Phase 4: Performance
Rewarding and Development Planning and shall be informed by the actual
ratings of the IPCRF in Phase 3: Performance Review and Evaluation.
After rating the Portfolio, explain accomplishments, corresponding
rewards or possible incentives. Finally, assist Ratees in preparing their
Part IV: Development Plans of the IPCRF for the following year.
As indicated in D.O. No. 2, s. 2015, the following steps shall be
applied in preparing Development Plans:
1. Identify the development needs.
2. Set goals for meeting the development needs.
3. Prepare action plans for meeting the development needs
such as list of learning activities, resources and supports,
measure of successes, among other needs.
4. Implement action plans.
5. Evaluate.
Your Development Plans may have the following components: A)

Teaching Competencies, based on the PPST; and B) Core Behavioral
Competencies, as shown in Figure 3.31.
41
42
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Action Plan
Strengths Development Needs (Recommended Timeline Resources
Developmental Needed
Intervention)
A. Teaching Competencies (PPST)
Objective 3, KRA 1 Objective 3, KRA 1 Applying new learning Learning and

To apply a range of teaching To apply a range of teaching from attending courses/ Development
strategies to develop critical strategies to develop critical seminars/workshops/
and creative thinking, as well and creative thinking, as Learning Action Cells Team
as other higher-order thinking well as other higher-order (LAC)/ E-learning
skill thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old
School Heads /
practice
Master
Figure 3.31. Sample of accomplished Part IV of the IPCRF: Development Plans.

The Rater and the Ratee and the Human Resource (HR) shall also
ensure that the action plans and interventions for employee development
are appropriate for the development needs of the Ratee. Below are
examples of developmental activities:
Geographical Seminars/
cross posting workshops
Benchmarking Coaching/
Counseling
Functional Other Formal
cross posting developmental education/

classes
options
Job enhancement/ Developmental/

redesign lateral career move
Assignment to task
forces/committees/
special projects
Figure 3.32. Examples of developmental activities for teachers
Remember: 70 - 20 - 10
Learning Model
Use appropriate Learn and develop Learn and develop
interventions or activities through Experience Learn and through Structured
develop courses and programs
that have high impact and through Others (Formal education)
20%
70%
results in employee’s
development. 10%
For this purpose, it is

suggested that Principle
of the 70-20-10 Learning
Experiential learning
Model shown in Figure
3.33 and Figure 3.34
90% and development
be used as a guide.
Figure 3.33. Principle of the 70-20-10 Learning Model
43
70-20-10 Learning Model Examples
70 - Learn and 20 - Learn and 10 - Learn and

Develop Through Develop Through Develop Through
Experience Others Structured Courses
and Programs
• Applying new • Seeking informal (Formal Education)
learning in real feedback and work
situations debriefs • Learning through:
• Using feedback to • Seeking advice, - courses
try a new approach asking opinions, - workshops
to an old problem sounding out ideas - seminars
• Trying new work • Requesting - e-learning
and solving coaching from • Applying for
problems within manager/others professional
role • Getting 360° qualifications/
• Having increased feedback accreditation
span of control • Undergoing
• Having increased structured
decision-making mentoring and
• Becoming coaching
champion and/or • Participating in
managing changes Learning Action
Cells (LAC)
Figure 3.34. Examples of the 70-20-10 Learning Model Principle
44
PROFESSIONAL REFLECTIONS THROUGH

ANNOTATIONS
4
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Research Center for
Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
4.1 What are Annotations?

A teacher’s path towards personal growth and professional development involves
reflection and learning in order to improve practice. One way of doing this is to become
more actively engaged in the process of careful introspection and critical evaluation of
your teaching practice. An essential step towards becoming a more reflective practitioner
is through writing annotations in your professional development portfolios.
Annotations are self-reflections, explanations or presentational mark-ups attached to
documents, artifacts or Means of Verification (MOV) that you submit for the RPMS. They
are important in instances when the evidences or artifacts presented in teacher
portfolios cannot capture the whole
dynamics of the teaching and learning
process. Further, annotations establish
a connection between the evidences
I
and the Rater; thus, facilitating the enjoy
review of the portfolio. tasks for my designing many different
whether students to do
in
individually, class
groups. in pairs,
or in
Sometimes I
that need to
the remind
ability students don’t have the myself
levels and
about assigning so I have to be same
tasks for mindful
appropriately. the
students
make
I always the
I follow CBI, I plan,
When the lessons content
that in of is
sure integration areas
an
on subject
that
focus and across any time will
at they
within that
. So my
class,
clear visits .
observer of this
see evidence I meant to do was to
what specifically
In this lesson, of sports,
knowledge this to current
link
incorporate and the Philippine
football/soccer, how up a good
news in sportshas been putting teams in
about
team experienced
football the more . I noticed
against and Korea .
Phil
fight such as Japan were fans of the to
Asia, students interest
that some of their
. I can make use . Discussing
Figure 4.1.
Sample Annotations
Team them in the lesson sports statistics
engage andother Math
scores of simple
the game
good application well, values
be a my lessons , can
E.
can . If I planwith Math and P.
concepts along .
integration, in the activities
be included
46
PROFESSIONAL REFLECTIONS THROUGH ANNOTATIONS
4.2 What is the Importance of Annotations?

Annotations allow you to exercise reflective thinking. They help you
describe your teaching experiences and explain instructional decisions.
Annotations are important because they:
• make your evidence speak on your behalf;

• highlight your professional strengths in teaching;
• help you reflect on your teaching practices that pave the way for
professional advancement;
• describe your intentions, goals and purposes towards career growth;
• present and explain credentials required by the Rater for ranking
and promotion; and
• make it easier for the Rater to rate your performance.
4.3 What do you Annotate?

When writing annotations, you need to present evidences of your
best practices in the various Key Result Areas. The following are
possibilities for annotations:
• documents/artifacts that show your creativity and
resourcefulness in teaching;
• evidence that may fully satisfy the requirements of the
performance indicators but do not clearly demonstrate their
link to the indicators themselves; and
• classroom context that explains your teaching practice and the
realities you face in the classroom/school/community context.
4.4 How do you write Annotations?

Annotations help your Rater understand the story behind the MOV
and be familiar with the documents being reviewed. The following may
help you write annotations for a particular MOV in your RPMS Portfolio:
Step 1. Describe the Means of Verification (MOV)

that you want to annotate.
The following questions may help you describe
the MOV that you want to annotate:
a. What is your MOV about?
b. How does your MOV meet the KRA’s objectives?
Step 2. Reflect on your MOV.

These questions may guide your reflection:
a. How does your MOV meet the objective?
b. What do you wish to highlight in your MOV in relation
to the objective?
c. What classroom contexts explain your practices as
reflected in your MOV?
47
48
Sample Annotation Template for Teacher I-III (Proficient Teachers)
Objectives Means of Verification Description of the MOV Annotations

Presented
1. Applied Classroom observation tool (COT) The MOV presented In this lesson, I incorporated
knowledge rating sheet and/or inter-observer was a lesson plan that knowledge of sports,
of content agreement form about knowledge of showed integration of specifically football/soccer
within and content within and across curriculum knowledge and content to my Math lesson. To get
across teaching areas in Physical Education. students interested, I drew
curriculum Lesson plans/modified DLLs developed attention to the sports news
teaching highlighting integration of content about how the Philippine team
areas knowledge within and across subject had been putting up a good
areas fight against more experienced
Instructional materials highlighting teams in Asia, such as Japan
mastery of content and its integration and Korea. To apply Math
Figure 4.2. Sample Annotation Template for Teacher I-III (Proficient Teachers)
EFFECTIVE COACHING
& PERFORMANCE FEEDBACK
5
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
5.1 What is Coaching?

Coaching is an interactive process where Raters and Ratees aim to
close performance gaps, teach skills, impart knowledge and inculcate
values and desirable work behaviors.
Competencies of an effective coach

The following are necessary competencies of an
effective coach:
• Self-clarity
• Communication
• Critical thinking
• Ability to build relationships and inspire
5.1.1 What is the difference among coaching,

mentoring and counselling?
Coaching is a process that enables learning and
development to occur and thus, improve performance.
Mentoring is an off-line help by one person to another in

making significant transitions in knowledge, work or thinking.
Counselling is a principled relationship characterized by

the application of one or more psychological theories and a
recognized set of communication skills, modified by
experience, intuition and other interpersonal factors, to clients’
intimate concerns, problems or aspirations.
How do I feel that

you feel
I need to
about your
improve
progress on...
so far?
Figure 5.1. The coach and the teacher discuss on issues and how they can be addressed
50
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
5.1.2 What is the Coaching Model for DepEd?

In DepEd, there are three (3) opportunities to apply coaching.
Below is the coaching model.
Coach
for Maximum
Performance
Coach
for Work
Improvement
Coach
to Strengthen
Skills,
Competencies
Application and Behavior
Opportunities
Figure 5.2. Coaching Model for DepEd
5.1.2.1 Coach for Improvement

Coach for work improvement is applied when
performance gaps are observed and identified.
Performance gaps refer to the difference between an

employee’s current performance and what is required or
expected. These can either be gaps concerning work behavior
or skills. They could be both.
51
Tips in Identifying Performance Gaps

1. Routinely monitor/check employee performance
against stated performance metrics or agreed
upon monthly or quarterly milestones vs.
subordinates annual goals.
2. Analyze the tasks that the employee is not doing well.
3. Identify the causes, behaviors that interfere with

goal accomplishment in
controllable/uncontrollable situations.
4. Try to draw facts from other sources when possible.
5. Avoid premature judgments.
Catch a problem early!
Causes Description
Check work process before looking

Inefficient processes into faults in the people who run
them.
Personal Problems
Work Overload Demand is too much or too fast-

paced
Relationships Conflict at Work Jealousy, competition for attention

or for a promotion
Figure 5.3. Possible causes of poor performance
5.1.2.2 Coach for Maximum Performance

Coach for maximum performance is applied to sustain employee’s
high performance and for continuous performance improvement.
It is also an opportunity to develop succession plans and career
development of high-performing and high-potential staff for promotion.
52
5.1.2.3 Coach to Strengthen Skills,

Competencies and Behavior
This model is applied to strengthen and/or develop
new competencies, skills, and behaviors.
It is also an opportunity to boost morale and
confidence of employees, as well as cultivate/raise the
level of performance.
5.1.3 What are the Four (4) Step

Processes of Coaching?
There are four (4) step processes that the coach and the coachee
must undertake to provide effective coaching.
Observation Discussion &

The rater identifies Agreement
a performance gap Coach and coachee
agree on: (1) problems
or an opportunity to be fixed; and (2) an
to improve. opportunity to move
job performance two
notches higher.
Follow up Active Coaching

Setting follow-up Coach and coachee
sessions to check on create and agree on
the status of the agreed the action plan to
upon action plan. address the gap.
Figure 5.4. Four Step Processes of Coaching
53
Steps in conducting discussion and agreement sessions
Step 1: Opening /Climate Setting/ Establishing Rapport

(achieving a comfort level that encourages openness)
• Thank employee for making time for the meeting.
• Express your hope that you will find the meeting useful.
Step 2: Objective Setting

• Tell employee things he or she is doing right; express
sincere appreciation.
• Tell your reason for calling the meeting with him or her.
• Give feedback on performance deficiency you have observed.
• Listen with empathy, i.e. give an empathic response, paraphrase
what he or she had said, and reflect on his or her feelings.
Step 3: Discussion and Agreement Proper

• Tell what you want him or her to do, how you want it done, and
why (standards of performance).
• If possible, show (model) how it is done.
• Then ask him or her to do it while you observe.
• Give positive feedback and/or correction; offer suggestions.
• Let him or her know you respect his or her ability.
• Agree upon appropriate actions - employee’s and yours.
• Let him or her know you will closely monitor his or her performance.
Step 4: Closing
• Share how you feel about the meeting.
• Ask him or her how he or she feels about the meeting.
• Schedule a follow-up meeting on a specific date.
• Thank him or her and express confidence that he or she can do it.
Assure him or her of your support.
• Shake hands and smile, while maintaining eye contact.
54
Why follow-up?
• It provides opportunities to remind employees about goals and the
importance of these goals.
• Periodic checks give you a chance to offer positive feedback about the
good things that employees do.
• These checks can help spot small problems before they become large ones.
Performance monitoring shall be the responsibility of both the Rater and the
Ratee who agree to track and record significant incidents through the use of the
Performance Monitoring and Coaching Form (PMCF) shown in Figure 3.21 on
page 37 of this Manual.
Is there a difference between Managing and Coaching?

Managing focuses on... Coaching focuses on...
Telling Exploring
Directing Facilitating
Authority Partnership
Immediate Needs Long-term Improvement
A Specific Outcome Many possible outcomes
Figure 5.5. Difference between managing and coaching
Performance Coaching is not…
• a one-time process
• fault-finding and does not put the employee down
• giving advice and does not involve the coach sharing his or
her personal experience or opinions/beliefs
55
Performance Coaching is...
• Creating the right

atmosphere Mutual Trust
• Develop mutual trust by demonstrating concern for the Coachee’s well-
being and success. Showing empathy, genuine interest, consultation,
providing opportunities for the Coachee to move ahead are
demonstrations of concern.
• Experience in the matter at hand. Trust can be gained when the coach
has a reputation of success in the area.
• Being as good as your word. Trust is built through
repeated demonstration. Do what you say everytime.
• Not disclosing information held in Coachee’s desire for confidentiality
Accountability for Results

• A person who is not held accountable for results will not take
coaching seriously.
• A formal coaching plan makes accountability explicit.
Motivation to Learn and Improve

(workplace motivations that encourage people)
• Mastering an important skill will open the door to advancement.
• An employee sees that improved productivity is reflected in his or
her paycheck.
• A person knows that his or her job is in danger unless he or she learns
to do a particular task better.
• An employee has reached the point where he or she is eager to
learn something new or move on to a more challenging job.
• Practice active listening

Active listening encourages communication and puts other people
at ease. An Active Listener pays attention to the speaker and practices
the following good listening skills:
• Maintain eye contact
• Smile at appropriate moments
• Be sensitive to body language
• Listen first and evaluate later
• Never interrupt except to ask for clarification
• Indicate that you are listening by repeating what was said about
critical points
• Asking the right questions

Asking the right questions will help the Coach to understand the
Coachee and get to the bottom of performance problems.
56
Two Forms of Questions:

A. Open-ended
These questions invite participation and idea sharing.
These help the coach to know the Coachee’s feelings,
views and deeper thoughts on the problem, and in turn,
help to formulate better advice.
B. Closed-ended
These questions lead to “YES” or “NO” answers.
Sample of Closed-ended questions:

• To focus the response: “Is the program / plan
on schedule?”
• To confirm what the other person has said: “So, your
big problem is scheduling your time?”
5.2 What is Performance Feedback?

Performance feedback is an ongoing process between an
employee and a manager where information concerning the
performance expected and performance exhibited/demonstrated is
exchanged.
Figure 5.7 shows that effective feedback giving during the

performance cycle results to a successful Performance Appraisal.
Hi! Here’s your I am glad to hear

portfolio. Let’s about your
talk about your comments,
performance ma’am.
rating.
Figure 5.6. An illustration of a

principal giving a teacher feedback
57
Infographics taken from https://www.cognology.com.au/

(No copyright infringement intended. Strictly for Academic Purposes only)
Figure 5.7. Successful Performance Appraisal resulting from Effective Feedback
58
5.2.1 Why do we give feedback?

Feedback benefits the manager and employee and the organization. It can:
• build staff competence and confidence to achieve high performance;
• benefit the leader in his or her managerial and leadership functions; and
create a culture of performance excellence.
There are two types of feedback:
Type 1: Reinforce
This type of feedback identifies job-related behavior and performance
that contribute to individual, group and organizational goals.
This encourages the employee to repeat and develop them.
Type 2: Redirect
This type of feedback identifies job related behavior and performance
that do not contribute to individual, group and organizational goals and
helps the employee develop alternative strategies.
When is feedback effective?

Effective feedback should be specific; it tells your employees
what they did or did not accomplish, how they completed their
tasks and how effective their actions are.
Effective feedback is also timely, in order to reinforce positive

actions or provide alternative suggestions early enough that your
employee can adjust and enhance his or her performance.
• You give it early enough to create impact (adjust or

enhance performance)
• It is also important to know when to postpone the giving of
feedback.
Finally, feedback should be balanced, highlighting both

the employee’s strengths and areas for improvement.
59
5.2.2 What is STAR Feedback Model?

For effective feedback-giving performance, the STAR Model is applied.
Figure 5.8. The STAR Feedback Model
S/T – Situation or Task

• Provides context for staff’s action(s)
• Describes specific event, job, or assignment
that triggered or warranted a response
A – Action
• Specific response of staff to the situation or task
• What staff said or did
• Can be multiple actions
• Can also be non-action
R – Result
• What happened due to the staff’s action
• Can be effective or ineffective
• Can be concrete (e.g., report, written feedback
from client, extended processing time, etc.)
• Can be less tangible (e.g., low
morale, misunderstanding, etc.)
60
5.2.3 What are the benefits of the STAR

Feedback Model?
The STAR Feedback Model:
• helps you focus staff’s attention on behaviors that got them to
their current level of performance;
• can be used to reinforce staff’s good performance, as well as
to facilitate improvement in staff’s performance; and
• can be used to give feedback verbally or in writing.
See Figure 5.9 for a sample Reinforce STAR Feedback of a

Principal to a Teacher that demonstrates a contributing behavior or
performance. For a sample of Redirect STAR Feedback of a Principal to
a Teacher that demonstrates a non-contributing behavior or
performance, see Figure 5.10.
The STAR-AR Feedback Model is used for developmental or

performance improvement, where alternative action and
result is described.
STAR - AR
Alternative Action
What could be done better or differently next time?
Alternative Result
What could be the probable result or impact of
the alternative action?
61
Yesterday morning,
I observed that you have
a student that has seemed to
refuse to acknowledge that
he lacked the knowledge
Encourage the student
and the skills.
to accept that
In the past, “There is always
his former teachers more to learn” and
did not challenge his “I can listen and
composition skills but always explore
gave him high marks. what this teacher

has to offer.”
Figure 5.9.
Sample of Reinforce
STAR Feedback of
a Principal to
a Teacher that
demonstrates
a contributing
behavior or
performance
When I asked the student

Today, you took this afternoon about
the challenge his experience in your class,
and successfully he told me that you are
his first teacher who could
presented the
show him what he needed
subject matter so to know and help him understand
that the student the significance
accepted his skill of good writing skills.
level and worked to
learn what he needed Good job! You were able to handle
to know. the situation successfully.
62
A - While you provided all

of the data I asked for, I
received it two days after
I requested, because
other priorities had come
up.
“Last week, I asked

R - Because the report was
you to complete
late, I had to delay our LAC
meeting
a documentation
with the division supervisor, of the LAC
and we weren’t able to
session.”
complete our report.
A -“The next time you’re

faced
with competing priorities,
feel free to come to me Figure 5.10. Sample of
for further directions.” Redirect STAR Feedback
of a Principal to a Teacher
that demonstrates a non-
contributing performance
R - “That way, I’ll know if you’re

having challenges completing
a request and I can help you
prioritize your assignments.”
63
Tips in providing redirect

or developmental feedback
Focus on facts, not the person.
• Choose positively-phrased statements, such as
“Forgetting to do that caused a delay,” rather than saying
“You’re completely disorganized.“
Share your thoughts on alternative approaches while

remembering to seek the other person’s ideas.
• “What do you think would be the best approach next time?”
• “If you do that, what results could we expect?”
Provide your employee with the necessary

support in terms of time, resources or coaching
to act on your feedback.
• “What resources or support would you need to carry
this out?”
64
5.2.4 What is the Feedback Process?

The following are the processes for providing effective feedback:
Step 1: Preparation
• Self-Assessment. The teacher accomplishes a self-assessment
form and sends a copy to his or her immediate superior.
• Agreeing on the Schedule of the Meeting. The teacher and
the immediate superior agree on the meeting schedule.
• Gathering Data and Preparing Discussion Notes. The
teacher and the immediate superior gather data and note down
discussion points for the meeting. The discussion points can be:
• Performance Objectives
• Critical Indicents/STARs
• Progress or Final Results
• Development Plans
Step 2: Conducting the Meeting

• Opening the Meeting. Greet the teacher and make him or her
feel comfortable. Thank him or her for his or her time. You may
engage in quick, light, small talk.
• Clarifying the Meeting. The immediate supervisor should
signal start of discussion and state the purpose of the meeting.
• Discussion. Go through each of the objectives and discuss with
the teacher the extent of accomplishment versus targets. Be
prepared to discuss specific examples of behaviors and performance
outcomes. Listen actively and openly. Take down notes.
• Giving Feedback. Prepare your notes. Be specific and own the
feedback. Engage the teacher in the discussion.
Step 3: Closing the Meeting

• Ask the teacher to share his/her take-aways.
• What were my major achievements?
• What have I done well or am doing well?
• In what key areas could I have done or should I do better?
• How is my overall performance?
• What are my next steps?
• Affirm your trust in the teacher. Thank him or her for his
or her time.
65
Key Principles for Interactions

• Maintain or enhance self-esteem.
• Listen and respond with empathy.
• Ask for help and encourage involvement.
• Share thoughts, feelings, and rationale (to build trust).

• Provide support without removing responsibility (to build
ownership).
Tips in Receiving Feedback (for Teachers)

• Welcome constructive feedback (withhold judgment).
• Clarify and seek understanding (i.e. paraphrase, probe).
• Evaluate based on critical incidents, observations.
• Decide what to do with the feedback.
66
TOOLS WITHIN
THE RPMS CYCLE
sat
RPM
TOOLS M
- cot
S
for
T1
RPMS
for
(Proficient
RPMS Tool
Master
-
3
Teacher
Tool
I-
Teachers)
Teacher I-IV
III
6
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
The RPMS Cycle

To ensure teacher quality, the Results-based Performance Management System
(RPMS) aligns the performance targets and accomplishments with the Philippine
Professional Standards for Teachers (PPST). This alignment covers teacher performance
for one school year, starting in May (last week or a week after the opening of classes) and
ending in April (first week or a week after graduation and/or moving up ceremonies).
The RPMS Manual for Teachers and School Heads provides information and guidance to
Teachers and Schools in the use of different tools and forms to assess performance, the different
assessment processes and different developmental activities for teachers as they undergo the four-
stage performance RPMS cycle, namely, Performance Planning and Commitment (Phase 1);
Performance Monitoring and Coaching (Phase 2); Performance Review and Evaluation (Phase 3);
and Performance Rewarding and Development Planning (Phase 4).
See Figure 6.2 on page 69 for the graphic representation of the phases of the RPMS
Cycle, and the tools and processes within.
6.1 Self-Assessment Tools in the RPMS Cycle

TheSelf-AssessmentToolisacommontoolforassessingteacherperformance. It
can be used as a starting point for informal purposes of self-reflection to clarify
performance expectations and determine which competencies to focus on. It can
also be used to monitor the progression or improvement of teacher competencies
and validate whether the interventions provided are effective. It can guide
discussions about goal-setting and professional development needs.
Performance Monitoring and Coaching
Self- Actual Development

Reflection Performance Planning
Figure 6.1. Self-assessment as a crucial step towards development planning
68
TOOLS WITHIN THE RPMS CYCLE
PERFORMANCE PLANNING
I AND COMMITMENT
Activity : Discussion / Issuance of P
T o
r
o
o t
RPMS Tools l
s/
a o
f
n on d
l
i
r
F
io Tool(s)/ : IPCRF + SAT + IPCRF- o
r
O P
n s
m
t
a : r
r io Form(s) Development Plans C g e
a t O
a p
p a le Timeline : May - last week, a week - i

n a
e i
c R z
T
r z
n y e before the opening of P
M
a
t
r
t
P a c
S i i
io g x t l
c
y classes
o
P nn
o
l r e c o
O
t t
,
t fo e
n x
Output : Development Plans based
e o
r d
h nr l
on SAT, Signed IPCRF

a n
o e f
o
r t o
P th i
r
o
TA
f
TA
L&D
a t a L&D
n l S an
o d
PERFORMANCE r s r o II PERFORMANCE
s
i
e d
f s
IV DEVELOPMENT f
REWARDING AND o MONITORING AND
P
COACHING
e r
PLANNING p
n Teacher a
T Activity : Mid-year Review and
i e
Activity : Ways Forward Development Assessment
Form(s)
Tool(s)/
Planning
: IPCRF-Development Plans i
p Quality c
h
Tool(s)/
Form(s)
: RPMS Tools + IPCRF + SAT +
IPCRF-Develo pment Plans
i
l
h s using Performance Monitoring
Timeline : April, 1st Friday P r & Coaching Form (PMCF)
Output : Reward, Recognition, Timeline : Oct - Nov, End of 1st Semester
IPCRF-DP L&D Output : Agreements based on IPCRF,
IPCRF-Development Plans &
Portfolio
L&D TA
TA
o o T
)
D
l
s
P
-
D
P F
/
R
a
o
h l III T
,
m P
F
r
- o
C
P PERFORMANCE REVIEW s n
I R R
VF I P d
e
P
C C : r
s
a ,
I I
o
AND EVALUATION C
O
Ot f
R l
i
r
F o
-
,
o
f
P C r
t
P
R
g i
o
r P o P
Activity : Year-End Review & M a P
S i r
I n
o , :
f o
i
s
l o Assessment, Evaluation of o , z
e
t
n o a
o r
l o P
f T p
t
r
(
t i a
r
i
t
o Portfolio & Computation of f
o n
o
a
a P
: l o
il t
r i
a
s
o Final Rating o
p o n
e
rP
T
Tool(s)/ : RPMS Tools + IPCRF + SAT +
Form(s) IPCRF-Development Plans
using Performance Monitoring
& Coaching Form (PMCF)
Timeline : April 1st week - A week after
graduation
Output : IPCRF w/ Computed Final
Rating
Legend:
L&D - Learning and Development RPMS - Results-Based Performance Management System
IPCRF - Individual Performance Commitment & Review Form SAT-RPMS - Self Assessment Tools RPMS
IPCRF-DP - Part IV: Development Plans of the IPCRF TA - Technical Assistance
PMCF - Performance Monitoring and Coaching Form
Figure 6.2. The Tools within the RPMS Cycle

69
I
AND COMMITMENT
Activity : Discussion / Issuance of
P
o
T r
o t
RPMS Tools o
ls
a f
o
n F
/ n d
l
i
io r
o
t Tool(s)/ : IPCRF + SAT + IPCRF-
o
O P
a n s
m
g r
o : e
r i Form(s) Development Plans C p

r
a
a t e O n a
Timeline : May - last week, a week r
p a l T i
ei z c - z
R a
r
P a
n t y before the opening of
P M
a
tt i o
le
io g xc S o
l O r e
y
x c
classes ,
P
nn
fo n r
t
t d
e e o
f
r a n
P r th h
e n
o
t
o
o
on SAT, Signed IPCRF i
l
r t
f o
TA
f
TA
L&D
a t a L&D
n l S an
o d
PERFORMANCE ro s r o II PERFORMANCE
s
i
e d
REWARDING AND f s MONITORING AND
IV DEVELOPMENT
P
f COACHING
e r
PLANNING p
n Teacher a
i e
Planning p c Tool(s)/ :
RPMS Tools + IPCRF + SAT +
Tool(s)/ : IPCRF-Development Plans
Quality h Form(s) IPCRF-Development Plans
i
e
i
Form(s) l using Performance Monitoring

h
Timeline : April, 1st Friday
P
r
s

IPCRF-DP Output : Agreements based on IPCRF,
L&D
IPCRF-Development Plans &
Portfolio
D
L&D TA
TA
T
P
)
o
-
R D
P
F
C F l
- /
III
i o r l
V F R o P
,
a
, I
PERFORMANCE REVIEW
P
I
C
P F
I
R F r o
e
C C n r
R m
s s
h ,
o
I AND EVALUATION : O d
f
t
o
a P P
I
l
,
f
T C g i
R o
r o
P o li O
r
f r
t : Activity : Year-End Review & M - n P
os
o t P P
a
n r
f o
S i
p
P o z e
o : l o Assessment, Evaluation of , a
i
s (
P t
t T
m o i a
a r
Portfolio & Computation of r
t
n
o
r
o f a
r F o t
a / oi i
p s Final Rating o
n
lo
e o
r T
P Tool(s)/ : RPMS Tools + IPCRF + SAT +

graduation
Rating
Legend:
Figure 6.3. Self-assessment tools in the RPMS Cycle

70
The teachers should assess their own performance prior to the beginning of
the year (Performance Planning and Commitment) and reflect on their
performance throughout the RPMS Cycle. The results of this self-assessment will
guide the teachers and the principal on which RPMS indicators the teachers must
improve on and the areas where they need coaching and mentoring.
6.1.1 What are the Self-Assessment

Tools-RPMS (SAT-RPMS)?
The Self-Assessment Tools-RPMS (SAT-RPMS) comprises two

different self-assessment questionnaires within the RPMS designed for
Teacher I-III and Master Teacher I-IV to reflect on the different
performance indicators that relate to their professional work. It is meant
to support teacher performance and professional development.
There are two SAT-RPMS: 1) SAT-RPMS for Teacher I-III; and 2)
SAT-RPMS for Master Teacher I-IV.
Teacher I, Teacher II and Teacher III shall use the SAT-RPMS for
Teacher I-III while Master Teacher I, Master Teacher II, Master Teacher
III and Master Teacher IV shall use the SAT-RPMS for Master I-IV.
There are 13 objectives in the SAT-RPMS, including the Plus Factor.
These objectives are aligned with the objectives listed in the RPMS Tools.
Figure 6.4. Self-Assessment Tools-RPMS
71
6.1.2. What are the parts of the SAT-RPMS?

