Professional Documents
Culture Documents
Program (TIP)
gbooksdownloader.
com/
CORE COURSE
The DepEd Teacher
3
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 3 - The Philippine
Professional Standards for Teachers
and its Aligned Systems and Tools
Introduction
W
elcome to Course 3 of the
Teacher Induction Program! This
course will help you to become
familiar with the
Philippine Professional Standards for
Teachers (PPST) as the new framework for
teacher quality. It will guide you towards
understanding the expectations of teachers
and how DepEd’s systems and tools are
aligned with the standards.
Intended Course Learning Outcomes
Course Outline:
Module 1 – Achieving Teacher Quality through PPST
Module 2 – Embedding the PPST in HR Systems
Module 3 – The Results-based Performance Management System
(RPMS)
Estimated Time Required: 7 hours
Module Outline
Session 1: The PPST Career Stages
Session 2: The PPST Domains, Strands
and
Indicators
Required Tasks
• Video Viewing
• Reading
• Discussion Activity
• Formative Quiz
Career Stages
Beginning Stage Proficient Stage Highly Proficient Stage Distinguished Stage
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the highest
qualifications recognized for entry into the independent in the application of skills vital display a high level of performance in their standard for teaching grounded in global
teaching profession. to the teaching and learning process. teaching practice. best practices.
They have a strong understanding of the They provide focused teaching programs They manifest an in-depth and sophisticated They exhibit exceptional capacity to improve
subjects/areas in which they are trained in that meet curriculum and assessment understanding of the teaching and learning their own teaching practice and that of
terms of content knowledge and pedagogy. requirements. process. others.
They possess the requisite knowledge, skills
and values that support the teaching and
learning process. They display skills in planning, They have high education-focused situation They are recognized as leaders in education,
implementing, and managing learning cognition, are more adept in problem solving contributors to the profession and initiators
programs. and optimize opportunities gained from of collaborations and partnerships.
They manage learning programs and have experience.
strategies that promote learning based on
the learning needs of their students. They actively engage in collaborative They create lifelong impact in the lives of
learning with the professional community They provide support and mentoring to colleagues, students and others.
and other stakeholders for mutual growth colleagues in their professional development,
They seek advice from experienced and advancement. as well as work collaboratively with them to
colleagues to consolidate their teaching enhance the learning and practice potential They consistently seek professional
practice. of their colleagues. advancement and relevance in pursuit of
They are reflective practitioners who teaching quality and excellence.
continually consolidate the knowledge, skills
and practices of Career Stage 1 teachers. They continually seek to develop their
professional knowledge and practice by They exhibit commitment to inspire the
reflecting on their own needs, and those of education community and stakeholders for
their colleagues and students. the improvement of education provision in
the Philippines.
6
The Teacher Induction Program - Core Course 3
Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly Proficient and Distinguished Teacher in terms of
the following?
Teaching Characteristics
Professional Development
Read the following scenarios and choose the career stage that aligns best with the described practice.
to teaching in DepEd but she acknowledges that she still has a lot to
learn from her more seasoned colleagues. Marilyn is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
1. Four career stages are articulated in the 4. Career Stage 3 or Highly Proficient Teachers
Philippine Professional Standards for Teachers consistently display a high level of performance in
(PPST). Each stage is constituted by particular their teaching practice. They manifest an in-depth
professional practice that defines and locates and sophisticated understanding of the teaching
teacher quality within a developmental and learning process. They have high education-
continuum. focused situation cognition, are more adept in
2. Career Stage 1, or Beginning Teachers, have problem solving and optimize opportunities
gained the qualifications recognized for entry gained from experience. They provide support and
into the teaching profession. They have a strong mentoring to colleagues in their professional
understanding of the subjects/areas in which they development, as well as work collaboratively with
are trained in terms of content knowledge and them to enhance the learning and practice
pedagogy. They possess the requisite potential of their colleagues. They continually
knowledge, skills and values that support the seek to develop their professional knowledge and
teaching and learning process. They manage practice by reflecting on their own needs, and
learning programs and have strategies that those of their colleagues and students.
