New TIP Course 3 (DepEd Teacher)

Teacher Induction
• http://www.
gbooksdownload
er. com/
Program (TIP)
CORE COURSE 3
The DepEd Teacher
in collaboration with
Philippine National
Research Center for Teacher Quality
Course 3 - The Philippine
Professional Standards for Teachers
and its Aligned Systems and Tools
Introduction
W
elcome to Course 3 of the Teacher
Induction Program! This course will
help you to become familiar with the
Philippine Professional Standards for Teachers
(PPST) as the new framework for teacher quality.
It will guide you towards understanding the
expectations of teachers and how DepEd’s
systems and tools are aligned with the standards.
Intended Course Learning Outcomes
At the end of this course, you will be able to:

1. develop a deeper understanding of the expectations of teachers as described
in the PPST;
2. use PPST-aligned tools in developing your teaching practices as defined
by the PPST; and
3. set professional development goals based on the Philippine Professional
Standards for Teachers by having a clear understanding of the standards and
its aligned systems and tools (7.5.2).
Course Outline:
Module 1 – Achieving Teacher Quality through PPST
Module 2 – Embedding the PPST in HR Systems
Module 3 – The Results-based Performance Management System (RPMS)
Estimated Time Required: 7 hours
Portfolio Output: Lesson Plan

Module 1 – Achieving Teacher Required Resources
Quality through PPST • DepEd Order no. 42, s. 2016 National Adoption and
Implementation of the Philippine Professional Standards
Intended for Teachers
Module Learning Outcomes: • https://www.deped.gov.ph/wp-content/
At the end of this module, you should be able to: uploads/2017/08/DO_s2017_042-1.pdf
• Online or hard copy of PPST Booklet
1. identify and navigate through the salient features

of the PPST (Domains, Strands, Indicators, and
Career Stages); and
2. develop a deeper understanding of expectations
of teachers as described in the PPST.
Estimated Time
Required: 2 hours
Module Outline
Session 1: The PPST Career Stages
Session 2: The PPST Domains, Strands
and
Indicators
Required
Tasks
• Video Viewing
• Reading
• Discussion Activity
• Formative Quiz
4 The Teacher Induction Program - Core Course 3
Session 1 – The PPST Career Stages
The PPST acknowledges that teachers in the field have

different levels of competency. Teachers who have been
teaching for a long time are expected to have developed more
proficiency in their teaching practices. Teacher
professional development takes place in a continuum, and
teachers are expected to improve developmentally. Thus, a
‘one size fits all’ standards will not appropriately
describe the expectations of teachers across the continuum.
Thus, the PPST defines the work of teachers at different
career stages.
Career stages generally refer to levels of development that an

individual passes through, particularly in a profession. In the
PPST, the teacher development continuum is defined in
four career stages namely: Beginning, Proficient, Highly
Proficient, and Distinguished Stages. A Proficient
Teacher must exhibit at least Proficient Level of practice
for all 37 Indicators. The same applies for Highly
Proficient and Distinguished teachers.
Given the notion of a development continuum, upon which the

PPST is based, a teacher may exhibit practice that aligns with
indicators across various career stages, but it is likely his/her
practice would mostly align with Indicators for a particular
career stage. This is accommodated by the ‘at least’ qualifier
in the previous paragraph. Table 1 shows the descriptors
of teacher’s continuum development from the Beginning
career stage to the Distinguished stage.
Guide for Mentors and Newly Hired Teachers 5
Table 1: The Philippine Professional Standard for Teachers (PPST) Career Stages (DepEd Order No.42, S. 2017, Enclosure 1, 9)
Career
Stages
Beginning Stage Proficient Stage Highly Proficient Stage Distinguished Stage
Beginning Teachers have gained the Proficient Teachers are Highly Proficient Teachers Distinguished Teachers embody
qualifications recognized for professionally independent in the consistently display a high level the highest standard for teaching
entry into the teaching application of skills vital to the of performance in their teaching grounded in global best practices.
profession. teaching and learning process. practice.
They exhibit exceptional capacity

They have a strong understanding They provide focused teaching They manifest an in-depth and to improve their own teaching
of the subjects/areas in which programs that meet curriculum and sophisticated understanding of the practice and that of others.
they are trained in terms of assessment requirements. teaching and learning process.
content knowledge and pedagogy.
They possess the requisite They are recognized as leaders in
knowledge, skills and values that They display skills in planning, They have high education-focused education, contributors to the
support the teaching and learning implementing, and managing situation cognition, are more profession and initiators of
process. learning programs. adept in problem solving and collaborations and partnerships.
optimize opportunities gained from
experience.
They manage learning programs They actively engage in They create lifelong impact in
and have strategies that collaborative learning with the the lives of colleagues,
promote learning based on the professional community and They provide support and students and others.
learning needs of their other stakeholders for mutual mentoring to colleagues in their
students. growth and advancement. professional development, as well
as work collaboratively with them They consistently seek professional
to enhance the learning and advancement and relevance in
They seek advice from They are reflective practitioners practice potential of their pursuit of teaching quality and
experienced colleagues to who continually consolidate the colleagues. excellence.
consolidate their teaching knowledge, skills and practices of
practice. Career Stage 1 teachers.
They continually seek to develop They exhibit commitment to
their professional knowledge and inspire the education community
practice by reflecting on their own and stakeholders for the
needs, and those of their improvement of education
colleagues and students. provision in the Philippines.
Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly Proficient and Distinguished Teacher in terms of
the following?
Professional Proficient Teacher Highly Proficient Distinguished

Practices Teacher Teacher
Teaching Characteristics
Management of Learning
Programs
Collaboration and
Partnerships
Professional Development

2. What do you think is your current Career Stage? 3. What do you think would support you to advance to
the next Career Stage?

4. What Career Stage do you aspire to ten years from now? practice that exceed practices
articulated in the Career Stage 2
5. Are there aspects of your teaching descriptors? If yes, please cite them.

6. Is it possible for a newly-hired DepEd teacher to
exhibit teaching practices in Career Stage 3 and 4?
Explain your answer

Optional Task: Formative Quiz
Read the following scenarios and choose the career stage that aligns best with the described practice.
Scena Answ Feedba

rio er ck
1. Teacher Marilyn is in her 2nd year of teaching. She has
adapted well to teaching in DepEd but she
acknowledges that she still has a lot to learn from
her more seasoned colleagues. Marilyn is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
2. Teacher Rolly is a role model in his school. He is a
consistent Outstanding Teacher in the Division and
has been recognized by the Civil Service Commission
as a recipient of Lingkod Bayan Award. Rolly is in
the:
a. Beginning Stage
b. Proficient Stage
3. Teacher Elinor serves as mentor to her co-teacher
during LAC Sessions and classroom observations. Her
fifteen years of experience as an English teacher has
earned her the trust of her colleagues in terms of in-
depth knowledge and skills in teaching the content
and handling learners’ behavior of different levels.
She is good at collaborating with people and in
providing support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
Guide for Mentors and Newly Hired Teachers
11
Scena Answ Feedba
rio er ck
4. Teacher Kath can teach alone without the Master
Teacher’s assistance. She has unique skills in
planning, implementing and managing learning
programs in the school. Kath is in the:
a. Beginning Stage
b. Proficient Stage
5. Teacher Christine has exceptional skills in influencing
people through her articles in different academic
journals. She has been frequently invited to different
conventions to share her successful innovation in
teaching for benchmarking and collaboration.
Christine is in the:
a. Beginning Stage
b. Proficient Stage
Summary
1. Four career stages are articulated in the Philippine Professional high education-focused situation
Standards for Teachers (PPST). Each stage is constituted by cognition, are more adept in problem
particular professional practice that defines and locates solving and optimize opportunities
teacher quality within a developmental continuum. gained from experience. They provide
support and mentoring to colleagues in
2. Career Stage 1, or Beginning Teachers, have gained the their professional development, as well as
qualifications recognized for entry into the teaching profession. work collaboratively with them to
They have a strong understanding of the subjects/areas in which enhance the learning and practice
they are trained in terms of content knowledge and pedagogy. They potential of their colleagues. They
possess the requisite knowledge, skills and values that support the continually seek to develop their
teaching and learning process. They manage learning programs and professional knowledge and practice
have strategies that promote learning based on the learning needs of by reflecting on their own needs, and
their students. They seek advice from experienced colleagues to those of their colleagues and students.
consolidate their teaching practice.
5. Career Stage 4 or Distinguished Teachers
3. Career Stage 2 or Proficient Teachers are professionally embody the highest standard for teaching
independent in the application of skills vital to the teaching and grounded in global best practices. They
learning process. They provide focused teaching programs that meet exhibit exceptional capacity to improve
curriculum and assessment requirements. They display skills in their own teaching practice and that of
planning, implementing, and managing learning programs. They others. They are recognized as leaders in
actively engage in collaborative learning with the professional education, contributors to the profession,
community and other stakeholders for mutual growth and and initiators of collaborations and
advancement. They are reflective practitioners who continually partnerships. They create lifelong impact
consolidate the knowledge, skills and practices of Career Stage 1 in the lives of colleagues, students and
teachers. others. They consistently seek
professional advancement and relevance
4. Career Stage 3 or Highly Proficient in pursuit of teaching quality and
Teachers consistently display a high excellence. They exhibit commitment to
level of performance in their teaching inspire the education community and
practice. They manifest an in-depth and stakeholders for the improvement of
sophisticated understanding of the education provision in the Philippines.
teaching and learning process. They have

13
Session 2 – The PPST Domains,
Strands, and Indicators 1. The PPST defines teacher quality in the Philippines. It
has domains which describe the expectations required of
Key Topic 1: Filipino teachers to be effective in the 21st century in the
Domains Philippines. How many domains does the PPST have?
2. The Domains collectively comprise of strands
The PPST articulates teacher quality through well- that refer to more specific dimensions of teacher
organized domains, strands, and indicators. The practices. How many strands does the PPST have?
succeeding tasks will guide you through this structure.
3. The PPST defines the work expected from teachers
Required Task across different career stages. How many career stages
1: Reading are there?
The PPST is an enclosure to DO no. 42 s. 2017
and is available for download online.
In this activity, you will need a copy of the PPST

booklet. You may get a copy of the DepEd Order with
PPST booklet through this link:
https://www.deped.gov.ph/wp-content/
uploads/2017/08/DO_s2017_042-1.pdf
Part I
Refer to the Glossary (p. 24) and read the formal
definitions
of “Domain”, “Strand” and “Indicator”.
Part II
It is important for you to be familiar with the features
of the PPST in order to better understand the
upcoming sessions and modules. Let’s see if you
were able to pick up the following information after
reading the booklet’s introduction.
Part III.
Go to page 10 of the PPST booklet. You will see a table
which shows the features of the PPST.
Figure 1. The PPST Domains, Strands, and Indicators
In this table, you are introduced to indicators, which are concrete, Domain 1 – Content Knowledge and Pedagogy
observable and measurable teacher behaviors/ practices covered in every
strand in the PPST. Each indicator is represented by a code for easy Strand 2 of Domain 1 – Research-based
reference. knowledge and principles of teaching and
learning
For example, Indicator 1.2.3 means that the indicator is under:
Career Stage 3 (Highly
Proficient) Strand 2 of Domain
1 – Collaborate with colleagues
in the conduct and application of
research to enrich knowledge of
content and pedagogy.
15
Figure 1.2. The PPST Domains, Strands, and Indicators
Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain?
Which strand?
Which indicator?

