TEACHERS’ COMPETENCE ALONG RPMS-PPST: BASIS FOR TECHNICAL ASSISTANCE AND

PROFESSIONAL DEVELOPMENT

A
Concept Paper
Presented to

CONTEMPORARY TRENDS AND ISSUES IN THE EDUCATION

IN PARTIAL FULLFILLMENT OF THE REQUIREMENTS IN

EDUC 603

SUBMITTED TO

MELANY AQUINO, Ph.D.

Visiting Professor

SUBMITTED BY:

Jayson D. Velasco, DIT

EdD Student

January 2021
I. INTRODUCTION OF THE RESEARCH

United Nations Educational, Scientific and Cultural Organization (UNESCO, 2015, p. 55) emphasized

the importance of rethinking teacher education and training in light of the new requirements and new

challenges in a constantly changing globalized world to achieve quality education for all in the 21 st century

teaching and learning. UNESCO reiterated, “the need for teachers to be encouraged to continue learning

and developing professionally.” This implied the urgent necessity to address the issue on the development

of professional standards for teachers to upgrade high competencies in content knowledge and pedagogy

in teaching.

Specifically, UNESCO (2015, p.55) highlighted the need for developing professional standards for

teacher quality to achieve high competence on content knowledge and pedagogy by means of rigid

program/ training that requires teachers’ enhancement of necessary 21 st century competencies on the

relevant use of wide range of pedagogical and didactic strategies and integration of the very essence of

interdisciplinary approach to aid the teachers to lead learners down the road to creativity and rationality,

towards a humanistic approach.

UNESCO (2019) strengthened recently the capacity building of educators for development of

professional standards, including the strengthening of policies for learning environments, empowerment

and mobilization of youth and local level action through the adoption of the new global framework on

Education for Sustainable Development (ESD for 2030) for the period of 2020-2030, with the aim to build a

just and sustainable world. This implied that there is a necessity to rethink and redefine teacher quality in

the 21st century to meet the global standards for professional teachers as set by UNESCO.

Thus, UNESCO’s classic documents, the ‘Faure Report’ and the ‘Delors Report’, including the newly

adopted document for sustainable development on education (ESD for 2030) implied that there is a
continuous need to address the development of teachers’ international professional standards by upgrading

teachers’ competencies in order to adopt to the new teaching and learning environments, requirements and

new challenges in the 21 st century. In fact, UNESCO (2018) recently published an ICT Competency

Framework for teachers to cater the needs of 21 st century learners and to guide for the development of

effective ICT in education teacher training programs purposely for contextualization to national and local

needs.

Table 1: UNESCO (2018) ICT Competency Framework for Teachers

Source: UNESCO (2018). “UNESCO ICT Competency Framework for Teachers”. ISBN:978-923-100285-4.

Retrieved from: unesdoc.unesco.org/ark:/48223/pf0000265721

 Remarkably, relevant to harnessing education for sustainable development in Asian context, the

Association of Southeast Asian Nations (ASEAN) Post-2015 Vision on Education, adopted by the 8 th

ASEAN Ministers Meeting on Education (ASED), stipulated that ASEAN education sector will continue to

promote community that puts people at its center, with the enhanced awareness of ASEAN. The same also

reiterated that it shall remain steadfast in its focus on sustainable development in the region and it shall

foster access to quality inclusive education and development of lifelong learning.

Moreover, ASEAN-UNESCO (2013) Framework Agreement for Cooperation was recently revived on

the discussions of ASEAN priority areas on education, with implementation reflected in the 5-year Joint

Programme of Action for 2014-2018, with focus on ASEAN Declaration on Strengthening Education for Out

of School Children and Youth (OOSCY) and harmonization of ASEAN TVET and Higher Education

Qualifications and Cross Border Mobility of Skilled Labors and Professionals including regional convention

on Higher Education in Asia Pacific (ASEAN-UNESCO, 2013). This implied that ASEAN’s commitment to

strengthen sustainable development on education can be attributed to UNESCO’s global initiatives to foster

quality education for all around the world.