The SAT-RPMS has the following parts:
1. Cover Page. This page introduces the SAT-RPMS, its

purposes and parts. It also provides instructions on how to
accomplish the SAT-RPMS. See Figure 6.4.
2. Demographic Profile. This part collects the teacher’s

demographic information, such as age, sex, rank or position,
highest degree obtained, among others.
Figure 6.5. Part I: Demographic Profile of SAT-RPMS for Teacher I-III
72
3. Objectives. This page contains the 13 objectives of the SAT-

RPMS. Using a four-point Likert scale, the teachers will rate themselves
in terms of how capable they are in performing each objective and the
development priority they give to each objective.
Figure 6.6. Part II: Performance Indicators of SAT-RPMS for Teacher I-III
73
6.1.3. How do you take the SAT-RPMS?

Step 1: Determine your corresponding SAT-RPMS.
Identify your SAT-RPMS by considering your current
position and general description of your practice based on the
Philippine Professional Standards for Teachers.
If you are a Teacher I, Teacher II or Teacher III, use the tool
for SAT-RPMS for Teacher I-III. If you are a Master Teacher I,
Master Teacher II, Master Teacher III and Master Teacher IV,
use the tool for Master Teacher I-IV. Senior High School
teachers shall use the SAT-RPMS corresponding to their
current rank/position, regardless of the years in service.
Figure 6.7 A graphical representation of a teacher looking at SAT-RPMS
74
Step 2: Take the SAT-RPMS appropriate to your position.

Accomplish Part I: Demographic Profile by ticking the item
that describes you.
In Part II: Objectives, shade the circle that corresponds to
the rating you give yourself for each indicator according to the
level of your capability and development priority. You may also
write your comments about the indicators in the box provided
at the end of SAT-RPMS page. See Figure 6.8.
Figure 6.8. Screenshot of the box on the bottom of the SAT-RPMS Page
Step 3: Discuss with your Principal the results of

your SAT-RPMS.
After taking the SAT-RPMS, discuss with your Principal the
Development Plan based the results of your self-assessment.
Figure 6.9
A graphical representation of a teacher (Ratee) and a principal (Rater)
discussing the Development Plan based on the teachers’ SAT-RPMS results
75
6.1.4. How do you use the

results of SAT-RPMS?
Step 1: The teacher prepares the Development
Plan based on the results of SAT-RPMS.
The teacher can reflect in the plan as development needs
the objectives that rated “Low” in terms of level of capability, or
“High” or “Very High” in terms of priority for development.
The objectives rated “High” or “Very High” in terms of level of
capability can be reflected as strengths in the Development Plan.
See Figure 6.10 for the sample accomplished Part IV:
Development Plans (IPCRF-DP) based on the SAT-RPMS
results. Follow the steps in Chapter 3, page 41 in preparing for
the Part IV: DP.
Step 2: The teacher discusses the Development

Plan with the Principal.
Step 3: The teacher and the Principal come to an

agreement about the final Development Plan.
The IPCRF-DP shall be updated during Phase 4: Performance

Rewarding and Development Planning and shall be informed by the actual
ratings of the IPCRF in Phase 3: Performance Review and Evaluation.
The results can inform various development interventions in
preparation for the next school year, such as In-Service Training
(INSET) Orientation/ Teacher Induction Program (TIP).
Both the teacher and the Principal may also refer to the
Development Plans in the monitoring and coaching of the teacher’s
performance and in providing the necessary interventions
Note: An electronic system will be given as a

supplemental material. The system supports schools in
analyzing school-wide SAT data of teachers to help
plan for teachers’ professional development.
76
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Action Plan
Strengths Development Needs (Recommended Timeline Resources
Developmental Needed
Intervention)
A. Teaching Competencies (PPST)
Objective 3, KRA 1 Objective 3, KRA 1 Applying new learning Learning and
To apply a range of teaching To apply a range of teaching from attending courses/ Development
strategies to develop critical strategies to develop critical seminars/workshops/
and creative thinking, as well and creative thinking, as Learning Action Cells Team
as other higher-order thinking well as other higher-order (LAC)/ E-learning
skill thinking skills Using feedback to try a Year-round Supervisors /
new approach to an old
School Heads /
practice
Master
Coaching and mentoring Teachers
Local Funds
B. Core Behavioral Competencies (DepEd)

• Professionalism and Ethics Innovation particularly on • Coaching • Regular HRTD Funds
• Teamwork conceptualizing “Out of the • Incorporate in the coaching
• Service Orientation Box” ideas/approach next in-service • In-

• Results Focus training (INSET) service
the training on training
conceptualization on April
of innovative and and May
ingenious methods
and solutions
Figure 6.10. Sample of accomplished Part IV of the IPCRF: Development Plans.

77
6.2 Classroom Observation Tools in the RPMS Cycle

Classroom observation is a process of providing feedback to a teacher’s classroom
practice. Feedback given provides quality input for the continuous improvement of
teacher practice and provides opportunities to share ideas and expertise, as well as
promote mentoring and coaching among colleagues. It also encourages teachers to
reflect and develop awareness about their own practice as it provides evidence of actual
teacher performance, their strengths and areas for development and the impact of their
practice. Finally, classroom observation aims to visualize classroom practices.
To be more effective, classroom observation must be based on a set of
standards, which can assess teaching quality across a continuum of development
(Darling-Hammond, 2012). The link between what the teachers can do as evidenced
by their classroom performance and the standards against which this performance
can be rated or evaluated is crucial in classroom observation.
Figure 6.11. Classroom Observation Tools and Forms in the RPMS Cycle
78
In the RPMS Cycle, teacher’s classroom performance is assessed against

the indicators of the Philippine Professional Standards for Teachers (PPST). The
results of classroom observation are considered non-negotiable means of
verification (MOV) of teacher performance that can prove teacher’s attainment of
classroom observable objectives in the RPMS Tools.
Figure 6.12. Classroom Observation Tools and Forms in the RPMS Cycle
79
I AND COMMITMENT
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IPCRF-Develo pment Plans
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Timeline : April, 1st Friday P r & Coaching Form (PMCF)
IPCRF-DP Output : Agreements based on IPCRF,
L&D IPCRF-Development Plans &
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Legend:
Figure 6.13. Classroom Observation Tools in the RPMS Cycle

80
6.2.1 What are the Classroom Observation

Tools-RPMS (COT-RPMS)?
There are two (2) Classroom Observation Tools for RPMS (COT-
RPMS), one for Teachers I-III (Proficient) and one for Master Teachers
I-IV (Highly Proficient). The indicators in the tools are the observable
classroom objectives listed in the RPMS tools. The language of the
indicators is from the Proficient career stage in the Philippine
Professional Standards for Teacher (PPST).
COT-RPMS for Teachers I-III has nine (9) indicators, while the
COT-RPMS for Master Teacher I-IV has five (5) indicators.
Figure 6.14. COT-RPMS Rubric Front Page
6.2.1.1 Mapped RPMS Objectives

and COT Indicators
Not all objectives in the RPMS tools are classroom observable. The
tables below show the congruence between the RPMS objectives and
COT indicators.
See Figures 6.15 and 6.16 for the mapped RPMS objectives and
COT indicators.
81
82
RPMS COT
Objective Objectives Indicator Indicators
Number Number
acrossandwithincontentofknowledgeApplied.areasteachingcurriculum
1 1 acrossandwithincontentofknowledgeAppliesareasteachingcurriculu
m
2 aUsed enhancethatstrategiesteachingofrange 2 aUses enhancethatstrategiesteachingofrange

learner .skillsnumeracyandliteracyinachievement learner skillsnumeracyandinliteracyachievement
developtostrategiesteachingofrangeaApplied developtostrategiesteachingofarangeApplies
3 otheraswellasthinking,creativeandcritical 3 otheraswellasthinking,creativeandcritical
.skillsthinking-orderhigher skillsthinking-orderhigher
learners,engagetostructureclassroomManaged learners,engagetostructureclassroomManages
4 exploration,meaningfulingroups,inorindividuallyofarangewithinactivitieson-handsanddiscovery
4 exploration,meaningfulingroups,inorindividuallyofarangewithinactivitieson-handsanddiscovery
.environmentslearningphysical environmentslearningphysical
byconstructivelybehaviorlearnerManaged byconstructivelybehaviorlearnerManages
5 todisciplineviolent-nonandpositiveapplying 5 todisciplineviolent-nonandpositiveapplying
.environmentsfocusedlearningensure environments-focusedlearningensure
appropriatedevelopmentallydifferentiated,Used appropriatedevelopmentallydifferentiated,Uses
6 gender,learners’addresstoexperienceslearning 6 gender,learners'addresstoexperienceslearning
.experiencesandinterestsstrengths,needs, experiencesandinterestsstrengths,needs,
implementedandmanagedPlanned, developmentallyimplementsandmanagesPlans,
learningandteachingsequenceddevelopmentallyandrequirementscurriculummeettoprocesses.contextsteachingvaried
7 7 toprocesseslearningandteachingsequencedteachingvariedandrequirementscurriculummeetcontexts
usedandorganizeddeveloped,Selected, appropriateusesandorganizes,develops,Selects,
8 resources,learningandteachingappropriate 8 toICT,includingresources,learningandteaching
.goalslearningaddresstoICT,including goalslearningaddress
diagnostic,usedandorganizedselected,Designed, diagnostic,usesandorganizes,selects,Designs,
10 strategiesassessmentsummativeandformative 9 strategiesassessmentsummativeandformative
.requirementscurriculumwithconsistent requirementscurriculumwithconsistent
Figure .6 .15
RPMSMapped andObjectives IndicatorCOT Teacherfor III-I
RPMS COT
Objective Objectives Indicator Indicators
Number Number
contentofapplicationseffectiveModeled acrossandwithincontentofknowledgeApplies
1 1 areasteachingcurriculum
teachingcurriculumacrossandwithinknowledge.areas
teachingeffectiveappliedandDeveloped developtostrategiesteachingofarangeApplies
3 thinking,creativeandcriticalpromotetostrategies 2 otheraswellasthinking,creativeandcritical
.skillsthinking-orderhigherotheraswellas skillsthinking-orderhigher
4 3
learners,engagetostructureclassroomManagesexploration,inmeaningfulgroups,inorindividuallyofarangewithinactivitieson-handsanddiscoveryenvironmentslearningphysical
shareandmodeltocolleagueswithWorkedofmanagementtheintechniqueseffectiveindividuallylearners,engagetostructureclassroomdiscoveryexploration,meaningfuliningroups,orphysicalofarangewithinactivitieson-handsand.environmentslearning
5 4
byconstructivelybehaviorlearnerManagestodiscipline-violentnonandpositiveapplyingenvironmentsfocused-learningensure
behaviorconstructiveandeffectiveExhibited -nonandpositiveapplyingbyskillsmanagement-focusedlearningensuretodisciplineviolent.environments
7 5
theinstrategieseffectiveappliedandDevelopeddevelopmentallyofmanagementandplanningtoprocesseslearningandteachingsequencedteachingvariedandrequirementscurriculummeet.contexts
developmentallyimplementsandmanagesPlans,toprocesseslearningandteachingsequencedteachingvariedandrequirementscurriculummeetcontexts
eFigurTeacherMasterforIndicatorCOTandObjectivesRPMSMapped
6.16. IVI-
83
6.2.1.2 Indicator List

Classroom observation in the RPMS cycle is distributed within the academic year.
The prescribed indicators per observation period are shown in Figures 6.17 and 6.18.
The check mark signifies in the table below that the indicator has to be
shown in the observation period.
COT Observation Period

Indicator THE TEACHER:
1 2 3 4
No.
1 Applies knowledge of content within and / / / /
across curriculum teaching areas
Uses a range of teaching strategies that
2 enhance learner achievement in literacy and / / / /
numeracy skills
Applies a range of teaching strategies to
3 develop critical and creative thinking, as well / / / /
as other higher-order thinking skills
Manages classroom structure to engage
learners, individually or in groups, in
4 meaningful exploration, discovery and / / / /
hands-on activities within a range of physical
learning environments
Manages learner behavior constructively by
5 applying positive and non-violent discipline / / / /
to ensure learning-focused environments
Uses differentiated, developmentally
6 appropriate learning experiences to address / x / x
learners’ gender, needs, strengths, interests
and experiences
Plans, manages and implements
7 developmentally sequenced teaching and / / / /
learning processes to meet curriculum
requirements and varied teaching contexts
Selects, develops, organizes, and uses
8 appropriate teaching and learning resources, x / / /
including ICT, to address learning goals
Designs, selects, organizes, and uses
9 diagnostic, formative and summative x x x /
assessment strategies consistent with
curriculum requirements
Figure 6.17. Indicator List for Proficient Teachers
84
For Highly Proficient level, all indicators are expected to be

ob-served per observation period.
COT Observation Period

Indicator THE TEACHER:
1 2 3 4
No.
1 Applies knowledge of content within and / / / /
across curriculum teaching areas
Applies a range of teaching strategies to
2 develop critical and creative thinking, as well / / / /
as other higher-order thinking skills
Manages classroom structure to engage
learners, individually or in groups, in
3 meaningful exploration, discovery and / / / /
hands-on activities within a range of physical
Manages learner behavior constructively by
4 applying positive and non-violent discipline / / / /
to ensure learning-focused environments
Plans, manages and implements
5 developmentally sequenced teaching and / / / /
learning processes to meet curriculum
Figure 6.18. Indicator List for Highly Proficient Teachers
6.2.2 What are the COT-RPMS Forms?

The COT-RPMS are composed of five forms:
• Rubric
• Observation Notes Form
• Rating Sheet
• Inter-Observer Agreement Form
Each form is used at a specific stage in the observation process.
85
6.2.2.1 Rubric
The rubric contains a performance continuum for each career
stage. For Teacher I-III (with Levels 3-7), the expected attained level is
at least Level 6, Consolidating. For Master Teacher I-IV (with Levels
4-8), the expected attained level is at least Level 7, Integrating.
The rubric has the following parts:
1. Rubric Level Summary. This refers to both the name and

description of each level, described according to performance of
teachers in the classroom.
Figure 6.20. Rubric Level Summary for Teacher I-III
Figure 6.21. Rubric Level Summary for Master Teacher I-IV
86
2. Indicators. This refers to the specific classroom observable

practice of teachers.
Figure 6.22. The Indicators of COT-RPMS
3. Level Description. This refers to the description of practice for

each level. The description explains the practice expected of teachers in
the classroom.
As teachers progress in their careers, different levels of performance
are expected of them. The development in levels refers to the
expectations of teachers in different career stages: Levels 3-7 for Teacher
I-III while Levels 4-8 for Master Teacher I-IV.
Figure 6.23. Level Description
87
4. Clarifications. This refers to definitions or elaborations of some

terms included in the level descriptions.
5. Features of Practice. This refers to specific classroom practices,

which help describe a particular level.
Figure 6.24. Clarifications and Features of Practice
88
6.2.2.2 Observation Notes Form
The observer(s) use(s) this form to take note of his or her

specific observations and comments during the classroom
observation. This is the only form the observer(s) will bring and
complete during the observation.
Figure 6.19. Observation Notes Form
89
6.2.2.3 Rating Sheet
This form lists the indicators in the COT-RPMS tool. The

observer(s) use(s) this form to indicate the rating/level attained by
the observed teacher in each indicator.
This form is completed after the observation. Refer to the
Indicator List to check which indicators are expected to be
observed within the observation period.
Figure 6.25. Rating Sheet of the COT-RPMS
Note:
• If possible, a subject expert is expected to rate Indicator 1 (Applies knowledge of content
within and across curriculum content areas).
• Elementary teachers are “generalists,” any observer may rate Indicator 1.
• It is highly recommended that 2-3 observers sit for an observation. However, if
challenges like schedules and availabilty of observers hinder a school to follow
this recommendation, one (1) observer will be enough.
90
6.2.2.4 Inter-Observer Agreement Form
Observer(s) use(s) this form. It serves as the final rating form used during the
Inter-Observer Agreement Exercise.
To arrive at an agreed rating, each observer discusses and justifies the
rating(s) given to the observed teacher. The agreed rating is not the average
of the ratings given but the rating agreed upon by all the observers.
In case there is only one observer, i.e. the Principal, his or her rating is
the final rating.
Figure 6.26. Inter-Observer Agreement Form
Note:
• This form is used when there are 2-3 observers.
• The observers meet with the teacher to discuss the results of the observation. This aims to help the
teacher improve his or her performance through constructive feedback.
91
6.2.3 What are the roles and responsibilities

of Teachers and Observers?
6.2.3.1 Teachers are Teacher I-III or Master
Teacher I-IV who will be observed
Teachers are expected to:

1. review the Classroom Observation Rubric appropriate to
their career stage.
2. understand the observation process.
3. prepare for and participate in each step of the
observation process.
4. prepare and provide the lesson plan/modified DLL for
the observation
6.2.3.2 Observers are Principals/ School

Heads, Department Heads/
Chairpersons and/or Master Teachers
Observers are expected to:
1. review the observation process and ensure that all steps are
correctly followed.
2. review and understand the Classroom Observation Rubric and the
different forms to be used at different stage in the observation:
Observation Notes Form, Rating Sheet, and Inter-Observer
Agreement Form (to be used if there are more than one observers).
3. rate the teacher using the Rating Sheet. Identify the teacher’s
strengths and areas for improvement then make recommendations
for improving performance, as guided by the COT-RPMS rubric.
4. ensure that the Classroom Observation Forms (Observation Notes
Form, Rating Sheet, and Inter-Observer Agreement Form) contain
accurate information about the teacher and the class observed.
5. meet with the teacher after the observation to discuss the
results of the observation.
It is highly encouraged that 2-3 observers participate

in the observation.However, if challenges like schedules
and availability of observers hinder a school to follow this
recommendation, one (1) observer will be enough.
92
6.2.4 What are the processes and

protocols in Classroom Observation?
6.2.4.1 Pre-Observation
Observer Teacher
1. Reviews the COT-RPMS Rubric 1. Reviews the COT-RPMS
appropriate to the level of the Rubric appropriate to his
teacher he or she will observe. or her position.
• It is highly recommended 2. Refers to the Indicator List
that 2-3 observers participate expected to be observed in
in the observation, whenever each quarter/observation
possible. period in order to plan well
However, if challenges like for the observation.
schedules and availabilty 3. Plans his or her lesson
of observers hinder a according to the indicators
school to follow this expected for the particular
recommendation, one (1) observation period.
observer will be enough. 4. Provides the observers with
2. Refers to the list of indicators the lesson plan/DLP/DLL.
expected to be observed in
each observation period.
Note:
If there are multiple observations
within a day, it is recommended that
an observer undertakes no more than
three (3) observations per day.
Figure 6.27. Protocols in Pre-observation process.
6.2.4.2 Actual Observation

Observer Teacher
1. Sits at available chairs. Multiple 1. Delivers the lesson.
observers are expected to sit
apart.
2. Uses the Observation Notes
Form to record comments and
observations on the teacher’s
performance.
3. If there are multiple observers,
avoid engaging in any
discussion with one another.
Showing any feedback on
the teacher’s performance
using facial expression is also
discouraged.
4. Observes the entire class
period.
Figure 6.28. Processes and protocols in the Actual Observation process
93
6.3.4.3 Post-Observation
Observer Teacher
1. Thanks the teacher and
leave the room immediately
after observation.
2. Individual rating
Rates the teacher using the
COT-RPMS Rubric appropriate
to the teacher’s level. Only
those indicators expected to be
observed in an observation
period as specified in the table
of list of indicators, must be
given rating.
• If there are multiple
observers, only the subject
specialist is expected to
rate Indicator 1.
• If there is only one observer,
he or she rates Indicator 1.
• Elementary teachers are
generalists; all observers are
expected to rate Indicator 1.
3. Inter-Observer
Agreement Exercise (in
case of multiple observers)
Meets all other observers to
discuss the individual ratings
given. In case of different ratings,
the observers must resolve the
differences and assign an agreed
rating. The agreed rating is not an
average; it is a final rating based
on reasoned and consensual
judgment.
4. Meets with the teacher to discuss
the results of the observation.
Figure 6.29. Processes and protocols in Post-observation process
94
OBSERVERS TOOL NEEDED TEACHER

• Review the COT- • Review the COT-
RPMS Rubric RPMS Rubric
PRE-
OBSERVATIO appropriate for appropriate to his/
N the rank of the her rank
teacher to be RUBRIC • Plan the lesson
observed. • Refer to the
• Refer to the INDICATOR LIST indicator list for
indicator list for the prescribed
the prescribed indicator to plan
indicator to be the lesson
rated
• Arrive at the
designated
classroom a few
minutes before
the observation
OBSERVATION • Sit at any • Delivers the

available seats in lesson
the classroom
• Multiple observers
are to sit apart
OBSERVATION
• Record all NOTES FORM
comments on
the Observation
Notes Form
• Rate the teacher RATING SHEET

