Rpmstoolforproficientteacherssy2022 20232 230211100029 36de9fcd PDF

Multi-Year Guidelines on the
Results-Based Performance
Management System-Philippine
Professional Standards for Teachers
DepEd Memorandum No. 8, s. 2023
Page 1 of 20
RPMS Tool for S.Y. 2022-2023 | Proficient Teachers
Page 2 of 20
1.Consistent with DepEd Order (DO) No. 2, s.
2015 prescribing the Guidelines on the Establishment
and Implementation of the Results-Based
Performance Management System (RPMS) in the
Department of Education (DepEd) and pursuant to
Section 5 of DO 42, s. 2017 on the National Adoption
and Implementation of the Philippine Professional
Standards for Teachers (PPST), which mandates
that all performance appraisals for teachers shall be
based on this set of standards, this Department
continues its commitment to integrating and embedding
the PPST into the RPMS for teachers.
Page 3 of 20
2.Geared towards competency-based performance management,
professional development, and career progression, the PPST-
based RPMS for teachers shall utilize all the 37 indicators of the
PPST and shall be distributed across three school years (SYs):
SY 2022-2023, SY 2023-2024, and SY 2024-2025. This DepEd
Memorandum titled Multi-Year Guidelines on the Results-
Based Performance Management System Philippine
Professional Standards for Teachers (RPMS-PPST) details the
enclosed procedures and all other necessary information on the
adoption and implementation of performance management and
appraisal of teachers. The tools, forms, and protocols stipulated
herein are developed and modified to ensure that the measures of
teacher performance throughout the next three SYs are
appropriate, adaptive, and relevant to capture teachers’ actual
performance and are applicable to all contexts and scenarios
faced by the schools adopting different learning modalities.
Page 4 of 20
3.This Memorandum shall cover all teachers in public elementary and
secondary schools and community learning centers (CLCs), including
those assigned to teach under the Alternative Learning
System (ALS), Madrasah Education, Special Education (SPEd),
and Special Science Education. It shall guide the Ratees, Raters,
Approving Authorities, and other stakeholders in managing and
evaluating teachers’ performance anchored on the PPST.
3.Furthermore, the RPMS timeline for the next three SYs shall be
aligned with the annual School Calendar and Activities issued by the
Department.
3.For more information, please contact the Bureau of Human

Resource and Organizational Development, 4th Floor, Mabini
Building, Department of Education Central Office, DepEd Complex,
Meralco Avenue, Pasig City through email
at bhrod.hrdd@deped.gov.ph or at telephone number (02) 8470-6630.
3.Immediate dissemination of this Memorandum is desired. Page 5 of 20

Page 6 of 20
Page 7 of 20
Page 8 of 20
Page 9 of 20
Page 10 of 20
Page 11 of 20
Page 12 of 20
Understanding RPMS
Tools, MOV and
Performance Indicators
Page 13 of 20
RPMS Tools pertain to the two (2) different teacher
performance assessment instruments:
1. RPMS Tool for Teacher I-III (Proficient Teachers); and

2. RPMS Tool for Master Teacher I-IV (Highly Proficient
Teachers)
Page 14 of 20
Each tool has the following parts:
1. Position and Competency Profile

2. Job Summary which includes
2.1 Qualification Standards
2.2 Duties and responsibilities
3. Key Results Areas (KRAs)
4. Objectives
5. Means of Verification (MOV)
6. Performance Indicators
Page 15 of 20
Parts of RPMS Tools These objectives are
In the RPMS Tools, the indicators of the
teachers target thirteen PPST.
(13) objectives to realize
the five (5) KRAs. 2 Objectives
Key Result Areas

1
General outputs or
outcomes. In the context
of the RPMS Tools, the
KRAs capture the
Domains of the
Philippine Professional
Standards for Teachers
Page 16 of 20
Parts of RPMS Tools
3
List of documents that
Means of
can show teachers’
Verification (MOV) attainment of objectives. 4
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. Page 17 of 20
Understanding
Means of Verification (MOV)
Page 18 of 20
There are two (2) types of MOV:
Main MOV –
This refers to the non-negotiable MOV needed
to demonstrate attainment of the Objective.
Supporting MOV –
This refers to the list of MOV ratees could
choose from to support the Main MOV in the
attainment of Objective.
Page 19 of 20
Main MOV
• Classroom Observation Tool (COT) Rating Sheet or
Inter-observer Agreement Form
Page 20 of 20
Supporting MOV
• DLP/Modified DLL
• Instructional Materials
• Performance Tasks/ Assessment Tools
• Sample/ Compilation of Student Outputs
• Certificates/ Minutes and other Evidence of
Participation
• Class Records/Report Cards
• Others (Specify and provide annotations)
Page 21 of 20
Page 22 of 20
KRA1: Content KnowledgeandPedagogy
PERFORMANCE INDICATOR
MEANS
OBJECTIVE Outstandi Very Satisfact Unsatisfact Poo
OF QET
ng (5) Satisfac ory ory (2) r
VERIFICATI
tory (4) (3) (1)
ON
1. 1. Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Applied Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
knowled (COT) rating sheet/s Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
ge of or inter-observer shown in COT shown in COT shown in COT shown in COT shown in COT
content agreement form/s
rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
about knowledge of
within inter-observer inter-observer inter-observer inter-observer inter-observer
content within and
and across curriculum Quality agreement agreement agreement agreement agreement
across teaching areas. forms forms forms forms forms
curriculu 2. Lesson Plan/WLP
m highlighting or
teaching integration of content
areas. knowledge within and No
(PPST 1.1.2) across curriculum acceptable
subject areas. evidence
3. Instructional Materials was shown
highlighting mastery
Objective Objective No
of content and its
integration in other was met was met acceptable
subject areas within the but evidence
Efficiency
4. Performance allotted instruction was shown
tasks/test materials time exceeded
highlighting the allotted
integration of content time
knowledge within and
across subject areas.
5. Others (Please
specify and provide
annotations.
* Thedemonstration teachingmust always reflect the teaching-learning process.
Notes:
1. PPST Resource PackageModule 1 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 1.1.2).
2. In computingthe rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the averageof the RPMSratings; and (iii) find the transmuted RPMSrating. See
samplecomputation below:
Page 23 of 20
2 COT Rating Sheet
Each with any 1 of the supporting MOV
COT RPMS 5- RPMS Rating RPMS Rating
Means of Verification Rating point Average for Quality Transmutation Table
Scale
Rating
COT Rating Sheet 1 6 4 Outstanding (5) 4.500-5.000