Summary
1. The PPST defines teacher quality in the

Philippines. It sets clear expectations along well-
defined career stages.
2. In order to help teachers seamlessly integrate the PPST

into their practice, the PPST shall be used as a basis
for all learning and development programs, selection
and promotion, and performance appraisals for
teachers.
3. The PPST booklet describes the expectations of
teachers organized through its salient features: the
Domains, Strands, Indicators and career stages.
4. The PPST has 4 Career Stages, 37 Strands, and 7
Domains. There are 37 indicators for each career stage.

17
Required Task 2: Formative Quiz
Let’s check your understanding of the PPST domains. Use a

copy of the PPST to match the following scenarios with
the appropriate Domain.
Scena Answer Feedba

rio ck
1. Teacher Joy, a Grade 9 adviser, caught one of her learners
smoking along a secluded corridor when going to the
comfort room. Teacher Joy asked the learner to remain in
the classroom after the lesson. During the conference with
the learner, Teacher Joy warned the learner to quit
smoking at school otherwise his parents will be called for a
conference.
a. Domain 1 - Content Knowledge and Pedagogy
b. Domain 2 - Learning Environment
c.Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional

Engagement
g.Domain 7 - Personal Growth and Professional Development
Scena Answer Feedba
rio ck
2. During the post conference, Mrs. Manuel, being the school
head and rater of teacher-ratee, emphasized that the use of
varied learning materials aid learners’ understanding of the
lesson and allow learners to practice the application of
concepts. She also mentioned that varied learning materials
also cater to learners’ different learning styles.


Engagement

3. Teacher Rolly, a Grade 7 English Teacher, discussed the
rules on Subject-Verb Agreement in his lesson. During group
work, his learners were tasked to make a travel brochure for
a particular place. He reminded them to describe the beauty
of the place and include short history while observing
correct subject-verb agreement for their captions.

Engagement
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Key Topic 2:
Strands
As you already know from the previous session, domains
are broad conceptual spheres of teaching and learning
practices defined by specific strands in the set of of strands, e.g. Domain 1 contains seven (7) whereas Domain 2
professional standards for teachers. The domains have contains six (6) strands. Figure 1 shows the first three Strands
varying numbers in Domain 1.
Figure 2: First 3 Strands within Domain 1

Optional Task: Activity
Without referring to the PPST booklet, identify in which Domain the
following selected strands belong to. List the strands under the column
representing the Domain.
1. Professional links with colleagues

2. Research-based knowledge and principles of teaching and learning
3. Management of classroom structure and activities
4. Learners with disabilities, giftedness and talents
5. Learning outcomes aligned with learning competencies
6. Monitoring and evaluation of learner progress and achievement
7. Establishment of learning environments that are responsive to community contexts
8. Positive use of ICT
9. Learners’ gender, needs, strengths and experiences
10. Planning and management of teaching and learning process
11. Design, selection, organization, and utilization of assessment strategies
12. School Policies and Procedures
13. Dignity of teaching as profession
14. Learner safety and security
Community
Content Personal
Learning Diversity of Curriculum Assessment Linkages
Knowle Growth &
Environme Learners and & and
dge & Professiona Professiona
nt Planning Reporting
Pedago l l
gy Engagemen Engagemen
t t
Refer to pages 5-7 of the PPST booklet to check accuracy of your answers.
Guide for Mentors and Newly Hired Teachers2
1
Required Task 3: Reflection
Go through the PPST booklet and read through the Domains

and Strands. Use the table below to identify Strands which you
think could be challenging for you.
Domai Challenging Why is it Input from the

ns Strands (you challenging? Mentor
may just (gray area or (optional, but
indicate strand points for highly
numbers e.g. clarification) encouraged)
1.3)
Content Knowledge and Pedagogy
Learning Environment
Diversity of Learners
Curriculum and Planning
Assessment and Reporting
Community Linkages
Personal Growth and Professional

Development

(Optional)
It is encouraged that you consult your TIP mentor so they
could provide input or points for clarification for
challenging concepts. The results of this activity can also be
discussed in the Learning Action Cell with other newly-hired
teachers, in order to identify in which domains the newly-hired
teachers need more help or intervention.
If there are specific indicators which you wish to know

more about, you may read through the PPST Resource
Packages from the following online links:
https://www.rctq.ph/?page_id=2680

23
Key Topic 3: Indicators
The PPST domains and strands describe the dimensions of
teaching and learning practices across content areas and grade
levels. In order to further support teachers’ professional
practice, the PPST elaborates the strands into concrete,
observable and measurable teacher behaviors/ practices called
indicators. Figure 2 shows the four Indicators – one for each
career stage – within Strand 1.1.
Figure 3: Indicators articulating developmental practice within Strand 1.1

Each strand is progressively elaborated across the four career stages to
articulate continuum of practice. This is evident if you read through the
indicators from left to right, starting from beginning towards proficient. Based on the current default classification, in
which career
On the other hand, reading through the indicators by each career stage stage are you in?
column, you will see the behaviors and practices expected from teachers
according to their respective career stages.
Read through the PPST indicators focusing only
Upon adoption of the PPST, the Department decided to assign teachers to on the indicators under your career stage. For
‘default’ career stages based on their designation or rank. Eventually, the example, if you are Proficient, go through the
Department will develop a system of teacher certification to assign or indicators under the Proficient column.
promote teachers to career stages based on their competencies. Currently, Reflect on whether your practices align
the default career stage classification is as follows: with the expectations of the PPST based on
your career stage.
Teacher 1-3 with 0-3 years of teaching experience: Beginning
Career Stage
Teacher 1-3 with more than 3 years of teaching Summary
experience: Proficient Career Stage
Master Teacher I-II: Highly Proficient Career Stage

1. The PPST is sufficiently generic
Master Teacher III-IV: Distinguished Career Stage to describe teaching and learning
practices across content areas and
grade levels.
However, it is important to note that a teacher is not ‘boxed’ in a Career 2. The PPST contains domains of broad
Stage. For example, a teacher may exhibit the majority of his/her practice conceptual spheres of teaching and
in Indicators for the Beginning Career Stage but may exhibit learning practices which are defined
Proficient or even Highly Proficient of teaching practice on some by specific strands. Each strand is
Indicators. further elaborated into concrete,
observable and measurable teacher
behaviors/practices called indicators.
3. The PPST indicators show the continuum of
practice from beginning to proficient career
stage.
25
(R&R) in the Context of RPMS-
PPST
Module 2 – Embedding the PPST

in HR Systems
Intended
Module Learning Outcomes
At the end of this module, you should be able to:

1. set professional goals that are aligned with
the PPST; and
2. develop a personal professional improvement
plan that will support your career goals.
3. share own reflections with peers on
desirable personal and professional practices
that are geared towards higher level
practice/indicators.
Estimated Time
Required: 2 hours
Module Outline
Session 1 – The PPST and DepEd’s

Human Resource (HR)
Systems
Session 2 – The PPST, RSP and the Merit
Selection Plan (MSP) of DepEd
Session 3 – The Strategic Alignment of the
RPMS with the PPST
Session 4 – Role of RPMS-PPST in
Teachers’ Learning and
Development
Session 5 – The Rewards and Recognition
Courses for Teachers and Schools Leaders”
• DepEd Order 78 s., 2007, “Strengthening the Program
on Awards and Incentives for Service Excellence
(PRAISE) of the Department of Education”
Required Tasks
• DepEd Order No. 32 s., 2016, “Addendum to DepEd
• Formative test Order No. 3 s., 2016 (Hiring Guidelines for Senior High
• Reflection School (SHS) Teaching Positions Effective School Year
• Scenario-based Activity (SY) 2016-2017)”
• DepEd Order No. 7 s., 2015, “Hiring Guidelines for
Required Resources
Teacher I Positions Effective School Year (SY) 2015-
• Department Oder No. 2 s., 2015, “Guidelines in the 2016”
Implementation of the Results-Based Performance • Philippine Development Plan 2017 to 2022;
Management System in the Department of Education”; • Results-Based Performance Management System (RPMS)
• Department Order No. 66 s., 2017, “Revised Manual for Teachers and School Heads
Guidelines on the Appointment and Promotion of • Republic Act 7041, “An Act Requiring Regular
other Teaching, Teaching Related and Non- Teaching Publication of Existing Vacant Positions in
Positions” Government Offices, Appropriating Funds
• DepEd Order 001 s., 2020, “Guidelines for NEAP Therefore, and for other Purposes”.
Recognition of Professional Development Programs and

Session 1 –The PPST and DepEd’s Human Resource (HR) Systems
Key Topic 1: The DepEd Human Resource (HR)

Systems DepEd’s HR systems (Figure 1) are support
Think of the PPST as a yardstick of teacher quality and the Department’s mechanisms that are meant to help teachers
human resource (HR) systems as support mechanisms that enable teachers realize their career goals. It is good for new
to progress across career stages from Beginning to Distinguished stage. The teachers to see how these HR systems are
interconnected so that they can know how each
of these systems work for their benefits, for
their learners and for the nation as a whole.
Figure 4: DepEd’s HR Systems (BHROD, 2017)

