IPBT Course 3

Teacher Induction • http://www.
Program (TIP)
gbooksdownloader.
com/
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
W
elcome to Course 3 of the
Teacher Induction Program! This
course will help you to become
familiar with the
Philippine Professional Standards for
Teachers (PPST) as the new framework for
teacher quality. It will guide you towards
understanding the expectations of teachers
and how DepEd’s systems and tools are
aligned with the standards.
Intended Course Learning Outcomes
At the end of this course, you will be able to:

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

Module 1 – Achieving Teacher Quality Required Resources
through PPST • DepEd Order no. 42, s. 2016 National Adoption
and Implementation of the Philippine
Intended Module Learning Outcomes: Professional Standards for Teachers
At the end of this module, you should be able to: • https://www.deped.gov.ph/wp-content/
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.
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 actively engage in collaborative They create lifelong impact in the lives of
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 and practice potential They consistently seek professional
practice. of their colleagues. advancement and relevance in pursuit of
They are reflective practitioners who teaching quality and excellence.
continually consolidate the knowledge, skills
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 are Highly proficient teachers Distinguished teachers embody the
professionally independent in the consistently display a high level of highest standard for teaching
application of skills vital to the performance in their teaching grounded in global best practices.
teaching and learning process. They practice. They manifest an in-depth They exhibit exceptional capacity to
provide focused teaching programs and sophisticated understanding of improve their own teaching practice
that meet curriculum and the teaching and learning process. and that of others.
assessment requirements.
Management of Learning Programs Proficient teachers display skills in Highly proficient teachers have a Distinguished teachers demonstrate
planning, implementing, and high level of competence in exceptional expertise in managing
managing learning programs. They managing learning programs. They learning programs. They employ
ensure that their teaching strategies differentiate instruction to meet the innovative teaching methods to
align with the learning needs of diverse needs of their students. optimize student learning.
their students.
Collaboration and Partnerships Proficient teachers actively engage Highly proficient teachers work Distinguished teachers are
in collaborative learning with the collaboratively with colleagues to recognized as leaders in education
professional community and other enhance the learning and practice and initiators of collaborations and
stakeholders for mutual growth and potential of their colleagues. They partnerships. They actively
advancement. provide support and mentoring to contribute to the profession and
colleagues in their professional inspire the education community
development. and stakeholders for the
improvement of education provision
in the Philippines.
Professional Development Proficient teachers are reflective Highly proficient teachers Distinguished teachers consistently
practitioners who continually continually seek to develop their seek professional advancement and
consolidate knowledge, skills, and professional knowledge and relevance.
practices. practice.

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?
As a newly hired teacher with seven months of in- To advance to the next career stage, there are several
service experience, I would consider myself to be in key factors that would support my professional growth
the beginning stage of my career. During this time, I as a teacher. First and foremost, ongoing professional
have been focused on developing my knowledge, development opportunities would be crucial. Attending
skills, and understanding of effective teaching workshops, conferences, and training sessions
practices. I have gained a basic understanding of the specific to my subject area and pedagogy would
subjects I teach and have been actively seeking deepen my knowledge and enhance my instructional
guidance from more experienced colleagues to practices. Engaging in collaborative learning with
enhance my teaching practice. While I still have much colleagues, both within and outside of my school,
to learn, I have been actively engaged in managing would also provide valuable insights and diverse
learning programs and creating a positive learning perspectives. Seeking feedback and mentorship from
environment for my students. I am committed to experienced educators would help me refine my
continuous professional growth and am eager to teaching approaches and address areas for
further develop my instructional strategies and improvement. Additionally, conducting self-reflection
collaborative skills to become a proficient teacher in and engaging in continuous self-assessment would
the future. allow me to identify my strengths and areas of growth,
enabling me to set clear goals and work towards
them. Finally, actively engaging in educational
research, staying updated on current trends and best
practices, and integrating innovative teaching
strategies would further support my advancement to
the next career stage.

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

My aspiration ten years from now is to reach the service experience, it is likely that I am still
Highly Proficient career stage. I aim to continuously developing my teaching practice and aligning it with
develop my teaching skills, deepen my subject the expectations of Career Stage 2. At this early
knowledge, and refine my instructional strategies. stage, it is more common to focus on building a
Over the next decade, I envision myself becoming a strong foundation and acquiring essential teaching
highly skilled and effective educator who consistently skills. However, if there are any aspects of my
demonstrates a deep understanding of the teaching teaching practice that exceed the practices articulated
and learning process. I aspire to be recognized as a in the Career Stage 2 descriptors, they would likely
leader in education, actively contributing to the be specific to my individual strengths and areas of
professional community, and initiating collaborations expertise. For instance, if I have prior experience or
and partnerships. By embracing continuous specialized knowledge in a particular subject area, I
professional development, seeking mentorship, and may exhibit a higher level of proficiency in delivering
remaining dedicated to reflective practice, I strive to content or facilitating discussions related to that
make a positive and lasting impact on my students' subject. Additionally, if I have developed innovative
lives and the field of education as a whole. instructional strategies or have a natural ability to
connect with students and create a supportive
classroom environment, these aspects may also
exceed the expectations outlined for Career Stage 2.