COT Rating Sheet 2 5 3 4 Very Satisfactory (4) 3.500-4.499
3.500 (Very Satisfactory)
Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
Page 24 of 20
KRA1: Content Knowledgeand Pedagogy
MEANS OF
VERIFICATION QET
tory (4) (3) (1)
2. Used a 1. Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
range of Tool (COT) rating Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
teaching sheet/s or inter- Objective 2 as Objective 2 as Objective 2 as Objective 2 as Objective 2 as
strategies observer agreement shown in COT shown in COT shown in COT shown in COT shown in COT
that form/s on the use of
teaching strategies that
enhance inter-observer inter-observer inter-observer inter-observer inter-observer
enhance learner
learner achievement in literacy Quality agreement agreement agreement agreement agreement
achieveme and numeracy skills. forms forms forms forms forms
nt in 2. Lesson Plan/WLP
literacy highlighting the use of or
and teaching strategies that
numeracy enhance learner No
skills. achievement in literacy acceptable
(PPST 1.4.2) and numeracy skills. evidence
3. Instructional Materials was shown
highlighting the use of Objective
Objective No
teaching strategies that
was met was met acceptable
enhance learner
achievement in literacy within the but evidence
Efficiency
and numeracy skills. allotted instruction was shown
4. Performance tasks/test time exceeded
materials highlighting the the allotted
use of teaching strategies time
that enhance learner
achievement in literacy
and numeracy skills.
5. Others (Please specify
and provide annotations.

Notes:
1. PPSTResource PackageModule 2 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 1.4.2).
2. In computingthe rating for Quality: (i) get the corresponding RPMS5-point scale rating of each COT rating; (ii) calculate the average of the RPMSratings; and (iii) find the transmuted RPMSrating. See
Page 25 of 20
Scale
Rating

Poor (1) 1.000-1.499
Page 26 of 20
KRA1: Content KnowledgeandPedagogy
OBJECTIVE MEANS OF VERIFICATION Outstandi Very Satisfact Unsatisfact Poo
QET
tory (4) (3) (1)
3. Applied 1. Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
a range of Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
teaching or inter-observer Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
strategies agreement form/s on the shown in COT shown in COT shown in COT shown in COT shown in COT
to develop use of strategies to develop
critical and creative
critical inter-observer inter-observer inter-observer inter-observer inter-observer
thinking, as well as other
and higher-order thinking skills. Quality agreement agreement agreement agreement agreement
creative 2. Lesson Plan/WLP forms forms forms forms forms
thinking, highlighting the use of
as well as strategies to develop or
other critical and creative
higher- thinking, as well as other No
order higher-order thinking skills. acceptable
thinking 3. Instructional Materials evidence
skills. highlighting the use of was shown
strategies to develop Objective
(PPST Objective No
critical and creative
1.5.2) was met was met acceptable
higher-order thinking skills. Efficiency within the but evidence
4. Performance tasks/test allotted instruction was shown
materials highlighting the time exceeded
use of strategies to develop the allotted
critical and creative time
higher-order thinking skills.
5. Others (Please specify and
provide annotations.
Notes:
2. In computingthe rating for Quality: (i) get the corresponding RPMS5-point scale rating of each COTrating; (ii) calculate the average of the RPMSratings; and (iii) find the transmuted RPMSrating. See
Page 27 of 20
Means of Verification Rating Average
point Scale for Quality Transmutation Table
Rating