promote learning based on the learning needs of 5. Career Stage 4 or Distinguished Teachers
their students. They seek advice from embody the highest standard for teaching
experienced colleagues to consolidate their grounded in global best practices. They exhibit
teaching practice. exceptional capacity to improve their own
3. Career Stage 2 or Proficient Teachers are teaching practice and that of others. They are
professionally independent in the application of recognized as leaders in education, contributors to
skills vital to the teaching and learning process. the profession, and initiators of collaborations and
They provide focused teaching programs that partnerships. They create lifelong impact in the
meet curriculum and assessment requirements. lives of colleagues, students and others. They
They display skills in planning, implementing, and consistently seek professional advancement and
managing learning programs. They actively relevance in pursuit of teaching quality and
engage in collaborative learning with the excellence. They exhibit commitment to inspire the
professional community and other stakeholders for education community and stakeholders for the
mutual growth and advancement. They are improvement of education provision in the
reflective practitioners who continually consolidate Philippines.
the knowledge, skills and practices of Career
Stage 1 teachers.
Guide for Mentors and Newly Hired Teachers 13
Session 2 – The PPST Domains,
Strands, and Indicators 1. The PPST defines teacher quality in the Philippines.
It has domains which describe the expectations
Key Topic 1: Domains required of Filipino teachers to be effective in the
21st century in the Philippines. How many
domains does the PPST have?
The PPST articulates teacher quality through well-organized
domains, strands, and indicators. The succeeding tasks 2. The Domains collectively comprise of strands
will guide you through this structure. that refer to more specific dimensions of teacher
practices. How many strands does the PPST have?
Required Task 1: Reading
The PPST is an enclosure to DO no. 42 s. 2017 and is 3. The PPST defines the work expected from
available for download online. teachers across different career stages. How
many career stages are there?
Part I
Refer to the Glossary (p. 24) and read the formal definitions
of “Domain”, “Strand” and “Indicator”.
Part II
It is important for you to be familiar with the features of
the PPST in order to better understand the upcoming
sessions and modules. Let’s see if you were able to pick
up the following information after reading the booklet’s
introduction.
In this table, you are introduced to indicators, which Domain 1 – Content Knowledge and Pedagogy
are concrete, observable and measurable teacher
behaviors/ practices covered in every strand in the Strand 2 of Domain 1 – Research-based knowledge
PPST. Each indicator is represented by a code for and principles of teaching and learning
easy reference.
Career Stage 3 (Highly Proficient) Strand 2 of
For example, Indicator 1.2.3 means that the indicator is Domain 1 – Collaborate with colleagues in the
under: conduct and application of research to enrich
knowledge of content and pedagogy.
Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain?
Which strand?
Which indicator?
Community
Content Personal Growth
Learning Diversity of Curriculum and Assessment & Linkages and
Knowledge & Professional
Environment Learners Planning Reporting Professional
& Pedagogy Engagement
Engagement
Refer to pages 5-7 of the PPST booklet to check accuracy of your answers.
21
Guide for Mentors and Newly Hired Teachers
Required Task 3: Reflection
Learning Environment
Diversity of Learners
Community Linkages
https://www.rctq.ph/?page_id=2680
Teacher 1-3 with 0-3 years of teaching experience: 1. The PPST is sufficiently generic to describe
Beginning Career Stage teaching and learning practices across
content areas and grade levels.
Teacher 1-3 with more than 3 years of teaching
experience: Proficient Career Stage 2. The PPST contains domains of broad
conceptual spheres of teaching and learning
Master Teacher I-II: Highly Proficient Career Stage practices which are defined by specific strands.
Master Teacher III-IV: Distinguished Career Stage Each strand is further elaborated into concrete,
observable and measurable teacher
behaviors/practices called indicators.
However, it is important to note that a teacher is not 3. The PPST indicators show the continuum of
‘boxed’ in a Career Stage. For example, a teacher may practice from beginning to proficient career stage.
exhibit the majority of his/her practice in Indicators for the
Beginning Career Stage but may exhibit Proficient or even
Highly Proficient of teaching practice on some Indicators.
Having the right perspective about the PPST and the different HR systems can help you plan your career and move forward
according to your short- and long-term professional goals. Reflect on what you have learned from readings and activities in
Section I of this Module. Answer each reflective question in the I-chart, or information chart, below. Share your insights with
your mentor at your next mentoring session.
I-Chart on HR Systems
HR System What did I learn? What can I do with what I What are the implications of my
learned? new learnings with my current
practice?