27
(SHRM). Using the PPST as the basis of teachers’
performance within the HR systems is the essence of
SHRM.
Figure 1 depicts the four (4) HR systems in DepEd that
are PSST-aligned. These are Recruitment, Selection and
Placement (RSP), Results-Based Performance
Management System (RPMS), Learning and
Development (L&D) and Rewards and Recognition
(R&R). The RSP is the initiating mechanism that enables
DepEd to attract talents to enter into the DepEd
workforce. In the very near future, DepEd intends to
manage its talent by strategically connecting the other
three
(3) HR systems, RPMS, L&D and R&R -- through the
standards. This means that one HR system reinforces the
other, an output in one HR system is an input to another.
Teachers should be able to see this strategic link in order
for them to optimize its utility for their benefit and
that of their learners, and ultimately for DepEd to
achieve its mandate, i.e., to provide every Filipino
learner, quality education as stated in Paragraph 4,
Section 1 of the Republic Act 9155.
RSP
Teachers get into the DepEd system through the RSP
system. The RSP is a series of sequential HR processes
from recruitment, selection to placement. Teacher
induction, or on-boarding, is another HR system that is
intended to help teachers transition the public-school
system. Beginning with the end in mind can help
teachers see the big picture. From DepEd’s perspective,
Teacher I will not remain Teacher I. Each teacher must
progress towards the continuum of the PPST, i.e., from
Beginning to Distinguished teacher.
RPMS
Teachers’ professional development and recognition of
their accomplishments are embedded in the four (4)
cycles of RPMS. Therefore, one HR system is not to be
treated as stand-alone because one system’s output is
input to another. As a whole, these systematic
connections amongst the HR systems and the PPST is
called ‘Strategic Human Resource Management’
development modality, through which learning interventions occur in
school where teachers are appointed. Research has found that
coaching is an effective professional learning modality that can help
teachers improve their teaching practices as well as learners’
L&D and R&R
academic performance (Blazar, David, & Kraft, 2015, 563).
L&D is embedded within the RPMS cycles. During “Development
Rewards and Recognition (R&R) is an essential aspect of
Planning” in Phase IV, teachers are given the opportunity to identify
performance management in all organizations. DepEd’s R&R
their learning gaps or developmental needs through the Individual
mechanism is anchored on Civil Service Commission Program of
Development Plan (IDP). The IDP is an important part of the
Awards and Incentives for Service Excellence (PRAISE). The
teachers’ Individual Performance Commitment Rating Form
purpose of DepEd-PRAISE is to motivate DepEd personnel to
(IPCRF). The IDP is signed by both the teachers and their mentors.
deliver excellent performance which will in turn contribute to the
This is an indication that both have the responsibility to carry-out
overall performance of the Department.
what was stated in the IDP. At the beginning of the performance
rating, i.e., the IDP serves as one of the bases for teachers’ learning Both L&D and R&R are relevant HR systems that help strengthen
needs. The needs are anchored on the PPST. Phase II of the RPMS is the performance management practices of school heads to provide
where coaching is carried out until the evaluation phase to address teachers the needed support to progress across the PPST continuum.
teachers’ learning needs. Coaching is a workplace professional

Required Task 1: Formative Test
Scenario 2: An Advanced Teacher at
Multiple Choice Test: Respond to the following scenarios based on your the Beginning Stage of PPST
understanding of the PPST and the strategic connect of the DepEd HR
systems:
Teacher Ruth had three (3) years teaching
Scenario I: Teacher Anthony’s Dreams experience in a private school before she
It is Teacher Anthony’s first year of teaching. After going through the was hired in the public high school where
Teacher Induction Program (TIP), he dreams of becoming a Master she is currently teaching. Because of her
Teacher someday. He knows that he has to work on his competency gaps prior experience, she has already acquired
based on the indicators for proficient teachers in the PPST. After some good teaching practices and she
taking the self-assessment test (SAT), Teacher Anthony admitted to his has been identified by her
mentor that he needs support in certain domains at the beginning level. School Head as a high performer and high
potential future teacher leader. This coincides
with Teacher Ruth’s dream to become a future
Which of the following will NOT GREATLY help Teacher Anthony school leader in DepEd. However, she is a
achieve his dream of becoming a Master Teacher? newly-hired teacher and her colleagues label her
as Beginning Teacher under the PPST. Which
of the following behaviors can help teacher
Ruth fulfill her career goal?
a. Use the result of his SAT in identifying his learning needs
b. Attend as many learning and development activities
to earn as many certificates for promotion a. Align with the PPST her
c. Regularly revisit the PPST to align his professional development professional teaching practices
needs with the expectations of proficient teachers b. Get help from somebody she knows
in DepEd to serve as her “padrino”
d. Gather evidences of his good performance
c. Gather certificates of her previous
trainings in the private school where
Answer: B, merely attending training sessions is insufficient she taught and keep it for promotion
to help teacher Anthony reach his career goal.
d. Make friends with her school head, so
she can have his/her favor
Answer: A. There is a high potential for

promotion, when beginning teachers use
the PPST to monitor their own
performance and align their professional
practices with the expectations from them accepted standards for teacher quality
based on the PPST, which is a nationally (DepEd Order No. 42, s.2017).

29
evident
Scenario 3:
Teacher Ruth’s Supportive Mentor
Teacher Ruth is in her second year of teaching. She is

quite a fast learner when it comes to using the PPST
for her professional development benefits. Her
mentor has been very supportive and is one of the
key contributors to teacher Ruth’s successful
completion of the Teacher Induction Program. Phase
IV of the RPMS cycle, Performance Rewarding and
Development Planning, is fast approaching. Which of
the following is most likely to happen to teacher Ruth?
a. To address her performance gaps, teacher Ruth

will be referred to a peer for coaching session
during the next school year
b. Teacher Ruth will not be able to get the
outstanding rating for the current school year
c. Teacher Ruth may be awarded for her
outstanding performance
d. Teacher Ruth will remain at the beginning
level of the PPST
Answer: C
Scenario
4: Possibilities in the Life of a Newly
Hired Teacher
Teacher Abel is a newly hired teacher. Prior to his

work in DepEd, he had been working as Department
Head in
private school. His professional experience is very
professional practice
in the professional ethics that he manifests in his teaching Answer: B

practices. Which of the following statement is NOT possible in
this case?
Scenario 5: Propelling Teachers Motivation
a. Teacher Abel could be a high potential for future school
leadership
School Head Ms. Lopez is a strong proponent of DepEd’s
b. He may not need to undertake DepEd’s Induction contextualized Program of Awards and Recognition for Service
Program Excellence (DepEd-PRAISE). Every year during “Teachers’ Day
Celebration”, she recognizes her high performing teachers and
c. He can be tapped as resource person in the school’s
normally gives them a “Certificate of Recognition for
Learning Action Cell (LAC)
Outstanding Performance”. Teachers Marlyn and Carmina are both
d. His progression across the PPST continuum could be newly hired teachers in Mathematics and they are both aspiring to
faster if he purposely use PPST as the basis for his get outstanding award during the school year. Which of the
following will NOT help them attain their goal?

a. Optimize the use of the Teacher Induction Program
(TIP) materials to orient themselves with the context
of DepEd, the PPST and other HR systems
b. Prepare their MOVs according to the guidelines in
the RPMS-PPST
c. Participate in learning and development that will
close their competency gaps and developmental
needs
d. Make close friendships with their school head and
Department heads
Answer: D
Optional Task: Reflection

Reflect on the strategic relationships amongst the PPST
and the HR systems.

31
PERSONAL REFLECTIONS ON THE STRATEGIC ALIGNMENT OF THE PPST AND HR SYSTEMS
Having the right perspective about the PPST and the different HR systems can help you plan your career and move forward
according to your short- and long-term professional goals. Reflect on what you have learned from readings and activities in
Section I of this Module. Answer each reflective question in the I-chart, or information chart, below. Share your insights with
your mentor at your next mentoring session.
I-Chart on HR Systems
HR What did I learn? What can I do with What are the
System what I implications of my new
learned? learnings with my
current practice?
RSP
RPMS-PPST
L&D
R&R

Summary
The DepEd HR systems are interrelated and anchored on the

PPST. These HR systems are put in place to support teachers’
continuing professional development. Optimizing use of the
PPST and the HR systems enables teachers to pursue their
professional goals. The HR systems are intended to support
them.
Recommended Further Readings: DO 2 s., 2015, DO

001 s., 2020, DO. 78 s., 2007
Required Reading: RPMS-PPST Manual for Teachers and
School Heads, page 10

33
Session 2: The PPST, RSP and the
Merit Selection Plan (MSP) of DepEd Required Task 1: Preliminary
Activity
Accomplish the K-W-L-H Chart below.
What do you know What else do you What did you learn How will you learn
about? want to about the PPST and more?
know? HR systems? e.g. read from online
sources
PPST
RSP
MSP
Recommended Readings: DO 66 s., 2007 and DO 7 s., 2015

Key Topic 1: Looking through the PPST lens: Onboard- Key Topic 2: The Strategic Connect of
ing the best-fit teachers in DepEd schools the PPST and DepEd’s Recruitment
and Promotion Processes
Technological advances are major drivers of change and they can assist in
responding to the challenges confronting schools due to the COVID-19 You have seen in the previous section that
pandemic and other major dis- ruptions to the delivery of education. The attracting highly competent teachers is one of the
Department needs to ensure that newly-hired teachers possess competencies most important human resource processes. This is
on the use of various delivery modalities and platforms as well as the so because, if DepEd is able to recruit quality
competencies to teach content. Teachers with technological knowledge and newly-hired teachers, the learning and
skills are much-needed in DepEd schools, more than ever before. In the very development gaps of teachers could be narrowed
near future, DepEd will scout teachers using a competency-based down. This means that instead of putting the
recruitment process. This will ensure that the teachers of the very near Department’s resources to continually address
future are highly competent to ensure the continu- ity of quality education teachers’ learning gaps, they can be directed to
even in difficult circumstances (Re- public Act 9155, 2001). address other needs of both teachers and learners.
What does it mean for teachers? When teachers
Studies have found that teachers play a crucial role in their learners’ are highly competent, they are more motivated
academic performance (Schneider et al. 2017; Rothstein 2015; Ngware et al. and inspired to facilitate their classes. They are
2015); hence, DepEd ensures that it has quality teachers to execute lessons more fulfilled in their profession.
in different learning modalities. Since, teaching and learning today can Consequently, they can also progress more
happen even outside the confines of classrooms, knowledge and successfully in the PPST continuum. In this case,
skills of teachers in the production of electronic learning materials are there will be career opportunities for teachers,
depending on their choice. That is why it is
becoming highly important. Through a well-defined recruitment
important for beginning teachers to understand
process, DepEd can place the best-fit teachers in all public schools.
how they can optimize the PPST and HR systems
The use of different teaching and learning modalities is articulated in the to help them reach their career goals.
Indica- tors for all career stages within the PPST.
Teachers who successfully progress across the
PPST continuum are high potential for future
master teachers, who are recognized as subject
matter experts in their area of specializations, or
school leaders. There is a high potential for
promotion when beginning teachers use the PPST
to monitor their own performance and align their
professional practices with the expectations from
them based on the PPST.
PPST is used as a yardstick for teacher quality in
the country. It is also important to note that
through the lens of the PPST, public school
teachers are recruited, on-boarded and can
advance their career through clear-cut promotion evolved into a standards-based recruitment
guidelines articulated in Department Order No. process. The DepEd merit selection is anchored
66 s., 2007, “The Merit Selection Plan of the on Civil
Department of Education”, which will soon be