With respect to the development of professional standards for teachers, the 9 th ASEAN Education

Ministers Meeting in ASEAN priority areas on education stipulated enhancement of teachers’

competencies. Whereas, ASEAN states the significance of priority area 8.2., as it indicates, “Enhancing

teachers’ competencies for 21 st century skills”. Recently, UNESCO & SEAMEO (2018, pp. 3-12) published

the Early Childhood Care and Education (ECCE) Teacher Competency Framework for Southeast Asia

(SEA) to foster ECCE teacher efficiency in all aspects on education, with high competence on knowledge

content, pedagogic practices and assessments to facilitate open and flexible learning environment in

ASEAN region.

Table 2: ECCE – TCF SEA (2018)

 Source:Retrieved from: seameo-innotech.org <https://images.app.goo.gl/MPddJ1Z1ZMzH6sEF6

Meanwhile, ASEAN (2019, pp. 1-4) leaders released the Bangkok Declaration on Advancing

Partnership in education for 2030 Agenda for Sustainable Development in ASEAN with focus on providing

inclusive, equitable and quality education for all. Whereas, ASEAN (2019, p.3) under the statement No. 2.

2.9 stipulates, “To encourage ASEAN member states to adopt the Southeast Asia Teachers Competency

Framework (SEA-TCF) as a framework for teacher’s development.”

Table 3: Bangkok Declaration on Advancing Partnership in Education for 2030 Agenda for Sustainable

Development in ASEAN (2019, p.3)

 Source: SEAMEO INNOTECH (2018). “Southeast Asia Teachers Competency Framework

(SEA-TCF). Bangkok: SEAMEO. ISBN: 978-616-7746-52-4. p. 7.

In other words, adoption of Southeast Asia Teachers Competency Framework (SEA-TCF) among

ASEAN Member States implied that ASEAN’s aimed to regionally centralize and promote strategic unified

teachers’ competency framework in Southeast Asia for purposes of a more comprehensive and rigorous

revival and renewal of policymaking in assessing and improving teachers’ competencies in the 21 st century

learning at par with other recognized international standards in reputable organization and institutional

standards for professional teachers.

In the Philippine setting, teachers play a crucial role in educating the Filipino youth in the 21 st century

learning by shaping minds, touching lives and transforming the society towards nation building, inculcating

the love for country and care for global citizens around the world. Through quality teachers, Philippines can

develop holistic learners who are steeped in values, equipped with 21st century skills, and able to propel
the country to development and progress. This is in consonance with the Department of Education’s vision

of producing: “Filipinos who passionately love their country and whose values and competencies enable

them to realize their full potential and contribute meaningfully to building the nation” (DepED Order No. 36,

s. 2013).

The changes brought about by various global and national frameworks, such as the Philippine

Education K to 12 Reform and the ASEAN integration, globalization, and the changing character of the 21st

century learners, necessitate the improvement and adaptability of education, and a call for rethinking of the

current teacher standards.

The Philippine K to 12 Reform (R.A. 10533) in 2013 which is an act enhancing the Philippine Basic

Education System. It changed the landscape of teacher quality requirements in the Philippines. The reform

process warrants an equivalent supportive focus on teacher quality – high quality teachers who are

properly equipped and prepared to assume the roles and functions of a K to 12 teachers.

The Philippine Government has consistently pursued teacher quality reforms through a number of

initiatives which can also be attributed to UNESCO’s global initiatives for sustainable development on

education. As a framework of teacher quality, the National Competency-Based Teacher Standards

(NCBTS) is an integrated theoretical framework that defines the different dimensions of effective teaching,

where effective teaching means being able to help all types of students learn the different learning goals in

the curriculum.

The National Competency- Based Teacher Standards (NCBTS) defines the desired practice of

effective teaching. It is a formative process that encourages teachers in taking personal responsibility for

their own growth and professional advancement with the goal of promoting student learning.

The NCBTS framework is divided into seven domains namely: (1) Social regard for learning, (2)

Learning environment, (3) Diversity of learners, (4) Curriculum, (5) Planning, assessing and reporting, (6)

Community linkages and (7) Personal growth and professional development.

 Table 4: NCBTS - DepEd

Source: Department of Education(n.d.) <https://images.app.goo.gl/Tm3pw9hHEBRB2Xp8>.