RSP
RPMS-PPST
L&D
R&R
What do you know about? What else do you want What did you learn about the How will you learn more?
to know? PPST and HR systems? e.g. read from online sources
PPST
RSP
MSP
Technological advances are major drivers of change and You have seen in the previous section that attracting
they can assist in responding to the challenges highly competent teachers is one of the most important
confronting schools due to the COVID-19 pandemic and human resource processes. This is so because, if
other major dis- ruptions to the delivery of education. The DepEd is able to recruit quality newly-hired teachers, the
Department needs to ensure that newly-hired teachers learning and development gaps of teachers could be
possess competencies on the use of various delivery narrowed down. This means that instead of putting the
modalities and platforms as well as the competencies to Department’s resources to continually address teachers’
teach content. Teachers with technological knowledge learning gaps, they can be directed to address other needs
and skills are much-needed in DepEd schools, more than of both teachers and learners. What does it mean for
ever before. In the very near fu- ture, DepEd will scout teachers? When teachers are highly competent, they are
teachers using a competency-based recruitment process. more motivated and inspired to facilitate their classes. They
This will ensure that the teachers of the very near future are more fulfilled in their profession. Consequently, they
are highly competent to ensure the continu- ity of quality can also progress more successfully in the PPST
education even in difficult circumstances (Re- public Act continuum. In this case, there will be career opportunities
9155, 2001). for teachers, depending on their choice. That is why it is
important for beginning teachers to understand how they
Studies have found that teachers play a crucial role in can optimize the PPST and HR systems to help them
their learners’ academic performance (Schneider et al. reach their career goals.
2017; Rothstein 2015; Ngware et al. 2015); hence, DepEd
Teachers who successfully progress across the PPST
ensures that it has quality teachers to execute lessons in
continuum are high potential for future master teachers,
different learning modalities. Since, teaching and learning
who are recognized as subject matter experts in their area of
today can happen even outside the confines of
specializations, or school leaders. There is a high potential
classrooms, knowl- edge and skills of teachers in the
for promotion when beginning teachers use the PPST to
production of electronic learning materials are becoming
monitor their own performance and align their professional
highly important. Through a well-defined recruitment
practices with the expectations from them based on the
process, DepEd can place the best-fit teachers in all
PPST.
public schools. The use of different teaching and learning
modalities is articulated in the Indica- tors for all career PPST is used as a yardstick for teacher quality in the
stages within the PPST. country. It is also important to note that through the lens of
the PPST, public school teachers are recruited, on-
boarded and can advance their career through clear-cut
promotion guidelines articulated in Department Order No.
66 s., 2007, “The Merit Selection Plan of the Department
of Education”, which will soon be evolved into a
standards-based recruitment process. The DepEd merit
selection is anchored on Civil
Guide for Mentors and Newly Hired Teachers 35
Service Commission’s (CSC’s) Memorandum Circular 03 Required Task 2: Reflection
s., 2001, “Revised Policies on Merit Promotion Plan”,
Reflect on your greatest learnings about meritocracy and
which underscores the merit and fitness principle which
fit- ness principles on hiring and promotion. What does
serve as a general framework for hiring and promotion of
this tell you? How will you adjust your professional goal
government personnel. The MSP is also a mechanism
and prac- tice with DepEd’s expectations from its
that supports DepEd in achieving its mission, vision, goals
personnel? Write your reflections/insights on the space
and objectives.
provided below.
Key Topic 3: RSP and MSP
Recruitment, Selection and Placement (RSP) is the
initiating step within the HR system. Recruitment is about
attracting the quality of teachers that the Department needs
to teach in public schools across the country. This is
done by posting vacancies in places where they can be
broadly announced in compliance with the requirements
of publication law embodied in RA 7041. DepEd needs to
attract good quality teacher-applicants to respond to the
needs of its K to 12 learners and ensure that quality
education will continue to be provided in all public schools.
Quality teachers are needed to produce quality K to 12
learners. Research findings support the growing need to
hire quality teachers as they serve as input to learners’
performance (Goldhaber, 2015, 64; Kelly, 2012; Kennedy,
2010).
When teachers enter DepEd, the onboarding process
scaffolds their smooth transition to their new
environment. This entails a more detailed understanding
about the organization. The PPST defines teacher quality
and guides teachers’ performance, professional
development needs and possible career progression. The
PPST supports teachers to achieve their career goals,
and DepEd’s policy guidelines on hiring and promotion set
out the standard processes. DepEd’s Merit and Selection
Plan (MSP), which operates under the principle of
meritocracy and fitness, defines the standard process for
promoting best-fit teaching and non- teaching candidates.
