PPST-based Evaluative Assessment For RSP

Bureau of Human Resource and
Organizational Development
PPST-based Evaluative
Assessments for Teacher
Recruitment, Selection and
Placement (RSP)
Understanding Objective
the PPST-based Highlight the role of
RSP Objectives PPST in setting
for Evaluative objectives for Teacher
Assessment Recruitment
General Information on
Department Order No. 42, s. 2017
Secretary Briones signed

into policy DepEd Order
No. 42, S. 2017, The
National Adoption and
Implementation of the
Philippine Professional
Standards for Teachers.
http://media.philstar.com/images/the-philippine-star/headlines/20160707/leonor-briones.jpg
DepEd No. 42, s. 2017

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 DO 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.
PPST as the New Framework

for
Teacher Quality and Teacher
Development
K to 12 21st Century
(2013) Skills
Philippine
Professional
National
Competency-based
Standards for
Teacher Standards
Teachers
(NCBTS)
(PPST)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
Brings together key factors that are

Why PPST? achievable at different Career
Stages.
recognition affirmation
opportunities growth
Teacher Professional Development Framework

Career Path
Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Recruitment Proficient)
Stage 1 (Proficient) Learning
and Hiring Action
(Beginning)
Cells
Teacher
Teacher Entry Induction Rewards,
Requirement Compensation (?)
Program
1🡪2 Teacher Certification at Career
Stage 2, 3, 4 (?)
Teacher
Education Classroom Observation Tool & Self-Assessment Tool
Targeted Professional Development and Teacher Training
What are the four Career Stages of the PPST?

Philippine Professional Standards for Teachers DOMAINS

Central to the
1 Content Knowledge and Pedagogy K to 12
Reform and
places, at the
beginning, the
2 Learning Environment importance of
teachers
3 Diversity of Learners knowing their
content and
knowing how
4 Curriculum and Planning to teach it.
5 Assessment and Reporting

6 Community Linkages and Professional
Engagement
7 Personal Growth and Professional
Development
Domains
Strands
4 Career Stages: Descriptions of

developmental practice
Indicators per career stage

”concrete, observable, measurable teacher practices”
Who is the new DepEd

Teacher based on
expectations of the PPST?
What level of competency is expected from new

teachers/teacher applicants?
Beginning Proficient
Shown in COT
Levels 2-6
COT Rubric Levels
Teacher Applicants
Levels 2-6 capture the ‘good

performance’ in the beginning
towards proficient career stage
Objective
Understanding Discuss the new criteria in
the Evaluative the Recruitment, Selection
Assessment and Placement (RSP),
Objectives with focus on the
evaluative assessments
New Criteria for the Recruitment, Selection

and Placement (RSP)
30%
Documentary 70%
Requirements/ Evaluative Assessments
Credentials
Education 35%
Classroom Observation
(Rating of five classroom-observable objectives)
Training 10%
BLEPT
25%
Teacher Reflection
Experience (Rating of four non-classroom-observable objectives)
These30% criteria are measured

70%
through
Requirements/ PPST-based objectives
Documentary
Evaluative Assessments
Credentials
Education 35%
Classroom Observation
(Rating of five classroom-observable objectives)
Training 10%
BLEPT
25%
Teacher Reflection
Experience (Rating of four non-classroom-observable objectives)
What are the PPST-based RSP objectives?

There are 9 PPST-based objectives in the RSP:
5 classroom observable and 4 non-classroom
observable.
Classroom Observable RSP

Objectives
Choosing the classroom observable indicators (objectives) went

through a rigorous discussion among the members of the TWG.
Three main attributes were considered by the team:
1) indicators that are used in the first year of implementation

of PPST-based RPMS;
2) indicators chosen in the field (based on BHROD report);

and
3) indicators that are considered important to what teachers

are expected to deliver during early years of teaching.
RSP Classroom Observable Objectives

