Course 3 - 20231203 - 085422 - 0000

CORE COURSE
The DepEd Teacher

3
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
Welcome to C
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)
7 hours
Estimated Time Required:
Lesson Plan
Portfolio Output:
Module 1 – Achieving Teacher Required Resources
Quality through PPST • DepEd Order no. 42, s. 2016 National Adoption
and Implementation of the Philippine Professional
Intended Module Learning Outcomes: Standards for Teachers
• 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 professionally Highly Proficient Teachers consistently Distinguished Teachers embody the highest
qualifications recognized for entry into the independent in the application of skills vital display a high level of performance in their standard for teaching grounded in global
teaching profession. to the teaching and learning process. teaching practice. best practices.
They have a strong understanding of the They provide focused teaching programs They manifest an in-depth and sophisticated They exhibit exceptional capacity to improve
subjects/areas in which they are trained in that meet curriculum and assessment understanding of the teaching and learning their own teaching practice and that of
terms of content knowledge and pedagogy. requirements. process. others.
They possess the requisite knowledge, skills
and values that support the teaching and
learning process.
They display skills in planning, They have high education-focused situation They are recognized as leaders in education,
implementing, and managing learning cognition, are more adept in problem solving contributors to the profession and initiators
programs. and optimize opportunities gained from of collaborations and partnerships.
They manage learning programs and have experience.
strategies that promote learning based on
the learning needs of their students. They create lifelong impact in the lives of
They actively engage in collaborative
learning with the professional community They provide support and mentoring to colleagues, students and others.
and other stakeholders for mutual growth colleagues in their professional development,
They seek advice from experienced and advancement.
as well as work collaboratively with them to
colleagues to consolidate their teaching
enhance the learning
They consistently seekand practice potential
professional
practice.
of their colleagues. advancement and relevance in pursuit of
They are reflective practitioners who
continually consolidate the knowledge, skills teaching quality and excellence.
and practices of Career Stage 1 teachers. They continually seek to develop their
professional knowledge and practice by They exhibit commitment to inspire the
reflecting on their own needs, and those of education community and stakeholders for
their colleagues and students. the improvement of education 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 Practices Proficient Teacher Highly Proficient Teacher Distinguished Teacher
Teaching Characteristics Proficient Teachers recognize the importance of Highly Proficient Teachers apply astery of
mastery of content knowledge and its content developmentally appropriate and Distinguished Teachers embody the highest
interconnectedness within and across curriculum interconnectedness meaningful pedagogy standard for teaching groundedin global best
areas, coupled with a sound and critical grounded on curriculum areas, content practices
understanding of the application of theories and knowledge and current bund and critical
principles of teaching and learning. research.
Management of Learning Programs They provide aupport anxd mentoring to ly

They utilize a range of resources and provide
challenging and colleagues in their professional They translate curriculum content into
intellectually challenging and stimulating
development, ties to encourageas well as work learning activities that are relevant to learners
activities to encourage constructive classroom
collaboratively with themto room interactions and based on the principles of effective
interactions geared towards the attainment of
enhance the leaming andpractice potential of teaching and learning.
high standards of learning.
attainment of high their colleagues.
Collaboration and Partnerships They utilize a range of resources and provide They communicate learning goals to establish
They establish school-community partnership
intellectually challenging and stimulating school-community partnership and design,
aimed at enriching the learning environment,
activities to encourage constructive classroom support learner participation, aimed at
as well as the community's engagement in the
interactions geared towards the attainment of enriching the learning collaboration with
educative process.
high standards of learning. understanding and achievement.
Professional Development They apply their professional knowledge to plan They value personal growth and professional They value personal and professional
and design, individualy or in collaboration with development and exhibit high personal regard reflection and learning to improve their
colleagues, well-structured and sequenced for the profession by maintaining qualities that ntability and high personal regard for the
lessons that are contextually relevant, responsive uphold dignity of teaching such as caring practice. They assume responsibility for
to learners' needs and incorporate a range of attitude, respect, and integrity. personal growth and professional
teaching and learning resources development for lifelong learning.

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?
Proficient Teacher, because I am able to As with any vocation, teachers need to

plan, manage and implement develop strong identities as professionals.
developmentally sequenced teaching and In addition to obvious factors such as
learning process to meet curriculum recruitment, remuneration, and
requirements and varied teaching opportunities for advancement, teacher
contexts. Set achievable and lappropriate professionalism is also impacted by
learning outcomes that are aligned with access to quality professional
learning competencies. Another thing I development. It's hard to feel like a
already know how to adapt and professional when you don't feel
competent, when you get no training or
implement learning programs that ensure
support, when you teach children with
relevance and responsiveness to the
severe academic and emotional needs
needs of all learners. Participate in
and when you have no idea how to
collegial discussions that use teacher and
address these needs.
learner feedback to enrich teaching
practice.

4. What Career Stage do you aspire to ten years from 5. Are there aspects of your teaching practice that
now? exceed practices articulated in the Career Stage 2
descriptors? If yes, please cite them.
In fact, all of us, not only in a teaching

profession, aspire for the highest goal Yes, there are aspects in my teaching
and that is to become a distinguished practice that exceed practices articulated
individual. I firmly love this job and I in the career Stage 2 descriptors. The
would be happy to work as a teacher in following aspects that exceed teaching
five years time, and also in ten years practices are professionally independent
time. Hopefully I will become a great in the application of skills vital to the
teacher over the years, someone the teaching and learning process. First,
students will remember in good means, provide focused teaching programs that
like someone who had a positive impact meet curriculum and assessment
on their life and career. I have such requirements. Second is display skills in
teachers in my mind, teachers who planning. implementing, and managing
helped me become who I am today, and learning programs. And last, actively
who were my inspiration when I was engage in collaborative learning with the
deciding about my professional career, professional community and other
and enrolled for teaching. Hopefully I can stakeholders for mutual growth and
become such a teacher myself in ten advancement.
years.

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

teacher to exhibit teaching practices in
Career Stage 3 and 4. Each career Stages
comprise descriptors that have been
informed by teachers understandings of what
is required at each of four career stages. The
descriptors represent a continuum of
development within the profession by
providing a basis for attracting, preparing,
developing and supporting teachers. So as a
newly-hired DepEd teacher, we can exhibit
some of the teaching practices in other
career stages.
In addition , there are instances where there

are teachers who first took another course at
the same time as the master's degree, so
some enter directly as Teacher II.
Career Stage 3 and 4 is learned skills and

experienced teaching.