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

Education) teacher with only seven months of in-
service experience to immediately exhibit teaching
practices corresponding to Career Stage 3 or 4.
Career Stage 3 and 4 typically represent more
advanced levels of expertise and experience that are
gained over time through continuous professional
development and practice. These stages require a
deep understanding of pedagogy, subject matter, and
the ability to consistently demonstrate highly effective
teaching strategies. While a newly-hired teacher may
show potential and some initial strengths, it would be
more realistic for them to focus on building a strong
foundation, mastering the skills and knowledge
required for Career Stage 1 and 2, and gradually
progressing towards the higher stages as they gain
more experience and expertise in the field.

Optional Task: Formative Quiz
Read the following scenarios and choose 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 a. Beginning Stage Based on the provided information, Teacher
to teaching in DepEd but she acknowledges that she still has a lot to Marilyn being in her 2nd year of teaching and
learn from her more seasoned colleagues. Marilyn is in the: acknowledging that she still has a lot to learn
from more experienced colleagues suggests that
a. Beginning Stage
she is in the beginning stage of her teaching
b. Proficient Stage career. This stage is characterized by a focus on
c. Highly Proficient Stage building a strong foundation, learning from
d. Distinguished Stage others, and acquiring essential teaching skills.
2. Teacher Rolly is a role model in his school. He is a consistent d. Distinguished Stage Based on the described practice of Teacher
Outstanding Teacher in the Division and has been recognized by the Rolly being a role model in his school,
Civil Service Commission as a recipient of Lingkod Bayan Award. consistently receiving Outstanding Teacher
Rolly is in the: recognition in the Division, and being honored
with the Lingkod Bayan Award by the Civil
a. Beginning Stage
Service Commission, it is evident that he is in
b. Proficient Stage the distinguished stage of his teaching career.
c. Highly Proficient Stage This stage represents the highest level of
d. Distinguished Stage teaching excellence, where educators make
significant contributions to the profession,
inspire others, and have a lasting impact on
education provision.
3. Teacher Elinor serves as mentor to her co-teacher during LAC c. Highly Proficient Stage Based on the provided information, Teacher
Sessions and classroom observations. Her fifteen years of Elinor's role as a mentor to her co-teacher, her
experience as an English teacher has earned her the trust of her extensive fifteen years of experience as an
colleagues in terms of in-depth knowledge and skills in teaching the English teacher, and the trust she has earned
content and handling learners’ behavior of different levels. She is from her colleagues in terms of her knowledge
good at collaborating with people and in providing support. Elinor is and skills in teaching content and handling
in the: learners' behavior of different levels indicate
that she is in the highly proficient stage of her
a. Beginning Stage teaching career.
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage

4. Teacher Kath can teach alone without the Master Teacher’s b. Proficient Stage Based on the described practice of Teacher
assistance. She has unique skills in planning, implementing and Kath being able to teach independently without
managing learning programs in the school. Kath is in the: the assistance of a Master Teacher and
possessing unique skills in planning,
a. Beginning Stage
implementing, and managing learning
b. Proficient Stage programs in the school, it suggests that she is in
c. Highly Proficient Stage the proficient stage of her teaching career. In
d. Distinguished Stage this stage, teachers have developed a solid
foundation of teaching skills and are capable of
effectively managing their classrooms and
instructional activities.
5. Teacher Christine has exceptional skills in influencing people through d. Distinguished Stage Based on the described practice of Teacher
her articles in different academic journals. She has been frequently Christine having exceptional skills in
invited to different conventions to share her successful innovation in influencing people through her articles in
teaching for benchmarking and collaboration. Christine is in the: academic journals and being frequently invited
to conventions to share her successful
a. Beginning Stage
innovations in teaching, it indicates that she is
b. Proficient Stage in the distinguished stage of her teaching
c. Highly Proficient Stage career. This stage represents the highest level of
d. Distinguished Stage teaching excellence, where educators make
significant contributions to the profession,
inspire others, and have a lasting impact on
education provision. Teacher Christine's ability
to influence others through her publications and
her recognition as an expert in her field
signifies a distinguished level of
accomplishment in her career.
The Teacher Induction Program - Core Course 3