Poor (1) 1.000-1.499
Page 28 of 20
KRA2: LearningEnvironment &Diversity of Learners
MEANS OF
OBJECTIV Outsta Very Satisfacto Unsatisfacto Poo
VERIFICATION QET
E ndi Satisf ry (3) ry (2) r (1)
ng actory
(5) (4)
4. 1. Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Managed (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
classroom observer agreement form/s on Objective 4 Objective 4 Objective 4 as Objective 4 as Objective 4 as
structure classroom management to engage as shown in as shown in shown in COT shown in COT shown in COT
learners, individually or in groups, COT rating
to engage COT rating rating sheets / rating sheets / rating sheets /
in meaningful exploration on hands
learners, sheets / inter- sheets / inter-observer inter-observer inter-observer
on activities.
individuall 2. Lesson Plan/WLP highlighting the Quality observer inter-observer agreement agreement agreement
y or in use of strategies on classroom agreement agreement forms forms forms
groups, in management to engage learners, forms forms
meaningful individually or in groups, in or
exploration, meaningful exploration on hands on
discovery activities. No
and hands- 3. Instructional Materials highlighting acceptable
on the use of strategies on classroom evidence
activities management to engage learners, was shown
individually or in groups, in Objective
within a Objective No
meaningful exploration on hands on
range of was met was met acceptable
activities.
physical 4. Performance tasks/test materials within the but evidence
learning highlighting the use of strategies on Efficiency allotted instruction was shown
environment classroom management to engage time exceeded
s. (PPST learners, individually or in groups, the allotted
2.3.2) in meaningful exploration on hands time
on activities.
5. Others (Please specify and provide
annotations.
Notes:
Page 29 of 20
Means of Verification Rating point Scale Average for Quality Transmutation Table
Rating
COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000

COT Rating Sheet 2 5 3 Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
Page 30 of 20
Very
OBJECTIVE MEANS OF VERIFICATION Outstandi Satisfacto Unsatisfacto Poo
QET Satisfacto
ng (5) ry (4) ry (3) ry (2) r (1)
5. 1. Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Managed Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
learner or inter-observer Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
behavior agreement form/s on the shown in COT shown in COT shown in COT shown in COT shown in COT
use of teaching strategies on
constructivel rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
managing learner behavior
y by constructively by applying
inter-observer inter-observer inter-observer inter-observer inter-observer
applying positive discipline. Quality agreement agreement agreement agreement agreement
positive 2. Lesson Plan/WLP forms forms forms forms forms
and non- highlighting the use of
violent teaching strategies on or
discipline managing learner behavior
to ensure constructively by applying No
learning- positive discipline. acceptable
focused 3. Instructional Materials
evidence
environment highlighting the use of
teaching on managing
was shown
s. (PPST Objective Objective No
learner behavior
2.6.2) constructively by applying was met was met acceptable
positive discipline. Efficiency within the but evidence
4. Performance tasks/test allotted instruction was shown
materials highlighting the time exceeded
use of teaching strategies on the allotted
managing learner behavior time
constructively by applying
positive discipline.
Notes:
samplecomputationbelow: Page 31 of 20
Rating

Poor (1) 1.000-1.499
Page 32 of 20
Very
OBJECTIVE MEANS OF VERIFICATION Outstandi Satisfacto Unsatisfacto Poo
QET Satisfacto
ng (5) ry (4) ry (3) ry (2) r (1)
6. Used 1. Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
differentiated, Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
developmen or inter-observer Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
tally agreement form/s on the shown in COT shown in COT shown in COT shown in COT shown in COT
use of teaching strategies
appropriate rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
to address learner’s gender,
learning needs strengths, interests
inter-observer inter-observer inter-observer inter-observer inter-observer
experiences and experiences. Quality agreement agreement agreement agreement agreement
to address 2. Lesson Plan/WLP forms forms forms forms forms
learners’ highlighting the use of
gender, teaching strategies to or
needs, address learner’s gender,
strengths, needs strengths, interests No
interests and experiences. acceptable
and 3. Instructional Materials
evidence
experiences. highlighting the use of to
address learner’s gender,
was shown
(PPST 3.1.2) Objective Objective No
needs strengths, interests
and experiences. was met was met acceptable
4. Performance tasks/test Efficiency within the but evidence
materials highlighting the allotted instruction was shown
use of teaching strategies time exceeded
to address learner’s gender, the allotted
needs strengths, interests time
and experiences.

Notes:
Page 33 of 20
Rating

Poor (1) 1.000-1.499
Page 34 of 20
KRA3: Curriculumand Planning
Very
OBJECTIVE MEANS OF VERIFICATION Outstand Satisfacto Unsatisfact Poo
QET Satisfac
ing tory (4) ry (3) ory (2) r (1)
(5)
7. Planned, 1. Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
managed (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
and observer agreement form/s in Objective 7 Objective 7 Objective 7 as Objective 7 as Objective 7 as
planning and managing
implemented developmentally sequenced teaching as shown in as shown shown in COT shown in COT shown in COT
developme and learning process to meet COT rating in COT rating sheets / rating sheets / rating sheets /
ntally curriculum requirements and varied sheets / inter- rating inter-observer inter-observer inter-observer
sequenced teaching context. Quality observer sheets / agreement agreement agreement
teaching 2. Lesson Plan/WLP highlighting the agreement inter-observer forms forms forms
and learning use of planning and managing forms agreement
processes developmentally sequenced forms or
to meet teaching and learning process to
meet curriculum requirements
curriculum No
and varied teaching context.
requirements 3. Instructional Materials acceptable
and varied highlighting the use of planning evidence
teaching and managing developmentally was shown
contexts. sequenced teaching and learning Objective Objective No
(PPST 4.1.2) process to meet curriculum was met was met acceptable
requirements and varied teaching Efficiency within the but evidence
context. allotted instruction was shown
4. Performance tasks/test materials time exceeded
highlighting the use of planning
the allotted
and managing developmentally
sequenced teaching and learning
time
process to meet curriculum
requirements and varied teaching
context.
* Thedemonstration teachingmust always reflect the teaching-learningprocess.