Optional Task: Formative Quiz
Read the following scenarios andchoose the career stage that aligns best with the described practice.
Scenario Answer Feedback

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 When it comes to professional
b. Proficient Stage A. Beginning Stage
development, it seek advice from
c. Highly Proficient Stage experienced colleagues.
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. He is recognized as leaders in
Rolly is in the: D. Distinguished
education and consistently seek
a. Beginning Stage Stage
professional advancement.
b. Proficient Stage
c. Highly 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 C. Highly Proficient Teacher Elnor manifests the
good at collaborating with people and in providing support. Elinor is
Stage characteristics of Highly
in the:
Proficient Stage.
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage

4. Teacher Kath can teach alone without the Master Teacher’s
assistance. She has unique skills in planning, implementing and
Teacher Kath possesses unique
managing learning programs in the school. Kath is in the:
a. Beginning Stage skills when it comes to the
B. Proficient Stage
b. Proficient Stage management of learning programs
c. Highly Proficient Stage which is one of the characteristics
d. Distinguished Stage of teachers.
5. Teacher Christine has exceptional skills in influencing people through Teacher Christine exhibit
her articles in different academic journals. She has been frequently commitment to inspire the
invited to different conventions to share her successful innovation in
teaching for benchmarking and collaboration. Christine is in the: D. Distinguished education community and
a. Beginning Stage Stage stakeholders for the improvement
b. Proficient Stage of education which is evident
c. Highly Proficient Stage characteristics of a Distinguished
d. Distinguished Stage Teacher

Summary
1. Four career stages are articulated in the Philippine 4. Career Stage 3 or Highly Proficient Teachers
Professional Standards for Teachers (PPST). Each consistently display a high level of performance in
stage is constituted by particular professional their teaching practice. They manifest an in-depth
practice that defines and locates teacher quality and sophisticated understanding of the teaching and
within a developmental continuum. learning process. They have high education-focused
situation cognition, are more adept in problem
2. Career Stage 1, or Beginning Teachers, have
solving and optimize opportunities gained from
gained the qualifications recognized for entry experience. They provide support and mentoring to
into the teaching profession. They have a strong colleagues in their professional development, as well
understanding of the subjects/areas in which they as work collaboratively with them to enhance the
are trained in terms of content knowledge and learning and practice potential of their colleagues.
pedagogy. They possess the requisite knowledge, They continually seek to develop their professional
skills and values that support the teaching and knowledge and practice by reflecting on their own
learning process. They manage learning programs needs, and those of their colleagues and students.
and have strategies that promote learning based
on the learning needs of their students. They seek 5. Career Stage 4 or Distinguished Teachers embody
advice from experienced colleagues to consolidate the highest standard for teaching grounded in global
their teaching practice. best practices. They exhibit exceptional capacity
3. Career Stage 2 or Proficient Teachers are to improve their own teaching practice and that of
others. They are recognized as leaders in education,
professionally independent in the application of
contributors to the profession, and initiators of
skills vital to the teaching and learning process.
collaborations and partnerships. They create
They provide focused teaching programs that
lifelong impact in the lives of colleagues, students
meet curriculum and assessment requirements.
and others. They consistently seek professional
They display skills in planning, implementing, and
advancement and relevance in pursuit of teaching
managing learning programs. They actively engage
quality and excellence. They exhibit commitment to
in collaborative learning with the professional
inspire the education community and stakeholders
community and other stakeholders for mutual growth
for the improvement of education provision in the
and advancement. They are reflective practitioners
Philippines.
who continually consolidate the knowledge, skills
and practices of Career Stage 1 teachers.

Session 2 – The PPST Domains,
Strands, and Indicators 1. The PPST defines teacher quality in the Philippines.
It has domains which describe the expectations
Key Topic 1: Domains required of Filipino teachers to be effective in the
21st century in the Philippines. How many domains
7 Domains
does the PPST have? _____________
The PPST articulates teacher quality through well-
organized domains, strands, and indicators. The 2. The Domains collectively comprise of strands
succeeding tasks will guide you through this structure. that refer to more specific dimensions of teacher
practices. How many strands does the PPST have?
37 Strands
_________________
Required Task 1: Reading
3. The PPST defines the work expected from teachers
The PPST is an enclosure to DO no. 42 s. 2017 and
across different career stages. How many career
is available for download online.
4 Career Stages
stages are there? ___________________
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 Domain 1 – Content Knowledge and Pedagogy
concrete, observable and measurable teacher behaviors/
practices covered in every strand in the PPST. Each Strand 2 of Domain 1 – Research-based knowledge
indicator is represented by a code for easy reference. and principles of teaching and learning
Career Stage 3 (Highly Proficient) Strand 2 of
For example, Indicator 1.2.3 means that the indicator is
Domain 1 – Collaborate with colleagues in the
under:
conduct and application of research to enrich
knowledge of content and pedagogy.

Figure 1.2. The PPST Domains, Strands, and Indicators
Try it:
Indicator 3.4.2 means that the indicator is
under: Which domain? Domain 3: Diversity of Learners
Domain 3 of Strand 4: Learners in difficult circumstances
Which strand?
Which indicator? (PROFICIENT TEACHERS)
Plan and delivery teaching practices/strategies that are responsive to the
special educational needs of learners in difficult circumstances

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.

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.

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.
DOMAIN 2 - STRAND 6
Management of Behavior
a. Domain 1 - Content Knowledge and Pedagogy Domain 2 -
b. Domain 2 - Learning Environment Learning
The teacher manages the learner's
Environment
c. Domain 3 - Diversity of Learners behavior constructively by applying
positive and nonviolent approach
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

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 learn-
ers’ 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.
a. Domain 1 - Content Knowledge and Pedagogy
b. Domain 2 - Learning Environment D. Domain 4 - DOMAIN 4 STRAND 1
Curriculum Planning and Management of
c. Domain 3 - Diversity of Learners
and Planning teaching and learning process
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.
a. Domain 1 - Content Knowledge and Pedagogy
b. Domain 2 - Learning Environment D. Domain 4 - DOMAIN 4 STRAND 2
Curriculum Learning Outcomes aligned with
c. Domain 3 - Diversity of Learners
and Planning learning competencies

Key Topic 2: Strands
As you already know from the previous session, domains of strands, e.g. Domain 1 contains seven (7) whereas
are broad conceptual spheres of teaching and learning Domain 2 contains six (6) strands. Figure 1 shows the
practices defined by specific strands in the set of first three Strands in Domain 1.
professional standards for teachers. The domains have
varying numbers
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
8. contexts 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 Growth
Learning Diversity of Curriculum and Assessment & Linkages and
Knowledge & Professional
Environment Learners Planning Reporting Professional
& Pedagogy Engagement
Engagement
Research-based Learner's safety and Learner's gender needs, Planning and Design, selection,
Establishment of learning Dignity of teaching as
knowledge and security. strengths, and management of teaching organization, and
environments that are profession.
and learning process. utilization of assessment
principles of teaching experiences. responsive to community
strategies.
and learning. Management of contexts. Professional links with
Learning outcomes colleagues.
classroom structure and Learners with Monitoring and evaluation
aligned with learning School policies and
Positive use of ICT activities. disabilities, giftedness, of learning progress and
competencies procedures.
and talents. achievement
Refer to pages 5-7 of the PPST booklet to check accuracy of your answers.