Summary
1. Four career stages are articulated in the 4. Career Stage 3 or Highly Proficient Teachers
Philippine Professional Standards for Teachers consistently display a high level of performance in
(PPST). Each stage is constituted by particular their teaching practice. They manifest an in-depth
professional practice that defines and locates and sophisticated understanding of the teaching
teacher quality within a developmental and learning process. They have high education-
continuum. focused situation cognition, are more adept in
2. Career Stage 1, or Beginning Teachers, have problem solving and optimize opportunities
gained the qualifications recognized for entry gained from experience. They provide support and
into the teaching profession. They have a strong mentoring to colleagues in their professional
understanding of the subjects/areas in which they development, as well as work collaboratively with
are trained in terms of content knowledge and them to enhance the learning and practice
pedagogy. They possess the requisite potential of their colleagues. They continually
knowledge, skills and values that support the seek to develop their professional knowledge and
teaching and learning process. They manage practice by reflecting on their own needs, and
learning programs and have strategies that those of their colleagues and students.
promote learning based on the learning needs of 5. Career Stage 4 or Distinguished Teachers
their students. They seek advice from embody the highest standard for teaching
experienced colleagues to consolidate their grounded in global best practices. They exhibit
teaching practice. exceptional capacity to improve their own
3. Career Stage 2 or Proficient Teachers are teaching practice and that of others. They are
professionally independent in the application of recognized as leaders in education, contributors to
skills vital to the teaching and learning process. the profession, and initiators of collaborations and
They provide focused teaching programs that partnerships. They create lifelong impact in the
meet curriculum and assessment requirements. lives of colleagues, students and others. They
They display skills in planning, implementing, and consistently seek professional advancement and
managing learning programs. They actively relevance in pursuit of teaching quality and
engage in collaborative learning with the excellence. They exhibit commitment to inspire the
professional community and other stakeholders for education community and stakeholders for the
mutual growth and advancement. They are improvement of education provision in the
reflective practitioners who continually consolidate Philippines.
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 does the PPST have?
The PPST articulates teacher quality through well-organized
domains, strands, and indicators. The succeeding tasks 2. The Domains collectively comprise of strands
will guide you through this structure. that refer to more specific dimensions of teacher
practices. How many strands does the PPST have?
Required Task 1: Reading
The PPST is an enclosure to DO no. 42 s. 2017 and is 3. The PPST defines the work expected from
available for download online. teachers across different career stages. How
many career 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 Domain 1 – Content Knowledge and Pedagogy
are concrete, observable and measurable teacher
behaviors/ practices covered in every strand in the Strand 2 of Domain 1 – Research-based knowledge
PPST. Each indicator is represented by a code for and principles of teaching and learning
easy reference.
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?
Which strand?
Which indicator?

Summary
1. The PPST defines teacher quality in the

Philippines. It sets clear expectations along well-
defined career stages.
2. In order to help teachers seamlessly integrate the
PPST into their practice, the PPST shall be used
as a basis for all learning and development
programs, selection and promotion, and
performance appraisals for teachers.
3. The PPST booklet describes the expectations of
teachers organized through its salient features:
the Domains, Strands, Indicators and career
stages.
4. The PPST has 4 Career Stages, 37 Strands, and
7 Domains. There are 37 indicators for each
career stage.

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 b. Domain 2 - The scenario described highlights Teacher
secluded corridor when going to the comfort room. Teacher Joy asked the Learning Joy's actions in addressing a disciplinary issue
learner to remain in the classroom after the lesson. During the conference Environment within the learning environment. By catching
with the learner, Teacher Joy warned the learner to quit smoking at school the learner smoking and having a conference
otherwise his parents will be called for a conference. with them, Teacher Joy is actively managing
and maintaining a safe and conducive learning
environment for her students. This falls under
Domain 2, which focuses on creating an
a. Domain 1 - Content Knowledge and Pedagogy environment of respect, rapport, and positive
behavior management.
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement
g. Domain 7 - Personal Growth and Professional Development