35
are the critical bases for promoting DepEd personnel.
Service Commission’s (CSC’s) Memorandum Circular

03 s., 2001, “Revised Policies on Merit Promotion Plan”,
which underscores the merit and fitness principle
which serve as a general framework for hiring and
promotion of government personnel. The MSP is also a
mechanism that supports DepEd in achieving its mission,
vision, goals and objectives.
Key Topic 3: RSP and MSP

Recruitment, Selection and Placement (RSP) is the
initiating step within the HR system. Recruitment is
about attracting the quality of teachers that the
Department needs to teach in public schools across the
country. This is done by posting vacancies in places
where they can be broadly announced in compliance
with the requirements of publication law embodied in
RA 7041. DepEd needs to attract good quality teacher-
applicants to respond to the needs of its K to 12 learners
and ensure that quality education will continue to be
provided in all public schools. Quality teachers are
needed to produce quality K to 12 learners.
Research findings support the growing need to hire
quality teachers as they serve as input to learners’
performance (Goldhaber, 2015, 64; Kelly, 2012;
Kennedy, 2010).
When teachers enter DepEd, the onboarding process
scaffolds their smooth transition to their new
environment. This entails a more detailed understanding
about the organization. The PPST defines teacher
quality and guides teachers’ performance, professional
development needs and possible career progression. The
PPST supports teachers to achieve their career goals, and
DepEd’s policy guidelines on hiring and promotion set
out the standard processes. DepEd’s Merit and Selection
Plan (MSP), which operates under the principle of
meritocracy and fitness, defines the standard
process for promoting best-fit teaching and non-
teaching candidates. Qualification and competence
Reflect on your greatest learnings about meritocracy and fit-
ness principles on hiring and promotion. What does this tell you?
How will you adjust your professional goal and practice with
Required Task 2: Reflection DepEd’s expectations from its personnel? Write your
reflections/insights on the space provided below.

Summary
The PPST is linked with DepEd’s Recruitment, Selection and

Placement (RSP) system and the Merit Selection Plan (MSP).
This ensures that DepEd hires teachers who are
qualified to teach in public schools, are subject matter experts
and possess the core behavioral competencies that are needed
to deliver DepEd outcomes. Both the RSP and the MSP
operate on the principle of merit and fitness. This means
that teacher applicants’ qualifications are assessed
based on merit and not based on who they know or who can
help them.

37
Session 3: The Strategic Alignment of
the RPMS with the PPST
Required Task
1: Preliminary Activity
Refer to page 69 of the RPMS Manual (See Figure 2) and reflect on
Recommended Readings: DO 2, s.2015 and
the RPMS framework. What does this framework communicate to
RPMS- PPST Manual for Teachers and
you? Identify relevant activities that you should undertake in each
School Heads cycle.
Activity:
Accomplish the “My RPMS-PPST Activity
Logs”
MY RPMS-PPST ACTIVITY LOGS
RP My Intended Activities per Cycle

MS (What preparatory activities do you need to do in
between each cycle?)
Cycles Inclusive Dates
Phase I:
Performance
Planning and
Commitment
Phase II:
Performance
Monitoring and
Coaching
Phase III:
Performance
Review and
Evaluation
Phase IV:
Performance
Rewarding and
Development
Planning

Figure 5: The Results-Based Performance Management (RPMS) Framework (DepEd, 2019, 69)

39
Key Topic 1: The RPMS-PPST
Framework: How does it Work for
Technical Assistance (TA) is consistently embedded in each phase of
Teachers? the RPMS-PPST. This is done through the mentoring program in
which continuous coaching and feedback are given to teachers.
Mentors play a crucial role in the professional life of beginning
The Results-Based Performance Management (RPMS), teachers. Studies report positive results when beginning teachers
as defined in DO 2 s., 2015, is a contextualized have access to the kind of support they need (Martin, Buelow and
version of Civil Service Commission’s (CSC’s) Hoffman, 2016; Kyndt, Gijbels, Grosemans & Donche, 2016;
Strategic Performance Management System (SPMS). It Murray, 2015). Mentoring and coaching support teachers to adjust
is strategically linked with the PPST and it also provides their performance and calibrate their perspectives based on the
input to other HR systems, like L&D and R&R. The PPST.
RPMS-PPST framework (Figure 2) encapsulates the
relationships of these HR systems and clearly shows how Required Task 2: Activity
teachers’ performance can be used as input to the L&D
and R&R systems. The PPST is used to identify
teachers’ performance gaps and/or developmental needs.
Developmental L&D needs are future-oriented; they help Analyze the two (2) scenarios below and indicate
teachers address competencies that might be needed for whether the following statements are true or false.
their future higher-level position. On the other hand,
competency gaps are needs that must be met to enable
teachers to perform their current teaching job as stated Scenario A: Teacher Paula is a new BSE graduate Major in
in the PPST. Science who has been hired to teach in a Junior High School.
The RPMS-PPST manual and associated tools clearly Scenario B: Teacher Dennis has been teaching Science in a private
communicate the activities that teachers will undergo, school for the past four (4) years. After he completed his doctoral
expected outputs, and timelines, and include the forms degree, he applied to the same public high school where Teacher
that teachers need in each cycle. Notice that the PPST is Paula is working. Both Teachers Paula and Dennis are newly-hired
at the core of the framework (Figure 2). The PPST is not teachers handling Science.
just about standard expectations from teachers across the
country; it is also a statement of accountability as per the
PPST. It clearly sets out what DepEd and its external
stakeholders, e.g., parents, business partners, etc., expect
from public school teachers. The PPST guides teachers
on how they can calibrate or align their current practices
with the standards. Developmental and competency gap
needs should be addressed.
Stateme Response Feedback
nt
Since Teacher Paula is inexperienced, her L&D
needs might be different from that of Teacher
Dennis, who has been teaching for the past three (3)
years.
Both teachers may use the PPST tools to identify

their strengths and areas in which they may need
support.
Both teachers can have their L&D needs

addressed through the RPMS-PPST.
Mentors’ feedback is important for both teachers to
monitor their own progress. They can get feedback
from their mentors whether formally or informally
assigned.
Teacher Paula is a new BSE graduate Major in
Science who has been hired to teach in a Junior High
School.
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management mechanism
that puts forth a standard performance process for the benefit of teachers and learners.
Summary
In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and
performance management processes. This entails collaboration with peers and mentors. Since the RPMS cycle is embedded in
teachers’ daily job, continuous feedback is needed to support them until the RPMS processes become teachers’ professional practice.
41
Session 4 – Role of RPMS-PPST in
Teach- ers’ Learning and Development
Key Topic 1:
Strategic Alignment of the RPMS and L&D with
the PPST
The strategic alignment of the RPMS and L&D with the PPST
is very evident in the RPMS-PPST processes. All throughout
the performance cycle, teachers continually monitor their

performance and are able to identify their learning needs. These L&D needs
are documented during Phase IV of the RPMS cycle where teachers plan
their Individual Develop- ment Plan. The previous year’s Individual
Development Plan is carried over into the next performance cycle so it can Required Task 1: Activity
be addressed. During Phase III of the RPMS cycle, performance gaps or
developmental needs are identified and corresponding L&D activities Read the scenarios below and answer the
are determined and reflected in the IDP during Phase IV. The most question that follows by choosing the correct
feasible L&D modality is taken in order to realize them within the answer from the given options.
performance cycle.
Scenario 1: Classes have ended. Teachers
Just like the RPMS, L&D is also a shared responsibility between teachers Rona, Evalou and Rex are planning for their
and the organization. The IDP is signed by both the ratee and the rater to development needs. Teacher Rona shared with
make it evident that each person has the responsibility to ensure the the group that she struggles to meet the indicators
commitments in the IDP are realized (DO 2 s., 2015, 10). L&D in Domain 2 of PPST. She has been challenged in
continuously happens during the entire performance cycle, this is carried out managing her learners’ behavior. Teacher Evalou
through various modalities and through continuous provision of feedback to admitted that she has not fully developed all core
improve performance. L&D intervention for all public-school teachers competencies indicated in the RPMS. Teacher
should be relevant, needs-based, empowering, uphold equality, and Rex is the top performer among the three. He just
strategically connected with other HR systems and the PPST. got an “Outstanding Rating” for the school year.
Teacher Rex feels that he still needs to participate
in L&D activities to address his developmental
Coaching and mentoring are sample modalities of L&D that are made needs.
explicit in the RPMS that commences immediately after Phase I. This shows
that workplace learning is put forth as the most effective L&D modality.
Researchers in the field recognize the value of workplace learning over
formal learning (Klein & Moore, 2016; Kyndt et al., 2016). Continuous
improvement on performance is expected through feedback and monitoring.
Question se
Guide for Mentors and Newly Hired Teachers4

3
Which of the following explains why all three of them need to
participate in L&D activity relevant to their needs?
Teachers Rona and Evalou need L&D to address their developmental
needs while teacher Rex need to address his performance gaps
Teacher Rex needs L&D to address his developmental needs, while
teachers Rona and Evalou need to participate in L&D to address their
competency gaps
All teachers need to attend L&D to address their
developmental needs All teachers need to attend
coaching sessions
Summary
L&D is strategically connected with the RPMS and PPST.
Each cycle of the RPMS is supported by relevant L&D ac-
tivities for teachers. All professional development (PD) for
teachers should be relevant, needs-based and anchored on the
PPST. This strategic alignment of L&D system with RPMS,
PPST and R&R is designed to bring about DepEd’s intended
outcomes.