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.
Domains Challenging Strands Why is it challenging? Input from the Mentor

(you may just indicate (gray area or points for (optional, but highly
strand numbers e.g. clarification) encouraged)
1.3)
Content Knowledge and Pedagogy
1.3 Lack of ICT resources and
digital literacy in the school
Learning Environment Teacher is not yet proficient in

2.3 handling classroom
management.
Insufficient knowledge when it comes to
Diversity of Learners
3.1 understanding the differences of teaching
approach to the learner's gender needs,
strengths, interest, and experiences
Insufficient knowledge when it comes to

Curriculum and Planning
4.2 understanding the differences of teaching
approach to the learner's gender needs,
strengths, interest, and experiences
Assessment and Reporting

5.2 Difficult in giving tasks that will
meet the learning outcomes
Community Linkages Nowadays, parents are not fully

6.2 involve in their child's
academic performance
Personal Growth and Professional Development Seldom seek help to

7.3 colleagues

(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

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

Required Task 4: Reflection
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 Based on the current default classification, in which
right, starting from beginning towards proficient. career stage are you in?
___________________________________
On the other hand, reading through the indicators by In my current career stage based on the PSST Career Stages indicator
each career stage column, you will see the behaviors and above, I belong to the Beginning Teacher because I am new in the service,
and I think I néed more improvement and guidance from my mentors and
practices expected from teachers according to their other senior colleagues. I still need to develop my professional knowledge
respective career stages. and skills as well as my teaching strategies and experiences.
Read through the PPST indicators focusing only on the

Upon adoption of the PPST, the Department decided to
indicators under your career stage. For example, if you are
assign teachers to ‘default’ career stages based on their
Proficient, go through the indicators under the Proficient
designation or rank. Eventually, the Department will
column. Reflect on whether your practices align with the
develop a system of teacher certification to assign or
expectations of the PPST based on your career stage.
promote teachers to career stages based on their
competencies. Currently, the default career stage Summary
classification is as follows:
Teacher 1-3 with 0-3 years of teaching 1. The PPST is sufficiently generic to describe
experience: Beginning Career Stage teaching and learning practices across content
areas and grade levels.
Teacher 1-3 with more than 3 years of teaching
experience: Proficient Career Stage 2. The PPST contains domains of broad conceptual
Master Teacher I-II: Highly Proficient Career spheres of teaching and learning practices which
are defined by specific strands. Each strand is
further elaborated into concrete, observable and
Stage
measurable teacher behaviors/practices called
Master Teacher III-IV: Distinguished Career indicators.
Stage 3. The PPST indicators show the continuum of
However, it is important to note that a teacher is not
‘boxed’ in a Career Stage. For example, a teacher may practice from beginning to proficient career stage.
exhibit the majority of his/her practice in Indicators for the
Beginning Career Stage but may exhibit Proficient or even
Highly Proficient of teaching practice on some Indicators.

Module 2 – Embedding the PPST in Required Tasks
HR Systems • Formative test
• Reflection
• Scenario-based Activity
Intended Module Learning Outcomes Required Resources
• Department Oder No. 2 s., 2015, “Guidelines in the
Implementation of the Results-Based Performance
At the end of this module, you should be able to: Management System in the Department of
1. set professional goals that are aligned with the Education”;
PPST; and • Department Order No. 66 s., 2017, “Revised
Guidelines on the Appointment and Promotion
2. develop a personal professional improvement plan of other Teaching, Teaching Related and Non-
that will support your career goals. Teaching Positions”
3. share own reflections with peers on desirable • DepEd Order 001 s., 2020, “Guidelines for NEAP
personal and professional practices that are geared Recognition of Professional Development Programs
towards higher level practice/indicators. and Courses for Teachers and Schools Leaders”
• DepEd Order 78 s., 2007, “Strengthening the
Program on Awards and Incentives for Service
Estimated Time Required: 2 hours Excellence (PRAISE) of the Department of
Education”
DepEd Order No. 32 s., 2016, “Addendum to
•
DepEd Order No. 3 s., 2016 (Hiring Guidelines
Module Outline for Senior High School (SHS) Teaching Positions
Effective School Year (SY) 2016-2017)”
DepEd Order No. 7 s., 2015, “Hiring Guidelines
Session 1 – The PPST and DepEd’s Human • for Teacher I Positions Effective School Year (SY)
Resource (HR) Systems 2015-2016”
Session 2 – The PPST, RSP and the Merit Selection Philippine Development Plan 2017 to 2022;
Plan (MSP) of DepEd • Results-Based Performance Management System
Session 3 – The Strategic Alignment of the RPMS • (RPMS) Manual for Teachers and School Heads
with the PPST Republic Act 7041, “An Act Requiring Regular
Session 4 – Role of RPMS-PPST in Teachers’ • Publication of Existing Vacant Positions in
Learning and Development Government Offices, Appropriating Funds
Session 5 – The Rewards and Recognition (R&R) in Therefore, and for other Purposes”.
the Context of RPMS-PPST

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

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

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

across the PPST continuum.
Required Task 1: Formative Test Scenario 2: An Advanced Teacher at the
Multiple Choice Test: Respond to the following scenarios Beginning Stage of PPST
based on your understanding of the PPST and the strategic
connect of the DepEd HR systems:
Teacher Ruth had three (3) years teaching experience in
a private school before she was hired in the public high
Scenario I: Teacher Anthony’s Dreams
school where she is currently teaching. Because of her
It is Teacher Anthony’s first year of teaching. After going prior experience, she has already acquired some good
through the Teacher Induction Program (TIP), he dreams teaching practices and she has been identified by her
of becoming a Master Teacher someday. He knows that School Head as a high performer and high potential future
he has to work on his competency gaps based on the teacher leader. This coincides with Teacher Ruth’s dream
indicators for proficient teachers in the PPST. After taking to become a future school leader in DepEd. However, she
the self-assessment test (SAT), Teacher Anthony admitted is a newly-hired teacher and her colleagues label her as
to his mentor that he needs support in certain domains at Beginning Teacher under the PPST. Which of the following
the beginning level. behaviors can help teacher Ruth fulfill her career goal?
Which of the following will NOT GREATLY help Teacher a. Align with the PPST her professional teaching
Anthony achieve his dream of becoming a Master Teacher? practices
b. Get help from somebody she knows in DepEd to
a. Use the result of his SAT in identifying his learning serve as her “padrino”
needs c. Gather certificates of her previous trainings in the
b. Attend as many learning and development activities private school where she taught and keep it for
promotion
to earn as many certificates for promotion
c. Regularly revisit the PPST to align his professional d. Make friends with her school head, so she can have
his/her favor
development needs with the expectations of
proficient teachers
d. Gather evidences of his good performance 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
Answer: B, merely attending training sessions is the expectations from them based on the PPST, which is
insufficient to help teacher Anthony reach his career goal. a nationally accepted standards for teacher quality
(DepEd Order No. 42, s.2017).

Scenario 3: Teacher Ruth’s Supportive Mentor in the professional ethics that he manifests in his teaching
practices. Which of the following statement is NOT
possible in this case?
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 a. Teacher Abel could be a high potential for future
been very supportive and is one of the key contributors school leadership
to teacher Ruth’s successful completion of the Teacher
Induction Program. Phase IV of the RPMS cycle, b. He may not need to undertake DepEd’s Induction
Performance Rewarding and Development Planning, is Program
fast approaching. Which of the following is most likely to c. He can be tapped as resource person in the
happen to teacher Ruth?
school’s Learning Action Cell (LAC)
d. His progression across the PPST continuum could
be faster if he purposely use PPST as the basis for
a. To address her performance gaps, teacher Ruth will
his professional practice
be referred to a peer for coaching session during
the next school year
b. Teacher Ruth will not be able to get the outstanding
Answer: B
rating for the current school year
c. Teacher Ruth may be awarded for her outstanding
performance
Scenario 5: Propelling Teachers Motivation
d. Teacher Ruth will remain at the beginning level of
the PPST
Answer: C School Head Ms. Lopez is a strong proponent of DepEd’s
contextualized Program of Awards and Recognition for
Service Excellence (DepEd-PRAISE). Every year during
“Teachers’ Day Celebration”, she recognizes her high
performing teachers and normally gives them a “Certificate
Scenario 4: Possibilities in the Life of a of Recognition for Outstanding Performance”. Teachers
Newly Hired Teacher Marlyn and Carmina are both newly hired teachers in
Mathematics and they are both aspiring to get outstanding
award during the school year. Which of the following will
Teacher Abel is a newly hired teacher. Prior to his work NOT help them attain their goal?
in DepEd, he had been working as Department Head in
private school. His professional experience is very evident

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.

