Agenda:

1. Philippine Professional Standards for

Teachers (PPST)
2. RPMS for Teachers – COT, RPMS Tools,
IPCRF, RPMS Portfolio, SAT, PMCF,
Development Plan, RPMS Cycle, Midyear
Review, Annotations
3. District Post-Assessment of Teacher RPMS Portfolio
4. Electronic Teacher IPCRF from CO
5. Learning & Development Forms from NEAP
Philippine Professional Standards
for Teachers (PPST)
What is the Philippine Professional Standards for
Teachers (PPST)?
• Is a public statement of
professional
accountability
• It has four career stages:
Beginning, Proficient,
Highly Proficient, and
Distinguished.
• It has seven Domains,
37 Strands, and 37
indicators for each
career stage.
DO 42, S. 2017
The PPST:
(i) sets clear expectations of teachers along well-
defined career stages of professional
development from beginning to distinguished
practice;
(ii) engages teachers to embrace ongoing
professional learning for their professional
development to enhance their own teaching;
(iii) provides a framework of uniform measures to
assess teacher performance; and
(iv) provides a basis for building public confidence
in and support for the work of teachers.
From D.O. 42, s. 2017:
• The PPST shall be used as a basis for all
learning and development programs for
teachers to ensure that they 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.
 K to 12 21st Century
(2013) Skills
National
Philippine
Competency-
Professional
based
Teacher for
Standards
Standards
Teachers
(NCBTS)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
 Use of Mother Tongue, Filipino Knowledge of research
and English in teaching and
Strategies for
learning Strategies for developing
promoting literacy
critical and creative thinking
and numeracy
skills
Know what
Engage in Classroom
professional to teach
reflection and assume and how to communication
responsibility for Maintain a strategies
teach it
personal learning-
professional focused Learners’
learning linguistic, cultural,
What qualities are environment socio-economic
Establish
expected of and religious
community teachers based backgrounds
relationships on these Domains Respond
to learner Learners in
and uphold of the PPST?
professional diversity difficult
ethics circumstances
Use a variety of
assessment Plan and
Learners from
tools to inform design
and enhance effective Indigenous
the teaching Groups
and learning instruction
process
What are the four Career Stages of the PPST?

B P HP D
Highly
Beginning Distinguished
Proficient Proficient
Teachers Teachers
Teachers Teachers
• are those who • professionally • consistently • embody the
have gained independent in display a high highest
the the application level of standard for
qualifications of skills vital to performance in teaching
recognized for the teaching their teaching grounded in
entry into the and learning practice global best
teaching process • provide practice
profession. • display skills support and • recognized as
• are supported in planning, mentoring to educators,
implementing colleagues in leaders,
to reach
their contributors to
Career Stage and managing
professional the profession
2 within two to learning
development
three years. programs
 Domains
Philippine Professional
NCBTS Standards for Teachers
Central to
Subsumed the K to 12
1 Social Regard for 1 Content Knowledge
in other Reform and
domains Learning and Pedagogy places, at
the
2 Learning Environment 2 Learning Environment beginning,
the
importance
3 Diversity of Learners 3 Diversity of Learners of teachers
knowing
4 Curriculum and 4 Curriculum and
their content
Planning Planning and knowing
5 Planning, Assessing 5 Assessment and how to
and Reporting Reporting teach it.
6 Community Linkages
6 Community Linkages and Professional
Engagement
7 Personal Growth and 7 Personal Growth and
Professional Development Professional Development
 Domains “distinctive spheres of the
teaching-learning process”

4 Career Stages: Descriptions

of developmental practice
Strands “more specific dimensions of
positive teacher practices”
Indicators per career stage
”concrete, observable, measure teacher practices”
 Strand Content knowledge and its application
1.1 within and across curriculum areas

