DepEd reaffirms commitment to PPST-aligned RPMS

September 26, 2018

THE Department of Education (DepEd) reaffirmed that the alignment of the Results-Based Performance
Management System (RPMS) with the Philippine Professional Standards for Teachers (PPST) is the result
of the Focus Group Workshops conducted between March and April 2015 across 17 regions in the
country including Central Luzon.

The participants in the workshop expressed the need for teachers to focus on teaching, and therefore
recommended for the immediate alignment of the RPMS and PPST.

To respond to these demands from the field, the Philippine National Research Center for Teacher
Quality (RCTQ), in coordination with the Bureau of Human Resource and Organizational Development
(BHROD), National Educators Academy of the Philippines (NEAP), Teacher’s Education Council (TEC) and
the Basic Education Sector Transformation (BEST) program, conducted a two-phase project on the
development and validation of the RPMS Tools.

This led to the development of the RPMS Manual for Teachers and School Heads that is aligned with
PPST. This contains the RPMS Tools and its associated tools –Classroom Observation Tools (COT) and
Self-Assessment Tools (SAT) – and performance appraisals forms such as Individual Performance
Commitment and Review Form (IPCRF), Midyear Review Form, and Performance Monitoring and
Coaching Form.

The Manual provides school heads and other raters 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 Manual also guides the teachers through the basics in preparing, organizing and completing the
Portfolio/RPMS documents, and introduces the concept of annotations to guide teachers through critical
reflection of their practices for their continuous improvement.

Over 400 teachers, master teachers, principals, supervisors, DepEd regional directors and other
educators across all regions in the country were involved in the development and validation of the RPMS
Tools and Manual over three years. It can also be noted that the PPST was developed and validated by
over 10,000 pre- and in-service teachers, principals, supervisors, regional directors and other educators,
and representatives from government agencies and non-government organizations.

PPST-aligned RPMS tools

The RPMS tools pertain to the two different teacher performance assessment instruments, one for
Teacher I to III (Proficient Teachers) and another for Master Teacher I to 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. It further
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.

IPCRF-ready

These tools are practical to use, give preference to quality over quantity, ensure teacher effectiveness,
and motivate professional growth and development. This set of RPMS tools were made by and for the
teachers, resolving the issues of teachers having difficulty coming up with their IPCRF and compiling
irrelevant and voluminous MOVs, and ensuring that their performance and practice of teaching are
measured through standardized and objective manner.

It is important to note that with the development of these tools, teachers shall no longer craft/develop
their own Individual Performance and Commitment Review Form (IPCRF) in view of the developed RPMS
tools in the Manual allowing them to focus on teaching. (PR)
The RPMS is an organization-wide process to ensure that teachers give focus on their work towards the
achievement of DepEd mission, vision and values. ... It is also used to determine teachers' eligibility to
the Performance Based Bonus (PBB) (Executive Order 80 s.2012), allowances, incentives or
compensation.

The PPST basically aims to: 1) set the clear expectations of teachers along well-defined career stages of
professional development from beginning to distinguished practice; 2) engage teachers to actively
embrace a continuing effort in attaining proficiency; and 3) apply a uniform measure to assess teacher
performance, ...

The RPMS is an organization-wide process of ensuring that employees focus work efforts towards
achieving the DepEd vision, mission, values, and strategic priorities. It is also a mechanism to manage,
monitor and measure performance, and identify human resource and organizational development
needs.

Portfolio and Rubrics Assessment Tool for RPMS Evaluation. Results-based Performance Management
System (RPMS) refers to the DepEd-contextualized SPMS. ... It is also a mechanism to manage, monitor
and measure performance, and identify human resource and organizational development needs.

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

By Mark Anthony Llego 9 Comments

Share

Tweet

August 11, 2017

DepEd Order No. 42, s. 2017

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE PROFESSIONAL STANDARDS FOR

TEACHERS

To:

Undersecretaries

Assistant Secretaries

Bureau and Service Directors

Regional Directors

Schools Division Superintendents

Public and Private Elementary and Secondary Schools Heads

All Others Concerned

1. In line with the new professional standards for teachers, the Department of Education (DepEd),
through the Teacher Education Council (TEC), issues this DepEd Order entitled National Adoption and
Implementation of the Philippine Professional Standards for Teachers (PPST).
2. The DepEd recognizes the importance of professional standards in the continuing professional
development and advancement of teachers based on the principle of lifelong learning. It is committed to
supporting teachers, and taking cognizance of unequivocal evidence that good teachers are vital to
raising student achievement. Quality learning is contingent upon quality teaching. Hence, enhancing
teacher quality becomes of utmost importance for long term and sustainable nation building.

3. The changes brought about by various national and global frameworks such as the K to 12 Reform,
ASEAN Integration, globalization, and the changing character of the 21st century learners necessitate
the improvements and call for the rethinking of the National Competency-Based Teacher Standards
(NCBTS); hence, the development of the PPST.

4. The PPST aims to:

a. set out clear expectations of teachers along well-defined career stages of professional development
from beginning to distinguished practice;

b. engage teachers to actively embrace a continuing effort in attaining proficiency; and

c. apply a uniform measure to assess teacher performance, identify needs, and provide support for
professional development.

5. The PPST shall be used as a basis for all learning and development programs for teachers to ensure
that teachers are properly equipped to effectively implement the K to 12 Program. It can also be used
for the selection and promotion of teachers. All performance appraisals for teachers shall be based on
this set of standards.
6. The regional offices shall be supported by their training and development personnel to organize and
orient all the schools divisions within their jurisdiction for the PPST. In addition, it shall take charge of
the monitoring and evaluation at the division level implementation. The schools division office shall have
the same functions and responsibilities in the school districts and secondary schools.

7. Reporting of the orientation and related activities shall be done by the regional office to the Office of
the Secretary through the Teacher Education Council.

8. Immediate dissemination of and strict compliance with this Order is directed.

The six modules of PPST are all anchored on the seven domains that quality teachers should exhibit: 1)
Content knowledge and pedagogy; 2) Learning Environment; 3) Diversity of Learners; 4) Curriculum and
Planning; 5) Assessment and Reporting; 6) Community Linkages and Professional Engagement; and 7)
Personal growth and development