2. During the post conference, Mrs. Manuel, being the school head and rater of d. Domain 4 - In the given scenario, Mrs. Manuel, as the
teacher-ratee, emphasized that the use of varied learning materials aid learn- Curriculum and school head and rater of the teacher-ratee,
ers’ understanding of the lesson and allow learners to practice the application Planning emphasizes the importance of using varied
of concepts. She also mentioned that varied learning materials also cater to learning materials to aid learners'
learners’ different learning styles. understanding of the lesson and allow them to
practice the application of concepts. This
a. Domain 1 - Content Knowledge and Pedagogy aligns with Domain 4, which involves
curriculum planning and designing
b. Domain 2 - Learning Environment instructional strategies to meet the needs of the
learners. By recognizing the value of varied
learning materials and catering to learners'
d. Domain 4 - Curriculum and Planning different learning styles, Mrs. Manuel is
addressing the curriculum and planning aspect
e. Domain 5 - Assessment and Reporting of teaching.
3. Teacher Rolly, a Grade 7 English Teacher, discussed the rules on Subject- a. Domain 1 - The scenario presented focuses on Teacher
Verb Agreement in his lesson. During group work, his learners were tasked to Content Knowledge Rolly discussing the rules on Subject-Verb
make a travel brochure for a particular place. He reminded them to describe and Pedagogy Agreement in an English lesson. This aligns
the beauty of the place and include short history while observing correct with Domain 1, which emphasizes content
subject-verb agreement for their captions. knowledge and pedagogical strategies. By
teaching and reinforcing the rules of Subject-
a. Domain 1 - Content Knowledge and Pedagogy Verb Agreement, Teacher Rolly demonstrates
his expertise in English language concepts and
b. Domain 2 - Learning Environment his ability to effectively deliver the content to
his students.
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting

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

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

2. Research-based knowledge and principles of teaching and learning
3. Management of classroom structure and activities
4. Learners with disabilities, giftedness and talents
5. Learning outcomes aligned with learning competencies
6. Monitoring and evaluation of learner progress and achievement
7. Establishment of learning environments that are responsive to community contexts
8. Positive use of ICT
9. Learners’ gender, needs, strengths and experiences
10. Planning and management of teaching and learning process
11. Design, selection, organization, and utilization of assessment strategies
12. School Policies and Procedures
13. Dignity of teaching as profession
14. Learner safety and security
Community
Content Personal Growth
Learning Diversity of Curriculum and Assessment & Linkages and
Knowledge & Professional
Environment Learners Planning Reporting Professional
& Pedagogy Engagement
Engagement
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 1.2, 1.4 Strand 1.2 involves It is highly recommended to
integrating content and seek guidance from a mentor
pedagogy effectively, which or experienced colleagues to
can be challenging as it gain insights and practical
requires deep understanding strategies for effectively
and skillful application of integrating content and
subject matter knowledge in pedagogy, as well as
teaching. Strand 1.4 focuses selecting and applying
on using appropriate appropriate teaching
teaching strategies and strategies.
approaches, which can be
challenging to consistently
implement in diverse
classroom settings.
Learning Environment 2.2, 2.3 Strand 2.2 involves creating Collaborating with a mentor
a positive and supportive or experienced teachers can
learning environment, which provide valuable guidance
can be challenging due to and strategies for creating a
various factors such as positive learning
managing student behavior, environment, managing
addressing individual needs, behavior, and establishing
and fostering inclusivity. effective classroom
Strand 2.3 focuses on procedures.
managing classroom
procedures and routines
effectively, which requires
careful planning and
consistent implementation.
Diversity of Learners 3.1, 3.4 Strand 3.1 emphasizes Seeking support from a
addressing the diverse mentor or participating in
learning needs of students, professional development
which can be challenging as opportunities focused on
it requires adapting inclusive practices and
instruction, materials, and differentiated instruction can
assessments to cater to provide valuable insights and
various learning styles, strategies for effectively
abilities, and backgrounds. addressing the diverse needs
Strand 3.4 involves of learners.
managing and responding to
individual differences in
learners, which can be
challenging in terms of
providing appropriate support
and differentiation.
Curriculum and Planning 4.1, 4.3 Strand 4.1 involves aligning Collaborating with
instruction with curriculum colleagues, attending
standards and learning curriculum-focused
competencies, which can be workshops, or seeking
challenging as it requires guidance from mentors can
careful planning and provide valuable support and
ensuring coherence between resources for curriculum
intended learning outcomes alignment and effective
and instructional activities. planning.
Strand 4.3 focuses on
designing and sequencing
learning experiences
effectively, which can be
challenging in terms of
balancing depth and breadth
of content and ensuring
progressive learning.
Assessment and Reporting 5.1, 5.4 Strand 5.1 emphasizes using Engaging in professional
various assessment methods development related to
and tools appropriately, assessment practices,
which can be challenging in collaborating with colleagues,
terms of selecting and or seeking guidance from
designing assessments that mentors can help in
effectively measure learning developing effective
outcomes and provide assessment strategies and
meaningful feedback. Strand utilizing assessment results
5.4 focuses on interpreting for instructional decisions.
and utilizing assessment
results for instructional
improvement, which can be
challenging without clear
guidelines or support for
analyzing and using
assessment data effectively.
Community Linkages 6.2, 6.3 Strand 6.2 involves engaging Seeking guidance from
and collaborating with mentors or experienced
stakeholders, which can be teachers who have
challenging due to the need experience in community
for effective communication, engagement and
relationship-building, and professional learning
finding common ground with communities can provide
various community members. valuable insights and
Strand 6.3 focuses on strategies for effective
participating in professional collaboration and active
learning communities, which participation.
can be challenging in terms
of finding time for
collaboration and maintaining
active engagement in
professional development
activities.
Personal Growth and Professional Development 7.1, 7.3 Strand 7.1 emphasizes Collaborating with mentors,
reflecting on and improving participating in peer coaching
one's teaching practice, or reflective practice groups,
which can be challenging as and actively seeking
it requires self-awareness, professional development
ongoing self-reflection, and opportunities can support
identifying areas for growth. personal growth and
Strand 7.3 focuses on professional development.
engaging in professional
development activities, which
can be challenging in terms
of finding relevant
opportunities, managing
time, and staying updated
with current research and
practices.
(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