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 System What did I learn? What can I do with what I What are the implications of my
learned? new learnings with my current
practice?
RSP Teachers who successfully Use this as guide to see the Aim for professional
progress across the PPST big picture of the Department development
continuum are high potential of Education System.
for future master teacher.
It is the yardstick of Use this to reflect of my This will help me to identify

teacher's quality teaching performance all learning gaps or
RPMS-PPST
throughout the school year. developmental needs.
L&D I will use the IDP as my Continuous teaching or

Teachers are given the
opportunity to identify guide in improving my coaching with my mentor and
developmental needs. other skilled colleagues will
learning gals or
help me succeed in my
developmental needs.
professional development
R&R It is an essential aspect of I will deliver excellent This motivates me to seek
performance management in performance towards my continuous professional
all organizations. teaching career. development on my self.

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

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 about? What else do you want to What did you learn about the How will you learn more?
know? PPST and HR systems? e.g. read from online sources
PPST Teachers who successfully Through continuous professional
progress across the PPST It enables teachers to pursue development
continuum are high potential their personal goals
for future master teacher.
How does PPST helps
teachers towards their
professional development?
RSP RSP is an acronym for It intended to help teachers With the help of TIP and
Retirement Savings Plan that transition the public-school mentors.
refer to any number of financial system.
products designed to help you
save for retirement. How is the
RSP helps teachers be familiar
with DepEd Systems?
MSP How long is the It is the standard process for Through continuous professional
promoting best-fit teaching and
needed service of non-teaching DepEd personnels.
development
the teacher to be
promoted?
Recommended Readings:DO 66 s., 2007 and DO 7 s.,

2015

Key Topic 1: Looking through the PPST lens: Key Topic 2: The Strategic Connect of the PPST
Onboard- ing the best-fit teachers in DepEd schools and DepEd’s Recruitment and Promotion
Processes
Technological advances are major drivers of change and You have seen in the previous section that attracting
they can assist in responding to the challenges highly competent teachers is one of the most important
confronting schools due to the COVID-19 pandemic and human resource processes. This is so because, if DepEd
other major dis- ruptions to the delivery of education. is able to recruit quality newly-hired teachers, the
The Department needs to ensure that newly-hired learning and development gaps of teachers could be
teachers possess competencies on the use of various narrowed down. This means that instead of putting the
delivery modalities and platforms as well as the Department’s resources to continually address teachers’
competencies to teach content. Teachers with learning gaps, they can be directed to address other
technological knowledge and skills are much-needed in needs of both teachers and learners. What does it mean
DepEd schools, more than ever before. In the very near for teachers? When teachers are highly competent, they
future, DepEd will scout teachers using a competency- are more motivated and inspired to facilitate their
based recruitment process. This will ensure that the classes. They are more fulfilled in their profession.
teachers of the very near future are highly competent to Consequently, they can also progress more successfully
ensure the continu- ity of quality education even in in the PPST continuum. In this case, there will be career
difficult circumstances (Re- public Act 9155, 2001). opportunities for teachers, depending on their choice.
That is why it is important for beginning teachers to
Studies have found that teachers play a crucial role in understand how they can optimize the PPST and HR
their learners’ academic performance (Schneider et al. systems to help them reach their career goals.
2017; Rothstein 2015; Ngware et al. 2015); hence, Teachers who successfully progress across the PPST
DepEd ensures that it has quality teachers to execute
lessons in different learning modalities. Since, teaching continuum are high potential for future master teachers,
and learning today can happen even outside the confines who are recognized as subject matter experts in their
of classrooms, knowledge and skills of teachers in the area of
production of electronic learning materials are becoming specializations, or school leaders. There is a high
highly important. Through a well-defined recruitment potential for
process, DepEd can place the best-fit teachers in all promotion when beginning teachers use the PPST to
public schools. The use of different teaching and learning monitor
modalities is articulated in the Indica- tors for all career their own performance and align their professional
stages within the PPST. 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
guidelines
Service Commission’s (CSC’s) Memorandum Circular 03 Required Task 2: Reflection
s., 2001, “Revised Policies on Merit Promotion Plan”,
Reflect on your greatest learnings about meritocracy and
which underscores the merit and fitness principle which
fitness principles on hiring and promotion. What does
serve as a general framework for hiring and promotion of
this tell you? How will you adjust your professional goal
government personnel. The MSP is also a mechanism
and practice with DepEd’s expectations from its
that supports DepEd in achieving its mission, vision,
personnel? Write your reflections/insights on the space
goals and objectives.
provided below.
Key Topic 3: RSP and MSP
Recruitment, Selection and Placement (RSP) is the
initiating step within the HR system. Recruitment is Anchored on the principle of
about attracting the quality of teachers that the
Department needs to teach in public schools across the lifelong learning, the set of
country. This is done by posting vacancies in places
where they can be broadly announced in compliance professional standards
with the requirements of publication law embodied in RA
7041. DepEd needs to attract good quality teacher-
framework that articulates
applicants to respond to the needs of its K to 12 learners developmental progression
and ensure that quality education will continue to be
provided in all public schools. Quality teachers are as teachers develop, refine
needed to produce quality K to 12 learners. Research
findings support the growing need to hire quality their practice and respond
teachers as they serve as input to learners’ performance
(Goldhaber, 2015, 64; Kelly, 2012; Kennedy, 2010).
to the complexities of
When teachers enter DepEd, the onboarding process educational reforms.
scaffolds their smooth transition to their new
environment. Educators should
This entails a more detailed understanding about the
organization. The PPST defines teacher quality and
emphasize skills and
guides
teachers’ performance, professional development needs attitudes over curriculum
and and rote memorization.
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 the principle of meritocracy and fitness, defines
36 The Teacher Inductionstandard
Program process
- Core Course 3
for promoting best-fit teaching and
non-
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.

Session 3: The Strategic Alignment of
the RPMS with the PPST
Required Task 1: Preliminary Activity
Recommended Readings: DO 2, s.2015 and RPMS-

Refer to page 69 of the RPMS Manual (See Figure 2) and
PPST Manual for Teachers and School Heads reflect on the RPMS framework. What does this framework
Activity: Accomplish the “My RPMS-PPST Activity communicate to you? Identify relevant activities that you
should undertake in each cycle.
Logs”
MY RPMS-PPST ACTIVITY LOGS
RPMS My Intended Activities per Cycle

(What preparatory activities do you need to do in between each cycle?)
Cycles Inclusive Dates
Phase I: First week of August , a Discussion of RPMS tools
week before start of
Performance Planning Self-Assessment
classes
and Commitment
Phase II:
Monitoring and Coaching
Performance Monitoring Whole Academic Year
Mid-year review and assessment
and Coaching
Phase III: 1st Week of May, a week Year-End Review and Assessment
Performance Review after Evaluation of Portfolio
recognition/graduation Computation of Final Rating
and Evaluation rites
Phase IV: Ways Forward and development