Required Task 2: Professional Development Plan
Prepare your Professional Development Plan that you

intend to implement for the current school year, using the
template provided below:
Development Development L&D Modality Target Completion

Goal (Target PPST Activity Date
Domains)

45
and will likely progress in their career.
Session 5–Rewards and

Recognition (R&R) in the Context of
RPMS-PPST
Key Topic 1:
Rewards and Recognition
From the human resource perspective, performance is

driven by motivation. In other words, teachers behave
the way they do because there is an inner drive that
pushes them. Motivation is said to be those, “factors
that activate, direct and sustain goal-directed
behavior” (Iricinschi, 2020, 271). Beginning teachers
need to see both the big and small picture in order to
comprehend their stake in the PPST and the HR systems
of DepEd in order to be fully motivated. Nobody can
truly be motivated by mere compliance or pleasing
one’s immediate superior. Superficial motivation is
fleeting, it is surface level and the person would
tend to show expected behavior when someone is
looking. This is not the kind of motivation that can bring
any beginning teacher to real success in his/her
profession.
When beginning teachers enter the DepEd workforce,
they possess varying abilities, competencies and
experiences that can help them carry out their teaching
duties competently. Ability enables one to perform or
carry out a function or task. Motivation is another
element that is needed in order to enable beginning
teachers to translate their abilities into something useful.
But, they need more opportunities to explore and
practice. So, one’s performance is determined by one’s
ability, internal or external motivation, and opportunities
available. This is why beginning teachers are given
mentors. Mentors create opportunities for beginning
teachers to improve their teaching practice. When this
happens, beginning teachers become more fulfilled
Recognition is embedded in the RPMS-PPST. This is part of Phase
IV, i.e. Performance Recognition and Awarding. There are many
forms of rewards. L&D is one form of reward that is very evident in
Rewards and Recognition (R&R) is an essential aspect of DepEd. The National Educators Academy of the Philippines (NEAP)
performance management in any organization whether public or is DepEd’s training arm that hones teaching and non-teaching
private. DepEd’s R&R mechanism is anchored on CSC’s Program of personnel in DepEd. Scholarship is another form of reward to DepEd
Awards and Incentives for Service Excellence (PRAISE). The personnel. Scholarships are awarded to high performing, high
purpose of DepEd PRAISE is to motivate DepEd personnel to potential employees of DepEd because they are expected to give a
deliver excellent performance which will in turn contribute to the return of investment (ROI) to DepEd when they return from their
overall performance of the Department. Phase IV of the RPMS, scholarship.
“Performance Rewarding and Development Planning”, is about Beginning teachers should not focus solely on these tangible
recognizing outstanding performers at all levels of governance. At rewards. Seeing their learners graduate and become productive
the school level, its aim is to recognize outstanding teachers. DepEd citizens of our nation could be a lasting form of intrinsic reward. On
wants all its teachers to perform well.. the other hand, DepEd PRAISE motivates high performing teachers,
who become good examples to their fellow teachers.

Summary
Reward and recognition are forms of motivation – that is why

this is part of the RPMS cycle. The purpose is to reward
desirable performance as well as help teachers align their
practice with the expectations articulated in the PPST.

47
RPMS
Module 3 – The Results-based

Performance Management System
(RPMS)
Intended
Module Learning Outcomes
At the end of this module you should be able to:
1. demonstrate knowledge of the RPMS cycle,
and PPST-based RPMS tools and processes;
2. use PPST-aligned tools in developing your
teaching
practices as defined by the standards;
3. use PPST-aligned tools to monitor your

progress towards achieving your professional
development goals; and
4. develop lesson plans as quality evidence for
RPMS.
Estimated Time
Required: 2 hours
Module Outline
Session 1: The Results-based Performance
Manage- ment System (RPMS) of
DepEd
Session 2: The PPST-aligned
RPMS Session 3: The RPMS
Cycle
Session 4: The PPST-based RPMS Tools and
Pro- cesses
Session 5: Lesson Plans as Quality Evidence for
http://deped.in/RPMSManualver2019
• PPST Resource Package Modules, http://bit.ly/
PPSTResourcePackageA
• DepEd Order No. 2, s. 2015, Guidelines on the
Required Tasks
Establishment and Implementation of the Re-
• Table Completion Activity sults-based Performance Management System
• Reflection (RPMS) in the Department of Education
• Civil Service Commission (CSC) Memorandum Circular
No. 06, s. 2012, Guidelines in the Estab- lishment
Required Resources and Implementation of Agency Strategic
Performance Management System (SPMS)
• Updated RPMS Manual for Teachers and School Heads,

Session 1 – The Results-based Perfor- technology composed of strategies, methods, and tools for ensuring
mance Management System (RPMS) of DepEd fulfillment of the functions of the offices and its personnel as well as for
assessing the accomplishments. It is also a mechanism that ensures that the
Preliminary Activity employee achieves the objectives set by the organization and the
organization, on the other hand, achieves the objectives
that it has set itself in its strategic plan.

In five (5) minutes, list down all things you know about RPMS. Start
with basic one-liner information. Check these as you proceed with this The SPMS follows the four-stage Performance
session. Manage- ment System (PMS) cycle that
underscores the importance of performance
management (Enclosure p. 6-11, CSC
Memorandum Circular No. 06, s. 2012):
Key Topic 1: The RPMS
Stage 1: Performance Planning and
Commitment Stage 2: Performance
The Civil Service Commission (CSC) issued Memorandum Circular No. 06, Monitoring and Coaching Stage 3:
s. 2012 titled Guidelines in the Establish- ment and Implementation of Performance Review and Evaluation
Agency Strategic Performance Management System (SPMS). The Stage 4: Performance Rewarding and
SPMS is focused on linking individual performance vis-à-vis the agency’s Development
organizational vision, mission, and strategic goals. It is envisioned as a Planning

49
The four-stage Performance Management System (PMS) is illustrated in Figure 6.
Figure 6: Performance Management Systems Process

Source: Enclosure p. 20, CSC Memorandum Circular No. 06, s. 2012

Key Topic 2: The SPMS Performance Measure
In the first stage of the cycle, or the performance

planning, CSC mandates that performance be measured by
the following categories: Effectiveness/Quality,
Efficiency, and Timeliness.
Categ Definiti
ory on
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
The degree to which objectives are achieved and the extent to which targeted
problems are solved. In management, effectiveness relates to getting the right
things done.
Efficiency The extent to which time or resources is used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount or quantity
of waste, expense, or unnecessary effort.
Timeliness Measures whether the deliverable was done on time based on the requirements of the
law and/or clients/ stakeholders.
Time-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive
expectations.
Source: CSC Memorandum

Circular No. 06, s. 2012,
Enclosure p. 6,
51
Key Topic 3: The SPMS Rating Scale
In the third stage of the cycle of the performance evalua-

tion, the CSC mandates a five-point rating scale.
Rati
Descripti
ng
on
Numeri Adjectiva
cal l
Performance represents an extraordinary level of achievement and commitment in
terms of quality and time, technical skills and knowledge, ingenuity, creativity, and
5 Outstanding initiative. Employees at this performance level should have demonstrated exceptional
job mastery in all major areas of responsibility. Employee achievement and
contributions to the organization are of marked excellence.
Performance exceeded expectations. All goals, objectives and targets were achieved
above the established standards.
4 Very
Satisfactory
Performance met expectations in terms of quality of work, efficiency, and timeliness.

The most critical annual goals were met.
3 Satisfactory
Performance failed to meet expectations, and/or one or more of the most critical goals
were not met.
2 Unsatisfact
ory
Performance was consistently below expectations, and/or reasonable progress toward

critical goals was not made. Significant improvement is needed in one or more
1 Poor important areas.
Source: CSC Memorandum Circular No. 06, s. 2012, Enclosure p. 11

The SPMS Forms (Enclosure p. 15-16 & 26, CSC Memorandum Circular No. 06, s. 2012)
1. The Office Performance

Commitment and
Review Form
(OPCRF) summarizes
the targets, performance
measures, budget and
responsibility centers of
the Office.

53
2. The Individual Perfor-
mance Commitment
and Review Form
(IPCRF) is an
individual’s target based
on the Office
performance targets and
measures in the OPCRF.

3. The Professional Devel-
opment Plan is used to improve
or correct performance of
employees with Unsatisfactory
and Poor performance ratings.

55
Figure 7: All government agencies adopted the CSC’s SPMS.
The Department of Edu-

cation (DepEd) adopted
CSC’s SPMS and called it
the Results-based Per-
formance Management
System (RPMS). The
Department released the
guidelines on the estab-
lishment and implementa-
tion of RPMS thru DepEd
Order No. 2, s. 2015.

57
Key Topic 4:
Guidelines on the Establishment and
Implementation of the RPMS
DepEd Order No. 2, s. 2015, otherwise known as Guide-

lines on the Establishment and Implementation of the
Results-based Performance Management System
(RPMS) in the Department of Education, adopts the Civil
Service Commission’s Strategic Performance Management
System (SPMS) and stipulates the specific mechanisms,
criteria and processes for the performance target setting,
monitoring, evaluation, and development planning
(Enclosure p. 3, DepEd Order No. 2, s. 2015).
This DepEd Order provides for the establishment and im-

plementation of the RPMS in all DepEd schools and
offices, covering all officials and employees, school
based and non- school-based, in the Department holding
regular plantilla positions. For school-based personnel, the
RPMS shall be used only as an appraisal tool, which shall be
the basis for training and development (DepEd Order No. 2, s.
2015).
Similar to the 4-stage SPMS Cycle, the RPMS follows a

4-phase cycle that covers performance for one whole year
(DepEd Order No. 2, s. 2015):
Figure 7. Updated Teachers RPMS Cycle and Timeline

59
The RPMS Performance Measure
Categ Definiti
ory on
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
The degree to which objectives are achieved and the extent to which targeted
problems are solved. In management, effectiveness relates to getting the right
things done.
Efficiency The extent to which time is or resources are used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount or quantity of
waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Timeliness Measures whether the deliverable was done on time based on the requirements of
the law and/or clients/ stakeholders.
Time-related performance indicators evaluate such things as project completion
deadlines, time management skills and other time-sensitive expectations.
The RPMS Rating Scale
Rati
Descripti
ng
on
Numeri Adjectiva
cal l
Performance represents an extraordinary level of achievement and
commitment in terms of quality and time, technical skills and knowledge,
5 Outstanding ingenuity, creativity, and initiative. Employees at this performance level
should have demonstrated exceptional job mastery in all major areas of
responsibility. Employee achievement and contributions to the
organization are of marked excellence.
Performance exceeded expectations. All goals, objectives and targets

4 Very
were achieved above the established standards.
Satisfactory
Performance met expectations in terms of quality of work, efficiency, and

3 Satisfactory
timeliness. The most critical annual goals were met.
Performance failed to meet expectations, and/or one or more of the

2 Unsatisfact
most critical goals were not met.
ory
Performance was consistently below expectations, and/or reasonable

1 Poor
progress toward critical goals was not made. Significant improvement is
needed in one or more important areas.
61
The RPMS Forms
Figure 8: Office Performance Commitment and Review Form (OPCRF)
The Office Performance Commitment Review Form (OPCRF) shall be accomplished by the head
of school, e.g. School Head, Head Teachers, including designated Teacher-in-Charge, to reflect
the office KRAs, objectives and performance indicators. Other personnel with administrative functions,
but are not head of office, must craft their own IPCRF.