The Philippine Professional Standards for Teachers (PPST), which is built on NCBTS, complements

the reform initiatives on teacher quality from pre-service education to in-service training. It articulates what

constitutes teacher quality in the K to 12 Reform through well-defined Domains, Strands, and Indicators

that provide measures of professional learning, competent practice, and effective engagement.

The Philippine Professional Standards for Teachers (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 sets clear expectations of teachers along well-defined career stages of

professional development from beginning to distinguished practice, engages teachers to actively embrace a

continuing effort in attaining proficiency and apply uniform-measure to assess teacher performance, identify

needs and provide support for professional development.

The six (6) modules of PPST are all anchored on the seven (7) domains that quality teachers should

exhibit. The following are (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 professional development.

The Philippine Professional Standards for Teachers (PPST) defines teacher quality in the Philippines.

The standards describe the expectations of teachers’ increasing levels of knowledge, practice and

professional engagement. At the same time, the standards allow for teachers’ growing understanding,

applied with increasing sophistication across a broader and more complex range of teaching/learning

situations.

This set of standards makes explicit what teachers should know, be able to do and value to achieve

competence, improved student learning outcomes, and eventually quality education. It is founded on

teaching philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among

others. The Philippine Professional Standards for Teachers (PPST), therefore, becomes a public statement

of professional accountability that can help teachers reflect on and assess their own practices as they

aspire for personal growth and professional development.

Importantly, the Results-based Performance Management System (RPMS) which is aligned with the

Philippine Professional Standards for Teachers (PPST) supports the vision, mission and values of the

Department of Education (DepEd), as it continuously endeavors to evolve as a learner-centered public

institution.

The RPMS is the comprehensive guidelines for the adoption of the Civil Service Commission’s

Strategic Performance Management System (SPMS) in the DepEd. It is an organization-wide process of

ensuring that employees focus work efforts towards achieving 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.

The RPMS shall cover performance for one whole year. All school-based personnel shall follow a

performance cycle starting in April of the current year and ending in March of the following year. The
performance planning and commitment shall be done prior to the beginning of the performance cycle; while

the performance monitoring and coaching shall take place immediately after Phase 1, and continue

throughout the performance cycle. The performance review and evaluation, as well as the performance

rewarding and development planning shall be done at the end of the performance cycle.

The following describes the breadth of 7 Domains of RPMS that are required for the teachers to be

effective in the 21st century in the Philippines. Quality teachers in the Philippines recognize the importance

of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled

with a sound and critical understanding of the application of theories and principles of teaching and

learning.

Notably, teachers apply developmentally appropriate and meaningful pedagogy grounded on content

knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to

facilitate the teaching and learning process, as well as exhibit the needed skills in the use of communication

strategies, teaching strategies and technologies to promote high-quality learning outcomes; provide

learning environments that are safe, secure, fair and supportive in order to promote learner responsibility

and achievement. They create an environment that is learning-focused and they efficiently manage learner

behavior in physical and virtual spaces. They utilize a range of resources and provide intellectually

challenging and stimulating activities to encourage constructive classroom interactions geared towards the

attainment of high standards of learning; establish learning environments that are responsive to learner

diversity. They respect learners’ diverse characteristics and experiences as inputs to the planning and

design of learning opportunities. They encourage the celebration of diversity in the classroom and the need

for teaching practices that are differentiated to encourage all learners to be successful citizens in a

changing local and global environment; interact with the national and local curriculum requirements.

More so, teachers are expected also to translate curriculum content into learning activities that are

relevant to learners and based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured

and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a

range of teaching and learning resources. They communicate learning goals to support learner

participation, understanding and achievement.

In terms of the application of a variety of assessment tools and strategies in monitoring, evaluating,

documenting and reporting learners’ needs, progress and achievement, teachers also use assessment

data in a variety of ways to inform and enhance the teaching and learning process and programs. They

provide learners with the necessary feedback about learning outcomes that informs the reporting cycle and

enables teachers to select, organize and use sound assessment processes; establish school-community

partnerships aimed at enriching the learning environment, as well as the community’s engagement in the

educative process. They identify and respond to opportunities that link teaching and learning in the

classroom to the experiences, interests and aspirations of the wider school community and other key

stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability

and transparency to promote professional and harmonious relationships with learners, parents, schools and

the wider community and; value personal growth and professional development and exhibit high personal

regard for the profession by maintaining qualities that uphold the dignity of teaching, such as caring

attitude, respect and integrity. They value personal and professional reflection and learning to improve their

practice. They assume responsibility for personal growth and professional development for lifelong

learning.