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 career
right, starting from beginning towards proficient. stage are you in?
On the other hand, reading through the indicators by
each career stage column, you will see the behaviors and
practices expected from teachers according to their Read through the PPST indicators focusing only on the
respective career stages. indicators under your career stage. For example, if you are
Proficient, go through the indicators under the Proficient
Upon adoption of the PPST, the Department decided to column. Reflect on whether your practices align with the
assign teachers to ‘default’ career stages based on their expectations of the PPST based on your career stage.
designation or rank. Eventually, the Department will develop a
system of teacher certification to assign or promote teachers
to career stages based on their competencies. Currently, the
default career stage classification is as follows: Summary
Teacher 1-3 with 0-3 years of teaching experience: 1. The PPST is sufficiently generic to describe
Beginning Career Stage teaching and learning practices across
Teacher 1-3 with more than 3 years of teaching content areas and grade levels.
experience: Proficient Career Stage 2. The PPST contains domains of broad
Master Teacher I-II: Highly Proficient Career Stage conceptual spheres of teaching and learning
practices which are defined by specific strands.
Master Teacher III-IV: Distinguished Career Stage Each strand is further elaborated into concrete,
observable and measurable teacher
behaviors/practices called indicators.
However, it is important to note that a teacher is not 3. The PPST indicators show the continuum of
‘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 HR Required Tasks
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
At the end of this module, you should be able to: Performance Management System in the
1. set professional goals that are aligned with Department of Education”;
the PPST; and • Department Order No. 66 s., 2017, “Revised
Guidelines on the Appointment and
2. develop a personal professional improvement Promotion of other Teaching, Teaching
plan that will support your career goals. Related and Non- Teaching Positions”
• DepEd Order 001 s., 2020, “Guidelines for NEAP
3. share own reflections with peers on desirable
Recognition of Professional Development Programs
personal and professional practices that are
and Courses for Teachers and Schools Leaders”
geared towards higher level practice/indicators.
• DepEd Order 78 s., 2007, “Strengthening
the Program on Awards and Incentives for
Estimated Time Required: 2 hours Service Excellence (PRAISE) of the
Department of Education”
• DepEd Order No. 32 s., 2016, “Addendum to
Module Outline DepEd Order No. 3 s., 2016 (Hiring
Guidelines for Senior High School (SHS)
Teaching Positions Effective School Year (SY)
Session 1 – The PPST and DepEd’s 2016-2017)”
Human Resource (HR) • DepEd Order No. 7 s., 2015, “Hiring
Systems Guidelines for Teacher I Positions Effective
Session 2 – The PPST, RSP and the Merit School Year (SY) 2015-2016”
Selection Plan (MSP) of DepEd • Philippine Development Plan 2017 to 2022;
Session 3 – The Strategic Alignment of the • Results-Based Performance Management System
RPMS with the PPST (RPMS) Manual for Teachers and School Heads
Session 4 – Role of RPMS-PPST in Teachers’ • Republic Act 7041, “An Act Requiring
Learning and Development Regular Publication of Existing Vacant
Session 5 – The Rewards and Recognition (R&R) Positions in Government Offices,
in the Context of RPMS-PPST Appropriating Funds Therefore, and for
other Purposes”.
Session 1 –The PPST and DepEd’s Human Resource (HR) Systems
Key Topic 1: The DepEd Human Resource (HR)