Figure 9: The Individual Performance Commitment and Review Form (IPCRF)
The Individual Performance Commitment and Review Form (IPCRF) is a mechanism

used by government employees to evaluate the tasks completed by teachers over the
course of a year. The teacher’s major output is their performance on providing quality
basic education service.

63
Figure 10: The Professional Development Plan
Employee development is a continuous learning process that allows an employee to achieve his or her personal
goals within the framework of the organization’s goals. Employee creation is a joint responsibility of the
person, manager, human resources, and the organization.

Summary
• Civil Service Commission (CSC) Memorandum

Circular No. 6, s. 2012 provided for the establishment
of an institutionalized performance management
system in the public service.
• Department of Education (DepEd) Order No. 2, s.
2015 adopted the CSC’s Strategic Performance
Management System (SPMS) as the Results-based
Performance Management System (RPMS) of the
Department.
• The RPMS is done as a cycle of 4 phases. There are
corresponding forms and activities in each phase of
the RPMS Cycle.

65
Session 1 – The PPST-aligned RPMS
Required Activity 1: Reflection

The Rationale for the Alignment of RPMS with PPST
The idea of aligning the RPMS with PPST emerged from the
What have you learned about PPST and RPMS as two National Validation Study of the PPST conducted by the Philippine
sep- arate entities in DepEd? How about their alignment? National Research Center for Teacher Quali- ty (RCTQ) across 17
regions in the country in 2015. Focus group workshops were
Key Topic 1: conducted as part of the final phase to validate the PPST.
What happened with RPMS after DepEd’s
adoption and implementation of PPST?
Figure 11: Issues raised by teachers in the National Validation of the PPST

During this National Validation, various comments and issues were raised indicated that the alignment should be integrated seamlessly.
by teachers (as shown in Figure 11). The participants saw alignment of the
Revised Professional Standards for Teachers with the existing DepEd Supervisors and principals expressed the same
systems such as the Results-based Performance Management System views as teachers (as shown in Figure 12). They
(RPMS), promotion, as well as hiring and recruitment systems. They recommended the presence of support structures
in the implementation of the standards.
Figure 12: Issues raised by Supervisors and Principals in the National Validation of the PPST

67
These issues prompted the Bureau of Human Resource
and Organizational Development (BHROD), with
RCTQ, to:
• Align the performance of Verification (MOV) as evidence of performance
assessment tool, responsive to
• Refine the RPMS evaluation process to ensure
career stages, with the PPST
efficiency, fairness and equity in the evaluation process
• Focus on the essential
that places greater premium on quality not quantity
duties and responsibilities
of teachers
• Set tangible and realizable objectives
from the indicators of PPST and
provide specific Means
Key developments in the creation of the PPST-aligned RPMS are shown on Figure 3.
Figure 13: Key developments in the creation of the PPST-aligned RPMS

Key Topic 2: Alignment of RPMS with PPST in
the PPST-based IPCRF
The PPST-based IPCRF, as described during the previous

session, is one of the most familiar forms in RPMS. Due to
the clamor of the field to integrate PPST to the other
existing HR systems during the National Validation Study
of the PPST. The RPMS adopted the Domains and
Indicators of the PPST as its Key Result Areas (KRAs)
and Objectives, respectively.
Key elements of the PPST-based IPCRF is shown in Figure 14.
Figure 14: Key elements of the PPST-Based IPCRF

69
The PPST-aligned
RPMS in School Years (SYs) 2018- 2019 and
2019-2020
In SYs 2018-2019 and 2019-2020, the first 12 priority

PPST indicators were downloaded to the field and
formed part of the PPST-aligned RPMS for these rating
periods.
RP PP
MS ST
KRA 1: Content Knowledge and Pedagogy Domain 1: Content Knowledge and Pedagogy
Domain 2: Learning Environment

KRA 2: Learning Environment and Diversity of Learners
Domain 3: Diversity of Learners
KRA 3: Curriculum and Planning Domain 4: Curriculum and Planning
KRA 4: Assessment and Reporting Domain 5: Assessment and Reporting
KRA 5: Plus Factor N/A
Teachers who were categorized under the default Proficient career stage used these RPMS Objectives (or PPST Indicators):
RP PP
MS ST
Objective 1: Apply knowledge of content within and across Indicator 1.1.2: Apply knowledge of content within and across
curriculum teaching areas. curriculum teaching areas.
Objective 2: Use a range of teaching strategies that enhance Indicator 1.4.2: Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills. learner achievement in literacy and numeracy skills.
Objective 3: Apply a range of teaching strategies to develop Indicator 1.5.2: Apply a range of teaching strategies to develop
critical and creative thinking, as well as other higher-order critical and creative thinking, as well as other higher-order
thinking skills. thinking skills.
Objective 4: Manage classroom structure to engage learners, Indicator 2.3.2: Manage classroom structure to engage
individually or in groups, in meaningful exploration, discovery learners, individually or in groups, in meaningful exploration,
and hands-on activities within a range of physical learning discovery and hands-on activities within a range of physical
environments. learning environments.
Objective 5: Manage learner behavior constructively by Indicator 2.6.2: Manage learner behavior constructively by
applying positive and non-violent discipline to ensure applying positive and non-violent discipline to ensure learning-
learning-focused environments. focused environments.
Objective 6: Use differentiated, developmentally appropriate Indicator 3.1.2: Use differentiated, developmentally
learning experiences to address learners’ gender, needs, appropriate learning experiences to address learners’ gender,
strengths, interests and experiences. needs, strengths, interests and experiences.
Objective 7: Plan, manage and implement developmentally Indicator 4.1.2: Plan, manage and implement developmentally
sequenced teaching and learning processes to meet sequenced teaching and learning processes to meet curriculum
curriculum requirements and varied teaching contexts. requirements and varied teaching contexts.
Objective 8: Participate in collegial discussions that use Indicator 4.4.2: Participate in collegial discussions that use
teacher and learner feedback to enrich teaching practice. teacher and learner feedback to enrich teaching practice.
Objective 9: Select, develop, organize and use appropriate Indicator 4.5.2: Select, develop, organize and use appropriate
teaching and learning resources, including ICT, to address teaching and learning resources, including ICT, to address
learning goals. learning goals.
Objective 10: Design, select, organize and use diagnostic, Indicator 5.1.2: Design, select, organize and use diagnostic,
formative and summative assessment strategies consistent formative and summative assessment strategies consistent with
with curriculum requirements. curriculum requirements.
Objective 11: Monitor and evaluate learner progress and Indicator 5.2.2: Monitor and evaluate learner progress and
achievement using learner attainment data. achievement using learner attainment data.
Objective 12: Communicate promptly and clearly the learners’ Indicator 5.4.2: Communicate promptly and clearly the learners’
needs, progress and achievement to key stakeholders, needs, progress and achievement to key stakeholders, including
including parents/guardians. parents/guardians.
71
Comparison between RPMS (pre-PPST) and PPST-aligned RPMS
Optional Task Summary

Have you already encountered the indicators used in SYs • The Results-based Performance Management System
2018-2019 and 2019-2020? If so, briefly (RPMS) was aligned with the Philippine Professional
summarize your experiences during the RPMS-related Standards for Teachers (PPST) anchored on the
activities? provisions of DepEd Order No. 42,
s. 2017, and due to the feedback of field personnel
during the National Validation Study of PPST to integrate
PPST with other existing HR systems.
• Key Result Areas and Objectives in RPMS are
based on Domains and Indicators in the PPST,
respectively.

Session 3 – The RPMS Cycle
Preliminary Activity
Teacher Mary Grace finished two (2) classroom observa-

tions before the scheduled Mid-year Review. Her Principal
asked her to update her Development Plan. What steps should
she take to do this? Briefly discuss in the box below.
73
Key Topic 1: The RPMS Cycle
Let’s revisit the Results-Based Performance Management (RPMS) Framework (Figure 15)
Elemen RPMS PPST-aligned RPMS

ts 2015
Duties and Responsibilities Teachers may include non-teaching Focus on the teaching-learning
related functions as objectives process – the core job of teachers
Crafting of IPCRF Teachers craft their own objectives IPCRF is prepared, standardized, and
and performance indicators aligned with the PPST
Means of Verification Not standardized Standardized

Focused on quantity Focus on quality
Weight per Objective/Indicator Teacher may assign more weight to Each objective/indicator has the same
one indicator over another weight as the others
Associated Tools Teachers may use varied forms for Use a common (Classroom Observation
classroom observation Tool) COT that is aligned with the
RPMS Tools
Figure 15: Results-Based Performance Management (RPMS) Framework

(Source: BHROD Slidedeck for PPST-RPMS Preliminary Orientation SY 2019-
2020)

The RPMS Cycle, as discussed in Session 1 of this Module, is composed of four (4) phases, namely:
• Phase I: Performance Planning and Commitment
• Phase II: Performance Monitoring and Coaching
• Phase III: Performance Review and Evaluation
• Phase IV: Performance Rewarding and Development Planning
Table 1. The RPMS Cycle Phases