Performance Rewarding planning
May
and Development Planning

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

Key Topic 1: The RPMS-PPST Framework:
How does it Work for Teachers?
Technical Assistance (TA) is consistently embedded in
each phase of the RPMS-PPST. This is done through the
mentoring program in which continuous coaching and
The Results-Based Performance Management (RPMS), as feedback are given to teachers. Mentors play a crucial
defined in DO 2 s., 2015, is a contextualized version of role in the professional life of beginning teachers. Studies
Civil Service Commission’s (CSC’s) Strategic Performance report positive results when beginning teachers have
Management System (SPMS). It is strategically linked access to the kind of support they need (Martin, Buelow
with the PPST and it also provides input to other HR and Hoffman, 2016; Kyndt, Gijbels, Grosemans &
systems, like L&D and R&R. The RPMS-PPST framework Donche, 2016; Murray, 2015). Mentoring and coaching
(Figure 2) encapsulates the relationships of these HR support teachers to adjust their performance and
systems and clearly shows how teachers’ performance calibrate their perspectives based on the PPST.
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 Required Task 2: Activity
are future-oriented; they help teachers address
competencies that might be needed for their future
higher-level position. On the other hand, competency
gaps are needs that must be met to enable teachers to
Analyze the two (2) scenarios below and indicate
perform their current teaching job as stated in the PPST. whether the following statements are true or false.
Scenario A: Teacher Paula is a new BSE graduate Major

The RPMS-PPST manual and associated tools clearly in Science who has been hired to teach in a Junior High
communicate the activities that teachers will undergo, School.
expected outputs, and timelines, and include the forms
that teachers need in each cycle. Notice that the PPST is Scenario B: Teacher Dennis has been teaching Science in
at the core of the framework (Figure 2). The PPST is not a private school for the past four (4) years. After he
just about standard expectations from teachers across completed his doctoral degree, he applied to the same
the country; it is also a statement of accountability as per public high school where Teacher Paula is working. Both
the PPST. It clearly sets out what DepEd and its external Teachers Paula and Dennis are newly-hired teachers
stakeholders, e.g., parents, business partners, etc., handling Science.
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.

Statement Response Feedback
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. TRUE
Both teachers may use the PPST tools to identify their strengths
and areas in which they may need support. TRUE
Both teachers can have their L&D needs addressed through the
RPMS-PPST. TRUE
Mentors’ feedback is important for both teachers to monitor their
own progress. They can get feedback from their mentors whether TRUE
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. TRUE
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.

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

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
Teacher Rona and
need to address his performance gaps evaluation need L&D
Teacher Rex needs L&D to address his developmental needs, while teachers Rona and Evalou All teachers need to
to address their
attendL&Dd to
need to participate in L&D to address their competency gaps developmental
address their
All teachers need to attend L&D to address their developmental needs needs while teacher
developmental
Rex needs to
All teachers need to attend coaching sessions needs.
address academic
gaps.
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 Goal L&D Modality Target Completion Date

Development Activity
(Target PPST Domains)
Demonstrate content knowledge and Content knowledge and its application within and across
curriculum areas. Research-based knowledge and principles of
Content knowled; its application within
Doman 1: Content teaching and learning. Positive use of ICT, strategies for
promoting literacy and numeracy, strategies for developing
and/or across Application withir critical and creative thinking, as well as other higher-order School Calendar 2022 - 2023
Knowledge and Pedagogy kurriculum teaching areas. thinking skills; Mother Tongue, Filipino and English in teaching
and learning
Demonstrate knowledge of policies, Learner safety and security, fair learning environment,
Domain 2: Leaming guidelines and procedures that
management of classroom structure, and activities. Support for
learner participation, promotion of purposive learning, and
School Calendar 2022 - 2023
Enironment provide safe and secure learning
management of learner behavior.
environments
Demonstrate knowledge of policies, Learners’ gender, needs, strengths, interests and experiences,
Domain 3: Diversity of guidelines and procedures that

learners’ linguistic, cultural, socio-economic and religious
backgrounds. Lsarners with disabilities, giftedness and talents.
Learners in difficult circumstances.
School Calendar 2022 - 2023
Learners provide safe and secure learning
environments
Learners from indigenous groups.
Prepare developmentally
Domain 4: Curriculum and sequenced teaching and learning Blended Learning and School Calendar 2022 - 2023
Planning process to meet curriculum Online Learning
requirements

Session 5–Rewards and Recognition Rewards and Recognition (R&R) is an essential aspect
of performance management in any organization
(R&R) in the Context of RPMS-PPST whether public or private. DepEd’s R&R mechanism is
anchored on CSC’s Program of Awards and Incentives
Key Topic 1: Rewards and Recognition
for Service Excellence (PRAISE). The purpose of
DepEd PRAISE is to motivate DepEd personnel to
deliver excellent performance which will in turn
From the human resource perspective, performance is contribute to the overall performance of the
driven by motivation. In other words, teachers behave Department. Phase IV of the RPMS, “Performance
the way they do because there is an inner drive that Rewarding and Development Planning”, is about
pushes them. Motivation is said to be those, “factors that recognizing outstanding performers at all levels of
activate, direct and sustain goal-directed behavior” governance. At the school level, its aim is to recognize
(Iricinschi, 2020, 271). Beginning teachers need to see outstanding teachers. DepEd wants all its teachers to
both the big and small picture in order to comprehend perform well..
their stake in the PPST and the HR systems of DepEd in
order to be fully motivated. Nobody can truly be Recognition is embedded in the RPMS-PPST. This is part
motivated by mere compliance or pleasing one’s of Phase IV, i.e. Performance Recognition and Awarding.
immediate superior. Superficial motivation is fleeting, it is There are many forms of rewards. L&D is one form of
surface level and the person would tend to show
expected behavior when someone is looking. This is not reward
the kind of motivation that can bring any beginning that is very evident in DepEd. The National Educators
teacher to real success in his/her profession. Academy of the Philippines (NEAP) is DepEd’s training
When beginning teachers enter the DepEd workforce, arm

that hones teaching and non-teaching personnel in
DepEd.
they Scholarship is another form of reward to DepEd
possess
that varying abilities, competencies and experiences personnel.
can help them carry out their teaching duties Scholarships
potential are awarded to high performing, high
competently. employees of DepEd because they are expected to give
Ability
or enables one to perform or carry out a function a
task. Motivation is another element that is needed in return
from of investment (ROI) to DepEd when they return
order their scholarship.
to enable beginning teachers to translate their abilities
into Beginning teachers should not focus solely on these
something useful. But, they need more opportunities to
explore and practice. So, one’s performance is tangible
determined rewards. Seeing their learners graduate and become
by one’s ability, internal or external motivation, and productive citizens of our nation could be a lasting form
opportunities
are available. This is why beginning teachers of intrinsic reward. On the other hand, DepEd PRAISE
given mentors. Mentors create opportunities for motivates high performing teachers, who become good
examples to their fellow teachers.
beginning
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.