Notes:
2. In computingthe rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMSratings; and (iii) find the transmuted RPMSrating. See
samplecomputation below: Page 35 of 20
Scale
Rating

Poor (1) 1.000-1.499
Page 36 of 20
OBJECTIVE MEANS OF VERIFICATION Outstandi Very Satisfact Unsatisfact Poo
QET
tory (4) (3) (1)
8. 1. Proof/s of attendance in Planned for Reflected on Shared Attended LAC No
Participated LAC sessions / FGDs / enriched practices practices, sessions / acceptable
in collegial meetings / other collegial teaching during LAC teacher and FGDs / evidence
discussions discussions practice based sessions / learner meetings / was shown
that use 2. Minutes of LAC sessions on LAC FGDs / feedback other collegial
teacher and / FGDs / meetings / other sessions / meetings / during LAC discussions
learner collegial discussions on FGDs / other collegial sessions / that discuss
feedback to use of teacher and Quality meetings / discussions to FGDs / teacher/learner
enrich learner feedback to other collegial plan, facilitate, meetings / feedback to
teaching enrich teaching practice discussions and enrich other collegial enrich
practice. 3. Reflection notes of attended, as teaching discussions to instruction, as
(PPST 4.4.2) teachers on their shown in practice, as plan, facilitate, shown in MOV
demonstration of MOV 3 shown in MOV and enrich 1
teaching practices 3 teaching
following participation practice, as
from LAC sessions / shown in MOV
FGDs / meetings / other 2
collegial discussions that Participated in Participated in Participated in Participated in No
use teacher and learner collegial collegial collegial a collegial acceptable
feedback to enrich discussions discussions discussions discussion that evidence
teaching practice, with that discuss that discuss that discuss discusses was shown
proof/s of attendance teacher and teacher and teacher and teacher and
4. Any equivalent ALS learner learner learner learner
form/document that Timeliness* feedback feedback feedback feedback in
highlights the objective across 4 across 3 across 2 only 1
quarters quarters quarters quarter
*MOVs for the rating of this performancemeasure must contain date stamps to track conduct of such activities (e.g., date in the attendance sheets, minutes, and reflection notes, minutes).
Note: PPST Resource Package Module 8 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 4.4.2).
Page 37 of 20
Teacher may submitte the following MOV for Objective 8, KRA 3:
 1 Proof/s of attendance in LAC sessions / FGDs / meetings / other
collegial discussions
 2 Personal notes on LAC/FGD session with proof of attendance
 3 Minutes of LAC/FGD sessions on use of teacher and learner feedback
to enrich teaching practice with proof of attendance

Means of Verification Rating Average
point Scale for Quality Transmutation Table
Rating
MOV 1 6 4 Outstanding (5) 4.500-5.000

MOV 2 5 3 4 Very Satisfactory (4) 3.500-4.499
MOV 3 5 3 Satisfactory (3) 2.500-3.499
Poor (1) 1.000-1.499
Page 38 of 20
Very
OBJECTIV MEANS OF VERIFICATION Outstan Satisfacto Unsatisfact Poo
QET Satisfac
E ding tory (4) ry (3) ory (2) r (1)
(5)
9. 1. Classroom Observation Tool (COT) Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Selected, rating sheet/s or inter-observer Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
developed, agreement form/s in selecting Objective 9 Objective 9 Objective 9 as Objective 9 as Objective 9 as
appropriate teaching and learning
organize resources including ICT to address as shown in as shown shown in COT shown in COT shown in COT
d and learning goals. COT rating in COT rating sheets / rating sheets / rating sheets /
used 2. Lesson Plan/WLP highlighting the sheets / rating inter-observer inter-observer inter-observer
appropria use of selecting appropriate teaching Quality inter-observer sheets / agreement agreement agreement
te and learning resources including ICT agreement inter-observer forms forms forms
teaching to address learning goals. forms agreement
and 3. Instructional Materials highlighting forms or
learning the use of selecting appropriate
resources, teaching and learning resources
No
including ICT to address learning
including acceptable
goals.
ICT, to evidence
4. Performance tasks/test materials
address highlighting the use of selecting was shown
learning appropriate teaching and learning Objective Objective No
goals. resources including ICT to address was met was met acceptable
(PPST learning goals. Efficiency within the but evidence
4.5.2) 5. Others (Please specify and provide allotted instruction was shown
annotations. time exceeded
the allotted
time
Notes:
2. In computingthe rating for Quality: (i) get the corresponding RPMS5-point scale rating of each COTrating; (ii) calculate the average of the RPMSratings; and (iii) find the transmuted RPMSrating. See
Page 39 of 20
Scale
Rating