75
These phases happen in one school year for school-based personnel, including teachers like you. The cycle is designed to gauge
teacher performance against the PPST and help them in their professional development. Take note that all content of the RPMS
Cycle in Figure 1 adheres to the PPST-aligned RPMS.
Each phase of the cycle happens in a specific timeline within the rating period and requires the accomplishment of specific
activities using PPST-based tools, as shown in the matrix below:
Pha Timeline* Activ For Out

se ity ms put
Performance Last week of • Discussion/ • IPCRF • Signed IPCRF-
Planning and May, a week Issuance of • Self-Assessment Tool Development Plans
Commitment before start RPMS Tools (SAT) based on SAT
of classes • Self-Assessment • Signed IPCRF
• IPCRF-Development
Plans
(DP)
Performance • Year-round • Monitorin • RPMS Tools • Agreements
Monitoring and • November g and • IPCRF based on PMCF
Coaching Coaching • MRF
• SAT
• Mid-year • Updated IPCRF-DP
• IPCRF-DP using
Review and
Performance • Portfolio
Assessment
Monitoring and
Coaching Form
(PMCF)
• Mid-Year Review Form
(MRF)
Performance 1st week of April, • Year-end • RPMS Tools • Signed Portfolio
Review and a week after Review and • IPCRF and IPCRF with
Evaluation graduation Assessment Computed Final
• SAT
• Evaluation of Rating
• IPCRF-DP using PMCF
Portfolio
• Computation
of Final Rating
Performance April • Ways Forward • Final IPCRF-DP • Reward
Rewarding and and • Recognition
Development Development • IPCRF-DP
Planning Planning
* The timeline may be adjusted for RPMS 2020-2021 because of the COVID-19 Situation
Following activities in Phase I from June to October, about 2 classroom Phase II, classroom observations must resume to
observations are conducted before the Mid-Year Review in November. The complete the four (4) observations expected for
exact timing is agreed by both the Rater and the Ratee. In this time, the the year, and they shall also continue gathering
preparation and organization of RPMS Portfolio must have also started. and organizing their documents for their
Portfolio.
In Phase II, coaching, feedback, and appropriate interventions shall be
provided whenever necessary within the year covered. All key inputs, In Phases III and IV, teachers and their raters will
feedback, and other evidence of performance for the entire year shall be have to discuss and agree on the teacher’s
recorded in the Performance Monitoring and Coaching Form (PMCF). The final performance rating based on actual
Mid-Year Review, which happens in November, is prescribed to determine accomplishments within the rating period. The
the progress of a teacher in achieving the RPMS Objectives. At this
IPCRF-Development Plan will then be
point, raters need to provide suggestions, finalized. This marks the end of the RPMS Cycle
recommendations, and/or technical assistance to for the rating period and begins again in the next
support teachers in achieving their targets. After school year.
Key Topic 2: What other things do I need to know about the RPMS Cycle?
For teachers, below is the matrix of ratee-rater-approving authority intended for the RPMS:
Ratee Rater Approving Authority

(Teachers who submit portfolios as (School Heads, Assistant Principals, Head
evidence of their teaching Teachers, and/or Master Teachers who
performance) rate teacher portfolios to assess teacher
performance)
Superintendent
Head Small and Medium Divisions
Principal/School Head
Teacher Assistant Superintendent
Master Large and Very Large Divisions
Teacher
Superintendent
Small and Medium Divisions
Principal/School Head
Teacher Assistant Superintendent
Large and Very Large Divisions
Master Teacher/Head Principal/School Head

Teacher/Assistant Principal
ALS Implementers
Master Teacher/Head Principal/School Head
(School-based)
Teacher/Assistant Principal
ALS Implementers
Education Program Specialist for ALS Chief of Curriculum Implementation
(Community Learning
Centers-based) Division (CID)
77
Summary/Key Learning
• The RPMS Cycle is composed of four (4) phases.

• Each phase is undertaken in a specific
timeline within the rating period and requires
accomplishment of specific activities and
PPST- based tools.

Required Task 1: Scenario-based Activity
Study the following scenarios and decide which of the options may be applied to each statement.
A. The data presented is sufficient to infer the statement.
B. The data presented is not sufficient to infer the statement.
C. The statement is false based on the data presented and/or the guidelines.
Scenario: A Division issued a Memorandum with the attached Ratee-Rater-Approving Authority matrix that shall be used for the
IPCRF of SY 2019-2020.
Ratee Rater Approving

Authority
Master Teacher/Head
( Principal/School
Teacher Teacher/ Assistant
i Head
Principal
)
( Principal/School Head Superintendent
i
i
)
( Master Teacher
i Principal/School Head Superintendent
i
i
)
( Head Teacher
i
v
)
( Principal/ Assistant Superintendent Superintendent
v School Head
)
School A, a secondary school in this Division has 200 Teacher I-III, 10 Master Teachers I-II, and 4 Head Teachers III and VI.
Stateme Answ Feedback from your mentor

nt er
Statement 1:
School A used all Cases (i), (ii), (iii),
(iv), and (v) in RPMS 2019-2020.

79
Statement 2:
The Division is a small division.
Statement 3:
In School A, the rater of
Teachers I-III is the Master Teacher.
Statement 4:
In School A, a Teacher
III can rate a Master
Teacher.
Statement 5:
In School A, the PSDS
can rate a Master
Teacher.
Session 4 – The PPST-based RPMS Tools and Processes

Key Topic 1: The RPMS Tools
The RPMS tools are the major PPST-based tools that teachers need to be familiar with. There are two (2) RPMS Tools intended
for 2 career stages:
1. RPMS Tool for Teachers I-III (Proficient Teachers)
2. RPMS Tool for Master Teachers I-IV (Highly Proficient Teachers)

See Figure 17.
Parts of the RPMS Tools
As outlined in the second session of this Module, the RPMS is aligned with PPST as seen in the RPMS Tools. Figure 17A shows the
alignment of the RPMS with the PPST through the KRAs and Objectives, and Figure 17B highlights the Means of
Verification (MOV) and the Performance Indicators.
Key Topic 2: The RPMS Associated Tools

There are other tools that are used in the PPST-aligned RPMS
(Figure 18). These tools generate data pertaining to teachers’
performance. The data are then utilized purposefully and
constructively to support the Learning and Development and
Professional Development of teachers.
Figure 18: Other tools used in the PPST-aligned RPMS There are other tools that are used in the PPST-aligned
RPMS
The Classroom Observation Tools (Figure 18). These tools generate data pertaining to
teachers’ performance. The data are then utilized
purposefully and constructively to support the Learning and
Development and Professional Development of teachers.
Guide for Mentors and Newly 8

1
Hired Teachers
Figure 19: Cover of the Classroom Observation Tool
The COT Rubric addresses the continuum of practice stip-
ulated in the PPST. There are nine (9) rubric levels for each
classroom-observable indicator. Levels 1-5 capture the
Beginning career stage, Levels 3-7 capture the Proficient
career stage, Levels 4-8 capture the Highly Proficient
career stage, and Levels 5-9 capture the Distinguished career
stage (Figure 20).
Figure 20: COT Rubric Levels mapped to PPST Career Stages (Source:
Figure 17A: The two RPMS Tools

Figure 17B: Alignment of the RPMS with the PPST through the KRAs and Objectives.

83
DepEd, 2017, 3)
The Classroom Observation Process
The Self-Assessment Tool

The Self-Assessment Tool (SAT) is an RPMS associated
tool that helps teachers reflect on the different performance
indicators related to their professional work. The

results of the self-assessment will guide teachers on which
indicators they must improve and the areas where they need
coaching and mentoring.
There are two (2) SAT-RPMS (see Figure 21):
1. SAT-RPMS for Teacher I-III (Proficient Teachers)
2. SAT-RPMS for Master Teacher I-IV (Highly Proficient

Teachers)
Figure 21: The two SAT-RPMS

85
There is an electronic version of the SAT for RPMS called e-
SAT or electronic Self-Assessment Tool (see Figure 7). This
system supports schools in analyzing school-wide SAT data of
teachers to help plan for teachers’ professional development.
DepEd needs the summary results of teachers’ e-SAT data
to gain an overall picture of the teachers’ strengths and needs. This summary helps in the

preparation of the school and division development plans (see
Figure 8) and other various development interventions in
preparation for the current school year.
Figure 23: Preparation of school and division development plans
collection and sub- mission of RPMS data

across governance levels and aims to establish
The IPCR Data Collection and Consolidation Forms baseline data on teachers’ proficiency level
The data collection system enables the on
the PPST indicators. This system also ensures that the results of RPMS data are used properly and efficiently, as follows:
87
Figure 7: The electronic version of the SAT (e-SAT)

89
Figure 24: Use of results of RPMS data (RPMS IPCRF Data Collection and Consolidation System)
Key Topic 24: PPST-based RPMS Support Materials
Refer to your COT rating sheets, SAT assessment results, and IPCRF-Development Plan, if you have any. Reflect
on your teaching performance based on the results that these forms reflect. Briefly discuss what you have
discovered.
Summary
• The RPMS tools are the major PPST-based tools
Figure 25: Support materials
There are a lot of support materials developed by RCTQ and BHROD to supplement all tools and associated
tools for the PPST-aligned RPMS. Some of these support materials can be seen in Figure
25. All these materials can be accessed at http://deped.in/RPMSPPSTSY20192020.

91
that teachers need to be familiar with. There • Associated tools are other tools that are used in the PPST-
are two (2) RPMS Tools intended for 2 career aligned RPMS. These tools are used to help generate data
stages: of teachers’ performance, which are utilized to support the
o RPMS Tool for Teachers I-III Learning and Development and Professional Development
(Proficient of teachers. These include COT, SAT, and the IPCR Data
Teachers) Collection Forms.
• Support materials are other materials used to promote
o RPMS Tool for Master Teachers I-IV further understanding of the PPST-aligned RPMS.
(Highly
Proficient Teachers)

Session 5 – Developing
Lesson Plans as Quality Evidence for
RPMS
Preliminary Activity
Choose a lesson plan which you have previously crafted.

Enumerate all parts and describe what you have entered on
each part.
93
Key
Topic: When does a lesson plan
become a quality evidence for RPMS?
As seen in the RPMS Tools, one of the Means of
Verification (MOVs) to support the COT Rating Sheet
or Inter-Observer Agreement Form for Classroom-
teachers using the Proficient Tool. For teachers using the
Observable RPMS Objec- tives is a Lesson Plan (Figure
Highly Proficient Tool, a Lesson Plan may be provided for
1). For example, in School Years 2018-2019 and 2019-
2020, a Lesson Plan may be provided for RPMS RPMS Objectives 1, 3, 4, and 7. For the next School Years, there
Objectives 1, 2, 3, 4, 6, 7, 9, and 10 for will be different sets of objectives and teachers will just have to
check which ones could be supported by a lesson plan.
Figure 26: MOV for KRA 1

To support the COT rating sheet or inter-observer agreement form as Main
MOV, a lesson plan becomes a valid and acceptable MOV if: observable indicator (or RPMS objective) can
be found in the PPST Resource Package. The
• it has been used during observation samples were developed based on the
• portion(s) of it highlight(s) the RPMS Objective (or COT Indicator) guidelines on daily lesson preparation (DepEd
it was supplied for. Order No. 42, s. 2016). A sample lesson plan
Sample lesson plans to illustrate each classroom- for COT Indicator 1 (or RPMS Objective 1) on
Applying knowledge of content within
and across curriculum teaching areas
is shown below (Figure 2).
Figure 27: Sample lesson

plan (Source: PPST Resource
Package Module 1, 5;
Medrano, 2018 Daily Lesson
Log (DLL) in Technology and
Livelihood Education (TLE)
– Mechanical Drafting Grade 8.
Governor Luis A. Ferrer Jr. East
National High School, Gen. Trias
City, Cavite.)
95
Optional Task: Activity
From the lesson plan/exemplar you provided in the Intro-
ductory Activity, which portions demonstrate/highlight COT
Indicator 1? Elaborate.