Strand Research-based knowledge and

1.2 principles of teaching and learning

Strand Positive use of ICT

Domain 1 1.3
Content Strand Strategies for promoting literacy and
Knowledge 1.4 numeracy

and Strand Strategies for developing critical and

1.5 creative thinking, as well as other
Pedagogy higher-order thinking skills

Strand Mother Tongue, Filipino and English in

1.6 teaching and learning

Strand Classroom communication strategies

1.7
 Strand Learner safety and security
2.1

Strand
Fair learning environment
2.2

Strand Management of classroom structure

Domain 2 2.3 and activities
Learning
Environment Strand Support for learner participation
2.4

Strand Promotion of purposive learning

2.5

Strand Management of learner behavior

2.6
 Strand Learners’ gender, needs, strengths,
3.1 interests and experiences

Strand Learners’ linguistic, cultural, socio-

3.2 economic and religious backgrounds

Domain 3
Diversity of Strand Learners with disabilities, giftedness
3.3 and talents
Learners
Strand Learners in difficult circumstances
3.4

Strand Learners from indigenous groups

3.5
 Strand Planning and management of
4.1 teaching and learning process

Strand Learning outcomes aligned with

4.2 learning competencies
Domain 4
Curriculum
Strand Relevance and responsiveness of
and 4.3 learning programs
Planning
Strand Professional collaboration to enrich
4.4 teaching practice

Strand Teaching and learning resources

4.5 including ICT
 Strand Design, selection, organization and
5.1 utilization of assessment strategies

Strand Monitoring and evaluation of learner

5.2 progress and achievement
Domain 5
Assessment Strand Feedback to improve learning
and 5.3

Reporting
Strand Communication of learner needs,
5.4 progress and achievement to key
stakeholders

Strand Use of assessment data to enhance

5.5 teaching and learning practices and
programs
 Strand Establishment of learning
6.1 environments that are responsive
to community context

Engagement of parents and the

Domain 6 Strand
wider school community in the
6.2
Community educative process
Linkages and
Professional Strand Professional ethics
Engagement 6.3

Strand School policies and procedures

6.4
 Strand Philosophy of teaching
7.1

Strand Dignity of teaching as a profession

Domain 7 7.2
Personal
Strand Professional links with colleagues
Growth and 7.3
Professional
Development Strand Professional reflection and learning
7.4 to improve practice

Strand
Professional development goals
7.5
Strand 1.1: Content knowledge and its application within and across curriculum areas
Strand 1.4: Strategies for promoting literacy and numeracy
Strand 1.5: Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
Strand 2.3: Management of classroom structure and activities
Strand 2.6: Management of learner behavior
Strand 3.1: Learners’ gender, needs, strengths, interests, and experiences
Strand 4.1: Planning and management of teaching and learning process
Strand 4.4: Professional collaboration to enrich teaching practice
Strand 4.5: Teaching and learning resources including ICT
Strand 5.1: Design, selection, organization and utilization of assessment strategies
Strand 5.2: Monitoring and evaluation of learner progress and achievement
Strand 5.3: Feedback to improve learning

12/37
Priority strands for Teachers
Strand 1.1: Content knowledge and its application within and across curriculum areas
Strand 1.4: Strategies for promoting literacy and numeracy
Strand 1.5: Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
Strand 2.3: Management of classroom structure and activities
Strand 2.6: Management of learner behavior
Strand 3.1: Learners’ gender, needs, strengths, interests, and experiences
Strand 4.1: Planning and management of teaching and learning process
Strand 4.5: Teaching and learning resources including ICT
Strand 5.1: Design, selection, organization and utilization of assessment strategies

9/12
Strands are in the
Classroom
Observation Tool
RPMS Legal Bases

• Civil Service Commission Memorandum Circular No.