OBSERVATION
In case of multiple
observers: INTER-OBSERVER
• Discuss the rating
with the fellow AGREEMENT
observers FORM
• Decide on the final
POST-
rating
Observers and the teacher meet to discuss

the results of the observation. The teacher and observer(s)
affix their signature on the rating.
Figure 6.30. Graphical representation of the Classroom Observation Process
95
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96
GLOSSARY OF
TERMS / ACRONYMS
7
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
Annotations Self-reflection, explanation, or presentational mark-up attached

to/
written on a document, artifact, or Means of Verification
(MOV); see reflection notes.
Artifacts All documents that provide evidence of quality instruction (e.g.
lesson plan, daily lesson log, instructional materials, etc.)
which may be used as means of verifying attainment of Key
Result Areas (KRAs).
Assessment The process of gathering, documenting and organizing in
measurable terms, knowledge, skills, attitudes and values to
determine how much they attain the KRAs .
Process of determining the relevance, worth or value of documents
and evidences.
Assessment Phase Any of the stages in the portfolio assessment process: pre-
assessment phase, assessment phase and post assessment.
Assessment Process A set of procedures or stages in evaluating a portfolio to determine
the merits of its contents.
Authenticate Raters and Ratee affix their signatures to verify, prove or confirm
that a Portfolio document is an original or a genuine copy.
Career Growth Pertains to the developmental progression as teachers develop,
refine their practice, and respond to the complexities of educational
reforms Philippine Professional Standards for Teachers.
Career Stages The different phases in one’s teaching career which starts from
being a Beginning, to Proficient, to Highly Proficient and to
Distinguished teacher.
Checklist A list of documents, artifacts and evidences that must be included
in the portfolio which can help teachers in gathering,
selecting and organizing the MOV in their Portfolio.
Clarifications Definitions or explanations of some terms included in the level
descriptions.
Classroom Context The setting or environment where the teaching-learning process
takes place. It also points to the all the factors which may
affect the teaching-learning process in the classroom.
Classroom Observation A subset of the full Classroom Observation Tool used for RPMS for
Tool – Results- Teachers.
based Performance
Management System
(COT-RPMS)
Content Knowledge Competencies that teachers are expected to master for them to
teach efficiently and effectively.
Competencies Knowledge, skills and values that individuals demonstrate in
achieving one’s results. Competencies shall uphold the
DepEd’s core values. They represent the way individuals
define and live the values. (DepEd Order No. 2, s. 2015, p. 6) .
Demonstration Teaching Showcasing the Master Teachers’ teaching-learning practice either
in their own classrooms which may be attended by their colleagues
or in a formal demonstration festival in school, district or division.
98
GLOSSARY OF TERMS/ACRONYMS
Features of practice Specific classroom practices, which may characterize a particular

level.
Inter-Observer A discussion among observers to arrive at an agreed rating. This
Agreement Exercise occurs during the post-observation process and involves the use of
the Inter-Observer Agreement Form.
Learning Context The teaching/learning situation, environment and all the factors in
which learners learn from instruction.
Level Description Description of practice for each level. The description explains the
features of practice expected of teachers in the classroom.
Mid-year Review The Portfolio assessment process usually conducted in November
or December to identify the areas that a teacher needs to
improve in preparation for the Year-end Assessment.
Objectives The specific tasks that an office and/or individual employee needs
to do to achieve the major final outputs under the key result
areas. (DepEd Order No. 2, s. 2015, p. 2). They also refer to
a specific result that a teacher aims to achieve within a time
frame and with available resources.
Outcomes The results achieved and/or the products developed as a result of
the instructional process.
In the RPMS, outcomes refer to the results of the Teacher
performance of their duties and responsibilities.
Observation A classroom observation; usually 50-60 minutes.
Observation Notes A form used by the observer(s) during the observation.
Observers School Heads, Department Heads/Chairpersons, Master
Teacher/s who conduct the classroom observation for RPMS.
This is provided in DO 2,s 2015.
Performance The action or process of carrying out or accomplishing tasks, duties
and responsibilities.
Performance Data The rating that a teacher garnered from the portfolio assessment.
Performance Indicators An exact quantification of objectives, which shall serve as an
assessment tool that gauges whether a performance is positive or
negative (DepEd Order No. 2, s. 2015).
Portfolio Assessment A process of gauging teacher performance based on verifiable
Process evidence organized in a portfolio. It follows three phases: pre-
assessment, assessment and post-assessment.
Philippine Professional A set of professional standards for teachers
Standards for Teachers that operationalizes teacher quality aspects of the K to 12
reform and elaborates teacher lifelong learning. It contains 37
performance indicators per career stage. It provides an acceptable
common language for professional discussions among teachers
and other concerned stakeholders.
Portfolio Organization It is a systematic arrangement and presentation of documents done
to facilitate the rater’s assessment process.
Post-Assessment Phase Portfolio assessment conducted at the end of the school year.
Post-Observation The concluding phase of the observation process during which
observers assign individual ratings, undertake the inter-
observer agreement exercise and make recommendations
to improve a teacher’s performance.
99
Pre-Observation The preliminary phase of the observation process in which

teachers and observers prepare for the observation.
Pre-Observation A form provided to the teacher prior to the observation (maybe
Checklist a day or minutes before observation). The teacher indicates by
checking the indicators he/she planned to be observed.
Professional The continuous process of acquiring new knowledge and skills
Development that relate to teacher’s personal development, profession, job
responsibilities, or work environment.
Ratee The individual teacher who is rated. They are the teachers from
all career stages, Beginning Teachers (Teacher I with 0-3
years in service), Proficient Teachers (Teacher I-III with
more than 3 years in service) and Master Teachers who
submit their portfolios as evidence of their teaching
performance (DepEd Order No. 2, s. 2015, p. 2).
Rater May be the principal, head teacher, master teacher or colleague
who
evaluates the documents presented by the teacher.
Reflection Notes The insights or realizations that teachers write as a result of careful
introspection on events, discussions, decisions and/or actions they
make. Reflections notes may be attached to an MOV, written as
marginal notes or appended in the form of journal entries.
Reflective Thinking Critical self-reflection on one’s own teaching-learning process. It
helps develop higher-order thinking skills. For teachers, reflective
thinking aids them in improving their teaching practice because it
allows them to note classroom experiences, critically evaluate
them, relate new knowledge and insights to prior understandings
and apply their insights to improve their teaching practice.
Results-based DepEd-contextualized SPMS. It is an organization-wide
Performance process of ensuring that employees focus work efforts
Management System towards achieving Dep-Ed vision, mission, values, and strategic
(RPMS) priorities. It is also a mechanism to manage, monitor and
measure performance, and identify human resource and
organizational development needs (DepEd Order No. 2, s.
2015, p. 3).
RPMS Tools Assessment instrument used to ensure quality teacher
performance at different career stages.
Teacher Portfolio Purposeful compilation of documents that display teacher’s
achievements, classroom performance, teaching
practices, students evaluation, actions that are used as
evidences for mid-year and year-end assessment.
Teaching Practice A teacher’s manner or habit on the delivery of instruction.
This includes everything that a teacher does to achieve learning.
It reflects the teachers’ knowledge, skills, values and attitudes as
they perform their duties and responsibilities in teaching.
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GLOSSARY OF TERMS/ACRONYMS
ACRONYMS
COT Classroom Observation Tools
DLL Daily Lesson Log
IM Instructional Materials
IPCRF Individual Performance Commitment and Review Form
IPPD Individual Plan for Professional Development
KRA Key Result Areas
L&D Learning and Development
MOV Means of Verification
MRF Mid-year Review Form
PMCF Performance Monitoring and Coaching Form
PPST Philippine Professional Standards for Teachers
RPMS Results-based Performance Management System
SAT-RPMS Self-Assessment Tools-RPMS
TA Technical Assistance
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102
APPENDICES
8
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
104
Philippine Professional Standards for Teachers 1

CONTENTS
Table of Contents i
Introduction ii
Role of teachers ii
Professional standards for teachers ii
Teacher quality in the Philippines iii
Career Stages vi
Glossary of Terms 16
References 19
Acknowledgements 20
The Philippine Professional Standards for Teachers (2017) was

developed through the Research Center for Teacher Quality
(RCTQ) with support from the Australian Government.
© 2017. Department of Education - Teacher Education Council.
APPENDICES
Philippine Professional Standards for Teachers i
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106
INTRODUCTION
Role of teachers
R M
P S M N
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values,
equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education vision
A
of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.
The changes brought about by various national and global frameworks, such as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners, necessitate the improvement and adaptability of education, and a call for rethinking of the current teacher
standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers who are properly equipped and prepared to assume the roles and functions of a K
to 12 teacher.
Philippine Professional Standards for Teachers ii

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined Domains, Strands, and Indicators
that provide measures of professional learning, competent practice, and effective engagement. This set of standards makes explicit what teachers should
know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The Philippine Professional Standards for Teachers,
therefore, becomes a public statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At the same time, the standards allow for teachers’ growing understanding, applied
with increasing sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21 st century in the Philippines. Quality
teachers in the Philippines:
 recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound
and critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to
facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and
technologies to promote high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in physical and virtual spaces. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of
high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
APPENDICES
Philippine Professional Standards for Teachers iii
7
0
1
 interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners
108
and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate
a range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.
They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with
the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound
assessment processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative
process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of
the wider school community and other key stakeholders. They understand and fulfill their obligations in upholding professional ethics,
accountability and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the
dignity of teaching, such as caring attitude, respect and integrity. They value personal and professional reflection and learning to improve their
practice. They assume responsibility for personal growth and professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
Philippine Professional Standards for Teachers iv

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning processes
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts
APPENDICES
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Philippine Professional Standards for Teachers v

2. Engagement of parents and the wider school community in the educative process
110
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:
1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career stages
Teacher professional development takes place in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning,
the Philippine Professional Standards for Teachers recognizes the significance of a standards framework that articulates developmental progression as
teachers develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the
st
21 century. They comprise descriptors that have been informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills
and values that support the teaching and learning process. They manage learning programs and have strategies that promote learning based on the
learning needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process. They provide
focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning
Philippine Professional Standards for Teachers vi

programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement. They
are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem solving
and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and mentoring to
enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of
their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptional
capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession, and initiators of
collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional advancement
and relevance in pursuit of teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders for the
improvement of education provision in the Philippines.
APPENDICES
Philippine Professional Standards for Teachers vii
111
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
112
CAREER STAGES
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the
qualifications recognized for entry independent in the application of display a high level of performance in highest standard for teaching grounded
into the teaching profession. skills vital to the teaching and learning their teaching practice. in global best practices.
process.
They have a strong understanding of They manifest an in-depth and They exhibit exceptional capacity to
the subjects/areas in which they are They provide focused teaching sophisticated understanding of improve their own teaching practice
trained in terms of content programs that meet curriculum the teaching and learning process. and that of others.
knowledge and pedagogy. and assessment requirements.
They have high education-focused They are recognized as leaders in
They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the
skills and values that support the implementing and managing problem solving and optimize profession and initiators of
teaching and learning process. learning programs. opportunities gained from experience. collaborations and partnerships.
They manage learning programs and They actively engage in collaborative They provide support and mentoring They create lifelong impact in the lives
have strategies that promote learning with the professional to colleagues in their professional of colleagues, students and others.
learning based on the learning needs community and other stakeholders development, as well as work
of their students. for mutual growth and advancement. collaboratively with them to enhance They consistently seek professional
the learning and practice potential of advancement and relevance in pursuit
They seek advice from experienced They are reflective practitioners their colleagues. of teaching quality and excellence.
colleagues to consolidate their who continually consolidate the
teaching practice. knowledge, skills and practices of They continually seek to develop their They exhibit commitment to inspire
Career Stage 1 teachers. professional knowledge and practice by the education community and
reflecting on their own needs, and stakeholders for the improvement of
those of their colleagues and students. education provision in the Philippines.

DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES
Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a
sound and critical understanding of the application of theories and principles of teaching and learning. This Domain encompasses teachers’ ability to apply
developmentally appropriate and meaningful pedagogy grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother
Tongue, Filipino and English in the teaching and learning process, as well as needed skills in the use of communication strategies, teaching strategies, and
technologies to promote high-quality learning outcomes.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary
Content knowledge and its knowledge and its application content within and across applications of content practice to improve
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across applications of content
curriculum areas teaching areas. curriculum teaching areas. knowledge within and across
curriculum teaching areas.
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based knowledge and understanding of research- knowledge and principles of colleagues in the conduct and advancement of the art and
principles of teaching and based knowledge and principles teaching and learning to application of research to enrich science of teaching, based on
learning of teaching and learning. enhance professional practice. knowledge of content and their comprehensive
pedagogy. knowledge of research and
pedagogy.
Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and strategies in the positive use of implementation of policies to
teaching and learning process. learning process. ICT to facilitate the teaching and ensure the positive use of ICT
learning process. within or beyond the school.
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1
1
Strand 1.4 1.4.1 Demonstrate knowledge 1.4.2 Use a range of teaching 1.4.3 Evaluate with colleagues 1.4.4 Model a comprehensive
Strategies for promoting literacy of teaching strategies that strategies that enhance learner the effectiveness of teaching selection of effective teaching
and numeracy promote literacy and numeracy achievement in literacy and strategies that promote learner strategies that promote
skills. numeracy skills. achievement in literacy and learner achievement in literacy
numeracy. and numeracy.
Strand 1.5 1.5.1 Apply teaching strategies 1.5.2 Apply a range of teaching 1.5.3 Develop and apply 1.5.4 Lead colleagues in
Strategies for developing critical that develop critical and strategies to develop critical effective teaching strategies to reviewing, modifying and
and creative thinking, as well as creative thinking, and/or other and creative thinking, as well as promote critical and creative expanding their range of
other higher-order thinking skills higher-order thinking skills. other higher-order thinking thinking, as well as other teaching strategies that
skills. higher-order thinking skills. promote critical and creative
thinking, as well as other
higher-order thinking skills.
Strand 1.6 1.6.1 Use Mother Tongue, 1.6.2 Display proficient use of 1.6.3 Model and support 1.6.4 Show exemplary skills in
Mother Tongue, Filipino and Filipino and English to facilitate Mother Tongue, Filipino and colleagues in the proficient use and advocate the use of
English in teaching and learning teaching and learning. English to facilitate teaching of Mother Tongue, Filipino and Mother Tongue, Filipino and
and learning. English to improve teaching and English in teaching and
learning, as well as to develop learning to facilitate learners’
learners’ pride of their language, cognitive and
language, heritage and culture. academic development and to
foster pride of their language,
heritage and culture.
Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective verbal and 1.7.3 Display a wide range of 1.7.4 Exhibit exemplary
Classroom communication understanding of the range of non-verbal classroom effective verbal and non-verbal practice in the use of effective
strategies verbal and non-verbal communication strategies to classroom communication verbal and non-verbal
classroom communication support learner understanding, strategies to support learner classroom communication
strategies that support learner participation, engagement and understanding, participation, strategies to support learner
understanding, participation, achievement. engagement and achievement. understanding, participation,
engagement and achievement. engagement and achievement
in different learning contexts.

Domain 2. Learning Environment
Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement. This Domain centers on creating an environment that is learning-focused and in which teachers efficiently manage learner behavior in physical and
virtual spaces. It highlights the need for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of learning.
Strand 2.1 2.1.1 Demonstrate knowledge 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security of policies, guidelines and learning environments to that ensure safe and secure knowledge of, and act as a
procedures that provide safe enhance learning through the learning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation
procedures. policies, guidelines and of safe and secure learning
procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage
learning.
Strand 2.3 2.3.1 Demonstrate knowledge 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management of classroom of managing classroom structure to engage learners, model and share effective practices in the management
structure and activities structure that engages learners, individually or in groups, in techniques in the management of classroom structure and
individually or in groups, in meaningful exploration, of classroom structure to activities, and lead colleagues
meaningful exploration, discovery and hands-on engage learners, individually or at the whole-school level to
discovery and hands-on activities within a range of in groups, in meaningful review and evaluate their
activities within the available physical learning environments. exploration, discovery and practices.
physical learning environments. hands-on activities within a
range of physical learning
environments.
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1
Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain supportive 2.4.3 Work with colleagues to 2.4.4 Facilitate processes to
Support for learner participation understanding of supportive learning environments that share successful strategies that review the effectiveness of the
learning environments that nurture and inspire learners to sustain supportive learning school’s learning environment
nurture and inspire learner participate, cooperate and environments that nurture and to nurture and inspire learner
participation. collaborate in continued inspire learners to participate, participation.
learning. cooperate and collaborate in
continued learning.
Strand 2.5 2.5.1 Demonstrate knowledge 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of purposive learning of learning environments that successful strategies that strategies and support colleagues in promoting
motivate learners to work maintain learning environments colleagues in promoting learning environments that
productively by assuming that motivate learners to work learning environments that effectively motivate learners to
responsibility for their own productively by assuming effectively motivate learners to achieve quality outcomes by
learning. responsibility for their own work productively by assuming assuming responsibility for
learning. responsibility for their own their own learning.
learning.
Strand 2.6 2.6.1 Demonstrate knowledge 2.6.2 Manage learner behavior 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management of learner behavior of positive and non-violent constructively by applying constructive behavior applying a wide range of
discipline in the management of positive and non-violent management skills by applying strategies in the
learner behavior. discipline to ensure learning- positive and non-violent implementation of positive and
focused environments. discipline to ensure learning- non-violent discipline
focused environments. policies/procedures to ensure
learning-focused
environments.

Domain 3. Diversity of Learners
Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain underscores the
importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design
of learning opportunities. It encourages the celebration of diversity in classrooms and the need for teaching practices that are differentiated to encourage all learners
to be successful citizens in a changing local and global environment.
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
Learners’ gender, needs, and understanding of developmentally appropriate share differentiated, evaluate differentiated
strengths, interests and differentiated teaching to suit learning experiences to address developmentally appropriate strategies to enrich teaching
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address practices that address learners’
strengths, interests and strengths, interests and learners’ differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths, interests and strengths, interests and
experiences. experiences.
Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learner- 3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary
Learners’ linguistic, cultural, strategies that are responsive to centered culture by using culture that promotes success teaching practices that
socio-economic and religious learners’ linguistic, cultural, teaching strategies that respond by using effective teaching recognize and affirm diverse
backgrounds socio-economic and religious to learners’ linguistic, cultural, strategies that respond to linguistic, cultural, socio-
backgrounds. socio-economic and religious learners’ linguistic, cultural, economic and religious
backgrounds. socio-economic and religious backgrounds to promote
backgrounds. learner success.
Strand 3.3 3.3.1 Use strategies responsive 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
Learners with disabilities, to learners with disabilities, implement teaching strategies design, adapt and implement designing, adapting and
giftedness and talents giftedness and talents. that are responsive to learners teaching strategies that are implementing teaching
with disabilities, giftedness and responsive to learners with strategies that are responsive
talents. disabilities, giftedness and to learners with disabilities,
talents. giftedness and talents.
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Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver teaching 3.4.3 Evaluate with colleagues 3.4.4 Model a range of high
Learners in difficult understanding of the special strategies that are responsive to teaching strategies that are level skills responsive to the
circumstances educational needs of learners in the special educational needs of responsive to the special special educational needs of
difficult circumstances, learners in difficult educational needs of learners in learners in difficult
including: geographic isolation; circumstances, including: difficult circumstances, circumstances, including:
chronic illness; displacement geographic isolation; chronic including: geographic isolation; geographic isolation; chronic
due to armed conflict, urban illness; displacement due to chronic illness; displacement illness; displacement due to
resettlement or disasters; child armed conflict, urban due to armed conflict, urban armed conflict, urban
abuse and child labor practices. resettlement or disasters; child resettlement or disasters; child resettlement or disasters; child
abuse and child labor practices. abuse and child labor practices. abuse and child labor
practices.
Strand 3.5 3.5.1 Demonstrate knowledge 3.5.2 Adapt and use culturally 3.5.3 Develop and apply 3.5.4 Show comprehensive
Learners from indigenous groups of teaching strategies that are appropriate teaching strategies teaching strategies to address skills in delivering culturally
inclusive of learners from to address the needs of learners effectively the needs of learners appropriate teaching strategies
indigenous groups. from indigenous groups. from indigenous groups. to address effectively the
needs of learners from
indigenous groups.

Domain 4. Curriculum and Planning
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain encompasses their ability to translate
curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. It expects teachers to apply their
professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons. These lesson sequences and associated
learning programs should be contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. The Domain expects teachers to
communicate learning goals to support learner participation, understanding and achievement.
Strand 4.1 4.1.1 Prepare developmentally 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
Planning and management of sequenced teaching and implement developmentally effective strategies in the practice and lead colleagues in
teaching and learning processes learning processes to meet sequenced teaching and planning and management of enhancing current practices in
curriculum requirements. learning processes to meet developmentally sequenced the planning and management
curriculum requirements and teaching and learning processes of developmentally sequenced
varied teaching contexts. to meet curriculum teaching and learning
requirements and varied processes.
teaching contexts.
Strand 4.2 4.2.1 Identify learning outcomes 4.2.2 Set achievable and 4.2.3 Model to colleagues the 4.2.4 Exhibit high-level skills
Learning outcomes aligned with that are aligned with learning appropriate learning outcomes setting of achievable and and lead in setting achievable
learning competencies competencies. that are aligned with learning challenging learning outcomes and challenging learning
competencies. that are aligned with learning outcomes that are aligned with
competencies to cultivate a learning competencies towards
culture of excellence for all the cultivation of a culture of
learners. excellence for all.
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1
Strand 4.3 4.3.1 Demonstrate knowledge 4.3.2 Adapt and implement 4.3.3 Work collaboratively with 4.3.4 Provide advice on the
Relevance and responsiveness of of the implementation of learning programs that ensure colleagues to evaluate the design and implementation of
learning programs relevant and responsive relevance and responsiveness design of learning programs relevant and responsive
learning programs. to the needs of all learners. that develop the knowledge and learning programs that
skills of learners at different develop the knowledge and
ability levels. skills of learners at different
ability levels.
Strand 4.4 4.4.1 Seek advice concerning 4.4.2 Participate in collegial 4.4.3 Review with colleagues, 4.4.4 Lead colleagues in
Professional collaboration to enrich strategies that can enrich discussions that use teacher and teacher and learner feedback to professional discussions to
teaching practice teaching practice. learner feedback to enrich plan, facilitate, and enrich plan and implement strategies
teaching practice. teaching practice. that enrich teaching practice.
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, organize 4.5.3 Advise and guide 4.5.4 Model exemplary skills
Teaching and learning resources selection, development and use and use appropriate teaching colleagues in the selection, and lead colleagues in the
including ICT of a variety of teaching and and learning resources, organization, development and development and evaluation of
learning resources, including including ICT, to address use of appropriate teaching and teaching and learning
ICT, to address learning goals. learning goals. learning resources, including resources, including ICT, for
ICT, to address specific learning use within and beyond the
goals. school.

Domain 5. Assessment and Reporting
Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting and
reporting learners’ needs, progress and achievement. This Domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching
and learning process and programs. It concerns teachers providing learners with the necessary feedback about learning outcomes. This feedback informs the
reporting cycle and enables teachers to select, organize and use sound assessment processes.
Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the
Design, selection, organization of the design, selection, and use diagnostic, formative colleagues to review the design, evaluation of assessment
and utilization of assessment organization and use of and summative assessment selection, organization and use policies and guidelines that
strategies diagnostic, formative and strategies consistent with of a range of effective relate to the design, selection,
summative assessment curriculum requirements. diagnostic, formative and organization and use of
strategies consistent with summative assessment effective diagnostic, formative
curriculum requirements. strategies consistent with and summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on and
Monitoring and evaluation of of monitoring and evaluation of learner progress and monitoring and evaluation mentor colleagues in the
learner progress and learner progress and achievement using learner strategies of attainment data to effective analysis and use of
achievement achievement using learner attainment data. support learner progress and learner attainment data.
attainment data. achievement.
APPENDICES
121
2
2
1
Strand 5.3 5.3.1 Demonstrate knowledge 5.3.2 Use strategies for 5.3.3 Use effective strategies for 5.3.4 Exhibit exemplary skills
Feedback to improve learning of providing timely, accurate providing timely, accurate and providing timely, accurate and and lead initiatives to support
and constructive feedback to constructive feedback to constructive feedback to colleagues in applying
improve learner performance. improve learner performance. encourage learners to reflect on strategies that effectively
and improve their own learning. provide timely, accurate and
constructive feedback to
learners to improve learning
achievement.
Strand 5.4 5.4.1 Demonstrate familiarity 5.4.2 Communicate promptly 5.4.3 Apply skills in the effective 5.4.4 Share with colleagues a
Communication of learner with a range of strategies for and clearly the learners’ needs, communication of learner wide range of strategies that
needs, progress and communicating learner needs, progress and achievement to needs, progress and ensure effective
achievement to key stakeholders progress and achievement. key stakeholders, including achievement to key communication of learner
parents/guardians. stakeholders, including needs, progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data to 5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of inform the modification of colleagues to analyze and utilize explore, design and implement
enhance teaching and learning assessment data as feedback in teaching and learning practices assessment data to modify effective practices and
practices and programs teaching and learning practices and programs. practices and programs to programs using information
and programs. further support learner progress derived from assessment data.
and achievement.

Domain 6. Community Linkages and Professional Engagement
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as the community’s
engagement in the educative process. This Domain expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to the
experiences, interests and aspirations of the wider school community and other key stakeholders. It concerns the importance of teachers’ understanding and fulfilling
their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents,
schools and the wider community.
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and evaluate 6.1.4 Model exemplary practice
Establishment of learning understanding of knowledge of environments that are learning environments that are and empower colleagues to
environments that are learning environments that are responsive to community responsive to community establish and maintain effective
responsive to community responsive to community contexts. contexts. learning environments that are
contexts contexts. responsive to community
contexts.
Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of parents and the strategies that build parents/guardians and the strengthen relationships with networks that strengthen
wider school community in the relationships with wider school community to parents/guardians and the relationships with
educative process parents/guardians and the facilitate involvement in the wider school community to parents/guardians and the
wider community. educative process. maximize their involvement in wider school community to
the educative process. maximize their involvement in
the educative process.
Strand 6.3 6.3.1 Demonstrate awareness 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the
Professional ethics of existing laws and regulations teaching practice using existing teaching and learning practices regular review of existing codes,
that apply to the teaching laws and regulations that apply that apply existing codes, laws laws and regulations that apply
profession, and become familiar to the teaching profession and and regulations applicable to to the teaching profession, and
with the responsibilities the responsibilities specified in the teaching profession, and the the responsibilities as specified
specified in the Code of Ethics the Code of Ethics for responsibilities specified in the in the Code of Ethics for
for Professional Teachers. Professional Teachers. Code of Ethics for Professional Professional Teachers.
Teachers.
APPENDICES
123
4
2
1
Strand 6.4 6.4.1 Demonstrate knowledge 6.4.2 Comply with and 6.4.3 Exhibit commitment to 6.4.4 Evaluate existing school
School policies and procedures and understanding of school implement school policies and and support teachers in the policies and procedures to
policies and procedures to procedures consistently to implementation of school make them more responsive to
foster harmonious relationships foster harmonious relationships policies and procedures to the needs of the learners,
with the wider school with learners, parents, and foster harmonious relationships parents and other stakeholders.
community. other stakeholders. with learners, parents and other
stakeholders.

Domain 7. Personal Growth and Professional Development
Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain values personal and professional reflection and learning to improve
practice. It recognizes the importance of teachers assuming responsibility for personal growth and professional development for lifelong learning.
Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-centered
Philosophy of teaching philosophy of teaching that is philosophy of teaching that is centered teaching philosophy in teaching philosophy through
learner-centered. learner-centered. various aspects of practice and teaching practices that
support colleagues in enhancing stimulate colleagues to engage
their own learner-centered in further professional learning.
teaching philosophy.
Strand 7.2 7.2.1 Demonstrate behaviors 7.2.2 Adopt practices that 7.2.3 Identify and utilize 7.2.4 Act as a role model and
Dignity of teaching as a that uphold the dignity of uphold the dignity of teaching personal professional strengths advocate for upholding the
profession teaching as a profession by as a profession by exhibiting to uphold the dignity of dignity of teaching as a
exhibiting qualities such as qualities such as caring attitude, teaching as a profession to help profession to build a positive
caring attitude, respect and respect and integrity. build a positive teaching and teaching and learning culture
integrity. learning culture within the within and beyond the school.
school.
Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in professional 7.3.3 Contribute actively to 7.3.4 Take a leadership role in
Professional links with establish professional links with networks to share knowledge professional networks within supporting colleagues’
colleagues colleagues. and to enhance practice. and between schools to engagement with professional
improve knowledge and to networks within and across
enhance practice. schools to advance knowledge
and practice in identified areas
of need.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
Professional reflection and understanding of how professional improvement plan reflections and promote within and across school
learning to improve practice professional reflection and based on reflection of one’s learning opportunities with contexts in critically evaluating
colleagues to improve practice. practice and setting clearly
APPENDICES
125
6
2
1
learning can be used to improve practice and ongoing defined targets for professional
practice. professional learning. development.
Strand 7.5 7.5.1 Demonstrate motivation 7.5.2 Set professional 7.5.3 Reflect on the Philippine 7.5.4 Lead reforms in enhancing
Professional development goals to realize professional development goals based on Professional Standards for professional development
development goals based on the Philippine Professional Teachers to plan personal programs based on an in-depth
the Philippine Professional Standards for Teachers. professional development goals knowledge and understanding
Standards for Teachers. and assist colleagues in of the Philippine Professional
planning and achieving their Standards for Teachers.
own goals.