Poor (1) 1.000-1.499
Page 40 of 20
PERFORMANCE
INDICATOR
OBJECTIV MEANS OF VERIFICATION Very
Outstand Satisfactory Unsatisfactory Poo
E Satisfac
QET ing (3) (2) r(1)
(5) tory
(
4
)
10. 1. Classroom Observation Tool (COT) rating Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Designed, sheet/s or inter-observer agreement Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
selected, form/s in designing and using diagnostic, Objective Objective 10 Objective 10 Objective 10 Objective 10
organized formative and summative assessment 10 as as shown in as shown in as shown in as shown in
strategies consistent with curriculum
and used shown in COT rating COT rating COT rating COT rating
requirements.
diagnostic, COT rating sheets / sheets / inter- sheets / inter- sheets / inter-
2. Lesson Plan/WLP highlighting the use of
formative designing and using diagnostic, Quality sheets / inter- observer observer observer
and formative and summative assessment inter- observer agreement agreement agreement
summative strategies consistent with curriculum observer agreement forms forms forms
assessment requirements. agreement forms
strategies 3. Instructional Materials highlighting the forms or
consistent use of designing and using diagnostic,
with formative and summative assessment No
curriculum strategies consistent with curriculum acceptable
requirement requirements. evidence
s. (PPST 4. Performance tasks/test materials was shown
5.1.2) highlighting the use of designing and Objective Objective No
using diagnostic, formative and was met wasmet but acceptable
summative assessment strategies Efficienc within the instruction evidence
consistent with curriculum requirements. y allotted exceeded was shown
5. Others (Please specify and provide time the
annotations. allotted time
*The demonstration teaching must always reflect the teaching-learning process.
Notes:
1. PPST Resource Package Module 10 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 5.1.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS
ratings; and (iii) find the transmuted RPMS rating. See sample computation below:
Page 41 of 20
COT RPMS 5-point RPMS Rating for RPMS Rating

Means of Verification Rating Scale Rating Average Quality Transmutation Table

3.500 (Very
COT Rating Sheet 2 5 3 Satisfactory) Very Satisfactory (4) 3.500-4.499