Furthermore, there are several processes that should be strictly observed by the raters in conducting

classroom observation. These are so designed to ensure that efficient and effective instructional

supervision is implemented. The processes are 1) conducting classroom observation, 2) planning the post

observation conference which involves analyzing the teaching episodes, reflecting on teachers’ needs and
determining the type of conference, 3) formulating the post-observation conference plan, and 4) conducting

the conference.

The afore-mentioned processes which should be observed in conducting instructional supervision

when implemented well, results in the generation of reliable, valid and relevant data on the competence of

teachers in instructional delivery. Conducting classroom observation requires accurate recording of

observation using a prescribed tool so that the rater will have a reliable input in planning the post

observation conference which is a very appropriate venue for providing technical assistance on

instructional delivery to the teachers. It is therefore very necessary that this should be carefully planned.

Planning the post observation conference involves analyzing the teaching episodes by reviewing the

Observation Notes Form (ONF) being accomplished by the rater while he/she was observing the teacher in

his/her classroom. This will lead him/her to identify the development needs of the teacher observed. It

likewise involves reflecting on teachers needs based on the observation made.

Finally, the type of conference to be employed with the teacher should also be determined during this

stage. The data that the rater generated during the planning stage will guide him/her in formulating the

post-observation conference plan which will direct him/her in conducting the post-observation conference.

The post-observation conference plan should be well-prepared following a structured format. Enough time

and attention should be given in designing and writing by the rater. This requires the rater to spend a

considerable amount of time researching appropriate interventions to help the teacher in his/her

development areas. The discussion of the interventions should be the core of the post-observation

conference. The post-observation conference, on the other hand, is an appropriate venue for the provision

of technical assistance on improving the competence of teachers on the delivery of instruction. Careful and

intensive preparation is therefore paramount.

Therefore, to put emphasis on the local contextualization and main of this study, the researcher

investigated on the urgent need to develop professional standards for teachers’ competencies along with
PPST-RPMS standard questionnaire from the Department of Education (DepEd) in order to provide

technical assistance through professional learning and development opportunities among teachers of

Dupax del Sur Districts from the elementary, junior and senior high school teachers of the district.

III. IMPORTANCE OF THE STUDY

This study investigated the teachers’ competence along Philippine Professional Standards for

Teachers (PPST) - Results-based Performance Management System (RPMS) of the Department of

Education (DepEd). The study also will deal on determining the key factors and underlying challenges in

the teaching pedagogy and contexts that will be used to address and facilitate teachers in harnessing

professional development and high quality teaching standards.

IV. LITERATURE REVIEW

a. Foreign Studies

This study examined the existing foreign literature on professional standards for teachers that may

shed light to strengthening teacher quality in the global and local contexts.

According to the study conducted by Cochran-Smith & Zeichner (2005), United States professional

standards for teachers are established on the ideas of professional self-discipline, expertise and autonomy,

which can be traced back in 1946 through the formation of the National Commission on Teacher Education

and Professional Standards.

However, the study of Davis (1962) called for the paradigm shift on education from theoretical

knowledge to practical application of professional standards for teachers. In addition, the National Board for

Professional Teaching Standards (NBPTS) emerged in 1987. In the study conducted by Rotberg et al.

(1998), NBPTS was committed to the creation of a set of professional teaching standards, development of

a certification system.
 A study conducted by Emmett (2010) indicated that Council of Chief State Officers (CCSO, 1987) was

also formed in the same year NBPTS emerged. CCSO (1987) began a parallel process of developing a set

of teacher competencies descriptors to guide the licensing of entry level teachers, “The Interstate New

Teacher Assessment and Support Consortium”. However, in the classic commentary of Darlington-

Hammond (1997) put emphasis on the critique that there was no cohesive approach towards the US

professional standards for teachers. Recent study of Darlington-Hammond & Lieberman (2012)

emphasized that US teacher quality reform agenda through fast track teacher initiatives such as Teach for

America is a frequent distractor and has lowered the entry standards into teaching.