GLOSSARY OF TERMS
Assessment Data Learner data obtained from diagnostic, formative and/or summative assessment practices
Classroom Structure The physical set-up of the learning environment, which generally includes the arrangement of chairs,
tables, and other equipment in the classroom designed to maximize learning
Content Knowledge Competencies that teachers are expected to master for them to teach efficiently and effectively
Culturally-appropriate teaching strategies Teaching strategies that respect cultural differences between and among students and teachers
Curriculum Areas Different learning/subject areas taught and learned in the basic education curriculum
Creative thinking skills Thinking skills that involve exploring ideas, generating possibilities and looking for many right answers
rather than just one.
Critical thinking skills High-level thinking skills such as analysis, evaluation, interpretion, or synthesis of information and
application of creative thought to form an argument, solve a problem, or reach a conclusion.
Developmentally Appropriate Learning Teaching and learning activities and tasks suited to the needs, abilities, skills, and developmental levels of
Experiences learners
Diagnostic assessment Assessment that gauges what the learner knows prior to instruction. It can also identify the nature of
difficulties and misconceptions that the learner might have, which, if undiagnosed, might affect their
learning of newer concepts. Based on DepEd Order No. 8, s. 2015, there are only two types of classroom
assessment, namely, formative and summative. Formative assessment already covers diagnostic
assessment.
Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products suited to the
various learning needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of
professional standards for teachers
Formative assessment Assesment used to conduct in-process evaluations of student comprehension, learning needs, and
academic progress during a lesson, unit, or course. Formative assessment helps teachers identify concepts
that students are struggling to understand, skills they are having difficulty acquiring, or learning standards
they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and
academic support. (Please also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition.)
Higher Order Thinking Skills Complex thinking processes which include analysis, evaluation, synthesis, reflection and creativity.
APPENDICES
127

Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in the
8
2
1
Philippine Professional Standards for Teachers
Indigenous groups Peoples who have, under claims of ownership since time immemorial, occupied, possessed and utilized
ancestral territories, shared common bonds of language, customs, traditions, and other unique cultural
traits (RA 8371: IPRA)
Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in various assessment
results, portfolios, class records and report cards
Learner interests Student’s personal preferences, likes or dislikes, which must be considered in the teaching-learning process.
Learner needs Observable gaps between a learner's present knowledge or competence and the curriculum standards
identified as necessary for the grade level.
Learner strengths Pre-existing knowledge or competence that helps a learner meet required standards.
Learning experiences Any interaction, course, program, or other involvements in which learning takes place, whether it occurs in
traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations,
outdoor environments), or whether it includes traditional educational interactions (students learning from
teachers and professors) or nontraditional interactions (students learning through games and interactive
software applications).
Learning Focused Instructional and assessment strategies that target meaningful learning
Learning goals Long-term objectives that articulate the specific knowledge, skills, attitudes and values stated as
curriculum competencies that learners must develop as a result of the teaching-learning process
Learning Outcomes Products and performance targets through which learners demonstrate the knowledge, skills and
attitudes they have learned
Learning Programs Organized and sequenced set of strategies, activities and tasks that effect learning
Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which learners learn from instruction
Local curriculum Educational curriculum content that is informed by and responsive to the “cultural and socioeconomic
realities” (UNESCO, 2012; 31) of local populations
Mother tongue The native language or the first language the learner learns as a child
National curriculum Subjects or topics taught in schools as prescribed by the Department of Education

Non-verbal communication Communication that does not involve the use of words, e.g., facial expressions, gestures, and tone of
voice
Non-violent discipline Discipline that avoids the use of punishment such as spanking, verbal abuse and humiliation (see Positive
discipline)
Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope in everyday life
Philosophy of teaching A teacher’s views, understandings and conceptualization of teaching and learning
Physical space/physical learning Any area conducive to learning which usually includes a safe classroom with appropriate devices for
environment teaching and learning
Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or managing learner behavior
through dialogue and counseling instead of punishment (see Non-violent discipline)
Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning
Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the teaching-learning
practice
Professional learning Learning that develops professional knowledge and/or practice.
Professional network A connected community of educators. The community may exist online e.g. LinkedIn.
Professional reflection Thoughtful consideration in action (while teaching) and on action (after teaching)
Philippine Professional Standards for Public document that defines teacher quality in the Philippines through well-defined Domains, Strands,
Teachers and Indicators that provide measures of professional learning, competent practice, and effective
engagement
Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic investigation and logical study
School/learning/community context See learning context
Strand Specific dimensions of teacher practice under every domain in the Philippine Professional Standards for
Teachers
Summative assessment Assessment of student learning, skill acquisition, and academic achievement at the conclusion of a defined
instructional period—typically at the end of a project, unit, quarter, semester, program, or school year.
(See DepEd Order No. 8, s. 2015, pp. 2-3 for additional description of summative assessment.)
APPENDICES
129
Teaching and learning resources Teaching aids and other materials that teachers use to enhance teaching and learning, and to assist learners
130
to meet the expectations for learning as defined by the curriculum.
Verbal communication strategies Oral or spoken means of transmitting information and meaning
Virtual space An online environment in which people can interact
Wider school community Internal and external stakeholders, including teachers, school administrators, parents, guardians,
community members, local business leaders, local authorities and elected officials, among others.
REFERENCES
Commission on Higher Education. (2007). Addendum to CMO 30, Series of 2004 Entitled “Revised Policies and Standards for Undergraduate
Teacher Education Curriculum.” CHED Memorandum No. 52, s. 2007.
Department of Education. (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Department Order No. 8, s. 2015
Department of Education. (2009). National Adoption and Implementation of NCBTS-TSNA and IPPD for Teachers, and Integration of its System Operations
in the Overall Program for Continuing Teacher Capacity Building. Department Order No. 32, s. 2009.
Department of Education. (2013). Our Department of Education Vision, Mission and Core Values (DepEd VMV). Department Order No. 36, s. 2013.
Republic of the Philippines. Congress. Senate. (2013). RA 10533. An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum
and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes. Philippines.
Republic of the Philippines. Congress. Senate. (1997). RA 8371. An Act to Recognize, Protect and Promote the Rights of Indigenous Cultural
Communities/Indigenous Peoples, Creating a National Commission on Indigenous Peoples, Establishing Implementing Mechanisms, Appropriating
Funds Therefor, and for Other Purposes. Philippines.

ACKNOWLEDGEMENTS TECHNICAL WORKING GROUP REFERENCE PANEL *Abelardo B. Medes
Ms. Hazel D. Aniceto (Chair) Chief Education Program
THE PROJECT TEAM Allen U. Bautista, Ed.D. Specialist, Education Assessment
Jennifer E. Lopez Portfolio Manager, Australian Division, Department of
Research Center for Teacher Leana D. S. Patungan Embassy Education
Quality (RCTQ) Chinita A. Tolentino Amelia A. Biglete, Ph.D. *Clodualdo V. Paiton
Gina O. Gonong, Ph.D. RESEARCH OFFICERS Director IV, Office for Program Technical Specialist, Bureau of
Director and Project Leader and Standards Development Curriculum Development,
Victoria J. Delos Santos Commission on Higher Department of Education
Jennie V. Jocson, Ph.D. Donna Marie B. De Mesa Education *Fernando M. Pantino
Senior Program Manager Maria Arsenia C. Gomez Purita B. Bilbao, Ed.D.
Ma. Concepcion B. Montenegro Senior Education Program
Marilyn U. Balagtas, Ph.D. Favian L. Noche Chairperson, CHED Technical Specialist, Bureau of Secondary
Former Director Marla C. Papango Panel for Teacher Education Education, Department of
Teresita T. Rungduin, Ph.D. Michael Wilson I. Rosero Azucena P. Esleta Education
Malvin R. Tabajen Maria Lourdes D. Pantoja
Senior Program Manager (represented by Ms. Ma. Paz
SUPPORT STAFF Felyn Cruz-Tayag) Director IV, Bureau of Human
SiMERR National Research Director IV, Civil Service Resource and Organization
Centre Michael Jove B. Ablaza Commission Human Resource Development
John Pegg, Ph.D. Roaima Lynn B. Antonio Policies and Standards Office Yolanda B. Quijano, Ph.D.
Richard Jay J. Arias Fe A. Hidalgo, Ph.D.
Director Ranie B. Catimbang Former Undersecretary,
Zhanina U. Custodio President, Foundation for Department of Education
Joy Hardy, Ph.D. Ezra B. de Jesus Upgrading the Standard of Chito B. Salazar, Ph.D.
Deputy Director Jonathan B. Erfe Education
Beverly E. Estocapio Atty. Teresita R. Manzala President, Philippine Business
Ken Vine, Ph.D. Shiela Marie V. Gimeno for Education
Principal Research Adviser Dr. Rachelle B. Lintao (represented by Dr. Paraluman Ethel Agnes P. Valenzuela, Ed.D.
Cheryl C. Lualhati R. Giron)
Greg McPhan, Ph.D. Ian Kenneth D. Magabilin Chairperson, Professional Deputy Director for Programme
Principal Research Manager Rossanna A. Mendiogarin Regulation Commission and Development, SEAMEO
Ryan Anthony A. Olalia Secretariat
Ma. Luz V. Rantael
APPENDICES
Jessa P. Reynoso *Representing the Directors of
Jerreld M. Romulo DepED Bureaus
131

Special thanks to: COMMISSION ON HIGHER UNIVERSITY OF NEW ENGLAND DEPARTMENT OF EDUCATION –
132
THERPMS
EDUCATION (CHED) - AUSTRALIA CENTRAL OFFICE
AUSTRALIAN EMBASSY Dr. Rebecca Spence Br. Armin A. Luistro, FSC,
– Manila Dr. Minella C. Alarcon
Commissioner Former Secretary
Robyn Biti, Minister Counselor, DEPARTMENT OF EDUCATION
M A N UA L
Australian Agency for Dr. Maria Cynthia Rose B. (DepEd) Atty. Nepomuceno A. Malaluan,
International Development Bautista, Commissioner Assistant Secretary and Chief
TEACHER EDUCATION of Staff
Felicity Lee, First PHILIPPINE NORMAL COUNCIL (TEC)
Secretary (Development) UNIVERSITY Jesus Lorenzo R. Mateo,
Leonor M. Briones Undersecretary for Planning
Quintin G. Atienza II Dr. Ester B. Ogena, President Secretary, Department of and Field Operations
Romelia I. Neri Education
Dr. Wilma S. Reyes, Vice Ex-officio Chair, TEC Dr. Dina Joana S. Ocampo,
BASIC EDUCATION SECTOR President for Research, Former Undersecretary for
TRANSFORMATION Planning and Quality Assurance Runvi V. Manguerra, Ph.D. Curriculum and Instruction
PROGRAM (BEST) Executive Director II
Marivilla Lydia B. Aggarao Rizalino D. Rivera, Former
Dr. Greg-Ryan Gadsden, Team Emilio F. Aguinaldo Jayson A. Peñafiel Undersecretary for
Leader Gerry C. Areta Education Program Supervisor Regional Operations
Gregorio B. Borines
Dr. Peter Grimes, Senior Josephine M. Calamlam John Arnold S. Siena, Director
Specialist for Teacher Erwin R. Callo IV, National Educators Academy
Development Vic Marie I. Camacho of the Philippines
Shirley N. Cerbo
Krupskaya M. Añonuevo Maribel C. Gerundio DEPARTMENT OF
Dr. Nemah N. Hermosa Glinore S. Morales EDUCATION-ARMM
Soledad T. Lecaroz Mary Leigh Ann C. Perez
Dr. Twila G. Punsalan Maria Ruth M. Regalado Atty. Jamar M. Kulayan, Former
Dr. Rita B. Ruscoe Regional Secretary
Joemar D. Sajona
Myla Zenaida C. Torio
Marilou M. Ubiña
Lordinio A. Vergara

DEPARTMENT OF EDUCATION - SENIOR OFFICIALS Bervy C. Domingo, EPS, Region II Management and Development
REGIONAL OFFICES Regional Dr. Flordeliza A. Alquiza, EPS, Quality Assurance Division Section
Directors/Assistant Regional Dr. Emiliano B. Elnar, Jr., Chief
Directors Officer-in-Charge, Quality Macrino A. Raymundo, EPS,
Assurance Division, NCR (retired) Education Program Supervisor, Region II
Luz S. Almeda, Ph.D. Dr. Bernadette J. Atienza, EPS, Region VII Curriculum and
Ramon Fiel G. Abcede Learning Management Division Dr. Judith V. Romaguera, Chief
Arturo B. Bayocot, Ph.D. Region III Quality Assurance Dr. Cynthia D. Jacob, Chief, Education Program Supervisor,
Isabelita M. Borres, Ph.D. Division Region IX Human Resource
Estela L. Cariño, Ed.D. Region V Human Resource Development Division
Atty. Shirley O. Chatto Dr. Erlinda A. Atienza, Chief Development Division Laurente A. Samala, EPS, Region
Rebecca V. Delapuz, Ph.D. Education Program Supervisor, Sammy C. Legaspi, Information
Lorna D. Dino, Ph.D. Region XIII Human Resource IV-MIMAROPA Quality
Ellen B. Donato, Ed.D. Development Division Technology Officer I, Region I Assurance Division
May B. Eclar, Ph.D. Ariel M. Azuelo, Administrative Dr. Leoncio P. Lumaban, Chief Jerry B. Sario, Officer-in-Charge,
Atty. Alberto T. Escobarte
Allan G. Farnazo, Ph.D. Officer V, Region IV- Education Supervisor, Region II Region II Human Resource
Malcolm S. Garma, CESO V CALABARZON Public Affairs Unit Quality Assurance Division Development Division
Juliet A. Jeruta, Ph.D. Dr. Leonardo C. Canlas, Chief Gertrudes L. Malabanan, EPS, Dr. Susan D. Severino, EPS,
Gemma M. Ledesma, CESO V
Ponciano A. Menguito. Ed.D. Education Program Supervisor, Region IV-CALABARZON Region VI Human Resource
Rizalino Jose T. Rosales Region III Policy, Planning and Development Division
Gilbert T. Sadsad, Ph.D. Research Division Dr. Joy C. Mangubat, EPS, All teachers, principals/school
Diosdado M. San Antonio, Ph.D. Angelina B. Castillo, EPS, Region Region X
Ruby Alma C. Torio, Ed.D. heads, supervisors,
Beatriz G. Torno, Ph.D. IV-CALABARZON Lorna F. Mapinogos, Chief superintendents, pre-service
Teresita M. Velasco, Ph.D. Education Program Supervisor, teachers, and educators who
Luisa B. Yu, Ph.D. Dr. Jerome A. Chavez, EPS, Region XI Human Resource took part in the development
Region IV-CALABARZON Development Division work
Regan B. Dagadas, EPS II, Region Dr. Luz E. Osmeña, Chief, Region
XII IV-CALABARZON Human

Dr. Hja Jaliha Diwallay, Region Resource Development Division
Jose Sario E. Poblete, EPS,
APPENDI
IX
Region II Learning Resource
133

134
24 Philippine Professional Standards for Teachers
DEPARTMENT OF EDUCATIONDepEdComplexMeralcoAve.,PasigCity
TEACHER EDUCATION COUNCILRooms228-229MabiniBldg.,DepEdComplex,MeralcoAve.,Pasig

City
(T) 638-61-70(F)638-61-72 24
Philippine Professional Standards for Teachers

Appendix B
RPMS Tool for Teacher I-III

(Proficient Teachers)
______
Department of Education
Position Title Teacher I - III Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor’s degree plus 18 units in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET Passer
Trainings In-service training
APPENDICE
5
3
1
S
POSITION
AND
COMPETENCY
PROFILE
PCP
No
.
Revision
Code:
00
136
DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
Major Final Outputs Key Result Areas Objectives Means of Verification (MOV)
(MFOs (KRAs)
)
1. Applied knowledge of content 1. Classroom observation tool (COT) rating sheet
within and across curriculum and/or inter-observer agreement form about
teaching areas. knowledge of content within and across
curriculum teaching areas
2. Lesson plans/modified DLLs developed
highlighting integration of content knowledge
within and across subject areas
3. Instructional materials highlighting mastery of
content and its integration in other subject
areas
4. Performance tasks/test material(s) highlighting
integration of content knowledge within and
Content Knowledge and across subject areas
Pedagogy 5. Others (Please specify and provide
annotations)
2. Used a range of teaching 1. Classroom observation tool (COT) rating
strategies that enhance learner sheet and/or inter-observer agreement form
achievement in literacy and about teaching strategies that enhance learner
numeracy skills. achievement in literacy and numeracy skills
2. Lesson plans/modified DLLs used in teaching
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learner-
centered strategies that promote literacy
and/or numeracy skills
APPENDICES
4. Performance tasks/test material(s) used in
teaching
137
138
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations)
3. Applied a range of teaching 1. Classroom observation tool (COT) rating
strategies to develop critical and sheet and/or inter-observer agreement form
creative thinking, as well as other about teaching strategies to develop critical
higher-order thinking skills. and creative thinking, as well as other higher-
order thinking skills
2. Lesson plans/modified DLLs used in teaching
highlighting different teaching strategies that
develop critical and creative thinking and/or
other HOTS
3. Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking and/or other HOTS
demonstration teaching
5. Results of assessment used in teaching
annotations)
4. Managed classroom structure to 1. Classroom observation tool (COT) rating
engage learners, individually or in sheet and/or inter-observer agreement form
groups, in meaningful exploration, about managing classroom structure that
Learning Environment discovery and hands-on activities engages learners in various activities
2. Lesson plans/modified DLLs highlighting
and Diversity of Learners within a range of physical learning various classroom management strategies
environments.
that engage learners in activities/tasks in
different physical learning environments
annotations)
5. Managed learner behavior Classroom observation tool (COT) rating sheet
constructively by applying positive and/or inter-observer agreement form about
and non-violent discipline to ensure teacher management of learner behavior using
learning-focused environments. the following strategies:
1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
annotations)
6. Used differentiated, 1. Classroom observation tool (COT) rating
developmentally appropriate sheet and/or inter-observer agreement form
learning experiences to address about using differentiated, developmentally
learners’ gender, needs, strengths, 2. appropriate learning experiences
interests and experiences. Lesson plans/modified DLLs developed
highlighting differentiation in content, product,
process, learning environment or others
according to learners’ gender, needs,
strengths, interests and experiences
3. Instructional materials developed highlighting
differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interests
and experiences
annotations)
APPENDICES
139
140
7. Planned, managed and 1. Classroom observation tool (COT) rating
implemented developmentally sheet and/or inter-observer agreement form
sequenced teaching and learning about using developmentally sequenced
processes to meet curriculum teaching and learning process
requirements and varied teaching 2. Lesson plans/modified DLLs highlighting
developmentally sequenced instruction that
contexts.
meet curriculum goals and varied teaching
contexts
3. Instructional materials used to implement
developmentally sequenced teaching and
learning process to meet curriculum
Curriculum and Planning annotations)
8. Participated in collegial 1. Personal notes of teachers on
discussions that use teacher and LACs/FGDs/meetings with proof of attendance

learner feedback to enrich teaching 2. Minutes of LAC/FGD sessions on use of
practice. teacher and learner feedback to enrich
teaching practice with proof of attendance
annotations)
9. Selected, developed, organized 1. Classroom observation tool (COT) rating sheet
and used appropriate teaching and and/or inter-observer agreement form about
learning resources, including ICT, to using appropriate teaching and learning
address learning goals. resources, including ICT
Examples:
• Activity sheets/task sheets/work sheets
• PowerPoint presentations
• SIMs-Strategic Intervention Materials
• Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
annotations)
10. Designed, selected, organized 1. Classroom observation tool (COT) rating
and used diagnostic, formative and sheet and/or inter-observer agreement form
summative assessment strategies about using diagnostic, formative and
Assessment and consistent with curriculum summative assessment strategies
Reporting requirements. 2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
3. Developed diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
4. Developed summative tests: (a) with TOS
accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics
accomplished rubrics
annotations)
1
4
1
APPENDICE
S
142
11. Monitored and evaluated learner 1. Compilation of a learner’s written work with
progress and achievement using summary of results and with signature of
learner attainment data. parents
2. Formative/summative assessment tools with
TOS and frequency of errors with identified
least mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index of
mastery
annotations)
12. Communicated promptly and 1. At least 3 samples of corrected test papers of
clearly the learners’ needs, progress the same 3 learners in the same learning area
and achievement to key with parents’ or guardians’ signature and date
stakeholders, including of receipt
parents/guardians. 2. Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parent’s/guardian’s attendance
3. Report cards with parent’s or guardian’s
signature in all quarters supported by minutes
of meeting
4. Communication with parents/guardians using
various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs,
progress and achievement submitted to other
stakeholders
13. Performed various related 1. Certificate of Recognition or Participation
works/activities that contribute to the 2. Certificate of Training
teaching-learning process. 3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activities
Plus Factor 6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in
competitions
9. Mentoring pre-service/in-service teachers
annotations)
3
4
1
APPENDICE
S
144
Performance Indicators
Objectives Means of Verification Outstanding Very Satisfactory Unsatisfactory Poor
(MOV) QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied 1. Classroom observation tool Quality Showed Showed Showed Showed No
knowledge of (COT) rating sheet and/or knowledge of knowledge of knowledge of knowledge of acceptable
content within and inter-observer agreement form content and its content and its content and its content and its evidence
across curriculum about knowledge of content integration integration integration integration was shown
teaching areas. within and across curriculum within and within and within and within and
teaching areas across subject across subject across subject across subject
2. Lesson plans/modified DLLs areas as shown areas as areas as areas as
developed highlighting in MOV 1 with shown in MOV shown in MOV shown in MOV
integration of content a rating of 7 1 with a rating 1 with a rating 1 with a rating
knowledge within and across of 6 of 5 of 4
subject areas Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
3. Instructional materials least 4 lessons lessons using lessons using 1 of the given acceptable
highlighting mastery of content using MOV 1 MOV 1 and MOV 1 and MOV evidence
and its integration in other and supported supported by supported by was shown
subject areas by any 1 of the any 1 of the any 1 of the
4. Performance tasks/test other given other given other given
material(s) highlighting MOV MOV MOV
integration of content
knowledge within and across
subject areas
5. Others (Please specify and
provide annotations)
Timeliness
(5) (3) (2) (1)
(4)
2. Used a range of 1. Classroom observation tool Quality Facilitated Facilitated Facilitated Facilitated No
teaching strategies (COT) rating sheet and/or using different using different using different using different acceptable
that enhance inter-observer agreement form teaching teaching teaching teaching evidence
learner about teaching strategies that strategies that strategies that strategies that strategies that was shown
achievement in enhance learner achievement promote promote promote promote
literacy and in literacy and numeracy skills reading, writing reading, writing reading, writing reading, writing
numeracy skills. 2. Lesson plans/modified DLLs and/or and/or and/or and/or
used in teaching highlighting numeracy skills numeracy skills numeracy skills numeracy skills
learner-centered strategies as shown in as shown in as shown in as shown in
that promote literacy and/or MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
numeracy skills rating of 7 rating of 6 rating of 5 rating of 4
3. Instructional materials Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
highlighting learner-centered least 4 learner- learner- learner- learner- acceptable
strategies that promote centered centered centered centered evidence
literacy and/or numeracy skills lessons as lessons as lessons as lesson as was shown
4. Performance tasks/test evidently evidently evidently evidently
material(s) used in teaching shown in MOV shown in MOV shown in MOV shown in any of
5. Results of assessment used in 1 and 1 and 1 and the given MOV
teaching supported by supported by supported by
6. Others (Please specify and any 1 of the any 1 of the any 1 of the
provide annotations) other MOV other MOV other MOV
given given given
Timeliness
5
4
1
APPENDICE
S
146
(5) (3) (2) (1)
(4)
3. Applied a range 1. Classroom observation tool Quality Used different Used different Used different Used different No
of teaching (COT) rating sheet and/or teaching teaching teaching teaching acceptable
strategies to inter-observer agreement form strategies that strategies that strategies that strategies that evidence
develop critical and about teaching strategies to develop critical develop critical develop critical develop critical was shown
creative thinking, as develop critical and creative and creative and creative and creative and creative
well as other thinking, as well as other thinking and/or thinking and/or thinking and/or thinking and/or
higher-order higher-order thinking skills other HOTS as other HOTS as other HOTS as other HOTS as
thinking skills. 2. Lesson plans/modified DLLs shown in MOV shown in MOV shown in MOV shown in MOV
used in teaching highlighting 1 with a rating 1 with a rating 1 with a rating 1 with a rating
different teaching strategies of 7 of 6 of 5 of 4
that develop critical and
creative thinking and/or other Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons lessons as lessons as lesson as acceptable
HOTS
3. Instructional materials as evidenced evidenced by evidenced by evidenced by evidence
highlighting different teaching by MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
strategies that develop critical supported by supported by supported by given MOV
and creative thinking and/or any 1 of the any 1 of the any 1 of the
other HOTS other given other given other given
4. Performance tasks/test MOV MOV MOV
material(s) used in
5. Results of assessment used in
teaching
6. Others (Please specify and Timeliness
(5) (3) (2) (1)
(4)
4. Managed 1. Classroom observation tool Quality Used Used Used Used No
classroom structure (COT) rating sheet and/or classroom classroom classroom classroom acceptable
to engage learners, inter-observer agreement form management management management management evidence
individually or in about managing classroom strategies that strategies that strategies that strategies that was shown
groups, in structure that engages engage engage engage engage
meaningful learners in various activities learners in learners in learners in learners in
exploration, 2. Lesson plans/modified DLLs activities/tasks activities/tasks activities/tasks activities/tasks
discovery and highlighting various as shown in as shown in as shown in as shown in
hands-on activities classroom management MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
within a range of strategies that engage rating of 7 rating of 6 rating of 5 rating of 4
physical learning learners in activities/tasks in
environm different physical learning Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
ents. environments least 4 lessons lessons lessons lesson acceptable
3. Others (Please specify and supported by supported by supported by supported by evidence
provide annotations) MOV 1 and MOV 1 and MOV 1 and any of the was shown
any 1 of the any 1 of the any 1 of the acceptable
other other other MOV
acceptable acceptable acceptable
MOV MOV MOV
7
4
1
Timeliness
148
(5) (3) (2) (1)
(4)
5. Managed learner Classroom observation tool (COT) Quality Applied teacher Applied Applied teacher Applied teacher No
behavior rating sheet and/or inter-observer management teacher management management acceptable
constructively by agreement form about teacher strategies of management strategies of strategies of evidence
applying positive management of learner behavior learner strategies of learner learner was shown
and non-violent using the following strategies: behavior that learner behavior that behavior that
discipline to ensure 1. Providing motivation promote behavior that promote promote
learning-focused 2. Praising the learners/Giving positive and promote positive and positive and
environments. positive feedback non-violent positive and non-violent non-violent
3. Setting house discipline as non-violent discipline as discipline as
rules/guidelines shown in MOV discipline as shown in MOV shown in MOV
4. Ensuring learners’ active submitted with shown in MOV submitted with submitted with
participation a rating of 7 submitted with a rating of 5 a rating of 4
5. Allowing learners to express a rating of 6
their ideas/opinions Efficiency Submitted at Submitted at Submitted at Submitted any No
6. Giving equal opportunities to least 4 of the least 4 of the least 4 of the 1 of the given acceptable
learners given strategies given given strategies as evidence
7. Encouraging learners to ask as observed in strategies as strategies as observed in was shown
questions at least 4 observed in 3 observed in 2 only 1 lesson
8. Others (Please specify and lessons lessons lessons
Timeliness
(5) (3) (2) (1)
(4)
6. Used 1. Classroom observation tool Quality Applied Applied Applied Applied No
differentiated, (COT) rating sheet and/or differentiated differentiated differentiated differentiated acceptable
developmentally inter-observer agreement form teaching teaching teaching teaching evidence
appropriate learning about using differentiated, strategies to strategies to strategies to strategies to shown
experiences to developmentally appropriate address learner address address learner address learner
address learners’ learning experiences diversity as learner diversity as diversity as
gender, needs, 2. Lesson plans/modified DLLs shown in MOV diversity as shown in MOV shown in MOV
strengths, interests developed highlighting 1 with a rating shown in MOV 1 with a rating 1 with a rating
and experiences. differentiation in content, of 7 1 with a rating of 5 of 4
product, process, learning of 6
environment or others Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
according to learners’ gender, least 4 differentiated differentiated 1 differentiated acceptable
needs, strengths, interests differentiated teaching teaching teaching evidence
and experiences teaching strategies in at strategies in 2 strategy in only shown
3. Instructional materials strategies in at least 2 lessons as 1 lesson as No
developed highlighting least 2 lessons as evidenced by evidently acceptable
differentiation in content, lessons as evidenced by MOV 1 and shown in any 1 evidence
product, process, learning evidenced by MOV 1 and supported by of the was shown
environment or others MOV 1 and supported by any 1 of the acceptable
according to learners’ gender, supported by any 1 of the other MOV
needs, strengths, interests any 1 of the other acceptable
and experiences other acceptable MOV
4. Others (Please specify and acceptable MOV
provide annotations) MOV
Timeliness
APPENDICES
149
150
(5) (3) (2) (1)
(4)
7. Planned, 1. Classroom observation tool Quality Planned and Planned and Planned and Planned and No
managed and (COT) rating sheet and/or implemented implemented implemented implemented acceptable
implemented inter-observer agreement form developmental- developmental- developmental- developmentall evidence
developmentally about using developmentally ly sequenced ly sequenced ly sequenced y sequenced was shown
sequenced teaching sequenced teaching and teaching and teaching and teaching and teaching and
and learning learning process learning learning learning learning
processes to meet 2. Lesson plans/modified DLLs process as process as process as process as
curriculum highlighting developmentally shown in MOV shown in MOV shown in MOV shown in MOV
requirements and sequenced instruction that 1 with a rating 1 with a rating 1 with a rating 1 with a rating
varied teaching meet curriculum goals and of 7 of 6 of 5 of 4
contexts. varied teaching contexts Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
3. Instructional materials used to least 4 developmental- developmental- developmental- acceptable
implement developmentally developmentally sequenced ly sequenced ly sequenced evidence
sequenced teaching and ly sequenced teaching and teaching and teaching and was shown
learning process to meet teaching and learning learning learning
curriculum requirements and learning process as process as process as
varied teaching contexts. process as evidently evidently evidently
4. Others (Please specify and evidently shown in MOV shown in MOV shown in any 1
provide annotations) shown in MOV 1 and 1 and of the given
1 and supported by supported by MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
(5) (3) (2) (1)
(4)
8. Participated in 1. Personal notes of teachers on Quality Consistently Frequently Occasionally Rarely No
collegial LACs/FGDs/meetings with participated in participated in participated in participated in acceptable
discussions that proof of attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
use teacher and 2. Minutes of LAC/FGD sessions meetings to meetings to meetings to meeting to was shown
learner feedback to on use of teacher and learner discuss discuss discuss discuss
enrich teaching feedback to enrich teaching teacher/learner teacher/learner teacher/learner teacher/learner
practice. practice with proof of feedback to feedback to feedback to feedback to
attendance enrich enrich enrich enrich
3. Others (Please specify and instruction as instruction as instruction as instruction as
provide annotations) shown in the shown in the shown in the shown in the
MOV submitted MOV MOV submitted MOV submitted
submitted
Efficiency Participated in Participated in Participated in Participated in No