1.1.2 Apply knowledge of content within and across curriculum
teaching areas.
1.4.2 Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking
skills.
4.1.2 Plan, manage and implement developmentally sequenced
teaching and learning processes to meet curriculum
requirements and varied teaching contexts.
5.1.2 Design, select, organize and use diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements.
RSP Classroom Observable Objectives for IPEd Teacher-

Applicants
1.1.2 Apply knowledge of content within and across curriculum
teaching areas.
1.4.2 Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
1.6.2 Display proficient use of Mother Tongue, Filipino, and
English to facilitate teaching and learning.
3.5.2. Adapt and use culturally appropriate teaching strategies to
address the needs of learners from indigenous groups.
5.1.2 Design, select, organize and use diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements.
Non-Classroom Observable
RSP Objectives
Choosing the non-classroom observable indicators (objectives) went

through a rigorous discussion among the members of the TWG. Two
main attributes were considered by the team:
1) capacity of beginning teachers (and new teachers) to

show/prove attainment
2) ease in the assessing the MOV to be presented by the teacher-

applicants
RSP Non-classroom Observable Objectives

6.1.2 Maintain learning environments that are responsive to
community contexts.
6.3.2 Review regularly personal teaching practice using existing

laws and regulations that apply to the teaching profession
and the responsibilities specified in the Code of Ethics for
Professional Teachers.
7.2.2 Adopt practices that uphold the dignity of teaching as a

profession by exhibiting qualities such as caring attitude,
respect and integrity.
7.3.2 Participate in professional networks to share knowledge and
to enhance experience.
The same set of non-classroom observable

objectives will be used for IPEd teacher
applicants.
The RSP Evaluative

Assessment Tools
RSP Tools
The classroom observable objectives are assessed through a
classroom demonstration using the Classroom Observation Tool
(COT) rubric; while the non-classroom observable objectives are
rated using a Teacher Reflection Form (TRF).
Classroom Observable • Classroom Observation

Objectives Tool – RSP rubric and
forms
• Teacher Reflection
Non-classroom
Observable Objectives
Form
RSP Tools
COT-RSP Rubric Observation Notes Form Rating Sheet Inter-Observer Agreement Form
Teacher Reflection Form Rubrics for Rating the TRF

Evaluative Assessment Tools – The COT-RSP
The Classroom Observation Tool – RSP

(COT-RSP) rubric for Teacher Applicants
This measures the classroom performance

of teacher applicants against the
observable objectives for RSP.
Rubric Level Summary

LEVEL LEVEL LABEL LEVEL DESCRIPTION
BUILDING The teacher demonstrates a limited range of separate
2 aspects of the indicator.
ORGANIZING The teacher demonstrates a limited range of loosely-
3 associated pedagogical aspects of the indicator.
DEVELOPING The teacher demonstrates a range of associated
4 pedagogical aspects of the indicator that sometimes are
aligned with the learners' developmental needs.
APPLYING The teacher demonstrates a range of associated
5 pedagogical aspects of the indicator that usually are
aligned with the learners' developmental needs.
CONSOLIDATING The teacher uses well-connected pedagogical
6 aspects of the indicator that consistently are aligned
with student development and support students to be
successful learners.
Evaluative Assessment Tools – The TRF
The Teacher Reflection

Form (TRF) for Teacher
Applicants
This measures teacher

applicants’ understanding
of the non-classroom
observable objectives for
RSP.
Evaluative Assessment Tools – The TRF

Teacher applicants
demonstrate how
they can exhibit the
non-classroom
observable objectives
by writing down
specific situations.
They are guided by
prompt questions.
Objective
Linking Classroom Discuss the guidelines

Observation to before, during, and
Evaluative after the classroom
processes observation
Protocols in Classroom Observation
What are the steps in conducting observation?