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

the essence of SHRM.
Figure 1 depicts the four (4) HR systems in DepEd that

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

Required Task 1: Formative Test Scenario 2: An Advanced Teacher at
Multiple Choice Test: Respond to the following the Beginning Stage of PPST
scenarios based on your understanding of the PPST and
the strategic connect of the DepEd HR systems:
Teacher Ruth had three (3) years teaching experience
Scenario I: Teacher Anthony’s Dreams in a private school before she was hired in the public
high school where she is currently teaching. Because
It is Teacher Anthony’s first year of teaching. After of her prior experience, she has already acquired
going through the Teacher Induction Program (TIP), he some good teaching practices and she has been
dreams of becoming a Master Teacher someday. He identified by her
knows that he has to work on his competency gaps School Head as a high performer and high potential
based on the indicators for proficient teachers in the future teacher leader. This coincides with Teacher Ruth’s
PPST. After taking the self-assessment test (SAT), dream to become a future school leader in DepEd.
Teacher Anthony admitted to his mentor that he needs However, she is a newly-hired teacher and her
support in certain domains at the beginning level. colleagues label her as Beginning Teacher under the
PPST. Which of the following behaviors can help teacher
Ruth fulfill her career goal?
Which of the following will NOT GREATLY help Teacher
Anthony achieve his dream of becoming a Master Teacher?
a. Align with the PPST her professional
teaching practices
a. Use the result of his SAT in identifying his
learning needs b. Get help from somebody she knows in DepEd
to serve as her “padrino”
b. Attend as many learning and development
activities c. Gather certificates of her previous trainings in
to earn as many certificates for promotion the private school where she taught and keep
it for promotion
c. Regularly revisit the PPST to align his professional
development needs with the expectations of d. Make friends with her school head, so she can
proficient teachers have his/her favor
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
Answer: B, merely attending training sessions is insufficient own performance and align their professional practices
to help teacher Anthony reach his career goal. with the expectations from them based on the PPST,
which is 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
been very supportive and is one of the key contributors future 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
Performance Rewarding and Development Planning, is Induction Program
fast approaching. Which of the following is most likely to c. He can be tapped as resource person in
happen to teacher Ruth? the school’s Learning Action Cell (LAC)
d. His progression across the PPST continuum
a. To address her performance gaps, teacher Ruth will could be faster if he purposely use PPST as the
be referred to a peer for coaching session during basis for his professional practice
the next school year
b. Teacher Ruth will not be able to get the Answer: B
outstanding 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
School Head Ms. Lopez is a strong proponent of DepEd’s
Answer: C 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 Newly
of Recognition for Outstanding Performance”. Teachers
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 NOT help them attain their goal?
work 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 I have learned about the Results-based With this knowledge, I can actively The implementation of RSP in my current
Performance System (RSP) and its participate in the RSP process by setting practice means I need to be more goal-
significance in evaluating individual and SMART goals, monitoring progress, and oriented and results-driven. I should
organizational performance. RSP focuses aligning my performance with the regularly assess my progress, seek
on achieving results and aligning organization's desired outcomes. I can feedback, and make necessary
individual goals with organizational utilize the RSP framework to improve my adjustments to ensure that my work
objectives. performance and contribute to the overall aligns with the organization's objectives.
success of the organization.
RPMS-PPST I have gained an understanding of the With this knowledge, I can actively Implementing RPMS-PPST in my current
Results-Based Performance engage in the RPMS-PPST process by practice implies that I need to be
Management System (RPMS) aligned conducting self-assessment, setting proactive in self-reflection, goal-setting,
with the Philippine Professional professional goals based on the PPST, and gathering evidence of my teaching
Standards for Teachers (PPST). It documenting evidence of my teaching practice. I should seek opportunities for
involves self-assessment, goal-setting, practice, and participating in performance professional development and
portfolio building, and evaluation of evaluations. I can use the RPMS-PPST collaboration to continuously improve my
teaching competencies. framework to enhance my teaching teaching competencies.
competencies and ensure continuous
professional growth.
L&D I have learned about the importance of With this understanding, I can actively Recognizing the significance of L&D in
Learning and Development (L&D) seek out relevant L&D programs to my current practice means I need to be
programs in enhancing professional skills enhance my professional skills and proactive in identifying and participating
and knowledge. L&D initiatives can knowledge. I can take advantage of in relevant professional development
include workshops, seminars, workshops, seminars, and conferences to opportunities. I should allocate time and
conferences, and other learning stay updated with current educational resources to continuous learning to stay
opportunities. practices, develop new teaching abreast of the latest research,
strategies, and expand my subject matter methodologies, and best practices in
expertise. education.
R&R I have learned about the importance of With this knowledge, I can actively Understanding the significance of R&R in
Recognition and Rewards (R&R) systems contribute to my organization's R&R my current practice means I should strive
in motivating and acknowledging systems by performing at a high level, for excellence in my teaching, share my
teachers' exemplary performance. R&R sharing best practices, and participating successes with colleagues, and actively
programs can include awards, incentives, in professional communities. I can also participate in professional communities. I
and other forms of recognition. nominate colleagues for recognition and can contribute to a positive and
celebrate their achievements. supportive culture that recognizes and
celebrates the achievements of
educators.