Recent trends in the pursuit of teacher quality through developing professional standards for teachers

took a spotlight in other Western countries and some Asian countries (ADB, 2017; CEPPE, 2013;

Groundwater-Smith & Mockler, 2009). These said in-text cited studies pointed out in the context the

significance of teaching and learning standards in some Western and Asian countries concerning the

necessity for raising high teacher quality assurance and training programs, teacher quality improvement

and professional learning opportunities. There has been a growing body of research interest among

scholars on the enhancement of teacher quality by means of harnessing strategic educational practices to

calibrate high quality professional standards for teachers (Dinham, 2011a; Sachs, 2011a & 2011b).

Studies implied rethinking of educational practice for continuous teacher professional development.

Nevertheless, there is a scarce literature in terms of research-based quantitative and qualitative teacher

quality assessment measures aligned with UNESCO's global mission and initiatives to contextualize in

global, national and local contexts of professional standards for teachers. Thus, review of local studies is

presented to shed light on the development of professional teachers’ standards.

b. Local Studies

Competencies are the skills and knowledge that enable a teacher to be successful in the teaching

profession. To maximize student learning, teachers must have expertise in a wide-ranging array of
competencies in an especially complex environment where hundreds of critical decisions are required each

day.

Local studies present the existing literature to shed light on the growing body of research concerning

development of professional standards for teachers’ competencies in the Philippine context.

In a study conducted by Carreon (2016), he said that teachers have a high level of awareness of the

content and underlying principles of the enhanced basic education curriculum after the conduct of in-

service training pertaining to the K to 12 curriculum framework in TLE. Basically, the conduct of In-service-

training programs was an integral part of teachers’ personal growth and professional development which

improved the content knowledge of the TLE teachers on the highlights of the K to 12 curriculum

implementation. Teachers are able to adopt change towards curriculum transformation. Hence, sustainable

programs for seminars, training, and coaching, for teachers concerning the features and imperatives of the

K to 12 curriculum intensifies personal growth and professional development.

According to Basilio et. al (2019), they highlighted in their study that majority of the MTs were

middle aged, female and married, earned MA/MS units, and have served as Master Teacher I for 1-4 years.

Therefore, a very small percentage of them have attended research-related training or conferences and

undertaken, published or presented research. The MTs have average skills in searching, using and

evaluating information including their awareness on the various sources of information and where to obtain

them. They have fair skills in designing experimental study as well as selecting and developing research

instruments, choosing appropriate statistical tools and preparing manuscripts for publication. The MTs

strongly value training in educational research but moderately apply research findings to real life context.

They have high regards relative to the value of doing research to become a better educator. Time, efforts

and resources in learning about research findings were essential elements to create positive attitudes

towards research.
 Thus, the MTs should continue upgrading their educational attainment by attending graduate and

postgraduate education in the area of specialization, and by attending research-related conferences. The

school authorities should consider reviewing incentive packages for research-related activities of MTs to

include training on research writing and publications. The MTs should acquire higher or advanced skills

searching and evaluating information as well as designing appropriate methods, developing instruments,

choosing appropriate statistical tools and preparing manuscripts for publication. The MTs should improve

their research attitudes related to classroom or school based action research, applicability or usefulness of

research findings to real life context, and reporting and publication of outputs. The research capability

training program consisting of various levels from lectures, hands-on workshop, and writing research

articles for colloquium and possible publication should be fully implemented immediately and regularly

monitor its effectiveness.

Moreover, Dizon et. Al (2018) conducted a study to measure the level of implementation of the

Results-Based Performance Management System (RPMS) as a performance management tool in the

Department of Education. It evaluated the level of implementation of the RPMS in terms of the four

performance management phases namely: a) performance planning and commitment, b) performance

monitoring and coaching, c) performance review and evaluation, and d) performance rewards and

development planning, and the challenges in the implementation of the RPMS.