PRE- OBSERVATION
STEP 1 – OBSERVER/S
Review the COT-RSP

rubric for teacher
applicants.
COT-RSP
Rubric
ACTUAL OBSERVATION
STEPS 1 & 2 – OBSERVER/S ❑ The Observation
Notes Form is the
1. Sit at available chairs. Multiple only form to be
brought and
observers are expected to sit apart. completed during
the actual
2. Use the Observation Notes Form to observation.
record comments and observations on ❑ Use the
the teacher’s performance. Observation Notes
Form to record
comments and
observation on the
teacher’s
performance.
ACTUAL OBSERVATION
STEPS 3 & 4 – OBSERVER/S
• If there are multiple observers, avoid
engaging in any discussion with one
another. Avoid discouraging facial
expressions.
• It is highly recommended that the teacher
applicants be observed for an entire class
duration (45mins-1hr), in an actual
classroom with students. However, if this
will be difficult due to the number of
applicants or the availability of students
and raters/observers, a minimum of 15-
min. observation is allowed.
How many observations are

recommended per day?
❑If there are multiple observations within a
day, it is recommended that an observer
undertakes no more than three (3)
observations per day.
POST- OBSERVATION
Thank the teacher and leave the

room immediately after the
observation.
❑ Do not discuss observations with

fellow observer/s while still inside
the classroom.
POST- OBSERVATION
Individual Rating ❑ Rating should be done
individually.
Rate the teacher using the ❑ If there are multiple observers, the
COT-RSP rubric. subject specialist/s will rate
Take note that applicants for indicator 1.
❑ If there is only one observer,
IPEd has a different set of she/he will rate ALL indicators.
indicators. ❑ Elementary teachers are
generalists; therefore, all observers
are expected to rate Indicator 1.
POST- OBSERVATION
STEP 3 - OBSERVERS
In case of multiple observers

Inter-observer Agreement Exercise
• Discuss the rating with fellow
observer/s
• Decide the final rating
❑ The final rating is NOT an average;

it is the final rating based on
reasoned and consensual judgment.
PRE- OBSERVATION
STEP 1 – TEACHER-APPLICANT
1. Review the COT-

RSP rubric.
PRE- OBSERVATION
2. Plan the lesson based on the

indicators.
PRE- OBSERVATION
Provide the observer/s

with the DLP.
ACTUAL OBSERVATION
Deliver the lesson.

COT-RSP Observation Process and Protocol Summary

OBSERVERS TOOL NEEDED TEACHER-APPLICANT
• Review the COT-RSP rubric. Teacher • Reviews the COT-RSP rubric.

applicants for IPEd will be using a • Plans the lesson based on the
different rubric. indicators.
PRE- • Arrive at the designated classroom a COT-RSP • Provides the observers with the
few minutes before the observation. RUBRIC lesson plan/DLP/DLL.
OBSERVATION
• Sit at any available seats in the • Delivers the lesson

classroom. (Multiple observers are to
OBSERVATION
OBSERVATION
sit apart.) NOTES FORM
• Record all comments on the
Observation Notes Form.
• Rate the teacher-applicant RATING SHEET
POST- In case of multiple observers: INTER-

OBSERVATI • Discuss the rating with fellow OBSERVER
ON observer/s. AGREEMENT
• Decide the final rating. FORM
Questions?
Simulation
Watch the video of a sample

demonstration teaching.
Rate using the COT-RSP rubric.
Please avoid taking pictures/videos of the

sample classroom teaching video.
Video - Part I
Please avoid taking pictures/videos of the sample classroom teaching video.

Video - Part II

Video - Part III

Simulation
Individually, rate the 5 mins.
‘teacher applicant’ using
the COT-RSP rubric. Write
your ratings on the rating
sheet.
Be guided by your
observation notes form.
Form a group of three and 10mins

do inter-observer
agreement exercise.
Activity
Share your experience in rating using the

COT-RSP.
Objectives:
Linking Non- • Orient the participants on
classroom the non-classroom
observable observable objectives and
objectives to the tools used in assessing
Evaluative them
processes
• Simulate using and rating
the TRF
The Teacher Reflection Form

Name of Teacher
Applicant and
Date
Guide
questions
Comments
from the rater
and Final
Rating
The Teacher Reflection Form
The TRF may be revised by the