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 What did you learn about the How will you learn more?
to know? PPST and HR systems? e.g. read from online sources
PPST How is the PPST structured and I have learned that the PPST stands I can learn more about the PPST by
what are its components? for the Philippine Professional reading official documents, such as
Standards for Teachers and it DepEd memoranda or guidelines,
provides a framework for teacher related to its implementation. I can
development and evaluation. It also attend training or workshops
consists of seven domains that specifically focused on the PPST.
cover various aspects of teaching
competencies.
RSP What is the purpose and process of I have learned that the RSP is a To learn more about the RSP, I can
the Results-based Performance performance evaluation system that consult official DepEd guidelines or
System? aims to align individual and manuals that provide detailed
organizational goals. It focuses on information about its purpose,
achieving results and assessing the process, and implementation. I can
performance of employees. also seek insights from colleagues
or attend professional development
sessions related to the RSP.
MSP How does the Merit Selection Plan I have learned that the Merit To gain more knowledge about the
work in DepEd? What are the Selection Plan (MSP) is a system MSP, I can refer to official DepEd
criteria and processes involved? used by DepEd for selecting documents, such as guidelines or
qualified individuals for employment policies, that outline the criteria and
or promotion. It involves a rigorous processes involved. I can also seek
evaluation process based on clarification from HR personnel or
specific criteria, such as education, attend workshops or seminars that
experience, and performance. provide insights into the MSP
implementation in DepEd.
Recommended Readings: DO 66 s., 2007 and DO 7 s., 2015
Key Topic 1: Looking through the PPST lens: Onboard- Key Topic 2: The Strategic Connect of the PPST and
ing the best-fit teachers in DepEd schools 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
other major dis- ruptions to the delivery of education. The DepEd is able to recruit quality newly-hired teachers, the
Department needs to ensure that newly-hired teachers learning and development gaps of teachers could be
possess competencies on the use of various delivery narrowed down. This means that instead of putting the
modalities and platforms as well as the competencies to Department’s resources to continually address teachers’
teach content. Teachers with technological knowledge learning gaps, they can be directed to address other needs
and skills are much-needed in DepEd schools, more than of both teachers and learners. What does it mean for
ever before. In the very near future, DepEd will scout teachers? When teachers are highly competent, they are
teachers using a competency-based recruitment process. more motivated and inspired to facilitate their classes. They
This will ensure that the teachers of the very near future are more fulfilled in their profession. Consequently, they
are highly competent to ensure the continu- ity of quality can also progress more successfully in the PPST
education even in difficult circumstances (Re- public Act continuum. In this case, there will be career opportunities
9155, 2001). for teachers, depending on their choice. That is why it is
important for beginning teachers to understand how they
Studies have found that teachers play a crucial role in can optimize the PPST and HR systems to help them
their learners’ academic performance (Schneider et al. reach their career goals.
2017; Rothstein 2015; Ngware et al. 2015); hence, DepEd
ensures that it has quality teachers to execute lessons in Teachers who successfully progress across the PPST
different learning modalities. Since, teaching and learning continuum are high potential for future master teachers,
today can happen even outside the confines of who are recognized as subject matter experts in their area of
classrooms, knowledge and skills of teachers in the specializations, or school leaders. There is a high potential
production of electronic learning materials are becoming for promotion when beginning teachers use the PPST to
highly important. Through a well-defined recruitment monitor their own performance and align their professional
process, DepEd can place the best-fit teachers in all practices with the expectations from them based on the
public schools. The use of different teaching and learning PPST.
modalities is articulated in the Indica- tors for all career PPST is used as a yardstick for teacher quality in the
stages within the PPST. 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 articulated in Department Order No.
66 s., 2007, “The Merit Selection Plan of the Department
of Education”, which will soon be evolved into a
standards-based recruitment process. The DepEd merit
selection is anchored on Civil
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, goals
personnel? Write your reflections/insights on the space
and objectives.
provided below.
Key Topic 3: RSP and MSP
Recruitment, Selection and Placement (RSP) is the Through my exploration of meritocracy and fitness
initiating step within the HR system. Recruitment is about principles in hiring and promotion, I have gained
attracting the quality of teachers that the Department needs valuable insights that have prompted me to reflect on
to teach in public schools across the country. This is my professional goals and practices within DepEd. I
done by posting vacancies in places where they can be understand the importance of fairness, transparency,
broadly announced in compliance with the requirements and equal opportunities in the selection process, as
of publication law embodied in RA 7041. DepEd needs to well as the significance of aligning my skills and
attract good quality teacher-applicants to respond to the competencies with the requirements of my role. To
needs of its K to 12 learners and ensure that quality meet DepEd's expectations, I will actively engage in
education will continue to be provided in all public schools. professional development, seek opportunities for
Quality teachers are needed to produce quality K to 12 growth, and regularly self-assess to identify areas for
learners. Research findings support the growing need to improvement. By doing so, I aim to contribute
hire quality teachers as they serve as input to learners’ effectively to the organization, meet or exceed the
performance (Goldhaber, 2015, 64; Kelly, 2012; Kennedy, standards set, and positively impact the students and
2010). communities I serve.
When teachers enter DepEd, the onboarding process