Based on the findings, the following conclusions can be drawn from this study: 1) The Results-Based

Performance Management System provides policies, specific mechanisms, criteria and processes for the

performance target setting, monitoring, evaluation and development planning for the rates. However, the

majority of the raters fail to discuss those with the ratees as well as how the Individual Performance

Commitment and Review Form is being prepared. 2) The RPMS focuses on measures of performance vis-

á-vis the targeted milestones, and provides a credible and verifiable basis for assessing the organizational

outcomes and the collective performance of the government employees.

 While it is very important to ensure that organization effectiveness and individual improvement and

efficiency are ensured, it is found out that there are raters who rarely provide feedback to the ratees. 3)

The RPMS is effective when it comes to identifying the ratees’ competencies as they are monitored to

effectively plan the interventions needed for behavioral and professional development. However, the raters

just lack the sufficient knowledge on what proper developmental intervention to employ for the ratees. 4)

The RPMS makes use of performance indicators which are the exact quantification of objectives expressed

through rubrics. The RPMS is an effective tool which gauges whether a performance is positive or negative.

Unlike the previous performance evaluation forms which are Performance Appraisal System for Teachers

and Performance Appraisal System for the Administrators and Staff, the RPMS shows effectiveness in

assessing the employees’ effectiveness, quality, efficiency and timeliness. 5) The performance

management system promotes the performance evaluation based on evidences or means of verification.

Every accomplishment or achievement declared by the ratees is counter-checked by the rater to ensure the

veracity of the ratees’ claims. Therefore, the performance management is based on a rational and factual

basis for performance targets and measures. 6) The most serious challenges in the implementation of the

RPMS are the following: "no second review," "high anxiety," "infrequent feedback," "inconsistency across

raters," and "recency errors."

There currently is an abundant knowledge-base to inform us that in schools, teachers play the critical

role in student learning and achievement. A summary of the related studies reveals that how teachers

instruct and these interactions with students is the cornerstone around which to build effective schools.

Teacher competencies offer practical strategies, practices and rules to guide teachers in ways to improve

instruction that improves student performance and the quality of work experience.
V. RESEARCH OBJECTIVES

This research proposal aims to determine the teachers’ competence along PPST-RPMS which

served as a basis in providing technical assistance for their professional development.

VI. RESEARCH QUESTION

1. What were the teachers’ competences along PPST-RPMS of DepEd?

2. What were the development needs of teachers based on the PPST-RPMS indicators?

3. What learning and development plan can be crafted to address the development needs of teachers

in support with their professional development?

VII. METHODOLOGY

A. Sampling

This study utilized a purposive sampling technique for the small number of population as target

participants. The participants of this study were chosen based on total enumeration of sample population

consisting of all ten (50) teachers as ratees, including one (1) Master teacher and the researcher (Principal)

as raters and classroom observers for triangulation purpose of this study at Dupax del Sur District.

Clustered sampling technique was used also per quarter analysis in terms of specific classroom

observation among participants of this study coming from the elementary, junior and senior high school.

Specifically, this study used an investigator triangulation technique, considering Master Teacher 1

as the first rater/observer and the researcher (Principal) as the second rater/observer. This investigator

triangulation technique was evident in the study of categories of triangulation by Denzin’s (1970) typology

and supported with research-based elaboration based on the study of Cohen, L., Marion, L. and Morrison,

K. (2011: 196) on Research Methods in Education (7th edition), whereas it highlighted, “investigator

triangulation engages more than one observer, data were discovered independently by more than one

observer”. In addition, Cohen, L., Marion, L. and Morrison, K. (2007: 143) on Research Methods in
Education (6th edition), whereas, they also indicated therein that, “ investigator triangulation as when two

observers independently rate the same classroom phenomena”. Triangulation investigator was also

explained explicitly based on the study of Turner, P. and Turner, S. (2008) who pointed out that two (2) or

more coders/ raters categorize the data and a reliability index was calculated. With this, clustered sampling

technique was used on four (4) quarter periods for analysis in terms of specific classroom observation

among participants, thereby, resulting to 20 classroom observations of the ratees’/ teachers’ performance

rating based on COT-RPMS per quarter as rated by the two raters of this study.