Schools Division Office (SDO) based
on their needs and preference,
especially the portion for the teacher
applicant’s information.
Recommended Protocols in Administering the

TRF to the Teacher Applicants

• The Teacher Reflection Form (TRF) should be
answered on the spot in one of the applicant’s
appointment to the Division Office.
• Suggested duration for answering the TRF is 45mins
to 1hr.
• There should be an assigned place, preferably a room,
for the teacher applicants to answer the TRF. There
should be someone assigned in the venue to oversee
the process.
The details on the use of the TRF

depends on the agreed time frame
of the Promotion and Selection
Board (PSB).
Rubrics for Rating the TRF

Exemplary (E) Fully Acceptable (FA) Not Fully Acceptable
5 points 3 points (NFA) 1 point
The applicant was able to provide The applicant was able to The applicant was unable to
anecdotal and situational give support/provide evidence of
examples that support the examples/justifications/pract his/her demonstration/ability to
demonstration of the objective. ices/instances that demonstrate the objective. The
The examples/justifications/ somehow/do not fully align examples/justifications/practice
practices/ instances provided by with the objective. The s/instances do not align with
the applicant are aligned with the response demonstrates the objective and demonstrate
objective and showcase the limited understanding of little to no understanding of
applicant's deep understanding the objective. the objective.
of the objective.
The response contained little to The response contained few The response contained
no grammatical and technical grammatical and technical several grammatical and
(capitalization, punctuation, etc.) (capitalization, punctuation, technical (capitalization,
errors. The applicant has good etc.) errors. However, these punctuation, etc.) errors which
command of the language used. did not greatly affect the interfere with the
quality of the response. understanding of the ideas
presented.
Reminders in evaluating the TRF
1. Evaluators assess the applicant's demonstration

and/or understanding of the objective based on the
narrative and responses, NOT the quantity of
narratives or experiences. Long answers do not
automatically merit an Exemplary rating.
Reminders in evaluating the TRF

2. Use the portion Comments from the Evaluator to write down
statement/s that support your given rating. Some examples:
My rating is 1 because the examples given are very general and

do not demonstrate his/her understanding of the indicator.
I gave a rating of 3 because although the examples are aligned

with the objective, the explanation was not focused on how the
activities relate to his/her teaching practices.
My rating is 5 because although only 1 example was given, it
demonstrated deep understanding of the objective. The
explanation directly targets the intention of the objective.
Simulation
Rate the following responses in the

Teacher Reflection Form (TRF)
“In my ten years teaching in a private school, I

OBJECTIVE 6
have practiced being responsive to our
Maintained immediate school community's needs by
learning fostering good relationship with the parents and
environments the local barangay. For instance, I am always
that are ready to update the parents regarding their
responsive to child's classroom performance. As a teacher in
community our school, I support initiatives by the parent
contexts teacher organization and the local community. I
Prompt: How do you always get my students involved in co-curricular
maintain a learning
environment that is and extra-curricular activities so that they
responsive to your continue learning inside and even outside the
community's
context? Describe classroom. As a teacher, I believe my role in
the context in your maintaining responsive learning environments is
area and share how
your practices as a by ensuring that the parents and the community
teacher contribute to are updated in the school's initiatives towards
further improvement
of your community. the children's welfare.”
“In my ten years teaching in a private school, I