Poor (1) 1.000-1.499
Page 42 of 20
KRA4: Assessment and Reporting
OBJECTIVE MEANS OF VERIFICATION Outstandi Very Satisfacto Unsatisfact Poo
QET
ng (5) Satisfac ry (3) ory (2) r (1)
tory (4)
11. Any one (1) of the Involved Monitored and Monitored Monitored and No
Monitored following: learner/s in evaluated and evaluated acceptable
and ● Individual Learning monitoring and learner evaluated learner evidence
evaluated Monitoring Plan evaluation of progress and learner progress and was shown
learner (ILMP) their own achievement progress and achievement
progress ● Peer assessment data Quality progress and based on achievement based on an
and ● Sample of learners’ achievement attainment data based on the existing grade
achievement output with reflection / from an class level /
using self- assessment individual attainment department
learner ● Progress learner data / learning
attainment charts/anecdotal records area report
data. ● Class/e-class Submitted Submitted Submitted Submitted No
(PPST 5.2.2) record/grading MOV/s show/s MOV/s show/s MOV/s show/s MOV/s show/s acceptable
sheets monitoring monitoring monitoring monitoring evidence
● Lesson plans and evaluation and evaluation and evaluation and evaluation was shown
showing index of done across 4 done across 3 done across 2 done in only 1
mastery quarters quarters quarters quarter
● Frequency of errors Timeliness
with identified
least/most mastered
skills
● Any equivalent ALS
form/document that
highlights the objective
(e.g., Individual
Learning Agreement
(ILA), ALS
Assessment Form 2)
● Others (Please specify
and provide
annotations)
Page 43 of 20
Teacher may submit any one the following MOV for
Objective 11, KRA 4:
 Individual Learning Monitoring Plan (ILMP)
 Sample of learners’ output with reflection / self-
assessment
 Progress charts/anecdotal records
 Class/e-class record/grading sheets
 Lesson plans showing index of mastery
Page 44 of 20
KRA4: Assessment and Reporting
MEANS OF
OBJECTIVE Outstandin Very Satisfactor Unsatisfacto Poo
VERIFICATION QET
g (5) Satisfact y (3) ry (2) r (1)
ory (4)
12. Anyone (1) of the Sustained Communicated Communicated Communicated No
Communicated following: engagement promptly and promptly and learners’ needs, acceptable
promptly and ● A sample of corrected through regular clearly using clearly using progress and evidence
clearly the test paper of a learner in a communication various tools only one (1) achievement to was shown
learners’ learning area with parent’s of learners’ and strategies strategy key
needs, progress or guardian’s signature needs, learners’ needs, learners’ stakeholders,
and and date of receipt progress and progress and needs, including
achievement to ● Minutes of meetings with achievement to achievement to progress and parents/guardia
key Quality key key achievement to ns
key stakeholders (e.g.,
stakeholders, stakeholders, stakeholders, key stakeholders, , but not
PTA, SGC, SPT, CPC) with
including including including including regularly as
parents/guardians. proof of attendance parents/guardia parents/guardia parents/guardia shown in the
(PPST 5.4.2) ● Report card with ns ns ns MOV submitted
parent’s or guardian’s , as shown in , as shown in , as shown in
signature in all quarters the MOV the MOV the MOV
supported by minutes of submitted submitted submitted
meeting
● Communication with key Showed Showed Showed Showed No
stakeholders (e.g., prompt prompt prompt prompt acceptable
parents/guardians, co- communication communication communication communication evidence
teachers, LGU) using of learners’ of learners’ of learners’ of learners’ was shown
various modalities needs, needs, needs, needs,
● Anecdotal record progress and progress and progress and progress and
showing entries per achievement achievement achievement achievement in
quarter Timelines across 4 across 3 across 2 only 1 quarter
● Any equivalent ALS s quarters quarters quarters
form/document that
highlights the objective
● Others (Please specify and
provide annotations)
Page 45 of 20
Teacher may submit any one the following MOV for
Objective 12, KRA 4:
 A sample of corrected test paper of a learner in a learning area with
parent’s or guardian’s signature and date of receipt
 Minutes of meetings with key stakeholders (e.g., PTA, SGC, SPT,
CPC) with proof of attendance
 Report card with parent’s or guardian’s signature in all quarters
supported by minutes of meeting
 Communication with key stakeholders (e.g., parents/guardians, co-
teachers, LGU) using various modalities
 Anecdotal record showing entries per quarter
Page 46 of 20
KRA5: Personal Growth and Professional Development
MEANS
OF QET
VERIFICATI
tory (4) (3) (1)
ON
13. Applied a A reflection/journal Submitted Submitted Submitted Submitted No
personal entry that highlights MOV that MOV that MOV that MOV that acceptable
philosophy of the application of a details the reflects shows the indicates a evidence
teaching that learner- centered consistent involvement application personal was shown
is learner- teaching philosophy involvement of learners of a personal philosophy
centered. in the lesson plan or of learners in the philosophy of of teaching
(PPST 7.1.2) community work in the teaching- teaching that that is not
Quality teaching- learning is learner- learner-
learning process centered centered
process resulting from
resulting from the
the application of
application of a personal
a personal philosophy of
philosophy of teaching that
teaching that is learner-
is learner- centered
centered
Applied a Applied a Applied a Applied a No
personal personal personal personal acceptable
philosophy of philosophy of philosophy of philosophy of evidence
Timeliness teaching that is teaching that is teaching that is teaching that was shown
learner-centered learner-centered learner-centered is learner-
across 4 across 3 across 2 centered in
quarters quarters quarters only 1
quarter
Page 47 of 20
Teacher may submit the following MOV for Objective 13,
KRA 5:
 A reflection/journal entry that highlights the application of a learner-
centered teaching philosophy in the lesson plan or community work
Page 48 of 20
KRA5: Personal Growth and Professional Development
OBJECTIVE MEANS OF Outstandi Very Satisfact Unsatisfact Poo
QET
VERIFICATION ng (5) Satisfac ory ory (2) r
tory (4) (3) (1)
14. Set 1. Certification from the Updated Discussed Set Accomplished No
professional ICT Coordinator / professional progress on professional the e-SAT at acceptable
development School Head / Focal development professional development the evidence
goals based Person in charge of e- goals during development goals based beginning of was shown
on the SAT Phase II of goals with the on e-SAT the school
Philippine 2. IPCRF-DP Quality the RPMS rater during results as year as
Professional 3. Mid-year Review Form Cycle as the mid-year evidenced by evidenced by
Standards (MRF) evidenced by review as MOV 2 MOV 1
for Teachers. 4. Updated IPCRF-DP MOV 4 evidenced by
(PPST 7.5.2) from Phase II MOV 3
Submitted 4 Submitted 3 Submitte Submitted 1 No
Efficiency acceptable acceptable d2 acceptable acceptable
MOVs MOVs acceptable MOV evidence
MOVs was shown
All four (4) Three (3) of Two (2) of Only one (1) No
submitted the the of the acceptable
MOVs were submitted submitted submitted evidence
accomplished MOVs were MOVs were MOVs was was shown
Timeliness within the accomplished accomplished accomplished
prescribed within the within the within the
RPMS Phase prescribed prescribed prescribed
RPMS Phase RPMS Phase RPMS
Phase
Page 49 of 20
Teacher may submit all the MOVs for Objective 14, KRA
5:
 Certification from the ICT Coordinator / School Head / Focal
Person in charge of e- SAT
 IPCRF-DP
 Mid-year Review Form (MRF)
 Updated IPCRF-DP from Phase II
Page 50 of 20
Plus Factor
OBJECTIVE MEANS OF Outstandi Very Satisfacto Unsatisfact Poo
QET
VERIFICATION ng (5) Satisfac ry (3) ory (2) r
tory (4) (1)
15. Any one (1) proof of: Performed at Performed at Performed at Performed at No
Performed ● committee involvement; least one (1) least one (1) least one (1) least one (1) acceptable
various ● involvement as related work related work related work related work evidence
related module/learning / activity that / activity that / activity that / activity that was shown
works / material contributed to contributed to contributed to contributed to
activities writer/validator; the teaching- the teaching- the teaching- the teaching-
that ● involvement as a Quality learning process learning process learning process learning process
contribute resource beyond the within the within the within the
to the person/speaker/learning school / school / learning class as
teaching- facilitator in in the Community Community area/department evidenced
learning RO/SDO/school-initiated Learning Learning as by the
process. TV/radio-based Center (CLC) Center (CLC) evidenced by submitted
instruction; as evidenced as evidenced the submitted MOV.
● book or journal by the submitted by the submitted MOV.
authorship/ co- MOV. MOV.
authorship/contributorship; Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
● advisorship/coordinatorship/ that details the that details the that shows that shows acceptable
chairpersonship; achieved perceived reasonable considerable evidence
● participation in positive positive interlap with overlap with, was shown
demonstration teaching; contribution to contribution to the actual hence
Efficiency the teaching- the teaching- teaching- significantly
● participation as research
presenter in a learning learning learning affecting the
forum/conference; process, as process, as process, as performance of
● mentoring of pre- evidenced by the evidenced by the evidenced by the the actual
service/in- service annotation annotation annotation teaching-
teachers; provided. provided. provided. learning
● conducted research process.
within Submitted Submitted Submitted Submitted No
the rating period; MOVs were MOVs were MOVs were MOV/s acceptable
●others (please specify) distributed distributed distributed was/were evidence
with annotation on Timeliness across 4 across 3 across 2 completed in was shown
how it contributed to quarters quarters quarters only 1
the teaching- learning quarter
process.
Page 51 of 20
Teacher may submit any one the following MOV for Objective 15, Plus
factor:
 committee involvement;
 involvement as module/learning material writer/validator;
 involvement as a resource person/speaker/learning facilitator in in the
 RO/SDO/school-initiated TV/radio-based instruction;
 book or journal authorship/ co-authorship/contributorship;
 Advisorship/coordinatorship/ chairpersonship;
 participation in demonstration teaching;
 participation as research presenter in a
 forum/conference;
 mentoring of pre-service/in- service teachers;
 conducted research within
 the rating period;
 others (please specify) with annotation on how it contributed to the teaching- learning
process.
Page 52 of 20
SUMMARY
KRA Objective Q E T MOV/s No. of MOVs