06, s. 2012 or the Strategic Performance
Management System (SPMS)
• DepEd Order No. 2, s. 2015, “Guidelines on the
Establishment and Implementation of the Results-
based Performance Management System (RPMS) in
the Department of Education”
• new RPMS Manual
• Division Memorandum no. 55, s. 2019, “Guidelines on
the Implementation of RPMS for Teachers”
RPMS CYCLE

PHASE TIMELINE ACTIVITY TOOLs/FORMs OUTPUT

 Developme
Performance nt Plans
May - last week,
Discussion / Issuance of IPCRF, SAT, Development based on
I Planning and a week before the
RPMS Tools Plans SAT
opening of classes
Commitment  Signed
IPCRF
 Agreement
RPMS Tools, IPCRF, SAT, s based on
Performance IPCRF-Development Plans IPCRF
Oct. –Nov., End of Mid-year Review and
II Monitoring 1st semester Assessment
using Performance  Gathering
Monitoring of RPMS
and Coaching
& Coaching Form (PMCF) Portfolio
documents
Year-end Review &  IPCRF with
Performance April Week – A
1st Assessment, Evaluation RPMS Tools, IPCRF, SAT, computed
III Review and week after of RPMS Portfolio & IPCRF-Development Plans final rating
Evaluation graduation IPCRF Computation of using PMCF  RPMS
Final Rating Portfolio
Performance
Rewarding  Reward,
IPCRF-Development Plans
IV and April, 1st week Development planning
(DP)
Recognition
 IPCRF-DP
Development
Planning
 RPMS RATERS AND RATEES

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

Head Teachers), Department Heads and/or Master Teachers who assess
teacher portfolios to assess teacher performance.

Ratees are the teachers from all career stages, Teacher I-III and
Master Teacher I-IV, who submit their portfolios as evidence of their
teaching performance. Senior High School teachers, including those who
are in probationary status, shall use the tools corresponding to their
current rank/position, regardless of the years in service.
TEACHER IPCRF
Prescribed IPCRF
There are only two IPCRF for teachers - IPCRF for Teacher I-III
(green) and IPCRF for Master Teacher I-IV (blue).

Excel Forms
DepEd-BHROD provided a soft copy of the Excel forms which
contain these IPCRF and the IPCRF Summary Sheet. These have
been disseminated through SGOD Facebook page. These forms are
programmed to compute the IPCRF final rating. Each space for data
entry has a specific formula. Do not modify the formula as this affects
the computation of the IPCRF rating. After encoding the rating for each
KRA, the Excel sheet automatically computes the final rating. Take note
that the excel sheet automatically completes the IPCRF Summary
Sheet.
TEACHER IPCRF SIGNATORIES
The following signatories are encoded on the IPCRF of teachers with
Outstanding rating:

Recommending Approving
Ratee Rater
Approval Authority

Master Teacher I-II Principal ASDS-AID SDS

Head Teacher/ Master Teacher/

Teacher I-III ASDS-AID SDS
Principal
TEACHER IPCRF SIGNATORIES
The following signatories are encoded on the IPCRF of teachers with Very Satisfactory,
Satisfactory, Unsatisfactory and Poor rating:

Approving
Ratee Rater
Authority

Master Teacher I-II Principal ASDS-AID

Head Teacher/ Master Teacher/

Teacher I-III Principal
Principal
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

SCHOOL LEVEL

Mid-year Review
Mid-year Review gives the Raters the chance to confer with the
teachers for them to improve performance. Usually, the mid-year review is
conducted in October or November. It is the time to provide suggestions,
recommendations and/or the most appropriate technical assistance to support
teachers in achieving their targets. Note that the mid-year review is for
performance monitoring and coaching. The final rating depends solely on the
year-end evaluation.

Refer to the RPMS Manual for the suggested Mid-year Review Form (MRF).
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS
SCHOOL LEVEL

Year-end Review and Assessment

A week after graduation, the Raters and Ratees conduct year-end
review and assessment which involve evaluation of RPMS portfolio and IPCRF
computation of final rating.
This phase focuses on the actual assessment of the Teacher Portfolio.
Upon submission of the portfolio, the Raters authenticate documents. As
Raters, check the photocopies against the original documents. Sign each
document to attest to its authenticity. Examine the Portfolio against the
corresponding RPMS Tool and the IPCRF of the Ratees. The RPMS portfolio is
assessed twice - first during the mid-year review and second during the year-
end evaluation.
After validating the authenticity of the second copy of the RPMS
Portfolio, Raters return the original copy to the teachers.
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

Teachers with Very Satisfactory, Satisfactory, Unsatisfactory and Poor rating

The IPCRFs and the corresponding RPMS Portfolios of the abovementioned teachers
are kept in the school record. School Heads prepare a Summary of Ratings with the
following signatories:

Prepared by Recommending Approval Approving Authority

Rater ASDS-AID SDS

• This Summary of Ratings is submitted to the District Office.