OBJECTIVE 6
have practiced being responsive to our
Maintained immediate school community's needs by
learning fostering good relationship with the parents and
environments the local barangay. For instance, I am always
that are ready to update the parents regarding their
responsive to child's classroom performance. As a teacher in
community our school, I support initiatives by the parent
contexts teacher organization and the local community. I
Prompt: How do you always get my students involved in co-curricular
maintain a learning
environment that is and extra-curricular activities so that they
responsive to your continue learning inside and even outside the
community's
context? Describe classroom. As a teacher, I believe my role in
the context in your maintaining responsive learning environments is
area and share how
your practices as a by ensuring that the parents and the community
teacher contribute to are updated in the school's initiatives towards
further improvement
of your community. the children's welfare.”
OBJECTIVE 6
“In our area, the school has a good
Maintained relationship with the local government
learning and they always support the school's
environments initiatives. Our school is also in constant
that are communication with our local barangay to
responsive to ensure the safety of our students. The
community
contexts parents are also very supportive of the
school's initiatives. I aim to continue
Prompt: How do you
maintain a learning being an avenue of this kind of good
environment that is
responsive to your
relationship among stakeholders in any
community's
context? Describe
work that I will be in. I will always uphold
the context in your my commitment towards collaboration
area and share how
your practices as a towards quality education.”
teacher contribute to
further improvement
of your community.
OBJECTIVE 6
“In our area, the school has a good
Maintained relationship with the local government
learning and they always support the school's
environments initiatives. Our school is also in constant
that are communication with our local barangay to
responsive to ensure the safety of our students. The
community
contexts parents are also very supportive of the
school's initiatives. I aim to continue
Prompt: How do you
maintain a learning being an avenue of this kind of good
environment that is
responsive to your
relationship among stakeholders in any
community's
context? Describe
work that I will be in. I will always uphold
the context in your my commitment towards collaboration
area and share how
your practices as a towards quality education.”
further improvement
of your community.
Simulation
Your turn!
Rate the following responses in the

Teacher Reflection Form
“I maintain learning environment responsive to

OBJECTIVE 6
our community's context by applying teaching
Maintained
learning strategies that will respond to contexts in our
environments community. I make sure that my students will
that are be successful individuals who will be able to
responsive to help out in the community. I believe in the
community saying that the way we bring up a child, and
contexts the way we teach them, will reflect whether
they will be good citizens in the future. I do my
Prompt: How do you
maintain a learning best to always inspire my students to be the
environment that is best that they can be so that they will be
responsive to your
community's successful individuals. I do not just teach them
context? Describe
the context in your
concepts or lessons from the book but
area and share how moreover, I teach them life lessons that they
your practices as a
could apply in their daily lives.”
further improvement
of your community.
OBJECTIVE 7 “I studied the Code of Ethics for Professional

Review regularly
personal teaching
Teachers and made sure that I will always be
practice using reminded of my roles and responsibilities. I
existing laws and
regulations that apply have not been involved in any conflict, in my
to the teaching five years as teacher in private schools. I
profession and the
responsibilities practice professional self-reflection so that I
specified in the Code
of Ethics for
am made aware if I have flaws and room for
Professional improvement. I also learn from my colleagues
Teachers. and we provide constructive feedback to one
Prompt: How do you another so that we have someone to check
develop your
teaching practice in with us. I believe that by being accountable for
accordance to the my own thoughts, words and actions, and by
existing laws and
regulations that apply having other people involved in my self-
to teaching and the reflection and improvement, I fully abide by the
responsibilities
specified in the Code expectations from teachers.”
of Ethics for
Professional
Teachers?
OBJECTIVE 8 “I show care to all people and respect all

Adopt practices
that uphold the
people no matter who they are, may be
dignity of teaching my superior or someone that I do not
as a profession by
exhibiting qualities know. I show integrity by doing what
such as caring needs to be done even if no one is
attitude, respect
and integrity. watching me. My practices inside and
Prompt: In which
outside the school are always based on
practices do you the qualities of caring attitude, respect
show care, respect
and integrity to
and integrity. I am proud of being a
learners, teacher.”
colleagues,
parents, and other
stakeholders?
How do these
practices uphold
the dignity of the
teaching
profession?
OBJECTIVE 9 “I was part of the Student Government and I