1 ✓ ✓ 4*
KRA 1 2 ✓ ✓ Classroom ObservationTool(COT) rating sheet/s or inter-observer agreement form/s done through onsite / face-to-face / in- 4*
3 ✓ ✓ person classroomobservation. 4*
4 ✓ ✓ 2*
If onsite / face-to-face / in-person classes are not implemented,
KRA 2 5 ✓ ✓ • through observation of synchronous/ asynchronous teaching in other modalities;or 2*
6 ✓ ✓ • through observation of a demonstration teaching* via LACsession. 2*
7 ✓ ✓ 2*
1. Proof/s of attendance in LACsessions / FGDs/ meetings / other collegial discussions
2. Minutesof LACsessions / FGDs/ meetings / other collegial discussions onuseof teacher andlearner feedback to enrich
teaching practice
KRA 3 8 ✓ ✓ 3. Reflection notes of teachers on their demonstration of teaching practices following participation from LACsessions / FGDs/ at most 4
meetings
/ other collegial discussions that use teacher and learner feedback to enrich teaching practice, with proof/s of attendance
4. Any equivalent ALS form/document that highlights the objective
9 ✓ ✓ 2*
See similar MOVabove on COTrating sheet or inter-observer agreement form
10 ✓ ✓ 2*
Any one (1) of the following:
● Individual Learning Monitoring Plan (ILMP)
● Sampleof learners’ output with reflection / self-assessment
● Progress charts/anecdotal records
● Class/e-class record/grading sheets
11 ✓ ✓ ● Lesson plans showing index of mastery 1
● Frequencyof errors with identified least/most mastered skills
● Any equivalent ALS form/documentthat highlights the objective (e.g., Individual Learning Agreement (ILA), ALS Assessment Form 2)
● Others (Please specify and provide annotations)
KRA 4 Any one (1) of the following:
● Asample of corrected test paper of a learner in a learning area with parent’s or guardian’s signature and date of receipt
● Minutes of meetings with key stakeholders (e.g., PTA, SGC, SPT, CPC) with proof of attendance
● Report card with parent’s or guardian’s signature in all quarters supported by minutes of meeting
12 ✓ ✓ ● Communication with key stakeholders (e.g., parents/guardians, co-teachers, LGU) using various modalities at least 1
● Anecdotal record showing entries per quarter
● Any equivalent ALS form/documentthat highlights the objective (e.g., Individual Learning Agreement (ILA), ALS Assessment Form 2)
● Other documents showing learners’ needs, progress and achievement submitted to other stakeholders
KRA 5 13 ✓ ✓ A reflection/journal entry that highlights the application of a learner-centered teaching philosophy in the lesson plan or community work 4
Page 53 of 20
1. Certification from the ICT Coordinator / School Head / Focal Personin chargeof e-SAT
2. IPCRF-DP
14 ✓ ✓ ✓ 3. Mid-year Review Form (MRF) 4
4. Updated IPCRF-DP from Phase II
Any one (1) proof of:

● committee involvement;
● involvement as module/learning material writer/validator;
● involvement as a resource person/speaker/learning facilitator in in the RO/SDO/school-initiated TV/radio-based instruction;
● book or journal authorship/ co-authorship/contributorship;
15 ✓ ✓ ✓ ● advisorship/coordinatorship/ chairpersonship; 1
● participation in demonstration teaching;
● participation as research presenter in a forum/conference;
● mentoring of pre-service/in-service teachers;
● conducted research within the rating period;
with annotation on how it contributed to the teaching-learning process.
Minimum of
TOTAL
19 MOVs
* Note that MOVs for the Classroom ObservableIndicators (COIs) maybe crosscutting. Submission of four (4) COT rating sheets may already reflect the achievement of the nine (9) COIs.
Page 54 of 20
GLOSSARY
Audio lesson This refers to a learning material that is an audio recorded lesson which can be used for distancelearning or as supplementary material. This can be saved in
a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TVwith USB port, computer, etc.).
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge learner
achievement; that is, how well the learner has learned the knowledge and/or skills covered in a unit. Summative assessment, essays, presentation, group
work, performances and standardized tests are used to inform the teachers about their teaching. Learners are marked on formal evaluation tasks and this
mark is usually part of their report card grade.
Learner achievement This pertains to the remarkable curricular or co-curricular performance of a learner recognized by the school.
Learner attainment data This pertains to evidence(s) and results of various assessmentsthat are used in the monitoring and evaluation of learner progress
and achievement
Learner needs This refers to the observable behavior or attitude of a learner that the teacher must address immediately
Learner progress This refers to a trail of stagesof a learner’s school and academicstatus.
Learning action cell (LAC) This functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of Education
2016a, i) LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to enable
teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional
collaborative spirit amongschool heads, teachers, and the communityas a whole (Department of Education 2016a, 3).
Lesson exemplar “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead
of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies” (Department of Education -
CALABARZON 2020, 10).
Lesson plan This refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b).
Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars
(LE).
Monitoring This refers to the continuous and systematic use of data in order to track learner progress through a variety of forms such as daily learning log, class record,
progress chart, checklist, and anecdotal record. Formative assessment, checking for understanding, providing feedback, and other strategies that are not
standardized are used to monitor learner progressin order for teachers to appropriately address misconceptions and other learning problems.
Stakeholder This refers to either internal (teachers, school administrators and personnel) or external (parents/guardian, community and industry partners) individuals or
group of individuals who participate or collaborate towards the attainmentof the school’s academic and institutional goals.
Supplementary materials These refer to learning resources crafted by teachers to supplementthe materials handed down by the DepEd division/regional/central offices.
These materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TV- and radio-based
instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, and MELCs-aligned video- and
audio-lessons (Department of Education - Undersecretaryfor Curriculum andInstruction 2020, 3). Writing tasks can also be part of the supplementary materials
where learners can write the challenges they are facing and what parts of the lesson they did not fully understand and need additional help for from their
teacher (Department of Education 2020b, 37).
Video Lesson This refers to alearning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used as
supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g., flash
drives or CD-ROMs).
Page 55 of 20
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE.
https://www.educause.edu/ir/library/pdf/PUB7102d.pdf
Government of the Philippines. 1997. The IndigenousPeoples’ Rights Act of 1997. Republic Act No. 8371. Manila.
Government of the Philippines. 1991. MagnaCarta for Disabled persons.Republic Act No. 7277. Manila.
Government of the Philippines, Departmentof Education. 2020a. Guidelines on the Use of the Most Essential Learning Competencies. Pasig City.
Government of the Philippines, Departmentof Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021in Light of the Covid-19 Public Health
Emergency.Pasig City.
Government of the Philippines, Departmentof Education. 2019a. Classroom Observation Tool. Pasig City.
Government of the Philippines, Departmentof Education. 2019b. Results-based PerformanceManagement System Updated Manual. Pasig City.
Government of the Philippines, Departmentof Education. 2017. National Adoption and Implementationof the Philippine Professional Standards for Teachers. Pasig City.
Governmentof the Philippines, Department of Education. 2016a. TheLearning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional Development Strategy
for the Improvementof Teaching and Learning.Pasig City.
Governmentof the Philippines, Department of Education. 2016b. Policy Guidelines onDaily LessonPreparation for the Kto 12Basic Education Program.Pasig City.
Government of the Philippines, Departmentof Education. 1987. Policies and Guidelines for Special Education. Pasig City.
Government of the Philippines, Departmentof Education-CALABARZON. 2019. PIVOT4A Budget of Workin All Learning Areas in Key Stage 1-4 (version 2.0). Cainta.
Government of the Philippines, Departmentof Education-Undersecretary for Administration. 2021. The Proper Use of DepEd Radio as a Blended Distance Learning Delivery Modality. Pasig
City.
Government of the Philippines, Departmentof Education-Undersecretary for Curriculum and Instruction. 2020. SuggestedStrategies in Implementing Distance Learning Delivery Modalities
(DLDM) for School Year 2020-2021. Pasig City.
National Association for Gifted Children. 2019. A Definition of Giftedness that Guides Best Practice. https://www.nagc.org/sites/default/files/Position%20Statement/
Definition%20of%20Giftedness%20%282019%29.pdf
Page 56 of 20
Page 57 of 20

Rpmstoolforproficientteacherssy2022 20232 230211100029 36de9fcd PDF

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rpmstoolforproficientteacherssy2022 20232 230211100029 36de9fcd PDF

Uploaded by

Copyright:

Available Formats

Multi-Year Guidelines on the

3.For more information, please contact the Bureau of Human

3.Immediate dissemination of this Memorandum is desired. Page 5 of 20

1. RPMS Tool for Teacher I-III (Proficient Teachers); and

1. Position and Competency Profile

Key Result Areas

COT Rating Sheet 1 6 4 Outstanding (5) 4.500-5.000

* Thedemonstration teachingmust always reflect the teaching-learning process.

COT Rating Sheet 1 6 4 Outstanding (5) 4.500-5.000

* Thedemonstration teachingmust always reflect the teaching-learning process.

COT Rating Sheet 1 6 4 Outstanding (5) 4.500-5.000

* Thedemonstration teachingmust always reflect the teaching-learning process.

COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000

* Thedemonstration teachingmust always reflect the teaching-learning process.

COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000

* Thedemonstration teachingmust always reflect the teaching-learning process.

COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000

* Thedemonstration teachingmust always reflect the teaching-learningprocess.

COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000

COT RPMS 5- RPMS Rating RPMS Rating

MOV 1 6 4 Outstanding (5) 4.500-5.000

* Thedemonstration teachingmust always reflect the teaching-learning process.

COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000

*The demonstration teaching must always reflect the teaching-learning process.

COT RPMS 5-point RPMS Rating for RPMS Rating

COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000

Satisfactory (3) 2.500-3.499

KRA Objective Q E T MOV/s No. of MOVs

Any one (1) proof of:

You might also like