Module 3 – The Results-based Required Tasks
Performance Management System (RPMS) • Table Completion
• Activity Reflection
Intended Module Learning Outcomes

Required Resources
At the end of this module you should be able to:
• Updated RPMS Manual for Teachers and School
1. demonstrate knowledge of the RPMS cycle, and Heads, http://deped.in/RPMSManualver2019
PPST-based RPMS tools and processes; • PPST Resource Package Modules, http://bit.ly/
2. use PPST-aligned tools in developing your teaching PPSTResourcePackageA
• DepEd Order
Guidelines onNo.
the 2, s. 2015,
practices as defined by the standards;
Establishment and Implementation of the Re-
3. use PPST-aligned tools to monitor your progress sults-based Performance Management System
towards achieving your professional development (RPMS) in the Department of Education
goals; and • Civil Service Commission (CSC) Memorandum
Circular No. 06, s. 2012, Guidelines in the Estab-
4. develop lesson plans as quality evidence for RPMS. lishment and Implementation of Agency Strategic
Performance Management System (SPMS)
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
RPMS

Session 1 – The Results-based Perfor- that it has set itself in its strategic plan.
mance Management System (RPMS) of The SPMS follows the four-stage Performance Manage-
DepEd ment System (PMS) cycle that underscores the importance
of performance management (Enclosure p. 6-11, CSC
Preliminary Activity Memorandum Circular No. 06, s. 2012):
Stage 1: Performance Planning and Commitment
Stage 2: Performance Monitoring and Coaching
In five (5) minutes, list down all things you know about Stage 3: Performance Review and Evaluation
RPMS. Start with basic one-liner information. Check these Stage 4: Performance Rewarding and Development
as you proceed with this session. Planning
Key Topic 1: The RPMS
The Civil Service Commission (CSC) issued Memorandum

Circular No. 06, s. 2012 titled Guidelines in the Establish-
ment and Implementation of Agency Strategic Performance
Management System (SPMS). The SPMS is focused on
linking individual performance vis-à-vis the agency’s organi-
zational vision, mission, and strategic goals. It is envisioned
as a technology composed of strategies, methods, and
tools for ensuring fulfillment of the functions of the offices
and its personnel as well as for assessing the accomplish-
ments. It is also a mechanism that ensures that the employ-
ee achieves the objectives set by the organization and the
organization, on the other hand, achieves the objectives

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.
Categor y Definition
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,

Key Topic 3: The SPMS Rating Scale
In the third stage of the cycle of the performance

evaluation, the CSC mandates a five-point rating
scale.
Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and commitment in terms of quality and time,
technical skills and knowledge, ingenuity, creativity, and initiative. Employees at this performance level should
5 Outstanding 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 Unsatisfactory
Performance was consistently below expectations, and/or reasonable progress toward critical goals was not
made. Significant improvement is needed in one or more important areas.
1 Poor
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.

2. The Individual Perfor-
mance Commitment
and
is Review Form
(IPCRF)
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 perfor-
mance of employees with
Unsatisfactory and Poor
performance ratings.

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.

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
, adopts of Education
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

The RPMS Performance Measure
Categor y Definition
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
Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and commitment in terms of
quality and time, technical skills and knowledge, ingenuity, creativity, and initiative. Employees
5 Outstanding 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
4 Very Satisfactory the established standards.
Performance met expectations in terms of quality of work, efficiency, and timeliness. The most
3 Sa tisfactor y critical annual goals were met.
Performance failed to meet expectations, and/or one or more of the most critical goals were
2 Unsatisfactory not met.
Performance was consistently below expectations, and/or reasonable progress toward critical
1 Poor goals was not made. Significant improvement is needed in one or more important areas.

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.

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.

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

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

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

These issues prompted the Bureau of Human Resource
and Organizational Development (BHROD), with RCTQ,
to:
• Align the performance assessment tool,
of Verification (MOV) as evidence of performance
responsive to career stages, with the PPST • Refine the RPMS evaluation process to ensure
• Focus on the essential duties and efficiency, fairness and equity in the evaluation
responsibilities of teachers process that places greater premium on quality not
• Set tangible and realizable objectives from the quantity
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 exist-
ing 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

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.
RPMS PPST
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):

RPMS PPST
Objective 1: Apply knowledge of content within and across curriculum Indicator 1.1.2: Apply knowledge of content within and across curriculum teaching
teaching areas. areas.
Objective 2: Use a range of teaching strategies that enhance learner Indicator 1.4.2: Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills. achievement in literacy and numeracy skills.
Objective 3: Apply a range of teaching strategies to develop critical and Indicator 1.5.2: Apply a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills. creative thinking, as well as other higher-order thinking skills.
Objective 4: Manage classroom structure to engage learners, individually or in Indicator 2.3.2: Manage classroom structure to engage learners, individually or
groups, in meaningful exploration, discovery and hands-on activities within a in groups, in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments. range of physical learning environments.
Objective 5: Manage learner behavior constructively by applying positive and Indicator 2.6.2: Manage learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments. non-violent discipline to ensure learning-focused environments.
Objective 6: Use differentiated, developmentally appropriate learning Indicator 3.1.2: Use differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths, interests and experiences to address learners’ gender, needs, strengths, interests and
experiences. experiences.
Objective 7: Plan, manage and implement developmentally sequenced Indicator 4.1.2: Plan, manage and implement developmentally sequenced
teaching and learning processes to meet curriculum requirements and varied teaching and learning processes to meet curriculum requirements and varied
teaching contexts. teaching contexts.
Objective 8: Participate in collegial discussions that use teacher and learner Indicator 4.4.2: Participate in collegial discussions that use teacher and learner
feedback to enrich teaching practice. feedback to enrich teaching practice.
Objective 9: Select, develop, organize and use appropriate teaching and Indicator 4.5.2: Select, develop, organize and use appropriate teaching and
learning resources, including ICT, to address learning goals. learning resources, including ICT, to address learning goals.
Objective 10: Design, select, organize and use diagnostic, formative and Indicator 5.1.2: Design, select, organize and use diagnostic, formative and
summative assessment strategies consistent with curriculum requirements. summative assessment strategies consistent with curriculum requirements.
Objective 11: Monitor and evaluate learner progress and achievement using Indicator 5.2.2: Monitor and evaluate learner progress and achievement using
learner attainment data. learner attainment data.
Objective 12: Communicate promptly and clearly the learners’ needs, progress Indicator 5.4.2: Communicate promptly and clearly the learners’ needs, progress
and achievement to key stakeholders, including parents/guardians. and achievement to key stakeholders, including parents/guardians.

Comparison between RPMS (pre-PPST) and PPST-aligned RPMS
Elements RPMS 2015 PPST-aligned RPMS

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

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

Have you already encountered the indicators used in • The Results-based Performance Management
SYs 2018-2019 and 2019-2020? If so, briefly System (RPMS) was aligned with the Philippine
summarize your experiences during the RPMS-related Professional Standards for Teachers (PPST)
activities? anchored on the 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
5. Prioritize the identified areas for growth based on their
Preliminary Activity impact on student learning and overall teaching
effectiveness. This prioritization helps in focusing efforts
on the most critical aspects of professional development.
Identify Professional Development Opportunities:
Teacher Mary Grace finished two (2) classroom observa-
tions before the scheduled Mid-year Review. Her 6. Research and identify relevant professional
Principal asked her to update her Development Plan. development opportunities that align with her goals. This
What steps should she take to do this? Briefly discuss in may include workshops, training sessions, conferences, or
the box below. collaborative activities with fellow educators.
Create an Action Plan:
7. Develop a detailed action plan outlining specific steps,