at least 4 3 LACs/FGDs/ 2 LACs/FGDs/ 1 LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
meetings as evidently evidently evidently was shown
evidently shown in any 1 shown in any 1 shown in any 1
shown in any 1 of the given of the given of the given
of the given MOV MOV MOV
MOV
1
5
1
Timeliness
2
5
1
EH PR S M A UA L
T
Very
M
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (4) (3) (2) (1)
9. Selected, 1. Classroom observation tool Quality Developed and Developed and Developed and Developed and No
N
developed, (COT) rating sheet and/or used varied used varied used varied used varied acceptable
organized and used inter-observer agreement form teaching and teaching and teaching and teaching and evidence
appropriate about using appropriate learning learning learning learning was shown
teaching and teaching and learning resources, resources, resources, resources,
learning resources, resources, including ICT including ICT, including ICT, including ICT, including ICT,
including ICT, to Examples: to address to address to address to address
address learning • Activity sheets/task learning goals learning goals learning goals learning goals
goals. sheets/work sheets as shown in as shown in as shown in as shown in
• PowerPoint presentations MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
• Video clips rating of 7 rating of 6 rating of 5 rating of 4
• Module Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
• SIMs-Strategic least 4 varied varied teaching varied teaching teaching and acceptable
Intervention Materials teaching and and learning and learning learning evidence
• Others learning resources, resources, resource, was shown
2. Lesson plans/modified DLLs resources, including ICT, including ICT, including ICT,
with appropriate instructional including ICT, as evidently as evidently as evidently
materials appended as evidently shown in MOV shown in MOV shown in any of
3. Others (Please specify shown in MOV 1 and 1 and the acceptable
and provide annotations) 1 and supported by supported by MOV
any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Objectives Means of Verification (MOV) Performance Indicators
Outstanding Very Satisfactory Unsatisfactory Poor
QET Satisfactory
1. Classroom observation tool (5) (3) (2) (1)
(4)
10. Designed, Quality Designed, Designed, Designed, Designed, No
selected, organized (COT) rating sheet and/or selected, selected, selected, selected, acceptable
and used inter-observer agreement form organized and organized and organized and organized and evidence
diagnostic, about using diagnostic, used used used used was shown
formative and formative and summative diagnostic, diagnostic, diagnostic, diagnostic,
summative assessment strategies formative and formative and formative and formative and
assessment 2. Prepared lesson summative summative summative summative
strategies plans/modified DLLs assessment assessment assessment assessment
consistent with highlighting appropriate use of strategies strategies strategies strategies
curriculum formative assessment consistent with consistent with consistent with consistent with
requirements. strategies curriculum curriculum curriculum curriculum
3. Developed diagnostic tests: requirements requirements requirements requirements
(a) with TOS reviewed by as shown in as shown in as shown in as shown in
superior; (b) with sample MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
accomplished rating of 7 rating of 6 rating of 5 rating of 4
questionnaire/answer sheets Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
4. Developed summative tests: least 4 varied varied varied assessment acceptable
(a) with TOS reviewed by assessment assessment assessment tool as evidence
superior; (b) with sample tools as tools as tools as evidently was shown
accomplished evidently evidently evidently shown in any of
questionnaire/answer sheets shown in any 1 shown in any 1 shown in any 1 the acceptable
5. Developed performance tasks: of the of the of the MOV
(a) with rubrics reviewed by acceptable acceptable acceptable
superior; (b) with sample MOV MOV MOV
accomplished rubrics
APPENDICES
provide annotations) Timeliness
153
4
5
1
EH PR S
T
Very
M
Objectives Means of Verification QET
Outstanding Satisfactory
Satisfactory Unsatisfactory Poor
(MOV)
M A UA L
(5) (4) (3) (2) (1)
11. Monitored and 1. Compilation of a learner’s Quality Consistently Frequently Occasionally Rarely No
N
evaluated learner written work with summary of monitored and monitored and monitored and monitored and acceptable
progress and results and with signature of evaluated evaluated evaluated evaluated evidence
achievement using parents learner learner learner learner was shown
learner attainment 2. Formative/summative progress and progress and progress and progress and
data. assessment tools with TOS achievement achievement achievement achievement
and frequency of errors with using learner using learner using learner using learner
identified least mastered skills attainment data attainment attainment data attainment data
3. Class records/grading sheets as shown in the data as shown as shown in the as shown in the
4. Lesson plans/modified DLLs MOV submitted in the MOV MOV submitted MOV submitted
showing index of mastery submitted
5. Others (Please specify and Efficiency Submitted a Submitted a Submitted a Submitted 1 No
provide annotations) combination of combination of combination of acceptable acceptable
at least 4 of the 3 of the 2 of the MOV evidence
acceptable acceptable acceptable was shown
MOV MOV MOV
Timeliness Submitted Submitted Submitted Submitted No

MOV were MOV were MOV were MOV was acceptable
distributed distributed distributed completed in evidence
across 4 across 3 across 2 only 1 quarter was shown
quarters quarters quarters
(5) (3) (2) (1)
(4)
12. Communicated 1. At least 3 samples of corrected Quality Consistently Frequently Occasionally Rarely showed No
promptly and clearly test papers of the same 3 showed prompt showed prompt showed prompt prompt and acceptable
the learners’ needs, learners in the same learning and clear and clear and clear clear evidence
progress and area with parents’ or communication communication communication communication was shown
achievement to key guardians’ signature and date of the learners’ of the learners’ of the learners’ of the learners’
stakeholders, of receipt needs, needs, needs, needs,
including 2. Minutes of PTA meetings or progress and progress and progress and progress and
parents/guardians. Parent-Teacher conferences in achievement to achievement to achievement to achievement to
all quarters with proof of key key key key
parents’/guardians’ attendance stakeholders, stakeholders, stakeholders, stakeholders,
3. Report cards with parent’s or including including including including
guardian’s signature in all parents/ parents/ parents/ parents/
quarters supported by minutes guardians as guardians as guardians as guardians as
of meeting shown in the shown in the shown in the shown in the
4. Communication with parents/ MOV submitted MOV MOV submitted MOV submitted
guardians using various submitted
modalities Efficiency Submitted a Submitted a Submitted a Submitted any No
5. Anecdotal record showing combination of combination of combination of 1 of the given acceptable
entries per quarter at least 4 of the 3 of the 2 of the MOV evidence
6. Other documents showing acceptable acceptable acceptable was shown
learners’ needs, progress and MOV MOV MOV
achievement submitted to
other stakeholders Timeliness Submitted Submitted Submitted Submitted No
MOV were MOV were MOV were MOV was acceptable
distributed distributed distributed completed in evidence
APPENDICES
across 4 across 3 across 2 only 1 quarter was shown
quarters quarters quarters
155
6
5
1
EH PR S
T
Very
M
Objectives Means of Verification QET
Outstanding Satisfactory
Satisfactory Unsatisfactory Poor
(MOV)
M A UA L
(5) (4) (3) (2) (1)
13. Performed 1. Certificate of Recognition or Quality Consistently Frequently Occasionally Rarely No
N
various related Participation performed performed performed performed acceptable
works/activities that 2. Certificate of Training various related various related various related various related evidence
contribute to the 3. Certificate of Speakership work/activities work/activities work/activities work/activities was shown
teaching-learning 4. Committee involvement that contribute that contribute that contribute that contribute
process. 5. Advisorship of Co-curricular to the teaching to the teaching to the teaching to the teaching
activities learning learning learning learning
6. Book or Journal process as process as process as process as
Authorship/Co- shown in the shown in the shown in the shown in the
authorship/Contributorship MOV submitted MOV MOV submitted MOV submitted
7. Coordinatorship/Chairpersons submitted
hip Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
8. Coaching and mentoring least 4 different different kinds different kinds 1 of the acceptable
learners in competitions kinds of of acceptable of acceptable acceptable evidence
9. Mentoring pre-service/in- acceptable MOV MOV MOV was shown
service teachers MOV
Timeliness
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
APPENDICES
157
158
Appendix C T H E R P M S M A N UA L
RPMS Tool for Master Teacher I-IV

(Highly Proficient Teachers)
______
Department of Education
Position Title Master Teacher I-IV Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Page/s
Position
Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 units in Education and 18 units for a Master’s degree in
Education or its equivalent (MT-I), Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 professional units in
Education and 24 units for a Master’s degree in Education or its equivalent (MT-II)
Experience
Eligibility RA 1080
Trainings
B. Preferred Qualifications
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Eligibility Licensure Examination for Teachers
Trainings Relevant trainings
POSITION
AND
COMPETENCY
PROFILE
PCP
No
.
Revision
Code:
00
DUTIES AND RESPONSIBILITIES
1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across learning
areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement of
the teaching and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation,
organizing/leading/serving as trainers/facilitators in teacher quality circles/learning action cells
9
5
1
APPENDICE
S
160
Major Final Outputs Key Result Areas Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1. Modeled effective applications of 1. Classroom observation tool (COT) rating sheet
content knowledge within and across and/or inter-observer agreement form about
curriculum teaching areas. effective applications of content knowledge
within and across curriculum teaching areas
2. Lesson plans/modified DLLs used in
demonstration teaching highlighting integration
of content knowledge within and across subject
areas
3. Instructional materials developed highlighting
effective application of content knowledge
within and across subject areas
Content Knowledge and demonstration teaching highlighting integration
of content knowledge within and across subject
Pedagogy areas
5. Results of assessment used in demonstration
teaching highlighting mastery of lessons
learned
annotations)
2. Collaborated with colleagues in the 1. Copy of the research proposal focused on
conduct and application of research enriching knowledge of content and pedagogy
to enrich knowledge of content and 2. Proof of participation and/or contribution to a
pedagogy. collaborative research (e.g. e-mail, actual
output submitted, terms of reference, etc.)
3. Certified completed collaborative research
focused on enriching knowledge of content and
pedagogy
4. Proof of dissemination of research findings with
colleagues
5. Proof of utilization of research findings
annotations)
3. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
teaching strategies to promote critical and/or inter-observer agreement form about
and creative thinking, as well as other using effective teaching strategies to promote
higher-order thinking skills. critical and creative teaching, as well as other
higher-order thinking skills
demonstration teaching highlighting different
creative thinking and/or other HOTS
3. Instructional materials highlighting different
creative thinking, and/or other HOTS
5. Results of assessment used in the
annotations)
4. Worked with colleagues to model 1. Classroom observation tool (COT) rating sheet
and share effective techniques in the and/or inter-observer agreement form about
Learning Environment and management of classroom structure sharing effective techniques in the
Diversity of Learners to engage learners, individually or in 2. management of classroom structure
groups, in meaningful exploration, Lesson plans/modified DLLs used in
discovery and hands-on activities demonstration teaching highlighting effective

1
6
1
classroom management strategies that engage
APPEN
DICES
162
within a range of physical learning learners in activities/tasks in different physical
environments. learning environments
3. Minutes of LAC highlighting the sharing on
effective classroom management techniques
4. Instructional materials used in demonstration
teaching
annotations)
5. Exhibited effective and Classroom observation tool (COT) rating sheet
constructive behavior management and/or inter-observer agreement form about
skills by applying positive and non- effective teacher management of learner behavior
violent discipline to ensure learning- using the following strategies:
focused environments. 1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines

4. Ensuring learners’ active participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
annotations)
6. Worked with colleagues to share 1. Minutes of LAC session/s, highlighting one’s
differentiated, developmentally sharing of strategies on differentiated and
appropriate opportunities to address developmentally appropriate opportunities to
learners’ differences in gender, address learners’ differences
needs, strengths, interests and 2. Lesson plans/modified DLLs highlighting
strategies on differentiated and
experiences.
3. Corresponding instructional materials showing
differentiated and developmentally-appropriate
opportunities to address learners’ differences
4. Others (e.g. testimonial, write-up from
colleagues of the lessons/insights gained from
the Master Teacher's sharing)
7. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
strategies in the planning and and/or inter-observer agreement form about
management of developmentally using effective strategies in implementing
sequenced teaching and learning developmentally sequenced teaching and
processes to meet curriculum learning process
requirements and varied teaching 2. Results of learners’ assessment during the
contexts. actual teaching
demonstration teaching highlighting
developmentally sequenced teaching-learning
process
Curriculum and Planning 4. Instructional materials showing effective
strategies in developmentally sequenced
teaching and learning process
annotations)
8. Reviewed with colleagues, teacher 1. Implemented LAC/FGD Plan
and learner feedback to plan, 2. Minutes of LAC/FGD sessions on use of
facilitate and enrich teaching teacher and learner feedback to enrich teaching
practice. practice with proof of attendance
APPENDICES
annotations)
163
4
6
1
EH PR S NAM U L
T
9. Advised and guided colleagues in 1. Teaching and learning resources developed by
the selection, organization, colleagues and critiqued on their alignment to
M
development and use of appropriate learning goals
teaching and learning resources, 2. Lesson plans by colleagues critiqued in terms
including ICT, to address specific of the alignment of the teaching and learning
A
resources to the indicated learning goals and
learning goals. appropriateness to the target learners
annotations)
10. Worked collaboratively with 1. Any proof of collaborative review if the test is
colleagues to review the design, designed based on its purpose (e.g. diagnostic,
selection, organization and use of a formative and summative)
range of effective diagnostic, 2. Any proof of collaborative review of the
formative and summative alignment of the test with the curriculum
assessment strategies consistent 2.1. formative test attached to a lesson plan
2.2. summative assessment with TOS
with curriculum requirements.
2.3. diagnostic test with its TOS
Assessment and Reporting annotations)
11. Interpreted collaboratively 1. Collaborative interpretation of the index of
monitoring and evaluation strategies mastery obtained from 1 class
of attainment data to support learner 2. Collaborative interpretation of item analysis of
progress and achievement. quarterly examinations
3. Collaborative interpretation of results of
performance assessment
annotations)
12. Applied skills in the effective 1. Sample agreement for learners at risk signed
communication of learner needs, by parents and corresponding evidence of
progress and achievement to key improvement
stakeholders, including 2. Record of dialogue and/or parent-teacher
parents/guardians. conferences and corresponding evidence of
improvement
3. Anecdotal record communicated to and signed
by the learners and/or parents with
corresponding evidence of improvement
4. Sample of learners' test results signed by
parents and corresponding evidence of
improvement
5. Sample of accomplished rubrics given for
performance task and corresponding evidence
of improvement
6. Attendance sheet/minutes of parent-teacher
conference
7. Signed report cards of students at risk with
corresponding evidence of improvement
8. Correspondence notebook/letters/proof of
communication using other modalities (e.g. e-
mail, SMS, etc.) and corresponding evidence of
improvement
9. Learners’ performance record
annotations)
Plus Factor 13. Performed various related 1. Served as reliever of classes in the absence of
works/activities that contribute to the teachers
teaching-learning process. 2. Served as OIC in the absence of the principal
APPENDICES
165
166
3. Represented the principal in meetings and

conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in the
evaluation of credentials when hiring or
promoting teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
8. Certificate of Speakership
10. Advisorship of Co-curricular activities
11. Book or Journal Authorship/Co-
authorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in
competitions
14. Mentoring pre-service/in-service teachers
annotations)
Objectives Means of Verification (MOV) Outstanding Very Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Modeled effective 1. Classroom observation tool Quality Modeled Modeled Modeled Modeled No
applications of content (COT) rating sheet and/or inter- effective effective effective effective acceptable
knowledge within and observer agreement form about applications of applications of applications applications of evidence
across curriculum effective applications of content content content of content content was shown
teaching areas. knowledge within and across knowledge knowledge knowledge knowledge
curriculum teaching areas within and within and within and within and
2. Lesson plans/modified DLLs used across across across across
in demonstration teaching curriculum curriculum curriculum curriculum
highlighting integration of content teaching areas teaching teaching teaching areas
knowledge within and across as shown in areas as areas as as shown in
subject areas MOV 1 with a shown in shown in MOV 1 with a
3. Instructional materials developed rating of 8 MOV 1 with a MOV 1 with a rating of 5
highlighting effective application rating of 7 rating of 6
of content knowledge within and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
across subject areas least 4 lessons lessons as lessons as lesson as acceptable
4. Performance tasks/test as evidenced evidenced by evidenced by evidenced by evidence
material(s) used in demonstration by MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
teaching highlighting integration supported by colleagues colleagues colleagues and
of content knowledge within and any 1 of the and supported and supported by
across subject areas other MOV by any 1 of supported by any 1 of the
5. Results of assessment used in given the other any 1 of the other MOV
demonstration teaching MOV given other MOV given
highlighting mastery of lessons given
learned
provide annotations) Timeliness
APPENDICES
167
8
6
1
EH PR S MA N LU
T
M
QET Satisfactory
(5) (4) (3) (2) (1)
2. Collaborated with 1. Copy of the research proposal Quality Conducted, Conducted Conducted Proposed No
colleagues in the focused on enriching knowledge completed and and action action research acceptable
A
conduct and of content and pedagogy disseminated completed research with with colleagues evidence
application of research 2. Proof of participation and/or action action colleagues was shown
to enrich knowledge of contribution to a collaborative research with research with
content and research (e.g. e-mail, actual colleagues colleagues
pedagogy. output submitted, terms of
reference, etc.)
3. Certified completed collaborative
research focused on enriching
knowledge of content and
pedagogy
4. Proof of dissemination of Efficiency Submitted at Submitted any Submitted Submitted any No
research findings with colleagues least 4 of the 3 of the any 2 MOV 1 MOV acceptable
5. Proof of utilization of research given MOV acceptable evidence
findings MOV was shown
Timeliness Presented the Completed Conducted Proposed the No