The researcher used total enumeration technique by taking all the teachers of Dupax del Sur

District as participants of the study. Primary data were obtained from the ten (50) teachers as ratees –

respondents of the study, one (1) Master Teacher as rater and the researcher (Principal) as rater.

B. Data Collection

The research tool used to gather the data on teachers’ competence along Philippine Professional

Standards for Teachers (PPST)- Results-based Performance Management System (RPMS) of the

Department of Education (DepEd) was the Classroom Observation Tool (COT) of RPMS. The COT-RPMS

is a 5-point Likert Scale, (3-7 pointing system), with verbal interpretation as follows: (3)-Needs

Improvement; (4)- Poor; (5)-Satisfactory; (6)-Very Satisfactory; and (7)- excellent.

VI. Implementation Plan
(calendar the activities from February – April 2021- you may add columns)
February March April
Project
Implementation 1st 3rd 4th 2nd
1st 2nd 3rd 4th 2nd 1st 3rd 4th
Plan Wee Wee Wee Wee
Week Week Week Week Week Week Week Week
k k k k
Pre- Implementation Activity
1. Prepare
research
proposal
2. Submit
research
proposal to
SDRC
3. Quality
assurance of
pre-post Tests
4. Finalize
research
proposal and
submit to SRDC
B. Actual Implementation
1. Conduct of
Pre-test
2.
Implementation
of the Online and
Distance
Modular
Learning
3. Giving of
Modules/LAS to
learners
4. retrieving of
LAS/Modules
5. Conduct of
 February March April
Project
Implementation 1st 3rd 4th 2nd
1st 2nd 3rd 4th 2nd 1st 3rd 4th
Plan Wee Wee Wee Wee
Week Week Week Week Week Week Week Week
k k k k
Post-Test
C. Post-Implementation Activity
1. Conduct
coding and
encoding of
responses
2. Transcribing
qualitative
interviews
3. Analyzing
qualitative and
quantitative data
4. Completion of
the study
5. Conduct
review of the
manuscript

(Please provide the schedule by coloring the boxes per activity)

VII. Cost Estimates/Budgetary requirements

(specify the financial needs in the activity – include source of fund)
Item Description/
Activity Cost Total Amount
Particular/Needs
1. Printing of LAS/Modules Folder 15pages x0.75 * 1080.00
Printing of LAS/SLMs 48 x 2 LAS
2. Transportation/Distribution of Transportation 50 (Back/Fort) * 4 200.00
LAS/Modules CLCs
3. Retrieval of LAS/Modules Transportation 100 (Back/Fort) * 4 200.00
CLCs

4. Printing of Research Manuscripts Coupon bond 250.00/ream 325.00

Folder 15* 5 pcs
 Ink set 240* 4 bottles
5. Binding of Research Manuscripts Printing of Research 250.00/ream 1,725.00
manuscript 15* 5 pcs
Hard binding 240* 4 bottles
350* 4 copies
6. Others Registration to 2000/pax 3,500.00
Regional National
Conference
Transportation 1500/pac
Total 7,030.00

VIII. References
REFERENCES

Asian Development Bank (ADB, 2017). “Innovative Strategies for accelerated Human Resource
Development in South Asia Teacher Professional Development special focus on
Bangladesh, Nepal, and Sri Lanka”. ISBN 978-92-9261-036-4 (print), 978-92-9261-037-1
(electronic). DOI: http://dx.doi.org/10.22617/TCS179078

Association of Southeast Asian Nations (2019). “Bangkok Declaration on Advancing Partnership

in education for 2030 Agenda for Sustainable Development in ASEAN”. 2 November 2019.
pp. 1-4. Bangkok: ASEAN.

Association of Southeast Asian Nations (2014). “(ASEAN) Post-2015 Vision on Education”.

Adopted by the 8th ASEAN Ministers Meeting on Education (ASED). 11 September 2014.
Vientiane, Lao PDR: ASEAN.

Association of Southeast Asian Nations (2014). “ASEAN Declaration on Strengthening Education

for Out of School Children and Youth (OOSCY)”. 5 September Bangkok: ASEAN.

ASEAN-UNESCO (2013). “Framework Agreement for Cooperation between the Association of

Southeast Asian Nations and the United Nations Educational, Scientific and Cultural
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