Participate in was trained to socialize and be diplomatic in
professional
networks to share terms of dealing with stakeholders. I learned a
knowledge and to lot by attending different seminars and
enhance practice. workshops and have also participated in
Prompt: What co- several contests and demonstration teaching
curricular and/or activities. I shared my knowledge to my co-
extra-curricular student leaders and also in our community, as
activities did you
participate in, that I am a member of the Sangguniang Kabataan
enabled you to share as well. In my one year experience being a
your knowledge and teacher in a private school, I also attended
enhance your
teaching practice? several workshops on CPD and has served as
How did your coach and mentor to student organizations
membership in this and trained students for competitions as well.”
organization/
participation in this
activity help your
professional
development?
Questions?
REFERENCES:
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and

supporting effective teaching. Stanford, CA. Stanford Center for Opportunity
Policy in Education.
Ho, A.D. & Kane, T.J. (2013). The reliability of classroom observations by school
personnel. Harvard Graduate School of Education: Harvard, CA.
Kane, T.J. & Staiger, D.O. (2012). Gathering feedback for teaching: Combining high
quality observations with student surveys and achievement gains.
Philippine professional standards for teachers. (2017). Department of Education.
Results-based management performance system manual for teachers and school heads.
(2018). Department of Education.
Presentation slides prepared by:
Dr. Jennie V. Jocson

jocson.jv@pnu.edu.ph
Deputy Director & Project Leader, RCTQ
Ms. Ma. Izella Lampos

lampos.mid@pnu.edu.ph
Project Officer, RCTQ
Contact Us
Phone +63 2 53171768 Local 763/764
Telefax +63 2 3369755
Web www.rctq.ph Email rctq@pnu.edu.ph
Evaluative Assessment Roll out materials:
1. Session guide (to be added to the full session guide)

2. Slide decks with presenter notes
3. Manual for the evaluative assessment
4. FAQs on processes and tools (for the PSB)
5. One pager publication material which may be used to
inform the teacher-applicants on the new processes

PPST-based Evaluative Assessment For RSP

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Bureau of Human Resource and

Secretary Briones signed

DepEd No. 42, s. 2017

From DO 42, S. 2017:

• The PPST shall be used as a basis for all learning and

PPST as the New Framework

Brings together key factors that are

Teacher Professional Development Framework

What are the four Career Stages of the PPST?

Philippine Professional Standards for Teachers DOMAINS

5 Assessment and Reporting

4 Career Stages: Descriptions of

Indicators per career stage

Who is the new DepEd

What level of competency is expected from new

COT Rubric Levels

Levels 2-6 capture the ‘good

New Criteria for the Recruitment, Selection

These30% criteria are measured

What are the PPST-based RSP objectives?

Classroom Observable RSP

Choosing the classroom observable indicators (objectives) went

1) indicators that are used in the first year of implementation

2) indicators chosen in the field (based on BHROD report);

3) indicators that are considered important to what teachers

RSP Classroom Observable Objectives

RSP Classroom Observable Objectives for IPEd Teacher-

Choosing the non-classroom observable indicators (objectives) went

1) capacity of beginning teachers (and new teachers) to

2) ease in the assessing the MOV to be presented by the teacher-

RSP Non-classroom Observable Objectives

6.3.2 Review regularly personal teaching practice using existing

7.2.2 Adopt practices that uphold the dignity of teaching as a

The same set of non-classroom observable

The RSP Evaluative

Classroom Observable • Classroom Observation

Teacher Reflection Form Rubrics for Rating the TRF

Evaluative Assessment Tools – The COT-RSP

The Classroom Observation Tool – RSP

This measures the classroom performance

Rubric Level Summary

Evaluative Assessment Tools – The TRF

The Teacher Reflection

This measures teacher

Evaluative Assessment Tools – The TRF

Linking Classroom Discuss the guidelines

Protocols in Classroom Observation

What are the steps in conducting observation?

Review the COT-RSP

How many observations are

Thank the teacher and leave the

❑ Do not discuss observations with

In case of multiple observers

❑ The final rating is NOT an average;

1. Review the COT-

2. Plan the lesson based on the

Provide the observer/s

Deliver the lesson.

COT-RSP Observation Process and Protocol Summary

• Review the COT-RSP rubric. Teacher • Reviews the COT-RSP rubric.

• Sit at any available seats in the • Delivers the lesson

• Rate the teacher-applicant RATING SHEET

POST- In case of multiple observers: INTER-