Qualification and competence are the critical bases for
promoting DepEd personnel.
36 The Teacher Induction Program - Core Course 3
Summary
Recommended Readings: DO 2, s.2015 and Refer to page 69 of the RPMS Manual (See Figure 2) and
RPMS- PPST Manual for Teachers and School reflect on the RPMS framework. What does this framework
Heads communicate to you? Identify relevant activities that you
should undertake in each cycle.
Activity: Accomplish the “My RPMS-PPST Activity
Logs”
Phase II:
Performance Monitoring
and Coaching
Phase III:
Performance Review
and Evaluation
Phase IV:
Performance Rewarding
and Development Planning
Both teachers may use the PPST tools to identify their strengths
and areas in which they may need support.
Both teachers can have their L&D needs addressed through the
RPMS-PPST.
Mentors’ feedback is important for both teachers to monitor their
own progress. They can get feedback from their mentors whether
formally or informally assigned.
Teacher Paula is a new BSE graduate Major in Science who has
been hired to teach in a Junior High School.
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management mechanism
that puts forth a standard performance process for the benefit of teachers and learners.
Summary
In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and performance
man- agement processes. This entails collaboration with peers and mentors. Since the RPMS cycle is embedded in
teachers’ daily job, continuous feedback is needed to support them until the RPMS processes become teachers’
professional practice.
43
Guide for Mentors and Newly Hired Teachers
Which of the following explains why all three of them need to participate in L&D activity
relevant to their needs?
Teachers Rona and Evalou need L&D to address their developmental needs while teacher Rex
need to address his performance gaps
Teacher Rex needs L&D to address his developmental needs, while teachers Rona and Evalou
need to participate in L&D to address their competency gaps
Summary
L&D is strategically connected with the RPMS and PPST.
Each cycle of the RPMS is supported by relevant L&D
ac- tivities for teachers. All professional development
(PD) for teachers should be relevant, needs-based and
anchored on the PPST. This strategic alignment of L&D
system with RPMS, PPST and R&R is designed to bring
about DepEd’s intended outcomes.
Required Resources
Intended Module Learning Outcomes
• Updated RPMS Manual for Teachers and
At the end of this module you should be able to: School Heads,
1. demonstrate knowledge of the RPMS cycle, http://deped.in/RPMSManualver2019
and PPST-based RPMS tools and processes; • PPST Resource Package Modules,
http://bit.ly/ PPSTResourcePackageA
2. use PPST-aligned tools in developing your teaching • DepEd Order No. 2, s. 2015, Guidelines on
practices as defined by the standards; the Establishment and Implementation of the
Re- sults-based Performance Management
3. use PPST-aligned tools to monitor your
System (RPMS) in the Department of
progress towards achieving your professional
Education
development goals; and
• Civil Service Commission (CSC) Memorandum
4. develop lesson plans as quality evidence for Circular No. 06, s. 2012, Guidelines in the
RPMS. Estab- lishment and Implementation of Agency
Strategic Performance Management System
(SPMS)
Module Outline
Session 1: The Results-based Performance Manage-
ment System (RPMS) of DepEd
Session 2: The PPST-aligned RPMS
Session 3: The RPMS Cycle
Session 4: The PPST-based RPMS Tools and Pro-
cesses
Session 5: Lesson Plans as Quality Evidence for
RPMS
48 The Teacher Induction Program - Core Course 3
Session 1 – The Results-based that it has set itself in its strategic plan.
Perfor- mance Management System
(RPMS) of DepEd The SPMS follows the four-stage Performance Manage-
ment System (PMS) cycle that underscores the importance
Preliminary Activity of performance management (Enclosure p. 6-11, CSC
Memorandum Circular No. 06, s. 2012):
Stage 1: Performance Planning and Commitment
In five (5) minutes, list down all things you know about Stage 2: Performance Monitoring and Coaching
RPMS. Start with basic one-liner information. Check these Stage 3: Performance Review and Evaluation
as you proceed with this session. Stage 4: Performance Rewarding and Development
Planning
Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
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.
Efficiency The extent to which time or resources is used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount or quantity of waste, expense, or
unnecessary effort.
Timeliness Measures whether the deliverable was done on time based on the requirements of the law and/or clients/
stakeholders.
Time-related performance indicators evaluate such things as project completion deadlines, time
management skills and other time-sensitive expectations.
Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and commitment in terms of quality and time,
technical skills and knowledge, ingenuity, creativity, and initiative. Employees at this performance level should
5 Outstanding have demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and
contributions to the organization are of marked excellence.
Performance exceeded expectations. All goals, objectives and targets were achieved above the established
standards.
4 Very Satisfactory
Performance met expectations in terms of quality of work, efficiency, and timeliness. The most critical annual
goals were met.
3 Satisfactory
Performance failed to meet expectations, and/or one or more of the most critical goals were not met.
2 Unsatisfactory
Performance was consistently below expectations, and/or reasonable progress toward critical goals was not
made. Significant improvement is needed in one or more important areas.
1 Poor
Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
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.
Efficiency The extent to which time is or resources are used for the intended task or purpose. Measures whether targets
are accomplished with a minimum amount or quantity of waste, expense, or unnecessary effort.
Timeliness Measures whether the deliverable was done on time based on the requirements of the law and/or clients/
stakeholders.
Time-related performance indicators evaluate such things as project completion deadlines, time management
skills and other time-sensitive expectations.
Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and commitment in terms of
quality and time, technical skills and knowledge, ingenuity, creativity, and initiative. Employees
5 Outstanding at this performance level should have demonstrated exceptional job mastery in all major
areas of responsibility. Employee achievement and contributions to the organization are of
marked excellence.
Performance exceeded expectations. All goals, objectives and targets were achieved above
4 Very Satisfactory
the established standards.
Performance met expectations in terms of quality of work, efficiency, and timeliness. The most
3 Satisfactory
critical annual goals were met.
Performance failed to meet expectations, and/or one or more of the most critical goals were
2 Unsatisfactory
not met.
Performance was consistently below expectations, and/or reasonable progress toward critical
1 Poor
goals was not made. Significant improvement is needed in one or more important areas.
The Office Performance Commitment Review Form (OPCRF) shall be accomplished by the head
of school, e.g. School Head, Head Teachers, including designated Teacher-in-Charge, to reflect the
office KRAs, objectives and performance indicators. Other personnel with administrative functions,
but are not head of office, must craft their own IPCRF.
Employee development is a continuous learning process that allows an employee to achieve his or
her personal goals within the framework of the organization’s goals. Employee creation is a joint
responsibility of the person, manager, human resources, and the organization.
Figure 11: Issues raised by teachers in the National Validation of the PPST
Figure 12: Issues raised by Supervisors and Principals in the National Validation of the PPST
Key developments in the creation of the PPST-aligned RPMS are shown on Figure 3.
RPMS PPST
KRA 1: Content Knowledge and Pedagogy Domain 1: Content Knowledge and Pedagogy
Teachers who were categorized under the default Proficient career stage used these RPMS Objectives (or PPST Indicators):
Objective 2: Use a range of teaching strategies that enhance learner Indicator 1.4.2: Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills. achievement in literacy and numeracy skills.
Objective 3: Apply a range of teaching strategies to develop critical and Indicator 1.5.2: Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills. creative thinking, as well as other higher-order thinking skills.
Objective 4: Manage classroom structure to engage learners, individually or Indicator 2.3.2: Manage classroom structure to engage learners, individually
in groups, in meaningful exploration, discovery and hands-on activities within a or in groups, in meaningful exploration, discovery and hands-on activities within
range of physical learning environments. a range of physical learning environments.
Objective 5: Manage learner behavior constructively by applying positive and Indicator 2.6.2: Manage learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments. non-violent discipline to ensure learning-focused environments.
Objective 6: Use differentiated, developmentally appropriate learning Indicator 3.1.2: Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths, interests and experiences to address learners’ gender, needs, strengths, interests and
experiences. experiences.
Objective 7: Plan, manage and implement developmentally sequenced Indicator 4.1.2: Plan, manage and implement developmentally sequenced
teaching and learning processes to meet curriculum requirements and varied teaching and learning processes to meet curriculum requirements and varied
teaching contexts. teaching contexts.
Objective 8: Participate in collegial discussions that use teacher and learner Indicator 4.4.2: Participate in collegial discussions that use teacher and learner
feedback to enrich teaching practice. feedback to enrich teaching practice.
Objective 9: Select, develop, organize and use appropriate teaching Indicator 4.5.2: Select, develop, organize and use appropriate teaching and
and learning resources, including ICT, to address learning goals. learning resources, including ICT, to address learning goals.