To update her Development Plan after completing two timelines, and resources needed to achieve the set goals.
classroom observations before the scheduled Mid-year This plan should be realistic and achievable within the
Review, Teacher Mary Grace should take the following given time frame.
steps: Document Progress:
1. Review and reflect on the insights gained from the two 8. Establish a system for documenting progress towards
classroom observations. Identify strengths, areas for each goal. Regularly update this documentation to track
improvement, and any emerging patterns or trends. achievements, challenges faced, and adjustments made to
Set Clear Goals: the action plan.
Collaborate with Mentor or Coach:
2. Based on the observations and reflections, establish
clear and specific goals for professional development. 9. Collaborate with a mentor or instructional coach to
These goals should be aligned with both individual needs receive guidance and support throughout the
and broader educational objectives. development process. Regular check-ins can provide
Consult Mid-year Review Criteria: valuable insights and help make necessary adjustments to
the plan.
3. Familiarize herself with the criteria and expectations Prepare for Mid-year Review Meeting:
outlined for the Mid-year Review. This ensures that her
updated Development Plan aligns with the school's 10. Compile relevant documentation, such as updated
objectives and expectations. Development Plan, evidence of progress, and reflections,
Seek Feedback: in preparation for the Mid-year Review meeting with the
Principal.
4. Engage in discussions with colleagues, mentors, or the
Principal to gather additional perspectives on her teaching By following these steps, Teacher Mary Grace ensures that
performance. Feedback from others can provide valuable her updated Development Plan is well-informed, goal-
insights for refining her Development Plan. oriented, and aligned with the school's expectations,
Prioritize Areas for Growth: ultimately contributing to her continuous professional
growth.

Key Topic 1: The RPMS Cycle
Let’s revisit the Results-Based Performance Management (RPMS) Framework (Figure 15)
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

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:
Phase Timeline* Activity Forms Output

Performance Planning and Last week of May, a • Discussion/Issuance of • IPCRF • Signed IPCRF-
Commitment week before start of RPMS Tools • Self-Assessment Tool (SAT) Development Plans based
classes • Self-Assessment on SAT
• IPCRF-Development Plans
(DP) • Signed IPCRF
• Agreements based on
Performance Monitoring • Year- Monitoring and • RPMS Tools •
and Coaching Coaching • IPCRF PMCF
• round •
Mid-year Review and • • MRF
November SAT
Assessment • • Updated IPCRF-DP
IPCRF-DP using Performance
Monitoring and Coaching • Portfolio
Form (PMCF)
• Mid-Year Review Form (MRF)
Performance Review and 1st week of April, a • Year-end Review and • RPMS Tools • Signed Portfolio and IPCRF
Evaluation week after graduation Assessment • IPCRF with Computed Final
• Evaluation of Portfolio SAT Rating
•
• Computation of Final • IPCRF-DP using PMCF
Rating
• • Final IPCRF-DP
Performance Rewarding April Ways Forward and • Reward
and Development Planning Development Planning
• Recognition
• IPCRF-DP
* The timeline may be adjusted for RPMS 2020-2021 because of the COVID-19 Situation

Following activities in Phase I from June to October, point, raters need to provide suggestions,
about 2 classroom observations are conducted before recommendations, and/or technical assistance to
the Mid-Year Review in November. The exact timing is support teachers in achieving their targets. After Phase
agreed by both the Rater and the Ratee. In this time, the II, classroom observations must resume to complete the
preparation and organization of RPMS Portfolio must four (4) observations expected for the year, and they
have also started. shall also continue gathering and organizing their
documents for their Portfolio.
In Phase II, coaching, feedback, and appropriate
interventions shall be provided whenever necessary In Phases III and IV, teachers and their raters will have
within the year covered. All key inputs, feedback, and
other evidence of performance for the entire year shall be to
recorded in the Performance Monitoring and Coaching discuss
Form (PMCF). The Mid-Year Review, which happens in rating and agree on the teacher’s final performance
November, is prescribed to determine the progress of a based on actual accomplishments within the rating
teacher in achieving the RPMS Objectives. At this period.
Key Topic 2: What other things do I need to know about the RPMS Cycle?
The IPCRF-Development Plan will then be finalized. This
marks the end of the RPMS Cycle for the rating period
For teachers, below is the matrix of ratee-rater-approving authority intended for the RPMS:
and
begins again in the next school year.
Ratee Rater Approving Authority
(Teachers who submit portfolios as (School Heads, Assistant Principals, Head Teachers,
evidence of their teaching performance) and/or Master Teachers who rate teacher
portfolios to assess teacher performance)
Superintendent
Head Teacher Small and Medium Divisions
Principal/School Head
Master Teacher Assistant Superintendent
Large and Very Large Divisions
Superintendent
Small and Medium Divisions
Principal/School Head
Assistant Superintendent
Teacher
Large and Very Large Divisions
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
ALS Implementers Master Teacher/Head Teacher/Assistant Principal Principal/School Head

(School-based)
ALS Implementers
Education Program Specialist for ALS Chief of Curriculum Implementation Division (CID)
(Community Learning Centers-based)

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 Teacher/ Assistant
(i) Principal Principal/School Head
Teacher
(ii Principal/School Head Superintendent
)
(iii Master Teacher
Principal/School Head Superintenden
) Head Teacher
(iv Principal/School Head Assistant Superintendent t
)
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.
Superintenden
(v)
t
Statement Answer Feedback from your mentor
Statement 1: The statement is false based on
School A used all Cases (i), (ii), (iii), the data presented above and/or
(iv), and (v) in RPMS 2019-2020. the guidelines.

Statement 2: The statement is false based on the data
presented above and/or the guidelines.
The Division is a small division.
Statement 3: The data presented is not
In School A, the rater of sufficient to infer the
Teachers I-III is the Master Teacher. statement.
In School A, a Teacher III the data presented above
can rate a Master Teacher. and/or the guidelines.
In School A, the PSDS the data presented above
can rate a Master Teacher. and/or the guidelines.
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
There are other tools that are used in the PPST-aligned
teachers.
Figure 18: Other tools used in the PPST-aligned RPMS RPMS (Figure 18). These tools generate data pertaining
The Classroom Observation Tools to teachers’ performance. The data are then utilized
purposefully and constructively to support the Learning
and Development and Professional Development of
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.

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

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
The data collection system enables the collection and

sub- mission of RPMS data across governance levels
The IPCR Data Collection and Consolidation Forms and aims to establish baseline data on teachers’
proficiency level on
the PPST indicators. This system also ensures that the results of RPMS data are used properly and efficiently, as follows:

Figure 7: The electronic version of the SAT (e-SAT)

Figure 24: Use of results of RPMS data (RPMS IPCRF Data Collection and Consolidation System)
Key Topic 24: PPST-based RPMS Support
Materials Required Task 1: Reflection
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.

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

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.