research the research the research research report acceptable
report within report within report within within the rating evidence
the rating the rating the rating period was shown
period period period
QET Satisfactory
(5) (3) (2) (1)
(4)
3. Developed and 1. Classroom observation tool Quality Demonstrated Demonstrated Demonstrated Demonstrated No
applied effective (COT) rating sheet and/or inter- effective effective effective effective acceptable
teaching strategies to observer agreement form about teaching teaching teaching teaching evidence
promote critical and using effective teaching strategies to strategies to strategies to strategies to was shown
creative thinking, as strategies to promote critical and promote promote promote promote critical
well as other higher- creative teaching, as well as critical and critical and critical and and creative
order thinking skills. other higher-order thinking skills creative creative creative thinking, as
2. Lesson plans/modified DLLs used thinking, as thinking, as thinking, as well as other
in demonstration teaching well as other well as other well as other higher-order
highlighting different teaching higher-order higher-order higher-order thinking skills
strategies that develop critical thinking skills thinking skills thinking skills as shown in
and creative thinking and/or other as shown in as shown in as shown in MOV 1 with a
HOTS MOV 1 with a MOV 1 with a MOV 1 with a rating of 5
3. Instructional materials rating of 8 rating of 7 rating of 6
highlighting different teaching Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
strategies that develop critical more lessons lessons as lessons as lesson as acceptable
and creative thinking and/or other as evidently evidently evidently evidently evidence
HOTS shown in MOV shown in shown in shown in MOV was shown
4. Performance tasks/test 1 and MOV 1 and MOV 1 and 1 and
material(s) used in demonstration supported by supported by supported by supported by
teaching any 1 of the any 1 of the any 1 of the any of the other
5. Results of assessment used in other MOV other MOV other MOV MOV given
the demonstration teaching given given given
6. Others (Please specify and Timeliness
APPENDICES
169
170
Objectives Means of Verification (MOV) Performance Indicators
Outstanding Very Satisfactory Unsatisfactory Poor
QET Satisfactory
1. Classroom observation tool (5) (3) (2) (1)
(4)
4. Worked with Quality Modeled and Modeled and Modeled and Modeled and No
colleagues to model (COT) rating sheet and/or inter- shared shared shared shared acceptable
and share effective observer agreement form about effective effective effective effective evidence
techniques in the sharing effective techniques in classroom classroom classroom classroom was shown
management of the management of classroom management management management management
classroom structure to structure strategies that strategies that strategies that strategies that
engage learners, 2. Lesson plans/modified DLLs used engage engage engage engage
individually or in in demonstration teaching learners in learners in learners in learners in
groups, in meaningful highlighting effective classroom activities/ tasks activities/ activities/ activities/ tasks
exploration, discovery management strategies that done in tasks done in tasks done in done in
and hands-on engage learners in activities/tasks different different different different
activities within a in different physical learning physical physical physical physical
range of physical environments learning learning learning learning
learning environments. 3. Minutes of LAC highlighting the environments environments environments environments
sharing on effective classroom as shown in as shown in as shown in as shown in
management techniques MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
4. Instructional materials used in rating of 8 rating of 7 rating of 6 rating of 5
demonstration teaching Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
5. Others (Please specify and least 4 lessons lessons lessons 1 of the acceptable
provide annotations) supported by supported by supported by acceptable evidence
MOV 1 and MOV 1 and MOV 1 and MOV was shown
any 1 of the any 1 of the any 1 of the
other other other
MOV MOV MOV
Timeliness
QET Satisfactory
(5) (3) (2) (1)
(4)
5. Exhibited effective Classroom observation tool (COT) Quality Exhibited Exhibited Exhibited Exhibited No
and constructive rating sheet and/or inter-observer effective and effective and effective and effective and acceptable
behavior management agreement form about effective constructive constructive constructive constructive evidence
skills by applying teacher management of learner behavior behavior behavior behavior shown
positive and non- behavior using the following management management management management
violent discipline to strategies: skills by skills by skills by skills by
ensure learning- 1. Providing motivation applying applying applying applying
focused environments. 2. Praising the learners/Giving positive and positive and positive and positive and
positive feedback non-violent non-violent non-violent non-violent
3. Setting house rules/guidelines discipline to discipline to discipline to discipline to
4. Ensuring learners’ active ensure ensure ensure ensure
participation learning- learning- learning- learning-
5. Allowing learners to express their focused focused focused focused
ideas/opinions environments environments environments environments
6. Giving equal opportunities to shown in MOV shown in shown in shown in MOV
learners 1 with a rating MOV 1 with a MOV 1 with a 1 with a rating
7. Encouraging learners to ask of 8 rating of 7 rating of 6 of 5
questions Efficiency Applied at Applied at Applied at Applied any of No
8. Others (Please specify and least 7 of the least 7 of the least 7 of the the given acceptable
provide annotations) given given given strategies as evidence
strategies as strategies as strategies as observed in shown
observed in at observed in 3 observed in 2 only 1 lesson
least 4 lessons lessons lessons
Timeliness
APPENDICES
171
2
7
1
EH PR S MA N LU
T
M
QET Satisfactory
(5) (4) (3) (2) (1)
6. Worked with 1. Minutes of LAC session/s, Quality Worked with Worked with Worked with Worked with No
colleagues to share highlighting one’s sharing of colleagues at colleagues in colleagues in colleagues but acceptable
A
differentiated, strategies on differentiated and least in the the school the no evidence of evidence
developmentally developmentally-appropriate district/cluster level to share department or sharing with shown
appropriate opportunities to address learners’ level to share lesson grade level to others
opportunities to differences lesson share lesson
address learners’ 2. Lesson plans/modified DLLs
differences in gender, highlighting strategies on
needs, strengths, differentiated and
interests and developmentally-appropriate
experiences. opportunities to address learners’ Efficiency Submitted at Submitted at Submitted at Submitted at No
differences least 1 lesson least 1 lesson least 1 lesson least 1 lesson, acceptable
3. Corresponding instructional as evidently as evidently as evidently as evidenced evidence
materials showing differentiated shown in MOV shown in shown in by either MOV shown
and developmentally appropriate 1 and MOV 1 and MOV 1 and 2 or 3 but no
opportunities to address learners’ supported by supported by supported by evidence of
differences any any any sharing with
4. Others (e.g. testimonial, write-up acceptable acceptable acceptable others
from colleagues of the MOV MOV MOV
lessons/insights gained from the
Master Teacher's sharing)
Timeliness
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Developed and 1. Classroom observation tool (COT) Quality Developed and Developed Developed Developed and No
applied effective rating sheet and/or inter-observer applied and applied and applied applied acceptable
strategies in the agreement form about using effective effective effective effective evidence
planning and effective strategies in strategies strategies strategies strategies was shown
management of implementing developmentally showing showing showing showing
developmentally sequenced teaching and learning developmentall developmenta developmenta developmentall
sequenced teaching process y- sequenced lly- sequenced lly- y- sequenced
and learning 2. Results of learners’ assessment teaching and teaching and sequenced teaching and
processes to meet during the actual teaching learning learning teaching and learning
curriculum 3. Lesson plans/modified DLLs used process as process as learning process as
requirements and in demonstration teaching shown in MOV shown in process as shown in MOV
varied teaching highlighting developmentally 1 with a rating MOV 1 with a shown in 1 with a rating
contexts. sequenced teaching-learning of 8 rating of 7 MOV 1 with a of 5
process rating of 6
4. Instructional materials showing Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No
effective strategies in least 4 lessons lessons as lesson as lesson as acceptable
developmentally sequenced as evidenced evidenced by evidenced by evidenced by evidence
teaching and learning process by MOV 1 and MOV 1 and 2 shown in any 1 of the was shown
5. Performance tasks/test 2 and and supported MOV 1 and/or acceptable
material(s) used in demonstration supported by by any 1 of 2 and MOV
teaching any 1 of the the other supported by
6. Others (Please specify and other acceptable any 1 of the
provide annotations) acceptable MOV other
MOV acceptable
MOV
Timeliness
APPENDICES
173
4
7
1
EH PR S MA N LU
T
M
QET Satisfactory
(5) (4) (3) (2) (1)
8. Reviewed with 1. Implemented LAC/FGD Plan Quality Consistently Frequently led Occasionally Rarely led No
colleagues, teacher 2. Minutes of LAC/FGD sessions on led collaborative led collaborative acceptable
A
and learner feedback use of teacher and learner collaborative reviews of collaborative reviews of evidence
to plan, facilitate and feedback to enrich teaching reviews of teacher and reviews of teacher and was shown
enrich teaching practice with proof of attendance teacher and learner teacher and learner
practice. 3. Others (Please specify and learner feedback as learner feedback as
provide annotations) feedback as evidenced by feedback as evidenced by
evidenced by the MOV evidenced by the MOV
the MOV submitted the MOV submitted
submitted submitted
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
collaborative collaborative collaborative collaborative acceptable
reviews of reviews of reviews of review of evidence
teacher and teacher and teacher and teacher and was shown
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently evidently evidently evidently
shown in MOV shown in shown in shown in any of
1 and MOV 1 and MOV 1 and the acceptable
supported by supported by supported by MOV
MOV MOV MOV
Timeliness
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Advised and guided 1. Teaching and learning resources Quality Consistently Frequently Occasionally Rarely advised No
colleagues in the developed by colleagues and advised advised advised colleagues in acceptable
selection, critiqued on their alignment to colleagues in colleagues in colleagues in the selection, evidence
organization, learning goals the selection, the selection, the selection, organization, was shown
development and use 2. Lesson plans by colleagues organization, organization, organization, development
of appropriate critiqued in terms of the alignment development development development and appropriate
teaching and learning of the teaching and learning and and and use of teaching
resources, including resources to the indicated appropriate appropriate appropriate and learning
ICT, to address learning goals and use of use of use of resources as
specific learning goals. appropriateness to the target teaching and teaching and teaching and shown in the
learners learning learning learning MOV submitted
3. Others (Please specify and resources as resources as resources as
provide annotations) shown in the shown in the shown in the
MOV MOV MOV
submitted submitted submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 teaching and teaching and teaching and acceptable
teaching and learning learning learning evidence
learning resources as resources as resource as was shown
resources as evidenced by evidenced by evidenced by
evidenced by at least 1 of at least 1 of any of the
at least 1 of the the acceptable
the acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
APPENDICES
175
6
7
1
EH PR S MA N LU
T
M
QET Satisfactory
(5) (4) (3) (2) (1)
10. Worked 1. Any proof of collaborative review Quality Consistently Frequently Occasionally Rarely No
collaboratively with if the test is designed based on reviewed reviewed reviewed reviewed acceptable
A
colleagues to review its purpose (e.g. diagnostic, collaboratively collaboratively collaborativel collaboratively evidence
the design, selection, formative and summative) assessment assessment y assessment assessment was shown
organization and use 2. Any proof of collaborative review tools with tools with tools with tools with
of a range of effective of the alignment of the test with colleagues as colleagues as colleagues as colleagues as
diagnostic, formative the curriculum shown in the shown in the shown in the shown in the
and summative 2.1. formative test attached to a MOV MOV MOV MOV submitted
assessment strategies lesson plan submitted submitted submitted
consistent with 2.2. summative assessment with
curriculum TOS
requirements. 2.3. diagnostic test with its TOS
3. Others (Please specify and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
provide annotations) least 4 assessment assessment assessment acceptable
assessment tools as tools as tool as evidence
tools as evidently evidently evidently was shown
evidently shown in any shown in any shown in any of
shown in any of the of the the acceptable
of the acceptable acceptable MOV
acceptable MOV MOV
MOV
Timeliness
QET Satisfactory
(5) (3) (2) (1)
(4)
11. Interpreted 1. Collaborative interpretation of the Quality Consistently Frequently Occasionally Rarely No
collaboratively index of mastery obtained from 1 collaborated collaborated collaborated collaborated acceptable
monitoring and class with with with with colleagues evidence
evaluation strategies 2. Collaborative interpretation of colleagues in colleagues in colleagues in in the was shown
of attainment data to item analysis of quarterly the the the interpretation of
support learner examinations interpretation interpretation interpretation assessment
progress and 3. Collaborative interpretation of of assessment of assessment of data as shown
achievement. results of performance data as shown data as shown assessment in the MOV
assessment in the MOV in the MOV data as submitted
4. Others (Please specify and submitted submitted shown in the
provide annotations) MOV
submitted
Efficiency Submitted at Submitted at Submitted at Submitted any No

least 2 least 3 of the least 2 of the 1 of the MOV acceptable
different types same kind of same kind of evidence
of MOV MOV MOV was shown
Timeliness
APPENDICES
177
178
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Applied skills in 1. Sample agreement for learners at Quality Consistently Frequently Occasionally Rarely applied No
the effective risk signed by parents and applied skills in applied skills applied skills skills in the acceptable
communication of corresponding evidence of the effective in the effective in the effective evidence
learner needs, improvement communication communicatio effective communication was shown
progress and 2. Record of dialogue and/or parent- of learner n of learner communicatio of learner
achievement to key teacher conferences and needs and needs and n of learner needs and
stakeholders, corresponding evidence of progress to progress to needs and progress to
including improvement parents/ parents/ progress to parents/
parents/guardians. 3. Anecdotal record communicated guardians as guardians as parents/ guardians as
to and signed by the learners shown in the shown in the guardians as shown in the
and/or parents with corresponding MOV MOV shown in the MOV submitted
evidence of improvement submitted submitted MOV
4. Sample of learners’ test results submitted
signed by parents and
corresponding evidence of
improvement
5. Sample of accomplished rubrics
given for performance task and
corresponding evidence of
improvement
6. Attendance sheet/minutes of
parent-teacher conference
7. Signed report cards of students at
risk with corresponding evidence
of improvement
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Correspondence Efficiency Submitted at Submitted any Submitted Submitted any No
notebook/letters/proof of least 3 of the 3 MOV any 2 MOV 1 MOV acceptable
communication using other acceptable evidence
modalities (e.g. e-mail, SMS, MOV was shown
etc.) and corresponding evidence
of improvement
9. Learners’ performance record
Others (Please specify and
Timeliness
9
7
1
APPENDICE
S
180
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Performed various 1. Served as reliever of classes in Quality Consistently Frequently Occasionally Rarely No
related works/activities the absence of teachers performed performed performed performed acceptable
that contribute to the 2. Served as OIC in the absence of special tasks special tasks special tasks special tasks evidence
teaching-learning the principal and/or and/or and/or and/or was shown
process. 3. Represented the principal in assignments assignments assignments assignments as
meetings and conferences as shown in as shown in as shown in shown in the
4. Observed classes of Teachers I- the MOV the MOV the MOV MOV submitted
III submitted submitted submitted
5. Assisted the school selection
committee in the evaluation of
credentials when hiring or
promoting teachers
6. Certificate of Recognition or
Participation
7. Certificate of Training
8. Certificate of Speakership
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Advisorship of Co-curricular Efficiency Submitted at Submitted Submitted Submitted any No
activities least 4 only 3 only 2 1 of the acceptable
11. Book or Journal Authorship/Co- different kinds different kinds different kinds acceptable evidence
authorship/Contributorship of acceptable of acceptable of acceptable MOV was shown
12. Coordinatorship/chairmanship MOV MOV MOV
13. Coaching and mentoring learners
in competitions
14. Mentoring pre-service/in-service
teachers
Timeliness
1
8
1
APPENDICE
S
182
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
Appendix D.1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Position: Position:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Weight Performance Indicators Rating

MFOs KRAs Objectives Timeline per QET Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Score
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Applied knowledge Quality Showed Showed Showed Showed No
Education Knowledge and of content within and knowledge of knowledge of knowledge of knowledge of acceptable
Services Pedagogy across curriculum content and its content and its content and its content and its evidence
teaching areas. integration integration integration integration was shown
within and within and within and within and
across subject across subject across subject across subject
areas as shown areas as shown areas as shown areas as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

least 4 lessons lessons using lessons using of the given acceptable
using MOV 1 MOV 1 and MOV 1 and MOV evidence
and supported supported by supported by was shown
by any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
Timeliness
Basic 2. Used a range of Quality Facilitated using Facilitated using Facilitated using Facilitated using No
Education teaching strategies different different different different acceptable
Services that enhance learner teaching teaching teaching teaching evidence
achievement in strategies that strategies that strategies that strategies that was shown
literacy and numeracy promote promote promote promote
skills. reading, writing reading, writing reading, writing reading, writing
and/or and/or and/or and/or
APPENDICES
183
184
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
numeracy skills numeracy skills numeracy skills numeracy skills
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a

least 4 learner- learner- learner- learner- acceptable
centered centered centered centered lesson evidence
lessons as lessons as lessons as as evidently was shown
evidently shown evidently shown evidently shown shown in any of
in MOV 1 and in MOV 1 and in MOV 1 and the given MOV
supported by supported by supported by
other MOV other MOV other MOV
given given given
Timeliness
Basic 3. Applied a range of Quality Used different Used different Used different Used different No
Education teaching strategies to teaching teaching teaching teaching acceptable
Services develop critical and strategies that strategies that strategies that strategies that evidence
creative thinking, as develop critical develop critical develop critical develop critical was shown
well as other higher- and creative and creative and creative and creative
order thinking skills. thinking and/or thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of 4

as evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
supported by supported by supported by given MOV
other given other given other given
MOV MOV MOV
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Timeliness
Basic 2. Learning 4. Managed Quality Used classroom Used classroom Used classroom Used classroom No
Education Environment and classroom structure to management management management management acceptable
Services Diversity of engage learners, strategies that strategies that strategies that strategies that evidence
Learners individually or in engage learners engage learners engage learners engage learners was shown
groups, in meaningful in in in in
exploration, discovery activities/tasks activities/tasks activities/tasks activities/tasks
and hands-on as shown in as shown in as shown in as shown in
activities within a MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
range of physical rating of 7 rating of 6 rating of 5 rating of 4
learning
environments. Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons lessons lessons lesson acceptable
supported by supported by supported by supported by evidence
MOV 1 and any MOV 1 and any MOV 1 and any any of the was shown
1 of the other 1 of the other 1 of the other acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
Basic 5. Managed learner Quality Applied teacher Applied teacher Applied teacher Applied teacher No
Education behavior management management management management acceptable
Services constructively by strategies of strategies of strategies of strategies of evidence
applying positive and learner behavior learner behavior learner behavior learner behavior was shown
non-violent discipline that promote that promote that promote that promote
to ensure learning- positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline as discipline as discipline as discipline as
submitted with a submitted with a submitted with a submitted with a
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No

least 4 of the least 4 of the least 4 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in was shown
APPENDICE
185
S
186
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
at least 4 as observed in as observed in observed in only
lessons 3 lessons 2 lessons 1 lesson
Timeliness
Basic 6. Used differentiated, Quality Applied Applied Applied Applied No
Education developmentally differentiated differentiated differentiated differentiated acceptable
Services appropriate learning teaching teaching teaching teaching evidence
experiences to strategies to strategies to strategies to strategies to shown
address learners’ address learner address learner address learner address learner
gender, needs, diversity as diversity as diversity as diversity as
shown in MOV
strengths, interests shown in MOV shown in MOV shown in MOV
1 with a rating
and experiences. 1 with a rating 1 with a rating 1 with a rating
of 5
of 7 of 6 of 4

least 4 differentiated differentiated differentiated acceptable
differentiated teaching teaching teaching evidence
teaching strategies in at strategies in 2 strategy in only shown
strategies in at least 2 lessons lessons as 1 lesson as
least 2 lessons as evidenced by evidenced by evidently shown No
as evidenced by MOV 1 and MOV 1 and in any 1 of the acceptable
MOV 1 and supported by supported by acceptable evidence
supported by any 1 of the any 1 of the MOV was shown
other
any 1 of the other acceptable
other acceptable MOV
acceptable MOV
MOV
Timeliness
Basic 3. Curriculum 7. Planned, managed Quality Planned and Planned and Planned and Planned and No
Education and Planning and implemented implemented implemented implemented implemented acceptable
Services developmentally developmental- developmental- developmental- developmentally evidence
sequenced teaching ly sequenced ly sequenced ly sequenced sequenced was shown
and learning teaching and teaching and teaching and teaching and
processes to meet learning learning learning learning
curriculum process as process as process as process as
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
requirements and shown in MOV shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating 1 with a rating
contexts. of 7 of 6 of 5 of 4

least 4 developmental- developmental- developmental- acceptable
developmentally sequenced ly sequenced ly sequenced evidence
ly sequenced teaching and teaching and teaching and was shown
teaching and learning learning learning
learning process as process as process as
process as evidently shown evidently shown evidently shown
evidently shown in MOV 1 and in MOV 1 and in any 1 of the
in MOV 1 and supported by supported by given MOV
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
8. Participated in Quality Consistently Frequently Occasionally Rarely No
collegial discussions participated in participated in participated in participated in acceptable
that use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
learner feedback to meetings to meetings to meetings to meeting to was shown
enrich teaching discuss discuss
practice. discuss discuss teacher/learner teacher/learner
teacher/learner teacher/learner feedback to feedback to
feedback to feedback to enrich enrich
enrich enrich instruction as instruction as
instruction as instruction as shown in the shown in the
shown in the shown in the MOV submitted MOV submitted
MOV submitted MOV submitted
Efficiency Participated in Participated in 3 Participated in 2 Participated in 1 No

at least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
was shown
evidently shown evidently shown evidently shown
7
8
1
APPENDICE
S
188
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
meetings as in any 1 of the in any 1 of the in any 1 of the
evidently shown given MOV given MOV given MOV
in any 1 of the
given MOV
Timeliness
Basic 9. Selected, Quality Developed and Developed and Developed and Developed and No
Education developed, organized used varied used varied used varied used varied acceptable
Services and used appropriate teaching and teaching and teaching and teaching and evidence
teaching and learning learning learning learning learning was shown
resources, including resources, resources, resources, resources,
ICT, to address including ICT, to including ICT, to including ICT, to including ICT, to
learning goals. address address address address
learning goals learning goals learning goals learning goals
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
least 4 varied varied teaching varied teaching teaching and acceptable
teaching and and learning and learning learning evidence
learning resources, resources, resource, was shown
resources, including ICT, including ICT, including ICT,
including ICT, as evidently as evidently as evidently
as evidently shown in MOV shown in MOV shown in any of
shown in MOV 1 and supported 1 and supported the acceptable
1 and supported by any 1 of the by any 1 of the MOV
by any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Basic 4. Assessment 10. Designed, Quality Designed, Designed, Designed, Designed, No
Education and Reporting selected, organized selected, selected, selected, selected, acceptable
Services and used diagnostic, organized and organized and organized and organized and evidence
formative and used diagnostic, used diagnostic, used diagnostic, used diagnostic, was shown
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
summative formative and formative and formative and formative and
assessment summative summative summative summative
strategies consistent assessment assessment assessment assessment
with curriculum strategies strategies strategies strategies
requirements. consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
requirements as requirements as requirements as requirements as
of 7 of 6 of 5 of 4

least 4 varied varied varied assessment tool acceptable
assessment assessment assessment as evidently evidence
tools as tools as tools as shown in any of was shown
evidently shown evidently shown evidently shown the acceptable
in any 1 of the in any 1 of the in any 1 of the MOV
MOV MOV MOV
Timeliness
Basic 11. Monitored and Quality Consistently Frequently Occasionally Rarely No
Education evaluated learner monitored and monitored and monitored and monitored and acceptable
Services progress and evaluated evaluated evaluated evaluated evidence
achievement using learner progress learner progress learner progress learner progress was shown
learner attainment and and and and
data. achievement achievement achievement achievement
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Submitted a Submitted a Submitted a Submitted 1 No
combination of combination of combination of acceptable acceptable
MOV MOV MOV
9
8
1
APPENDICE
S
190
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed acceptable
across 4 across 3 across 2 in only 1 quarter evidence
quarters quarters quarters was shown
Basic 12. Communicated Quality Consistently Frequently Occasionally Rarely showed No
Education promptly and clearly showed prompt showed prompt showed prompt prompt and acceptable
Services the learners’ needs, and clear and clear and clear clear evidence
progress and communication communication communication communication was shown
achievement to key of the learners’ of the learners’ of the learners’ of the learners’
stakeholders, needs, progress needs, progress needs, progress needs, progress
and
including and and and
achievement to
parents/guardians. achievement to achievement to achievement to
key
stakeholders, key key key
including stakeholders, stakeholders, stakeholders,
parents/ including including including
guardians as parents/ parents/ parents/
shown in the guardians as guardians as guardians as
MOV submitted shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted
Efficiency Submitted a Submitted a Submitted a Submitted any 1 No

combination of combination of combination of of the given acceptable
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed acceptable
across 4 across 3 across 2 in only 1 quarter evidence
quarters quarters quarters was shown
Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally Rarely No
Education related performed performed performed performed acceptable
Services works/activities that various related various related various related various related evidence
contribute to the work/activities work/activities work/activities work/activities was shown
that contribute that contribute that contribute that contribute
to the teaching to the teaching to the teaching to the teaching
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
teaching-learning learning learning learning learning
process. process as process as process as process as
shown in the shown in the shown in the shown in the
least 4 different different kinds different kinds of the acceptable
kinds of of acceptable of acceptable acceptable evidence
acceptable MOV MOV MOV was shown
MOV
Timeliness
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
Rater Ratee Approving Authority
1
9
1
APPENDICE
S
192
Appendix D.2
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV
Position: Position:
Rating Period:

KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Modeled effective Quality Modeled Modeled Modeled Modeled No
Education Knowledge and applications of effective effective effective effective acceptable
Services Pedagogy content knowledge applications of applications of applications of applications of evidence
within and across content content content content was shown
curriculum teaching knowledge knowledge knowledge knowledge
areas. within and within and within and within and
across across across across
curriculum curriculum curriculum curriculum
teaching areas teaching areas teaching areas teaching areas
MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
supported by colleagues and colleagues and colleagues and
any 1 of the supported by supported by supported by
other MOV any 1 of the any 1 of the any 1 of the
given other MOV other MOV other MOV
given given given
Timeliness
Basic 2. Collaborated with Quality Conducted, Conducted and Conducted Proposed action No
Education colleagues in the completed and completed action research research with acceptable
Services conduct and disseminated action research with colleagues colleagues evidence
with colleagues was shown
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
application of action research
research to enrich with colleagues
knowledge of content Efficiency Submitted at Submitted any 3 Submitted any 2 Submitted any 1 No
and pedagogy. least 4 of the of the MOV MOV acceptable
given MOV acceptable evidence
MOV was shown
Timeliness Presented the Completed the Conducted the Proposed the No
research report research report research report research report acceptable
within the rating within the rating within the rating within the rating evidence
period period period period was shown
Basic 3. Developed and Quality Demonstrated Demonstrated Demonstrated Demonstrated No
Education applied effective effective effective effective effective acceptable
Services teaching strategies to teaching teaching teaching teaching evidence
promote critical and strategies to strategies to strategies to strategies to was shown
creative thinking, as promote critical promote critical promote critical promote critical
well as other higher- and creative and creative and creative and creative
thinking, as well thinking, as well thinking, as well thinking, as well
order thinking skills.
as other higher- as other higher- as other higher- as other higher-
order thinking order thinking order thinking order thinking
skills as shown skills as shown skills as shown skills as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
more lessons as lessons as lessons as lesson as acceptable
evidently shown evidently shown evidently shown evidently shown evidence
in MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and was shown
supported by supported by supported by supported by
any 1 of the any 1 of the any 1 of the any of the other
other MOV other MOV other MOV MOV given
given given given
Timeliness
Basic 2. Learning 4. Worked with Quality Used classroom Used classroom Used classroom Used classroom No
Education Environment and colleagues to model management management management management acceptable
Services Diversity of and share effective strategies that strategies that strategies that strategies that evidence
Learners techniques in the engage learners engage learners engage learners engage learners was shown
management of in in in in
classroom structure to activities/tasks activities/tasks activities/tasks activities/tasks
3
9
1
APPENDICE
S
194
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
engage learners, MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
individually or in rating of 7 rating of 6 rating of 5 rating of 4
groups, in meaningful
exploration, discovery
and hands-on Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
activities within a least 4 lessons lessons lessons lesson acceptable
range of physical supported by supported by supported by supported by evidence
learning MOV 1 and any MOV 1 and any MOV 1 and any any of the was shown
environments. 1 of the other 1 of the other 1 of the other acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
Basic 5. Exhibited effective Quality Exhibited Exhibited Exhibited Exhibited No
Education and constructive effective and effective and effective and effective and acceptable
Services behavior constructive constructive constructive constructive evidence
management skills by behavior behavior behavior behavior shown
applying positive and management management management management
non-violent discipline skills by skills by skills by skills by
applying applying applying applying
to ensure learning-
positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline to discipline to discipline to discipline to
ensure learningensure learningensure learningensure learning-
focused focused focused focused
environments environments environments environments
of 8 of 7 of 6 of 5
Efficiency Applied at least Applied at least Applied at least Applied any of No
7 of the given 7 of the given 7 of the given the given acceptable
strategies as strategies as strategies as strategies as evidence
observed in at observed in 3 observed in 2 observed in only shown
least 4 lessons lessons lessons 1 lesson
Timeliness
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 6. Worked with Quality Worked with Worked with Worked with Worked with No
Education colleagues to share colleagues at colleagues in colleagues in colleagues but acceptable
Services differentiated, least in the the school level the department no evidence of evidence
developmentally district/cluster to share lesson or grade level to sharing with shown
appropriate level to share share lesson others
opportunities to lesson
address learners’ Efficiency Submitted at Submitted at Submitted at Submitted at No
least 1 lesson least 1 lesson least 1 lesson least 1 lesson, acceptable
differences in gender,
as evidently as evidently as evidently as evidenced by evidence
needs, strengths, shown in MOV shown in MOV shown in MOV either MOV 2 or shown
interests and 1 and supported 1 and supported 1 and supported 3 but no
experiences. by any by any by any evidence of
acceptable acceptable acceptable sharing with
MOV MOV MOV others
Timeliness
Basic 3. Curriculum 7. Developed and Quality Developed and Developed and Developed and Developed and No
Education and Planning applied effective applied effective applied effective applied effective applied effective acceptable
Services strategies in the strategies strategies strategies strategies evidence
planning and showing showing showing showing was shown
management of developmentally developmentally developmentally developmentally
developmentally - sequenced - sequenced - sequenced - sequenced
sequenced teaching teaching and teaching and teaching and teaching and
learning learning learning learning
and learning process as process as process as process as
processes to meet shown in MOV shown in MOV shown in MOV shown in MOV
curriculum 1 with a rating 1 with a rating 1 with a rating 1 with a rating
requirements and of 8 of 7 of 6 of 5
varied teaching Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No
contexts. least 4 lessons lessons as lesson as lesson as acceptable
MOV 1 and 2 MOV 1 and 2 shown in MOV any 1 of the was shown
and supported and supported 1 and/or 2 and acceptable
by any 1 of the by any 1 of the supported by MOV
other other any 1 of the
acceptable acceptable other
MOV MOV acceptable
MOV
Timeliness
5
9
1
APPENDICE
S
196
MFOs Objectives Timeline per QET Outstanding Very Satisfactory Unsatisfactory Poor Actual Results Score
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
KRAs (4)
8. Reviewed with Quality Consistently led Frequently led Occasionally led Rarely led No
colleagues, teacher collaborative collaborative collaborative collaborative acceptable
and learner feedback reviews of reviews of reviews of reviews of evidence
to plan, facilitate and teacher and teacher and teacher and teacher and was shown
enrich teaching learner learner learner learner
practice. feedback as feedback as feedback as feedback as
evidenced by evidenced by evidenced by evidenced by
the MOV the MOV the MOV the MOV
submitted submitted submitted submitted
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
collaborative collaborative collaborative collaborative acceptable
reviews of reviews of reviews of review of evidence
teacher and teacher and teacher and teacher and was shown
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
MOV MOV MOV
Timeliness
9. Advised and guided Quality Consistently Frequently Occasionally Rarely advised No
colleagues in the advised advised advised colleagues in acceptable
Basic selection, colleagues in colleagues in colleagues in the selection, evidence
Education organization, the selection, the selection, the selection, organization, was shown
development and use organization, organization, organization, development
Services development development development and appropriate
of appropriate
and appropriate and appropriate and appropriate use of teaching
teaching and learning
use of teaching use of teaching use of teaching and learning
resources, including and learning and learning and learning resources as
ICT, to address resources as resources as resources as shown in the
specific learning shown in the shown in the shown in the MOV submitted
goals. MOV submitted MOV submitted MOV submitted
least 4 teaching teaching and teaching and teaching and acceptable
and learning learning learning learning evidence
resources as resources as resources as resource as was shown
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
evidenced by at evidenced by at evidenced by at evidenced by
least 1 of the least 1 of the least 1 of the any of the
acceptable acceptable acceptable acceptable
MOV MOV MOV MOV
Timeliness
Basic 4. Assessment 10. Worked Quality Consistently Frequently Occasionally Rarely reviewed No
Education and Reporting collaboratively with reviewed reviewed reviewed collaboratively acceptable
Services colleagues to review collaboratively collaboratively collaboratively assessment evidence
the design, selection, assessment assessment assessment tools with was shown
organization and use tools with tools with tools with colleagues as
of a range of effective colleagues as colleagues as colleagues as shown in the
shown in the shown in the shown in the MOV submitted
diagnostic, formative
MOV submitted MOV submitted MOV submitted
and summative
assessment least 4 assessment assessment assessment tool acceptable
strategies consistent assessment tools as tools as as evidently evidence
with curriculum tools as evidently shown evidently shown shown in any of was shown
requirements. evidently shown in any of the in any of the the acceptable
in any of the acceptable acceptable MOV
acceptable MOV MOV
MOV
Timeliness
Basic 11. Interpreted Quality Consistently Frequently Occasionally Rarely No
Education collaboratively collaborated collaborated collaborated collaborated acceptable
Services monitoring and with colleagues with colleagues with colleagues with colleagues evidence
evaluation strategies in the in the in the in the was shown
of attainment data to interpretation of interpretation of interpretation of interpretation of
support learner assessment assessment assessment assessment
progress and data as shown data as shown data as shown data as shown
in the MOV in the MOV in the MOV in the MOV
achievement.
submitted submitted submitted submitted
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No
least 2 different least 3 of the least 2 of the of the MOV acceptable
types of MOV same kind of same kind of evidence
MOV MOV was shown
Timeliness
Quality Consistently Frequently Occasionally Rarely applied No
applied skills in applied skills in applied skills in skills in the acceptable
7
9
1
APPENDICE
S
198

KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 12. Applied skills in the effective the effective the effective effective evidence
Education the effective communication communication communication communication was shown
Services communication of of learner needs of learner needs of learner needs of learner needs
learner needs, and progress to and progress to and progress to and progress to
progress and parents/ parents/ parents/ parents/
achievement to key guardians as guardians as guardians as guardians as
shown in the shown in the shown in the shown in the
stakeholders,
including
Efficiency Submitted at Submitted any 3 Submitted any 2 Submitted any 1 No
parents/guardians. least 3 of the MOV MOV MOV acceptable
acceptable evidence
MOV was shown
Timeliness
Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally Rarely No
Education related performed performed performed performed acceptable
Services works/activities that special tasks special tasks special tasks special tasks evidence
contribute to the and/or and/or and/or and/or was shown
teaching-learning assignments as assignments as assignments as assignments as

Appendix D.3
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Understands personal actions and behavior that are clear and purposive and 2. Promotescollaborationand removes barrier to teamwork and goal
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.
5 accomplishment across the organization.
3. Appliesnegotiationprinciples in arriving at win-win agreements.
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) to 4. Drives consensus and teamownershipof decision.
achieve goals. 5. Works constructively and collaboratively with othersand across 4
5. Sets high quality, challenging, realistic goals for self and others. organizations to accomplish organization goals and objectives.
Professionalism and Ethics Service Orientation

1. Demonstrate the values and behavior enshrined the Norms and Conduct and 1. Can explain and articulate organizational directions, issues and problems.
Ethical Standards for Public Officials and Employees (RA 6713). 2. Takes personalresponsibilityfor dealing with and/or correcting customer
2. Practice ethical and professional behavior and conduct taking into account the impact
service issues and concerns.
of his/her actions and decisions.
3. Maintains a professional image:eingb trustworthy, regularity of attendance and 5 3. Initiatesactivitiesthat promote advocacy for men and women empowerment.
punctuality, good grooming and communication. 4. Participates in updating office vision, mission, tesmand strategies based
4. Makes personal sacrifices to meet the organization’s needs. on DEPED strategies and directions. 5
5. Act with a senseof urgency and responsibility to meet the organization’s needs, 5. Develops and adopts service improvement programthroughsimplified
improve systemand help others improve their effectiveness. procedures that will further enhance service delivery.
Results Focus Innovation

1. Achieves results with optimal use of time and resources most of the time.
1. Examines the root cause of problems and suggestsectiveeff solutions.
2. Avoids rework, mistakes and wastage through effective work methods by
Foster new ideas, processes and suggests better ways to do things (cost
placing organizational needs before personal needs. and/or operational efficiency).
3. Delivers error-free outputsmost of the time by conforming to standard operating
2. Demonstrates anability to think“beyond the box”. Continuously focuses on
procedures correctly and consistently. Able to produce very satisfactory quality work in
terms of usefulness/acceptability and completeness withsupervisionnorequired.
4. Expresses a desire to do better and may express frustration at waste or
4 improving personalproductivity to create higher value and results.
3. Promotes a creative climate and inspires-coworkers to develop original
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
ideas or solutions.
4. Translates creative thinking into tangible changes and solutions that improve the 3
work unit and organizatio.
performance. Examplesmay includedoing something better, ster,fa at a lower cost, 5. Uses ingenious methods to accomplish responsibilities. Demonstrates
more efficiently, or improving quality,customersatisfaction, morale,without setting resourcefulness and the ability to succeed with minimal resources.
any specific goal.
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate
OVERALL
COMPETENCY
APPENDICES
RATINGS
199
200
D.4
ndixAppe G
PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan Timeline Resources

(Recommended Developmental Needed
Intervention)
A. Functional Competencies
THE RPMS MANUAL

RATEE RATER APPROVING
AUTHORITY
Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Position:
Bureau/Center/Service/Division: Position:
Rating Period: Date of Review:
MFOs KRAs Objectives Timeline Weight MOV Performance Mid-year Review/Rating Mid-Year Review Results
per KRA Target Ratee (Teacher) Rater (Principal)
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
APPENDICES
201
202
Appendix F
PERFORMANCE MONITORING AND COACHING FORM
CRITICAL OUTPUT
DATE INCIDENCEDESCRIPTION IMPACT ON JOB/ACTIONPLAN
SIGNATURE(RATER/RATEE)
.
APPENDICES
Appendix G
203
THE RPMS MANUAL
204
APPENDICES
205
THE RPMS MANUAL
206
APPENDICES
Appendix H
207
THE RPMS MANUAL
208
APPENDICES
209
THE RPMS MANUAL
210
APPENDICE
S
2
1
1
J.1I.1
xx
212
THE RPMS MANUAL

RUBRIC LEVEL SUMMARY
LEVEL LEVEL NAME DESCRIPTION
3 ORGANIZING The teacher demonstrates a limited range of loosely-associated pedagogical aspects of
the indicator.
4 DEVELOPING The teacher demonstrates a range of associated pedagogical aspects of the indicator
that sometimes align with the learners’ developmental needs.
5 APPLYING The teacher demonstrates a range of associated pedagogical aspects of the indicator
that usually align with the learners’ developmental needs.
6 CONSOLIDATING The teacher uses well-connected pedagogical aspects of the indicator consistently
aligned with student development that supports students to be successful learners.
7 INTEGRATING The teacher uses well-connected pedagogical aspects of the indicator to create an
environment that addresses individual and group learning goals.

INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
3 4 5 6 7
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level
minor content errors either in accurate knowledge of key accurate and in-depth accurate, in-depth and broad knowledge of content and
the presentation of the lesson concepts both in the presentation knowledge of most concepts knowledge of all concepts in pedagogy that creates a
or in responding to learners’ of the lesson and in responding to in the presentation of the the presentation of the lesson conducive learning
questions or comments. The learners’ questions or comments. lesson and in responding to and in responding to learners’ environment that enables an
lesson content displays learners’ questions in a questions in a manner that is in-depth and sophisticated
simple coherence. The lesson content displays manner that attempts to be responsive to learner‘s understanding of the teaching
coherence. responsive to student developmental needs and and learning process to meet
developmental learning promotes learning. individual or group learning
The teacher attempts to make needs. needs within and across
The teacher makes curriculum content areas.
connections across curriculum
content areas if appropriate. The teacher makes connections meaningful connections
across curriculum content areas across curriculum content
if appropriate. areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher indicates some 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays 1. The teacher applies
awareness of other ideas of concepts and makes no content comprehensive extensive knowledge of extensive knowledge of
the same discipline that are errors. understanding of the content. content beyond his/her
connected to the lesson but concepts and structure of area of specialization.
does not make solid 2. The content appears to be the disciplines. 2. The teacher cites intra-
connection. accurate and its focus shows and interdisciplinary 2. The teacher motivates
awareness of the ideas and 2. The teacher addresses content relationships. learners to investigate
structure of the discipline. content accurately and the content area to
makes connections across 3. The teacher addresses expand their knowledge
3. The teacher demonstrates disciplines. content accurately and its and satisfy their natural
factual knowledge of subject 3. focus is congruent with the curiosity.
matter and attempts to connect big ideas and/or structure of
content across disciplines. the discipline.
CLARIFICATIONS
KEY CONCEPTS SIMPLE COHERENCE ACCURATE KNOWLEDGE BROAD KNOWLEDGE
central ideas of the topic or lesson a basic logic in the sequence of the content is free from errors knowledge within and across
CURRICULUM CONTENT AREAS lesson with one part linked to the IN-DEPTH KNOWLEDGE curriculum content areas
next
different learning/subject areas foundational knowledge and finer details HIGH-LEVEL KNOWLEDGE
taught and learned in the basic and MINOR CONTENT ERRORS within the curriculum content complex content knowledge within
3
1
2
secondary education curriculum lesser degree of errors in the content area and across curriculum areas
ND
ES
PE
AP
IC
of the lesson
Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
214
INDICATOR 2
E
H
T
skills
RPM MANUA
3 4 5 6 7
S
The teacher uses loosely- The teacher occasionally applies The teacher frequently applies The teacher consistently applies The teacher integrates well-
connected teaching strategies to teaching strategies that address relevant strategies that enhance relevant strategies that enhance connected teaching strategies
address learners’ literacy and/or learners’ literacy and/or numeracy learners’ literacy and/or learners’ literacy and/or that promote individual and
needs. numeracy skills. numeracy skills. group learners’ critical literacy
L
numeracy needs.
and/or critical numeracy skills.
1. The teacher defines general 1. In some parts of the lesson, 1. The teacher uses activities 1. The teacher routinely 1. The teacher employs
terms in the lesson but fails the teacher provides activities provides activities to enhance structured activities that
that enhance literacy
to define specific terms which address learners’ learners’ literacy and/or enhance and support
and/or numeracy in almost
literacy and/or numeracy numeracy skills in all aspects learners’ higher level of
needed to develop learners’ all aspects of the lesson.
needs but fails to do so in of the lesson. literacy and/or numeracy
full understanding of literacy some critical parts of the skills as a significant part
and/or numeracy concepts. lesson where either or both of his/her instruction.
Example: The teacher skills are necessary.
defines fraction but fails to

define/explain numerator and
denominator.
CLARIFICATIONS
LITERACY SKILLS
LOOSELY-CONNECTED TEACHING STRATEGIES OCCASIONALLY skills needed for reading and writing. These may
include
teaching approaches which are mismatched in occurs irregularly in the duration of the lesson awareness of sounds of language, awareness of print
addressing literacy and/or numeracy needs FREQUENTLY and the relationship between letters and sounds. Other
skills such as creating knowledge through writing as
CRITICAL LITERACY occurs often times in the duration of the lesson well as developing media and technology are part of
critically analyzing and evaluating the meaning
literacy skills.
of text as it relates to global issues to inform CONSISTENTLY
a critical stance, response and/or action occurs constantly in the duration of the lesson NUMERACY SKILLS
CRITICAL NUMERACY RELEVANT skills which consist of comprehending and applying
fundamental arithmetic operations like addition,
ability to effectively use mathematical concepts in teaching approaches which are moderately subtraction, multiplication, and division. Numeracy
applying, analyzing, evaluating and creating ideas associated with the learners’ developmental needs to skills may also include the ability to reason with
enhance literacy and/or numeracy skills mathematical concepts like interpreting data, charts,
and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.
INDICATOR 3 Applies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills
3 4 5 6 7
The teacher provided The teacher uses questions and The teacher employs a range of The teacher challenges The teacher provides a broad
straightforward questions and activities that mostly require the targeted follow-up questions learners to justify their thinking range of questions and
activities which lead learners learners to interpret, explain, or and activities that encourage and successfully engages most activities, including those of
through a single path of inquiry. describe ideas learned. learners to explain, learners in the discussion using higher-order that challenge
demonstrate, and use ideas well-directed questions and learners to analyze their
learned. activities. thinking to promote deeper
understanding.
1. The teacher asks, “Who has 1. The teacher makes some 1. The teacher employs a 1. The teacher challenges 1. Learners compare
an idea about this?” The attempt to engage learners in range of strategies to learners cognitively to and contrast ideas.
usual same learners offer genuine discussion rather ensure that most learners advance high-level thinking
comments. than simple, factual, or rote- are given opportunities to and discourse. 2. Learners synthesize or
type discussion. give opinions to the lesson summarize information
2. Many questions require The teacher asks, “Can you and to react to the opinions 2. Learners extend the within or across
rote-type responses. of others. discussion by inviting disciplines.
please explain this idea?” comments from their
2. The teacher creates a classmates during the
genuine discussion among discussion and challenge
learners, providing adequate one another’s thinking.
time for them to respond; as
well as to step aside when 3. Learners, themselves,
doing so is appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTION
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
APPENDICES
215
Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
216
INDICATOR 4
TH
E
discovery and hands-on activities within a range of physical and learning environments
RPM
S
3 4 5 6 7
The teacher manages The teacher manages classroom The teacher manages The teacher manages The teacher organizes and
M
U
N
A
classroom structure and structure and engages the classroom structure and classroom structure and maintains classroom structure
engages only some learners in majority of the learners in engages most learners in engages all learners in and engages learners,
discovery or hands-on learning discovery and hands-on learning meaningful exploration, individually or in groups, in
meaningful exploration,
activities within a range of activities within a range of discovery and hands-on meaningful exploration,
discovery and hands-on
physical learning environments. physical learning environments. learning activities within a discovery and hands-on
learning activities within a range
range of physical learning learning activities within a
of physical learning
environments. range of physical learning
environments.
environments.
1. Only some learners work 1. The classroom layout is simple 1. The classroom layout and 1. The teacher keeps the 1. The teacher utilizes
productively within the allotted and somewhat suitable for available resources are learning environment free proactive classroom
time, physical space and different learning activities. generally suitable for different from congestion and structure management
resources. learning activities. facilitates activities practices to support flexible
2. Majority of the learners work appropriate within the movement of the learners
productively within the allotted 2. Most learners work physical learning in all learning activities.
time and physical space, productively within the environment.
using the available resources. allotted time, physical space 2. Learners are fully engaged
and resources. 2. All learners work in all activities by utilizing
productively within the optimal space and time,
allotted time, physical space appropriate to their needs.
and resources.
CLARIFICATIONS
PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES
any area where learning takes place activities that require learners to draw on their past experiences
CLASSROOM STRUCTURE and existing knowledge to discover facts, relationships, and new
knowledge to be learned
includes the arrangement of chairs, tables, and other equipment
SOME HANDS-ON LEARNING ACTIVITIES
less than half of the learners activities that require physical participation of learners to
MAJORITY construct, consolidate or explain concepts
more than half of the learners MEANINGFUL EXPLORATION

MOST activities that lead to learners’ full understanding of concepts and
how they relate to other concepts
almost all, approaching 100% of the learners
INDICATOR 5 Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments
3 4 5 6 7
The teacher rarely manages The teacher occasionally manages The teacher frequently The teacher consistently The teacher constructively
misbehavior against established misbehavior against established manages misbehavior against manages misbehavior against manages learner behavior by
rules of conduct. rules of conduct and the majority established rules of conduct established rules of conduct applying positive and non-
of the learners follow such rules. and most learners follow such and all learners follow such violent discipline to ensure
rules. rules. learning-focused environment.
1. Standards of conduct appear 1. The teacher’s standards of 1. The classroom 1. The teacher responds 1. Learners are actively
to have been established, but conduct are inconsistently management system has appropriately to encouraged to take
learners violate the rules. enforced resulting in some been implemented misbehavior of learners at responsibility for
interference in learning and appropriately which is all times without any loss their behavior.
2. A prescribed process to some loss of instructional time. responsive to classroom of instructional time.
address learner misconduct is and individual needs of 2. Well-established
communicated, but is not 2. Standards of conduct are clear learners. 2. Clear expectations for procedures for learners
clear and requires repeated to some learners and may learner behavior are to self-monitor their own
prompting, which delays or require repeated prompting. 2. The teacher’s standards of evident. Standards of classroom behavior are
disrupts the quality of behavior are consistently conduct are clear to all evident.
learning. 3. Appropriate expectations for reinforced resulting in little learners and with modest
behavior are established, but or no interference with impact on learning.
3. The teacher’s responses to learning. They are clear to
some of these are unclear, or do
learners’ behavior are most learners and require
not address the needs of most
inconsistent: sometimes little prompting.
learners.
harsh, sometimes lenient.
CLARIFICATIONS
ESTABLISHED RULES MOST RARELY
an existing set rules of conduct almost all, approaching 100% of the learners seldom occurs in the duration of the lesson
imposed in the learning environment OCCASIONALLY CONSISTENTLY
CONSTRUCTIVE occurs irregularly in the duration of the lesson occurs constantly in the duration of the lesson
7
1
2
positive and helpful responses on learners’ behavior FREQUENTLY BEHAVIOR
ND
ES
PE
AP
IC
MAJORITY occurs often times in the duration of the lesson manner in which learners act; either positive or negative
more than half of the learners
Uses differentiated, developmentally appropriate learning experiences to address
218
THE RPMS
INDICATOR 6
learners’ gender, needs, strengths, interests and experiences
3 4 5 6 7
MANUAL
The teacher provides a limited The teacher provides The teacher provides The teacher provides The teacher provides
range of differentiated differentiated or developmentally differentiated and differentiated and differentiated and
learning experiences to appropriate learning experiences developmentally appropriate developmentally appropriate developmentally appropriate
address the learning needs of to address the learning needs of learning experiences to learning experiences to learning experiences to address
some learners. most learners. address the needs of most address the learning needs of the diverse learning
learners. different groups of learners. needs.
1. The teacher relies on a 1. The teacher makes use of the 1. The teacher makes use of 1. The teacher supports the 1. The teacher provides
single strategy or some learners’ developmental developmental levels of learners’ needs through a thoughtful and appropriate
strategies allowing some levels or ways of learning to learners in the classroom variety of strategies, instructional adaptation for
learners to achieve the address their learning needs. and the different ways materials, and/or pacing individual learner needs. The
instructional outcomes. they learn by providing that make learning adaptation of instruction is
differentiated learning accessible and challenging realistic and effective. Diverse
2. The teacher provides experiences that enable for different groups of learners have opportunities to
activities for all learners but most learners to progress learners. actively engage in various
does not enable most of toward meeting intended learning activities.
them to meet the intended outcomes. 2. The teacher uses
outcomes. differentiated strategies that
motivate and engage
groups of learners at their
cognitive levels, allowing
them to achieve the
learning outcomes.
CLARIFICATIONS
LEARNING NEEDS
learners’ different backgrounds: gender, needs, strengths, interests and experiences
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES

teaching and learning activities and tasks suited to the needs abilities, skills, and developmental level of learners
DIFFERENTIATED LEARNING EXPERIENCES

teaching and learning activities that are suited to the various learning needs of diverse learners
INDICATOR 7 Plans, manages and implements developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts
3 4 5 6 7
The teacher implements the The teacher implements the The teacher implements the The teacher manages well- The teacher manages well-
lessons but only with some lessons but with inappropriate lessons with appropriate structured lessons with structured lessons with
elements of developmentally elements of developmentally elements of developmentally developmentally emphasis on explicit
sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and connections between previous
learning processes. learning processes to meet learning and new concepts and
learning processes. learning processes.
curriculum requirements
and varied teaching skills.
contexts.
1. The teacher does not 1. The teacher’s demonstration of 1. The teacher connects 1. The sequence of activities 1. The progression from the
demonstrate knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main
understanding of the pre- relationships are inaccurate or future learning. Transitions learners toward achieving activity was thoughtfully
requisite relationships incomplete and transitions between activities are the lesson’s objectives. planned to review same
when planning and between activities are present smooth. 2. The sequence of learning basic concepts, followed by
transitions between but may catch learners off guard the activities that would
activities are too abrupt. or disrupt the flow of the 2. The lesson sequence activities keeps learners take the application of this
sequence. generally kept learners engaged in the content knowledge to the next level
2. The sequence of the engaged and moving from and had a clear sense of of exploration.
lesson demonstrated 2. There may have been a minor one portion to the next in a purpose throughout the
some structure but there missed opportunity or minor reasonable manner. They vast majority of the class
were some problems organizational issue present seemed to understand the time.
with the organization that during the lesson that affected purpose of the lesson and
negatively impacted learning time. what they were to do to
learning. accomplish the purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:
• Lesson objectives expectations for learners at the end of the lesson

• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s appropriate speed or rate in presenting the lesson
NDICE
APPE
S
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
219
220
H
T
INDICATOR 8 Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT,
to address learning goals
R
P
3 4 5 6 7
M
N
A
The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher integrates
resources, including ICT, resources, including ICT, which resources, including ICT, which resources, including ICT, which extensive and multidisciplinary
which are loosely-aligned with are occasionally aligned with the are generally aligned with the are consistently aligned with learning resources, including
the learning goals. learning goals. learning goals. the learning goals. ICT, which are appropriate and
aligned with the learning goals.
1. Instructional materials and 1. Instructional materials and 1. Instructional materials and 1. All instructional 1. Instructional materials are
resources are minimally resources are incompletely resources are fairly aligned materials and resources diverse and are consistently
aligned with the learning aligned with the instructional with the instructional are aligned with the aligned with the
goals. purposes. purposes. instructional purposes. instructional purposes.
CLARIFICATIONS
TEACHING AND LEARNING RESOURCES MAY INCLUDE: LOOSELY-ALIGNED
substantially mismatched with the learning goals

• Chalkboard OCCASIONALLY ALIGNED
• Manila paper or Cartolina sometimes matched with the learning goals

• Printed materials like worksheets, flashcards, activity sheets, etc. GENERALLY ALIGNED
usually matched with the learning goals

• ICT Resources: slides presentation, audio visual, social media, and other CONSISTENTLY ALIGNED
web-based applications
substantially mismatched with the learning goals
• Manipulatives, models, and other tools EXTENSIVE LEARNING RESOURCES
• ...and others wide range of learning resources

MULTIDISCIPLINARY LEARNING RESOURCES
learning resources which can be used in various subject areas

INDICATOR 9 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies
consistent with curriculum requirements
3 4 5 6 7
The teacher provides a The teacher provides a range The teacher provides a range The teacher provides The teacher integrates
limited range of assessment of assessment strategies but of assessment strategies that assessment strategies assessment strategies
strategies but fails to address only some are aligned with address most of the learning consistent with the curriculum engages learners in self- and
the learning goals. the learning goals. goals. requirements. peer-assessment.
1. The assessment procedures 1. The teacher uses a variety of 1. The teacher uses a repertoire 1. The teacher predominantly 1. The teacher uses
focus on task completion assessment strategies which of assessment strategies uses assessment strategies assessment strategies
and/or compliance rather than are partially congruent to the which are aligned with the which are embedded as an which engage learners in
learner achievement of intended learning outcomes. intended learning goals. integral part of the lesson assessment criteria to self-
lesson purpose/ objective. and are aligned with the monitor and reflect on their
2. The teacher uses procedures 2. The teacher uses intended instructional or own progress.
that yield only some evidence of assessment procedures that consistent with the content
learning. draw out evidence of whether standards. 2. Learners frequently assess
learners have learned most their own work and the work
of the intended learning 2. Learners are encouraged to of their peers using
outcomes. assess and monitor the assessment criteria
quality of their own work embedded in the teacher-
against the assessment learners-generated rubrics,
criteria and performance peer reviews, and/or
standards that make active reflection logs.
use of that information in
their learning.
CLARIFICATIONS
ASSESSMENT STRATEGIES:
DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction
FORMATIVE
assessment used to identify the parts of the lesson where learners need improvement,
e.g. recitation, activities and seatworks
ENDI
CES
APP
SUMMATIVE
221
assessment used to identify learner achievement, e.g. quizzes and tests

222
THE RPMS MANUAL

© Department of Education - Bureau of Human Resources and Organizational Development
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
APPENDICES
Appendix I.2
223
THE RPMS MANUAL
Appendix I.3
224
APPENDIC
ES
2
2
5
J.1
K.1
p
x
x
THE RPMS MANUAL
226
RUBRIC LEVEL SUMMARY
LEVEL LEVEL NAME DESCRIPTION
4 The teacher demonstrates a range of associated pedagogical aspects of the