Objective 10: Design, select, organize and use diagnostic, formative and Indicator 5.1.2: Design, select, organize and use diagnostic, formative and
summative assessment strategies consistent with curriculum requirements. summative assessment strategies consistent with curriculum requirements.
Objective 11: Monitor and evaluate learner progress and achievement using Indicator 5.2.2: Monitor and evaluate learner progress and achievement using
learner attainment data. learner attainment data.
Objective 12: Communicate promptly and clearly the learners’ needs, progress Indicator 5.4.2: Communicate promptly and clearly the learners’ needs, progress
and achievement to key stakeholders, including parents/guardians. and achievement to key stakeholders, including parents/guardians.
Crafting of IPCRF Teachers craft their own objectives and IPCRF is prepared, standardized, and aligned with
performance indicators the PPST
Associated Tools Teachers may use varied forms for classroom Use a common (Classroom Observation Tool) COT
observation that is aligned with the RPMS Tools
Each phase of the cycle happens in a specific timeline within the rating period and requires the accomplishment of specific
activities using PPST-based tools, as shown in the matrix below:
Key Topic 2: What other things do I need to know about the RPMS Cycle?
For teachers, below is the matrix of ratee-rater-approving authority intended for the RPMS:
ALS Implementers
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
(School-based)
ALS Implementers
Education Program Specialist for ALS Chief of Curriculum Implementation Division (CID)
(Community Learning Centers-based)
Guide for Mentors and Newly Hired Teachers 77
Summary/Key Learning
Study the following scenarios and decide which of the options may be applied to each statement.
A. The data presented is sufficient to infer the statement.
B. The data presented is not sufficient to infer the statement.
C. The statement is false based on the data presented and/or the guidelines.
Scenario: A Division issued a Memorandum with the attached Ratee-Rater-Approving Authority matrix that shall be used for
the IPCRF of SY 2019-2020.
School A, a secondary school in this Division has 200 Teacher I-III, 10 Master Teachers I-II, and 4 Head Teachers III and VI.
The RPMS tools are the major PPST-based tools that teachers need to be familiar with. There are two (2) RPMS Tools intend-
ed for 2 career stages:
1. RPMS Tool for Teachers I-III (Proficient Teachers)
2. RPMS Tool for Master Teachers I-IV (Highly Proficient Teachers)
See Figure 17.
As outlined in the second session of this Module, the RPMS is aligned with PPST as seen in the RPMS Tools. Figure 17A
shows the alignment of the RPMS with the PPST through the KRAs and Objectives, and Figure 17B highlights the Means of
Verification (MOV) and the Performance Indicators.
to gain an overall picture of the teachers’ strengths and needs. This summary helps in the
the PPST indicators. This system also ensures that the results of RPMS data are used properly and efficiently, as follows:
Refer to your COT rating sheets, SAT assessment results, and IPCRF-Development Plan, if you have any. Reflect on your
teaching performance based on the results that these forms reflect. Briefly discuss what you have discovered.
Summary
There are a lot of support materials developed by RCTQ and BHROD to supplement all tools and
associated tools for the PPST-aligned RPMS. Some of these support materials can be seen in Figure
25. All these materials can be accessed at http://deped.in/RPMSPPSTSY20192020.
Once you’re done, kindly input your score here: Input your score here.
Additional reminder:
Compile your portfolio output/s and make
sure that your mentor has checked your
coursebook.
98 The Teacher Induction Program - Core Course 3
Glossary
The following are operational definitions of some key terms that you have come across while completing this module.
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the
set of professional standards for teachers
Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in
the set of professional standards for teachers
Strand More specific dimensions of teacher practice under every domain in the set of professional
standards for teachers
High performers DepEd teaching personnel who are able to perform beyond expectations
High potentials DepEd teaching personnel who are high performers and have the aspiration to take future
leadership positions in DepEd
Key result areas General Outputs or outcomes. In the context of the RPMS Tools, the KRAs capture the
domains of the Philippine Professional Standards for Teachers
Means of Verification List of documents that can show teachers attainment of objectives
(MOV)
Performance Indicators In the RPMS Tools, the performance indicators provide descriptions of quality and quantity
The Classroom is an assessment tool that is used to measure classroom performance of teachers against a
Observation Tool (COT) set of PPST classroom observable indicators
The Self-Assessment is an RPMS associated tool that helps teachers reflect on the different performance
Tool (SAT) indicators related to their professional work. The results of the self-assessment will guide
teachers on which indicators they must improve and the areas where they need coaching
and mentoring.