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 teachers using the Proficient Tool. For teachers using the
(MOVs) to support the COT Rating Sheet or Inter-Observer Highly Proficient Tool, a Lesson Plan may be provided for
Agreement Form for Classroom-Observable RPMS Objec- RPMS Objectives 1, 3, 4, and 7. For the next School Years,
tives is a Lesson Plan (Figure 1). For example, in School there will be different sets of objectives and teachers will
Years 2018-2019 and 2019-2020, a Lesson Plan may be just have to check which ones could be supported by a
provided for RPMS Objectives 1, 2, 3, 4, 6, 7, 9, and 10 for lesson plan.
Figure 26: MOV for KRA 1

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

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 2. Learning Environment - Evaluate if the plan includes
• Preparing for lessons through the Daily Lesson activities that foster a positive and engaging learning
Log (DLL) or Detailed Lesson Plan (DLP) provides environment, such as the warm-up exercise and group
collaboration during the composition activity.
teachers with an opportunity for reflection on what
learners need to learn, how learners learn, and how 3. Diversity of Learners - Determine if there are strategies
best to facilitate the learning process. mentioned that cater to different learning styles or abilities,
A detailed Lesson Plan (DLP) is a teacher’s ensuring inclusivity within the lesson.
• Planning, Implementing, and Managing
“roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to 4. Instruction - Examine if there is a logical flow in the lesson
teach a particular topic. A typical DLP contains plan, from introduction to closure, and if it includes effective
the following parts: Objectives, Content, Learning strategies for managing the class during different activities.
Resources, Procedures, Remarks and Reflection. RPMS Objectives:
• Lesson plans are recognized Means of Verification 1. Student Learning Outcomes - Confirm that the stated
for classroom-observable RPMS objectives in the objectives align with the desired student learning outcomes.
For example, students identifying and reproducing rhythms,
RPMS. demonstrating understanding of tempo and dynamics, and
collaborating in small groups.
Required Task 2: Activity
2. Reflection and Continuous Improvement - Look for
Using either a lesson plan prepared by your mentor elements in the lesson plan that encourage reflection, such as
(recommended) or the lesson plan/lesson exemplar the closure section where students reflect on their experience.
you provided, check which COT Indicators (or RPMS Continuous improvement could be addressed through
Objectives) are present. Elaborate on your findings. If homework or extension activities.
an indicator is not present, is it possible to have it
3. Elaboration - If an indicator is not explicitly present, it can
present in the lesson plan? How? be incorporated into the lesson plan. For instance, if the
lesson plan doesn't explicitly address "Assessment," a section
can be added under Assessment to detail how student
understanding will be assessed during the various activities.
Example Lesson Plan: Exploring Rhythms through
Percussion Instruments Similarly, if the plan lacks a clear "Feedback and Follow-up"
section, this can be included to outline how the teacher will
COT Indicators: provide feedback to students during the activities and what
follow-up actions will be taken.
1. Content Knowledge and Pedagogy - Check if
the lesson plan clearly outlines the learning Remember, the key is to align the lesson plan with the specific
objectives related to music content (identifying indicators or objectives you are aiming to address. Each part
rhythms, understanding tempo and dynamics) of the lesson plan can be adjusted or expanded to ensure
and if the pedagogical strategies support effective comprehensive coverage of COT Indicators or RPMS
Objectives.
teaching.

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
Strand the set of professional standards for teachers
More specific dimensions of teacher practice under every domain in the set of
High performers professional

standards for teachers
High potentials
DepEd teaching personnel who are able to perform beyond expectations
Key result areas DepEd teaching personnel who are high performers and have the aspiration to take
future
leadership positions in DepEd
Means of Verification
(MOV)
General Outputs or outcomes. In the context of the RPMS Tools, the KRAs capture the
domains of the Philippine Professional Standards for Teachers
Performance In the RPMS Tools, the performance indicators provide descriptions of quality and quantity
List of documents that can show teachers attainment of objectives
Indicators The is an assessment tool that is used to measure classroom performance of teachers against a
set of PPST classroom observable indicators
Classroom
Observation Tool is an RPMS associated tool that helps teachers reflect on the different performance indicators
(COT)
related to their professional work. The results of the self-assessment will guide teachers on
The Self-Assessment which indicators they must improve and the areas where they need coaching and mentoring.
Tool (SAT)
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 Plan performance ratings.
Individual Performance is an individual’s target based on the Office performance targets and measures in the OPCRF.
Commitment and Review
Form (IPCRF)
Office Performance summarizes the targets, performance measures, budget and responsibility centers
Commitment and Review of the Office.
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 learn-
ing 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 Learn-
ing 7, no. 3 (2015): 23-29.
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 Diego Dir. Runvi V. Manguerra
Officer-in-charge,
Professional Development Ms. Donnabel Bihasa
Division (PDD)
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan 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. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer
UNE-SiMERR
Dr. Joy Hardy
Deputy Director
Technical Working Group
Ricardo Ador Dionisio Warren Quisada Angelo Uy
Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano
Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario
Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel
Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa Jeanrick Deuna Nuñez Reggie Tuazon
Alma Belarmino Maribel Perez Gladys Uy
Rageene Vera Dueñas Beverlyn Ramirez Maria Lourie Victor
Nerio Benito Eseo Frankie Delos Santos
Support Team
Ruth Mae Ellorin Aris L. Solis Roy Benson
Layout Artist Layout Artist NEAP ICT Technical Support
Pilot Testing Participants

Region IV-A Region VI Region VII
Division of Cavite Division of Iloilo Division of Bohol
Division of Quezon Division of Negros Occidental Division of Cebu
Division of Batangas Division of Antique Division of Negros Oriental

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CORE COURSE

The DepEd Teacher

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

1. identify and navigate through the salient features of

Estimated Time Required: 2 hours

4 The Teacher Induction Program - Core Course 3

The PPST acknowledges that teachers in the field have

Career stages generally refer to levels of development

Given the notion of a development continuum, upon

Guide for Mentors and Newly Hired Teachers 5

6 The Teacher Induction Program - Core Course 3

Professional Practices Proficient Teacher Highly Proficient Teacher Distinguished Teacher

Management of Learning Programs They provide aupport anxd mentoring to ly

Guide for Mentors and Newly Hired Teachers 7

Proficient Teacher, because I am able to As with any vocation, teachers need to

8 The Teacher Induction Program - Core Course 3

In fact, all of us, not only in a teaching

Guide for Mentors and Newly Hired Teachers 9

Yes, is it possible for a newly-hired DepEd

In addition , there are instances where there

Career Stage 3 and 4 is learned skills and

10 The Teacher Induction Program - Core Course 3

Scenario Answer Feedback

2. Teacher Rolly is a role model in his school. He is a consistent

Guide for Mentors and Newly Hired Teachers 11

12 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 13

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

14 The Teacher Induction Program - Core Course 3

Figure 1. The PPST Domains, Strands, and Indicators

Guide for Mentors and Newly Hired Teachers 15

16 The Teacher Induction Program - Core Course 3

1. The PPST defines teacher quality in the Philippines.

Guide for Mentors and Newly Hired Teachers 17

Let’s check your understanding of the PPST domains.

the appropriate Domain.

Scenario Answer Feedback

18 The Teacher Induction Program - Core Course 3

3. Teacher Rolly, a Grade 7 English Teacher, discussed the rules on Subject-Verb

Guide for Mentors and Newly Hired Teachers 19

Figure 2: First 3 Strands within Domain 1

20 The Teacher Induction Program - Core Course 3

1. Professional links with colleagues

Guide for Mentors and Newly Hired Teachers 21

Go through the PPST booklet and read through the

Domains Challenging Strands Why is it challenging? Input from the Mentor

Learning Environment Teacher is not yet proficient in

Insufficient knowledge when it comes to

Assessment and Reporting

Community Linkages Nowadays, parents are not fully

Personal Growth and Professional Development Seldom seek help to

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 23

Figure 3: Indicators articulating developmental practice within Strand 1.1

24 The Teacher Induction Program - Core Course 3

Read through the PPST indicators focusing only on the

Guide for Mentors and Newly Hired Teachers 25

26 The Teacher Induction Program - Core Course 3