Summary/Key Learning
• Preparing for lessons through the Daily Lesson Log
(DLL) or Detailed Lesson Plan (DLP) provides
teachers with an opportunity for reflection on
what
learners need to learn, how learners learn, and how
best to facilitate the learning process.
• A detailed Lesson Plan (DLP) is a teacher’s
“roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a
particular topic. A typical DLP contains the
following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and
Reflection.
• Lesson plans are recognized Means of
Verification for classroom-observable RPMS
objectives in the RPMS.
Required Task 2: Activity

Using either a lesson plan prepared by your mentor (recom-
mended) or the lesson plan/lesson exemplar you provided,
check which COT Indicators (or RPMS Objectives) are
present. Elaborate on your findings. If an indicator is not
present, is it possible to have it present in the lesson plan?
How?
97
Congratulations!
You’ve come to the end of this course.
Please go to this link for the summative assessment:
Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.
Once you’re done, kindly input your score here: Input your score here.
Additional reminder:
Compile your portfolio output/s and make sure
that your mentor has checked your coursebook.

Glossary
The following are operational definitions of some key terms that you have come across while completing this module.
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands
in the
set of professional standards for teachers
Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in the
set of professional standards for teachers
Strand More specific dimensions of teacher practice under every domain in the set of
professional
standards for teachers
High performers DepEd teaching personnel who are able to perform beyond expectations
High potentials DepEd teaching personnel who are high performers and have the aspiration to take future
leadership positions in DepEd
Key result areas General Outputs or outcomes. In the context of the RPMS Tools, the KRAs capture the
domains of the Philippine Professional Standards for Teachers
Means of Verification List of documents that can show teachers attainment of objectives
(MOV)
Performance In the RPMS Tools, the performance indicators provide descriptions of quality and quantity
Indicators
The Classroom is an assessment tool that is used to measure classroom performance of teachers against a set
Observation Tool of PPST classroom observable indicators
(COT)
The Self-Assessment is an RPMS associated tool that helps teachers reflect on the different performance
Tool (SAT) indicators related to their professional work. The results of the self-assessment will guide
teachers on which indicators they must improve and the areas where they need coaching and
mentoring.
99
The RPMS Cycle is composed of four (4) phases, namely: Phase I: Performance Planning and Commitment;
Phase II: Performance Monitoring and Coaching; Phase III: Performance Review and
Evaluation; Phase IV: Performance Rewarding and Development Planning
Professional is used to improve or correct performance of employees with Unsatisfactory and Poor
Development performance ratings.
Plan
Individual is an individual’s target based on the Office performance targets and measures in the
Performance OPCRF.
Commitment and
Review Form (IPCRF)
Office Performance summarizes the targets, performance measures, budget and responsibility centers of the
Commitment and Office.
Review Form (OPCRF)

References
“R.A. 7041”. 2020. Lawphil.Net. https://lawphil.net/statutes/repacts/ra1991/ra_7041_1991.html.
Blazar, David, and Matthew A. Kraft. “Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a ran-
domized experiment.” Educational evaluation and policy analysis 37, no. 4 (2015): 542-566.
Civil Service Commission (CSC) Memorandum Circular No. 06, s. 2012, Guidelines in the Establishment and
Implementation of Agency Strategic Performance Management System (SPMS)
Dan, Goldhaber. 2020. “Exploring The Potential Of Value-Added Performance Measures To Affect The Quali- ty
Of The Teacher Workforce - Dan Goldhaber, 2015”. SAGE Journals. https://journals.sagepub.com/doi/
abs/10.3102/0013189X15574905.
DepEd Order No. 1, s.2020 on Guidelines for NEAP Recognition of Professional Development Programs and Courses for Teachers
and School Leaders
Department Oder No. 2 s., 2015, “Guidelines in the Implementation of the Results-Based Performance Management System in the
Department of Education”
DepEd Order No. 42, s. 2017 on National Adoption and Implementation of the Philippine Professional Standards for Teachers
Department Order No. 66 s., 2017, “Revised Guidelines on the Appointment and Promotion of other Teaching, Teaching Re-
lated and Non-Teaching Positions”
DepEd Order 001 s., 2020, “Guidelines for NEAP Recognition of Professional Development Programs and Courses for Teach- ers
and Schools Leaders”
DepEd Order 78 s., 2007, “Strengthening the Program on Awards and Incentives for Service Excellence (PRAISE) of the De-
partment of Education”
DepEd Order No. 32 s., 2016, “Addendum to DepEd Order No. 3 s., 2016 (Hiring Guidelines for Senior High School (SHS)
Teaching Positions Effective School Year (SY) 2016-2017)”
DepEd Order No. 7 s., 2015, “Hiring Guidelines for Teacher I Positions Effective School Year (SY) 2015-2016”

DepEd. 2019. Results-based Performance Management System (RPMS): Updated Manual for Teachers and School
Heads – Your Guide to Using RPMS Tools for Teachers from Portfolio Preparation to Assessment. Manila:
DepEd. http://deped. in/RPMSManualver2019
Iricinschi, E., 2020. Revelatory Events: Three Case Studies Of The Emergence Of New Spiritual Paths, Written By Ann Taves.
Klein, James D., and Alison L. Moore. “Informal learning in professional and personal life: Implications for instructional design
and performance improvement.” Educational Technology (2016): 21-26.
Kyndt, Eva, David Gijbels, Ilke Grosemans, and Vincent Donche. “Teachers’ everyday professional development: Mapping
informal learning activities, antecedents, and learning outcomes.” Review of educational research 86, no. 4
(2016): 1111-1150.
Ma, Ning, Shuang Xin, and Jia-Yuan Du. “A peer coaching-based professional development approach to improving the learning
participation and learning design skills of in-service teachers.” Journal of Educational Technology & Society 21,
no. 2 (2018): 291-304.
Maandag, D.W., Helms-Lorenz, M., Lugthart, E., Verkade, A.T. & Van Keen K. 2017. Features of Effective Professional Devel-
opment in Different Stages of Teacher’s Careers: A Review of Empirical Evidence and Underlying Theory.
Groningen: University of Groningen.
Martin, Kathryn L., Stephanie M. Buelow, and Jennifer T. Hoffman. “New teacher induction: Support that impacts beginning
middle-level educators.” Middle School Journal 47, no. 1 (2016): 4-12.
Murray, Eileen. “Improving teaching through collaborative reflective teaching cycles.” Investigations in Mathematics
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Ngware, Moses W., James Ciera, Peter K. Musyoka, and Moses Oketch. “Quality of teaching mathematics and learning
achievement gains: evidence from primary schools in Kenya.” Educational Studies in Mathematics 89, no. 1
(2015): 111-131.
PPST Resource Package Modules, http://bit.ly/PPSTResourcePackageA
Research Center for Teacher Quality. 2018. The Philippine Professional Standards for Teachers slide presentation.
Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads
Department of
Education
National Educators
Academy of the
Philippines
Dir. John Arnold S. Siena
Teacher Education
Council
Ms. Anna Marie San Dir. Runvi V. Manguerra
Diego
Officer-in-charge,
Professional Ms. Donnabel Bihasa
Development Division (PDD)
Senior Education Program
Ms. Ana-Sol Reyes Specialist, TEC
Secretariat
Senior Education
Program Specialist,
Mr. Jayson Peñafiel
NEAP-PDD
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program
Specialist II,
NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher

Quality
Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Jeanny S. Burce
Lampos
Senior Program Research
Manager II Project Officer Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working
Group
Ricardo Ador Warren Quisada Angelo Uy
Dionisio
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano
Ian Harvey Claros Alfredo G. Desamparo, Jerome Hilario

Jr.
Charito N. Laggui Gayle Malibiran Khristian Ross
Pimentel
Josefino C. Pogoy, Chinita Tolentino Jennifer F. Vivas
Jr.
Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas Ma. Sonia A. Tomalabcad
Jonathan Baniaga III Reggie Tuazon
Ms. Noemi Baysa Jeanrick Deuna Gladys Uy
Alma Belarmino Nuñez Maribel Perez Maria Lourie
Rageene Vera Beverlyn Ramirez Victor
Dueñas Frankie Delos Santos
Nerio Benito Eseo
Support
Team
Ruth Mae Aris L. Solis Roy Benson
Ellorin Layout Artist NEAP ICT Technical
Layout Artist Support
Pilot Testing Participants
Region IV-A Region VI Region VII
Division of Division of Iloilo Division of
Cavite Division Division of Negros Occidental Bohol Division
of Quezon Division of Antique of Cebu
Division of Batangas Division of Negros Oriental

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Teacher Induction

At the end of this course, you will be able to:

Portfolio Output: Lesson Plan

1. identify and navigate through the salient features

The PPST acknowledges that teachers in the field have

Career stages generally refer to levels of development that an

Given the notion of a development continuum, upon which the

They exhibit exceptional capacity

Professional Proficient Teacher Highly Proficient Distinguished

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 9

10 The Teacher Induction Program - Core Course 3

Scena Answ Feedba

Guide for Mentors and Newly Hired Teachers

In this activity, you will need a copy of the PPST

Figure 1. The PPST Domains, Strands, and Indicators

16 The Teacher Induction Program - Core Course 3

1. The PPST defines teacher quality in the

2. In order to help teachers seamlessly integrate the PPST

Guide for Mentors and Newly Hired Teachers

Let’s check your understanding of the PPST domains. Use a

the appropriate Domain.

Scena Answer Feedba

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c.Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional

g.Domain 7 - Personal Growth and Professional Development

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c.Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional

Figure 2: First 3 Strands within Domain 1

1. Professional links with colleagues

Go through the PPST booklet and read through the Domains

Domai Challenging Why is it Input from the

Curriculum and Planning

Assessment and Reporting

Personal Growth and Professional

22 The Teacher Induction Program - Core Course 3

If there are specific indicators which you wish to know

Guide for Mentors and Newly Hired Teachers

Figure 3: Indicators articulating developmental practice within Strand 1.1

24 The Teacher Induction Program - Core Course 3

Master Teacher I-II: Highly Proficient Career Stage

Module 2 – Embedding the PPST

At the end of this module, you should be able to:

Session 1 – The PPST and DepEd’s

26 The Teacher Induction Program - Core Course 3

Key Topic 1: The DepEd Human Resource (HR)