Professional is used to improve or correct performance of employees with Unsatisfactory and Poor
Development Plan performance ratings.
Individual Performance is an individual’s target based on the Office performance targets and measures in the
Commitment and Review OPCRF.
Form (IPCRF)
Office Performance summarizes the targets, performance measures, budget and responsibility centers of the
Commitment and Review Office.
Form (OPCRF)
Blazar, David, and Matthew A. Kraft. “Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a ran-
domized experiment.” Educational evaluation and policy analysis 37, no. 4 (2015): 542-566.
Civil Service Commission (CSC) Memorandum Circular No. 06, s. 2012, Guidelines in the Establishment and Implementation
of Agency Strategic Performance Management System (SPMS)
Dan, Goldhaber. 2020. “Exploring The Potential Of Value-Added Performance Measures To Affect The Quali-
ty Of The Teacher Workforce - Dan Goldhaber, 2015”. SAGE Journals.
https://journals.sagepub.com/doi/ abs/10.3102/0013189X15574905.
DepEd Order No. 1, s.2020 on Guidelines for NEAP Recognition of Professional Development Programs and Courses for
Teachers and School Leaders
Department Oder No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management
System in the Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for
Teachers Department Order No. 66 s., 2017, “Revised Guidelines on the Appointment and Promotion of other Teaching,
Teaching Re-
lated and Non-Teaching Positions”
DepEd Order 001 s., 2020, “Guidelines for NEAP Recognition of Professional Development Programs and Courses for Teach-
ers and Schools Leaders”
DepEd Order 78 s., 2007, “Strengthening the Program on Awards and Incentives for Service Excellence (PRAISE) of the De-
partment of Education”
DepEd Order No. 32 s., 2016, “Addendum to DepEd Order No. 3 s., 2016 (Hiring Guidelines for Senior High School (SHS)
Teaching Positions Effective School Year (SY) 2016-2017)”
DepEd Order No. 7 s., 2015, “Hiring Guidelines for Teacher I Positions Effective School Year (SY) 2015-2016”
Guide for Mentors and Newly Hired Teachers 101
DepEd. 2019. Results-based Performance Management System (RPMS): Updated Manual for Teachers and School Heads
– Your Guide to Using RPMS Tools for Teachers from Portfolio Preparation to Assessment. Manila: DepEd.
http://deped. in/RPMSManualver2019
Iricinschi, E., 2020. Revelatory Events: Three Case Studies Of The Emergence Of New Spiritual Paths, Written By Ann Taves.
Klein, James D., and Alison L. Moore. “Informal learning in professional and personal life: Implications for instructional design
and performance improvement.” Educational Technology (2016): 21-26.
Kyndt, Eva, David Gijbels, Ilke Grosemans, and Vincent Donche. “Teachers’ everyday professional development: Mapping
informal learning activities, antecedents, and learning outcomes.” Review of educational research 86, no. 4
(2016): 1111-1150.
Ma, Ning, Shuang Xin, and Jia-Yuan Du. “A peer coaching-based professional development approach to improving the
learn- ing participation and learning design skills of in-service teachers.” Journal of Educational Technology &
Society 21, no. 2 (2018): 291-304.
Maandag, D.W., Helms-Lorenz, M., Lugthart, E., Verkade, A.T. & Van Keen K. 2017. Features of Effective Professional Devel-
opment in Different Stages of Teacher’s Careers: A Review of Empirical Evidence and Underlying Theory. Groningen:
University of Groningen.
Martin, Kathryn L., Stephanie M. Buelow, and Jennifer T. Hoffman. “New teacher induction: Support that impacts beginning
middle-level educators.” Middle School Journal 47, no. 1 (2016): 4-12.
Murray, Eileen. “Improving teaching through collaborative reflective teaching cycles.” Investigations in Mathematics Learn-
ing 7, no. 3 (2015): 23-29.
Ngware, Moses W., James Ciera, Peter K. Musyoka, and Moses Oketch. “Quality of teaching mathematics and
learning achievement gains: evidence from primary schools in Kenya.” Educational Studies in Mathematics 89,
no. 1 (2015): 111-131.
Research Center for Teacher Quality. 2018. The Philippine Professional Standards for Teachers slide presentation.
Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads
UNE-SiMERR
Dr. Joy Hardy
Deputy Director