• Teachers with Outstanding Rating - The IPCRFs and the corresponding RPMS
Portfolios of the abovementioned teachers (elementary and secondary) are
forwarded to the District Office for district validation.
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

DISTRICT LEVEL

The District Office collects all Summary of Ratings of teachers with

Very Satisfactory, Satisfactory, Unsatisfactory and Poor rating from all
elementary and secondary schools. All collected Summary of Ratings are handed
to the District Validation Committee.

The District Validation Committee verifies the authenticity of the

documents and examines the Portfolio against the corresponding RPMS Tool and
the IPCRF. The Committee ensures that the teachers’ rating is based on the
MOVs presented. The Committee is composed of the following members:
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

DISTRICT LEVEL

DISTRICT VALIDATION COMMITTEE

Chair: Public Schools District Supervisor

Co-Chair: Monitoring Supervisor
Members: (to be designated by the Chair)
Two (2) Elementary School Heads
One (1) Secondary School Head

For Nueva Ecija High School (Junior and Senior High School):

Chair: Beverly T. Mangulabnan

Co-Chair: Lulu B. Diamante, Ph.D.
Members: Agnes R. Reyes (PSDS)
Danilo P. Jacoba (VSA I)
Donato B. Chico (SP III)
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

DISTRICT LEVEL

A Certificate of Performance Validation is issued by the District

Validation Committee to the teachers who pass the district validation. Refer to
the next enclosure for the template of the certificate. All adjustments on the
IPCRF rating and MOVs need to be resolved by the Committee.

The District Validation Committee forwards the Certificate of

Performance Validation together with the IPCRFs and the corresponding RPMS
Portfolios of the teachers with Outstanding rating, and the Summary of Ratings
(for teachers with VS, S and P rating) to the SGOD-HRD unit at Room 303, 3rd
Floor, Pagcor Building, SDO Nueva Ecija, Santa Rosa, Nueva Ecija.
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

DIVISION LEVEL

The SGOD-HRD unit examines and validates all IPCRFs and RPMS
Portfolios received from the District Validation Committee. The Summary of
Ratings (for teachers with VS, S and P rating) is also forwarded to this unit.

All validated IPCRFs and the Summary of Ratings are forwarded to the
Office of the ASDS-AID while all RPMS Portfolios are returned to the District
Office on the specified dates. The District Liaison Officers are instructed to get
the validated RPMS Portfolios from the SGOD-HRD unit.

Approved IPCRFs and Summary of Ratings are released through the

Records Section.
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

SCHEDULE OF SCHOOL, DISTRICT AND DIVISION POST ASSESSMENT OF

TEACHER RPMS PORTFOLIO SY 2018-2019

Date Activity Needed Documents

For Teachers: Prescribed IPCRF
School year-end review and (with Summary of Scores),
April 8-May 3, 2019 RPMS portfolio
assessment For School Heads: Summary of
Ratings (VS, S, P rating)
May 6-17, 2019 District Level Validation For Teachers: Prescribed IPCRF
(with Summary of Scores),
RPMS portfolio
May 20-24, 2019 (CD I)
For School Heads: Summary of
May 27-31, 2019 (CD II) Ratings (VS, S, P rating)
Division Level Validation
June 3-7, 2019 (CD III) For District Validation
June 10-14, 2019 (CD IV) Committee: Certificate of
Performance Validation

Releasing of validated RPMS Portfolios through District Liaison

July 8-12, 2019 Officers
TEACHER RPMS PORTFOLIO
ASSESSMENT PROCESS

CERTIFICATE OF PERFORMANCE VALIDATION

After a thorough examination of the means of verification (MOVs) presented

in the Results-based Performance Management System (RPMS) Portfolio,
the District Validation Committee finds the following list of teachers to have met the requirements
for OUTSTANDING level of performance for School Year 2018-2019:

Name of teacher, designation, name of school

Name of teacher, designation, name of school
Name of teacher, designation, name of school

________________________
Chair
District Validation Committee

______________________
Co-Chair
District Validation Committee

_____________________ _______________________ _______________________

Member Member Member
District Validation Committee District Validation Committee District Validation Committee
RPMS PORTFOLIO
RPMS PORTFOLIO
CLASSROOM OBSERVATION TOOL (COT) - RPMS

The COT-RPMS is composed of four (4) forms:

1. Rubric
2. Observation Notes Form
3. Rating Sheet
4. Inter-Observer Agreement Form
CLASSROOM OBSERVATION TOOL (COT) – RPMS
Rubric
Rubric Level Summary
Proficient Teachers
CLASSROOM OBSERVATION TOOL (COT) – RPMS
Rubric
Rubric Level Summary
Highly-Proficient Teachers
CLASSROOM OBSERVATION TOOL (COT) – RPMS
Rubric
CLASSROOM OBSERVATION TOOL (COT) – RPMS
Rubric
CLASSROOM OBSERVATION TOOL (COT) – RPMS
Observation Notes Form
CLASSROOM OBSERVATION

In the RPMS Cycle, a teacher’s classroom performance is

assessed against the indicators of the Philippine Professional
Standards for Teachers (PPST). The results of classroom
observation are considered non-negotiable means of verification
(MOV) of teacher performance that can prove the teacher’s
attainment of classroom observable objectives in the RPMS Tools.
CLASSROOM OBSERVATION
Teachers and Observers

• Teachers are Teacher I-III or Master Teacher I-IV who will be

observed

• Observers are Principals/ School Heads, Department Heads/

Chairpersons and/or Master Teachers

It is highly encouraged that 2-3 observers participate in the

observation. However, if challenges like schedules and availability of
observers hinder a school to follow this recommendation, one (1)
observer will be enough.

Note:
If there are multiple observations within a day, it is recommended that
an observer undertakes no more than three (3) observations per day.
CLASSROOM OBSERVATION
Processes and Protocols
CLASSROOM OBSERVATION
Processes and Protocols
CLASSROOM OBSERVATION
Processes and Protocols
PMCF
COT RATING

To get the rating for Quality, the following steps must be done:
1. Identify the corresponding rating in the RPMS 5-point scale for each COT
rating. Refer to Table 3.12 for the mapping of COT Rating for Proficient Teachers
and Highly Proficient teachers and the RPMS 5-point scale.
COT RATING

2. Get the average of the total RPMS rating. The average rating will be your
rating for Quality.
3. Determine the final rating for Quality by referring to Table 3.15.
COT RATING

Let us compute the final COT rating for Quality of Teacher III, Juan dela Cruz who
has the following COT ratings:

COT RATING COT RATING RPMS 5-PT

SHEET SCALE
1 7 5
2 6 4
3 5 3

4 5 3

Total 15
Average 3.75

Rating for Quality 4 or VS

IPCRF SAMPLE COMPUTATION TABLE
RPMS MANUAL and TOOLS usage in the L&D Cycle

L&D Cycle

LEARNING
NEEDS
ANALYSIS

INTERVENTION
MONITORING &
EVALUATION PPST DESIGN &
DEVELOPMENT

INTERVENTION
DELIVERY
L&D Cycle Phase 1

The LNA Stage is meant to critically assess and

determine the learning needs of the Teachers.
 L&D Cycle Phase 2

The Intervention Design and Development Stage is meant to

plan, design, and develop interventions that are aligned to
the needs, schedule, and learning style of the Teachers,

including the specific Knowledge, Skill, or Attitude to be

developed; also the resources available for the conduct of
the Learning Intervention.
L&D Cycle Phase 3

The Intervention Delivery Stage is where the

planned and developed interventions
(Training or Non-Training Interventions
following 70-20-10 model) are delivered to
the Teachers.