DEVELOPING indicator
that sometimes align with the learners’ developmental needs.
5 APPLYING The teacher demonstrates a range of associated pedagogical aspects of the indicator
that usually align with the learners’ developmental needs.
6 CONSOLIDATING The teacher uses well-connected pedagogical aspects of the indicator consistently
aligned with student development that supports students to be successful learners.
7 INTEGRATING The teacher uses well-connected pedagogical aspects of the indicator to create an
environment that addresses individual and group learning goals.
8 The teacher applies deep knowledge and understanding of the indicator discriminately
DISCRIMINATING to contextualize teaching and learning processes within the discipline to meet individual
and group learning goals.
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
4 5 6 7 8
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level The teacher applies high-level
accurate knowledge of key accurate and in-depth knowledge accurate, in-depth and broad knowledge of content and knowledge of content within
concepts both in the of most concepts in the knowledge of all concepts in the pedagogy that creates a and across curriculum content
presentation of the lesson and presentation of the lesson and in presentation of the lesson and conducive learning environment areas to empower learners to
in responding to learners’ responding to learners’ questions in responding to learners’ that enables an in-depth and acquire and apply successful
questions or comments. in a manner that attempts to questions in a manner that is sophisticated understanding of learning strategies to assist in
responsive to learner the teaching and learning their development as
The lesson content displays be responsive to learner developmental needs and processes to meet individual or independent learners.
coherence. developmental learning
promotes learning. group learning needs within
needs. and across curriculum content
The teacher attempts to The teacher makes
make connections across The teacher makes connections areas.
meaningful connections
curriculum content areas if across curriculum content areas if across curriculum content
appropriate. appropriate. areas, if appropriate.
1. The teacher clearly 1. The teacher displays 1. The teacher displays 1. The teacher applies 1. The teacher applies extensive
explains concepts and comprehensive understanding extensive knowledge of extensive knowledge of and complex content knowledge
makes no content errors. of the concepts and structure content. content beyond his/her to support learners in acquiring
2. The content appears to be of the disciplines. area of specialization. successful learning strategies in
2. The teacher cites intra-
2. The teacher motivates other areas of the learning.
accurate and its focus 2. The teacher addresses and interdisciplinary
shows awareness of the content accurately and makes content relationships. learners to investigate the 2. The teacher extends
ideas and structure of the connections across disciplines. content area to expand their knowledge of subject beyond
3. The teacher addresses
discipline. knowledge and satisfy their content in his/her teaching
content accurately and its
natural curiosity. specialty and stimulates
3. The teacher demonstrates focus is congruent with the
factual knowledge of subject big ideas and/or structure of learners’ curiosity beyond the
matter and attempts to connect the discipline. required course work.
content across disciplines.
CLARIFICATIONS
KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE
central ideas of the topic or lesson content is free from errors knowledge within and across curriculum content areas
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE HIGH-LEVEL KNOWLEDGE
different learning/subject areas taught and learned in foundational knowledge and finer details within complex content knowledge within and across
7
2
2
the basic and secondary education curriculum the curriculum content area curriculum areas
NDI
CE
PE
AP
228
THE RPMS
INDICATOR 2
Applies a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills
4 5 6 7 8
MANUAL
The teacher uses questions The teacher employs a range of The teacher challenges learners The teacher provides a broad The teacher provides, at the
and activities that mostly targeted follow-up questions and to justify their thinking and range of questions and appropriate times, a learning
require the learners to activities that encourage learners successfully engages most of activities, including those of environment for higher-order
interpret, explain, or to explain, demonstrate, and use them in the discussion using higher-order that challenge thinking skills that enables
describe ideas learned. ideas learned. well-directed questions and learners to analyze their learners to evaluate their
activities. thinking to promote deeper thinking and to seek
understanding. constructive feedback from
peers and the teacher.
1. The teacher makes some 1. The teacher employs a range of 1. The teacher challenges 1. Learners compare and 1. Learners judge or evaluate
attempt to engage learners strategies to ensure that most learners cognitively to contrast ideas. situations, problems, or
in genuine discussion rather learners are given opportunities advance high-level thinking 2. Learners synthesize or issues.
than simple, factual, or rote- to give opinions to the lesson and discourse.
and to react to the opinions of summarize information within 2. Learners invite comments
type discussion. 2. Learners extend the
others. or across disciplines.
2. The teacher asks, “Can you discussion by inviting from their classmates
please explain this idea?” comments from their during discussion and
2. The teacher creates a classmates during the challenge one another’s
genuine discussion among discussion and challenge thinking.
learners, providing adequate one another’s thinking.
time for them to respond; as
3. Learners, themselves,
well as to step aside when
doing so is appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTIONS
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
Manages classroom structure to engage learners, individually or in groups, in meaningful
INDICATOR 3 exploration, discovery and hands-on activities within a range of physical and
4 5 6 7 8
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and The teacher adapts and
classroom structure and structure and engages most classroom structure and maintains classroom structure adjusts classroom structure
engages the majority of the learners in meaningful exploration, engages all learners in and engages learners, according to learners’ needs
learners in discovery and discovery and hands-on learning meaningful exploration, individually or in groups, in and encourages learners to
hands-on learning activities activities within a range of physical discovery and hands-on meaningful exploration, explore other learning
within a range of physical learning environments. learning activities within a range discovery and hands-on activities that support the
learning environments. of physical learning learning activities within a achievement of learning
environments. range of physical learning goals.
environments.
1. The classroom layout and 1. The classroom layout and 1. The teacher keeps the 1. The teacher utilizes 1. The teacher modifies
available resources are available resources are learning environment free proactive classroom classroom structure and
simple and somewhat generally suitable for from congestion and management practices resources effectively in a
suitable for different facilitates activities to support flexible manner that acknowledges
different learning activities.
appropriate within the movement of the the needs of learners.
learning activities. 2. Most learners work physical learning learners in all learning
2. Majority of the learners productively within the environment. activities. 2. The teacher facilitates
work productively within the allotted time, physical well-planned learning
allotted time and physical 2. All learners work 2. Learners are fully activities appropriate to
space and resources.
space, using the available productively within the engaged in all activities individual and group needs
allotted time, physical by utilizing optimal within the available
resources. space and resources. space and time, physical space and
appropriate to their resources.
needs.
CLARIFICATIONS
PHYSICAL LEARNING ENVIRONMENT MOST HANDS-ON LEARNING ACTIVITIES
any area where learning takes place almost all, approaching 100% of the learners activities that require physical participation of learners
CLASSROOM STRUCTURE DISCOVERY LEARNING ACTIVITIES to construct, consolidate or explain concepts
the physical set-up of the learning environment which activities that learners draw on their past experiences MEANINGFUL EXPLORATION
generally includes the arrangement of chairs, tables, and existing knowledge to discover facts, relationships, activities that lead to learners’ full understanding of
9
2
2
and other equipment and new knowledge to be learned concepts and how they relate to other concepts
ENDI
CES
APP
MAJORITY
more than half of the learners
THE RPMS MANUAL
230
INDICATOR 4 Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments
4 5 6 7 8
The teacher occasionally The teacher frequently manages The teacher consistently The teacher constructively The teacher enables learners
manages misbehavior against misbehavior against established manages misbehavior against manages learner behavior by to take control of their own
established rules of conduct rules of conduct and most learners established rules of conduct applying positive and non- behavior against rules of
and the majority of the learners
follow such rules. and all learners follow such violent discipline to ensure conduct in which learners are
follow such rules.
rules . learning-focused environment. aware of the impact of their
behavior.
1. The teacher’s standards of 1. The classroom management 1. The teacher responds 1. Learners are actively 1. Standards of conduct are
conduct are inconsistently system has been appropriately to misbehavior encouraged to take clear to all learners.
enforced resulting in some implemented appropriately of learners at all times without responsibility for their Learners respectfully
interference in learning and which is responsive to any loss of instructional time. behavior. intervene with classmates
some loss of instructional classroom and individual at appropriate moments to
time. needs of learners. 2. Clear expectations for 2. Well-established ensure compliance with
2. Standards of conduct are learner behavior are procedures for standards of conduct.
2. The teacher’s standards of evident. Standards of learners to self-
clear to some learners behavior are consistently conduct are clear to all monitor their own
and may require reinforced resulting in little or learners and with modest classroom behavior
repeated prompting. no interference with learning. impact on learning. are evident.
3. Appropriate expectations They are clear to most learners
for behavior are and require little prompting.
established, but some of
these are unclear, or do
not address the needs of
most learners.
CLARIFICATIONS
ESTABLISHED RULES OCCASIONALLY
an existing set rules of conduct imposed in the learning environment occurs irregularly in the duration of the lesson
CONSTRUCTIVE FREQUENTLY
positive and helpful responses on learners’ behavior occurs often times in the duration of the lesson
MAJORITY CONSISTENTLY
more than half of the learners occurs constantly in the duration of the lesson
MOST BEHAVIOR
almost all, approaching 100% of the learners manner in which learners act; either positive or negative
INDICATOR 5 Plans, manages and implements developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
4 5 6 7 8
The teacher implements the The teacher implements the The teacher manages well- The teacher manages well- The teacher reflects an
lessons but with inappropriate lessons with appropriate elements structured lessons with structured lessons with understanding of the
elements of developmentally of developmentally sequenced developmentally sequenced emphasis on explicit prerequisite relationships
sequenced teaching and teaching and learning processes. teaching and learning connections between previous among the important content,
learning processes. processes to meet curriculum learning and new concepts concepts, as well as multiple
requirements and varied pathways for learning
and skills.
teaching contexts. depending on learners’ needs.
1. The teacher’s demonstration 1. The teacher connects 1. The sequence of activities 1. The progression from the 1. The lesson was structured to
of knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main take into account or build
relationships are inaccurate future learning. Transitions learners toward achieving activity was thoughtfully prior knowledge of the topic
or incomplete and transitions between activities are smooth. the lesson’s objectives. planned to review same and was well paced with a
between activities are present basic concepts, followed by thoughtfully chosen
but may catch learners off 2. The lesson sequence 2. The sequence of learning the activities that would sequence of learning
guard or disrupt the flow of generally kept learners activities keeps learners take the application of this activities, and the teacher
the sequence. engaged and moving from one engaged in the content knowledge to the next level had anticipated the
portion to the next in a and had a clear sense of of exploration. pedagogical approaches that
2. There may have been a reasonable manner. They purpose throughout the would be most effective in
minor missed opportunity or seemed to understand the vast majority of the class engaging the learners
minor organizational issue throughout the entire class
purpose of the lesson and time.
period.
present during the lesson what they were to do to
that affected learning time. accomplish the purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:
• Lesson objectives expectations for learners at the end of the lesson
• Learner engagement strategies strategies that include activities for individual learners and/or groups
APPEN
• Pacing teacher’s appropriate speed or rate in presenting the lesson
DICES
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
231
232
THE RPMS MANUAL

© Department of Education - Bureau of Human Resources and Organizational Development
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
APPENDICES
Appendix J.2
233
THE RPMS MANUAL
Appendix J.3
234
APPENDICES
Appendix K
235
Appendix L
THE RPMS MANUAL

Annotation Template
Objectives Means of Verification Description of the MOV Annotations
Presented
236
R e s u l t s - B a s ed P e r f o r m a nc e M a n a g e m e n t S y s t e m
ACKNOWLEDGEMENTS
9
Philippine National
RESEARCH CENTER FOR
TEACHER QUALITY
DEPARTMENT OF EDUCATION
Bureau of Human Resource National Educators Academy

and Organizational Development (BHROD) of the Philippines (NEAP)
Dir. Maria Lourdes D. Pantoja Dir. John Arnold S. Siena
BUREAU OF HUMAN RESOURCE AND ORGANIZATIONAL DEVELOPMENT
Cecille A. Anyayahan Earl Ryan A. Losito

Project Development Officer IV Project Development Officer III
Joanna Christina Sta. Isabel Allan Jerome Gutierrez
Ma. Fatima Luzviminda B. Angeles Leonardo G. Bautista, Jr.

Millie Jane T. Fudolig Administrative Assistant II
Erika Marie E. Daza
Michael Joseph P. Cabauatan Reynier B. Cruz
Ruby Chanda J. Crisostomo Cynthia M. Sabando
Project Development Officer III Administrative Support
THE PROJECT TEAM

RPMS MANUAL AND TOOLS
Gina O. Gonong, Ph.D.

Director and Project Leader, RCTQ
John Pegg, Ph.D.

Director, UNE-SiMERR National Research Centre
Ken Vine, Ph.D.

Principal Research Adviser, UNE-SiMERR National Research Centre
Michael Wilson I. Rosero

Favian L. Noche
Senior Research Officers, RCTQ
Alwaleed Alssamani
Web Programmer, UNE-SiMERR National Research Centre
CLASSROOM OBSERVATION TOOL-RPMS
Jennie V. Jocson, Ph.D.

Deputy Director and Project Leader, RCTQ
Ian Kenneth D. Magabilin

Jerreld M. Romulo
Research Officers, RCTQ
RCTQ and UNE-SiMERR TEAM

Joy Hardy, Ph.D.
Deputy Director, UNE-SiMERR National Research Centre
Allan S. Reyes
Senior Program Manager, RCTQ
Marilyn U. Balagtas, Ph.D.

Greg McPhan Ph.D.
238
ACKNOWLEDGEMENTS
TECHNICAL WORKING GROUPS

RPMS Manuals and Tools COT-RPMS
Allen U. Bautista, Ed.D. Noemi Baysa Orlando I. Guerrero

Chinita A. Tolentino Leticia V. Catris, Ph.D Evangeline F. Golla, Ph.D.
Jennifer E. Lopez Jovita B. De Castro Marion A. Mallorca
Ma. Concepcion B. Montenegro Mel Greg O. Concepcion, Ph.D Ervin L. Oamil, Ph.D.
Marla C. Papango Rosemarievic V. Diaz, Ph.D Diane C. Tomaneng
Mana C. Estakio Atkinson F. Tudlong
Erminda C. Fortes, Ph.D Marilou M. Ubiña
GRAPHIC ARTISTS
Aris L. Solis Dennis A. Santos Raymond S. Bermudez
SUPPORT GROUP
Adelyn R. Bartolome Gerlie C. Lopez
Rene R. Belecina, Ph.D. Reynaldo V. Nanong
Vivian I. Buhain, Ed.D. Sheila Niña Rea-Santes
Ma. Arsenia C. Gomez Grace Urbien-Salvatus
Ma. Victoria C. Hermosisima Bernadette S. Sumagui
Mark Anthony P. Idang Milagros E. Vinluan
Angeline R. Libunao
SUPPORT STAFF
Lizette Anne L. Carpio Guillen M. Nabong
Beverly E. Estocapio
Ruby Ann G. Gantalao Jessa P. Reynoso
Ezra D. de Jesus Webster C. Ferrer
Denesse Marie B. Handumon Cheryl C. Lualhati
Ma. Izella D. Lampos Geroldine P. Tabigne
BASIC EDUCATION SECTOR TRANSFORMATION (BEST)

Peter Grimes, Ph.D. Nemah N. Hermosa, Ph.D.
Senior Teacher Education Specialist Teacher Development Specialist

Twila G. Punsalan, Ph.D. Soledad T. Lecaroz
Pre-service Lead Teacher Development Adviser
Krupskaya Añonuevo Maria Gabrielle Bordado
Project Team Coordinator Raquel B. Cabrieto
Regina Pasion Jenelle Pagdanganan
Technical Officers
Project Officer
DEPARTMENT OF FOREIGN AFFAIRS AND TRADE

Lea Neri
Senior Program Officer
239
PARTICIPANTS IN THE DEVELOPMENT AND VALIDATION

OF THE RPMS TOOLS AND MANUAL FOR TEACHERS AND SCHOOL HEADS
Acedera, Lina S. Borbon, Fredesminda A. de Castro, Gracia Frigillana, Cheryl A.

Agunday, Engelbert B. Borromeo, George B. Degamo, Francisco O. Gaffud, Marissa S.
Alesna, Memvie L. Bose, Helen R. De Jesus, Ma. Lea U. Galay, Florpina B.
Alicda, Sandra Lyne G. Bron, Irene B. De La Paz, Norwin C. Galera, Jhon D.
Almario, Irma Y. Buac, Francis J. De Lara, Onuorich T. Gamboa, Ma. Theresa G.
Amaflor Casi Alde Bucad, Daryl C. De Mesa, Amelita P. Gareza, Marina A.
Amit, Arnulfo S. Bugas, Roberta B. De Ocampo, Aivy Rose N. Gilpo, Eden G.
Amoranto, Kaye Anne B. Buladas, Vilma A. De Rojas, Belen G. Gloduve, Perlinita L.
Anacay, Rosalia Bulagao, Maria Aileen E. De Vera, Marissa Gloria, Sorina
Apellido, Ricky B. Bunag, Mary Antonette T. Decena, May Grace Gonzaga, Elena P.
Apuli, Manuel R. Cabarteja, Flora L. Dela Cruz, Jesusa L. Gozum, Alvin G.
Arbinoya, Laine L. Canatuan, Edita M. Delgado, Michelle H. Gutierrez, Joseph V.
Aroco, Lily T. Cabantan, Ida F. Descalsota, Maerwin D. Halina, Dina B.
Avinante, Myrna O. Cabral, Wilfredo E. Desuyo, Pamela Hernandez, Alma L.
Axalan, Marizel V. Cacena, Rommel C. Dimaculangan, Mena O. Honrado, Charisma U.
Ayeras, Nemencia B. Capuno, Maria Amor A. Dime, Emily Hualde, Ma. Cecilia P.
Bacani, William G. Care, Olivia C. Dioko, Rosario Ibanez, Alejandro G.
Bacong, April Abegail C. Cariño, Laila G. Dizon, Charles A. Idang, Mark Anthony
Bagunu, Manolo Y. Carreon, Ma. Teresa S. Dolormente, Helen P. Domingo Iledan, Jude Thaddeus I.
Balan, Emma M. Castro, Gracia M. De C. Bruno Jr. Iya, Abdul-Aziz H.
Balete, Rochelle S. Castro, Ma. Venus Rosario Ecija, Crisanto A. Javier, Katherine O.
Barcelon, Heidi M. Celestial, Karina Angela C. Egipto, Maria Virginia E. Kasilag, Adrian O.
Bargamento, Lisel B. Celo, Marlene R. Enriquez, Janice P. Labasan, Rene Rose M.
Bartolome, Adelyn R. Cepe, Augustines, E. Epley, Ceana Lala, Fatima D.
Basio, Glenne DT. Chavez, Lynie B. Eppie, Christian George Lansangan, Edwina G.
Bautista, Karen Comia, Racquel S. Escalera, Jay L. Lasala, Roselyn T.
Bayagna, Margie M. Consuela, Cecilia R. Estillore, James L. Lastimosa, Cecilia L.
Bayan, Elena P. Corpuz, Melencio L. Estoquia, Leopoldo P. Lazares, Rogelito L.
Bayarcal, Clote B. Cosuco, Melanie M. Evangelista, Bianca Dianne P. Libunao, Angelene R.
Baybay, Kristine B. Cruz, Gina T. Facun, Arlyn B. Libutaque, Ruben C.
Bayubay, Zeresh Anne J. Cuaresma, Ferdinand Felipe, Mario C. Lico, Darwin B.
Bermudez, Leah Cunanan, June D. Felipe, Renato N., Jr Licup, Marvin C.
Berdin, Sinfronia R. Daiz, Esteban S. Ferrer, Hederlyn L. Lim, Shelly B.
Bobadilla, Gloria Dal, Marino O. Fiel, Dexter Jones D. Lipaopao, Lodelin C.
Boquite, Diosdado David, Joseph S. Francisco, Agnes A. Litana, Jeniffer A.
240
ACKNOWLEDGEMENTS
Litilit, Esther K. Morales, Milagros B. Regis, Kerwin M. Taclibon, Julius D.

Lapuz, Novaleta P. Mulitas, Morena L. Remandaban, Ryan A. Tacoy, Leny R.
Larida, Augustus R. Munoz, Amparo M. Remolacio, Mary Joy Tadeo, Sharon O.
Llamas III, Carlos B. Nacino, Natividad V. Reyes, Maxima C. Tamio, Nelia
Lopez, Gerlie C. Nanong, Reynaldo V. Rigor, Juanito L. Traspe, Maricris B.
Lopez, Mary Jane Y. Napoles, Matty B. Ricafort, Tesa Gaila M. Trongco, Felicino C.
Lubi, Cristeta O. Nonan, Jeaneveve P. Roferos, Jay B. Tumambing, Lenie R.
Lubigan, Magdaleno R. Noveno, Myla M. Romen, Marites Upam, Labi Jr. L.
Lucero, Catherine Nuyda, Kristine Joy Rondilla, Aida H. Ustaris, Venus C.
Lumanlan, Amelia Y. Olaivar, Rose Marie S. Rosales, Milagros B. Valledor, Glenn
Maala, Taciana P. Pacleb, Evelyn Rubio, Maria Corazon Valmoria, Margie R.
Macalalad, Delia A. Paclibare, Elvierira O. Rubio, Rafael C. Velasquez, Rosemarie M.
Macaraig, Teresa B. Pacon, Joanna Joy M. Ruelan, Jaime P. Verallo, Jessica T.
Macatangay, Maria Teresa Palmitos, Rhodafel R. Sabado, Cristina R. Vergara, Marites Q.
Macawile, Josephine Pambid, Babylyn Sabbaluca, Marsette D. Verola, Winesa C.
Maderazo, Ricky P. Pangilinan, Dexter E. Salinas, Irene R. Vidal, Maria Angela
Magabo, Conchita L. Paraguison, Mark Anthony S. Samonte, Emyleen C. Villaester, Carlos
Malabanan, Arlene Paraguya, Maricris E. Sanchez, Ma. Liven M. Villanueva, Evelyn P.
Malabanan, Jenneefer T. Patricio, Ma. Rowena A. Sandoval, Kathleen Jane Villanueva, Loida
Maliwat, Fredelma Ellaine T. Pedrezuela, Theo Arsenia S. Santos, Jayson M. Villaroya, Janet
Manalo, Gregorio P. Pendo, Corazon J. Santos, Zita U. Villaruel, Anicia
Manarang, Maricel N. Perez, Gilberto Selgas, Ayren V. Villazor, Ranne Boy E.
Manas, Bianca Perico, Cartesa M. Severino, Susan D. Villenas, Jocelyn
Manipon, Mary Grace B. Pesigan, Fely R. Sillos, Josephine B. Vinluan, Milagros E.
Manlapig, Maria Salome Pineda, Edna L. Silva, Mina B. Yadao, Marlou B.
Maralit, Marian Rae Pingil, Nestor Paul Simene, Regina R. Ygona, Geronimo G.
Marino, Rosita R. Plaza, Teodoro N. Sinson, Carmelita A. Yumul, Lea M.
Mativo, Jeanie L. Pornobi, Joe Mar Levi Sinson, June Hayden R. Zapanta, Leonardo D.
Mercado, Medardo T. Posadas, Corazon R. Soliman, Florinda M. Zara, Glenda S.
Medina, Gina E. Pureza, Abner Solidum, Gilbert D. Zinampan, Jenifer Z.
Mendoza, Sarah Racho, Corazon D. Somera, Charito O.
Menor, Mercuria T. Ramos, Myra T. Somera, Jonathan
Mercado, Jennifer Realo, Gemma A. Suasba, Marissa E.
Mercado, Medardo T. Recile, Merlobenda Y. Sumagui, Bernadette S.
Merle, Juanito Redondo, Marites L. Sunas, Maria Shella
241

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Results-Based

© Department of Education - Bureau of Human Resource and Organizational Development

The RPMS Tools for Teachers 3

3 The Portfolio Assessment Process 19

Manual for Teachers and School Heads

for RPMS Tool

© Department of Education - Bureau of Human Resource and Organizational Development

T EACHERS play a crucial role in improving the quality of the

Manual for Teachers and School Heads

THE RPMS TOOLS

© Department of Education - Bureau of Human Resource and Organizational Development

1.1 Who uses the RPMS Tools?

Raters refer to the School Heads (e.g. Principals, Teachers-in-Charge,

1.2 What are the RPMS Tools?

1.2.1 RPMS Tool for Teacher I-

Figure 1.1. RPMS Tool for Teacher I-III

1.2.2 RPMS Tool for Master Teacher I-

This tool is for Master Teacher I to Master General

• manifest an in-depth and sophisticated M

• have high education-focused situation

• provide support and mentoring to colleagues in their

Figure 1.2. RPMS Tool for Master Teachers I-IV

1.3. What are the parts of the RPMS Tools?

Duties and Responsibilities

1.3.4 Key Result Areas. They refer to the general outputs or

1.3.5 Objectives. They are specific tasks that an office and/or

In the RPMS Tools, teachers target thirteen (13) objectives to

Figure 1.4. Key Result Areas of RPMS Tool Teacher I-III

Figure 1.5. Objectives of Master Teacher I-IV

Figure 1.6. MOV (RPMS Tool for Teacher I-III)

1.3.7 Performance Indicators. This part provides the exact quantification

In the RPMS Tools, the performance indicators provide descriptions of

• Very Satisfactory performance means that the Ratee has

Figure 1.7. Performance Indicators of Teacher I-III

The performance indicators of the RPMS Tools for Teachers operationalize

The extent to which actual performance compares with targeted performance.

Measures whether the deliverable was done on time based on the

requirements of the rules and regulations, and/or clients/stakeholders.

completion deadlines, time management skills and other time-sensitive

Figure 1.8. Performance Measures (D.O. No. 2, s. 2015)

Manual for Teachers and School Heads

© Department of Education - Bureau of Human Resource and Organizational Development

2.1 How do you gather and organize

Figure 2.1. RPMS Tools for Teachers

Figure 2.2. MOV of the RPMS Tool for Teacher I-III

Keep relevant documents as they become available throughout the

For easy organization, you may have a folder or envelope to

To prepare your documents in time for the RPMS mid-year review or

i. Match your documents with the objectives, the performance

If you are a Teacher II and you hope to achieve a rating of Very

ii. Mark your document(s) with the objective(s) where the

iv. Reproduce the document(s) that may be used as MOV

Remember that one document may be used as MOV or

v. Put together documents that belong to the same objective.

vi. Insert documents in relevant folders as they become available.

4. Put annotation template/document after the annotated MOV.

2.2 How do you organize your RPMS Portfolio?

C. Check for the

G. Submit complete Table of Contents

H. Keep your MOV1: COT on Solving Two-Step Word Problems

MOV1: COT in Visualization of Multiplication of Fractions

Figure 2.3. Sample table of contents

Keep your portfolio simple. Remember that a neat and well-