scaffolds their smooth transition to their new
environment. This entails a more detailed understanding
about the organization. The PPST defines teacher quality
and guides teachers’ performance, professional
development needs and possible career progression. The
PPST supports teachers to achieve their career goals,
and DepEd’s policy guidelines on hiring and promotion set
out the standard processes. DepEd’s Merit and Selection
Plan (MSP), which operates under the principle of
meritocracy and fitness, defines the standard process for
promoting best-fit teaching and non- teaching candidates.
Qualification and competence are the critical bases for
promoting DepEd personnel.
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- PPST Manual for Teachers and School Refer to page 69 of the RPMS Manual (See Figure 2) and
Heads reflect on the RPMS framework. What does this framework
communicate to you? Identify relevant activities that you
Activity: Accomplish the “My RPMS-PPST Activity 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
Familiarize myself with the RPMS framework and guidelines. Review the PPST
Phase I:
Performance Planning
domains and indicators relevant to my teaching role. Set SMART goals aligned
and Commitment with the PPST. Seek clarification or guidance from mentors or supervisors if
needed.
Regularly monitor and track my progress towards the set goals. Collect evidence
Phase II:
Performance Monitoring
and document my teaching practices aligned with the PPST indicators.\n- Seek
and Coaching feedback from mentors, colleagues, and students to identify areas for
improvement.\n- Actively engage in coaching sessions and professional
development opportunities to enhance my teaching competencies.
Conduct a self-assessment based on the PPST domains and indicators.\n-
Phase III:
Performance Review
Prepare a portfolio of evidence showcasing my teaching competencies and
and Evaluation growth.\n- Participate in the performance evaluation process, providing insights
and reflections on my performance.\n- Actively engage in discussions with
evaluators and seek feedback for self-improvement.
Reflect on the results of the performance evaluation and identify areas of
Phase IV:
Performance Rewarding
strength and areas that require further development.\n- Discuss career
and Development Planning aspirations and professional growth opportunities with mentors or supervisors.\
n- Set new goals for the upcoming cycle based on the evaluation outcomes.\n-
Engage in discussions regarding potential rewards, recognition, or development
plans.
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), feedback are given to teachers. Mentors play a crucial
as defined in DO 2 s., 2015, is a contextualized version role in the professional life of beginning teachers. Studies
of Civil Service Commission’s (CSC’s) Strategic report positive results when beginning teachers have
Performance Management System (SPMS). It is access to the kind of support they need (Martin, Buelow
strategically linked with the PPST and it also provides and Hoffman, 2016; Kyndt, Gijbels, Grosemans &
input to other HR systems, like L&D and R&R. The Donche, 2016; Murray, 2015). Mentoring and coaching
RPMS-PPST framework (Figure 2) encapsulates the support teachers to adjust their performance and calibrate
relationships of these HR systems and clearly shows their perspectives based on the PPST.
how teachers’ performance can be used as input to the
L&D and R&R systems. The PPST is used to identify
teachers’ performance gaps and/or developmental needs. Required Task 2: Activity
Developmental L&D needs are future-oriented; they help
teachers address competencies that might be needed for
their future higher-level position. On the other hand, Analyze the two (2) scenarios below and
competency gaps are needs that must be met to enable indicate whether the following statements are
teachers to perform their current teaching job as stated in true or false.
the PPST.
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 at the core of the framework (Figure 2). The PPST is Scenario B: Teacher Dennis has been teaching Science in
not just about standard expectations from teachers a private school for the past four (4) years. After he
across the country; it is also a statement of accountability completed his doctoral degree, he applied to the same
as per the PPST. It clearly sets out what DepEd and its public high school where Teacher Paula is working. Both
external stakeholders, e.g., parents, business partners, Teachers Paula and Dennis are newly-hired teachers
etc., expect from public school teachers. The PPST handling Science.
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 True True. Inexperienced teachers like Teacher
different from that of Teacher Dennis, who has been teaching for Paula may have different learning and
the past three (3) years. development needs compared to more
experienced teachers like Teacher Dennis.
They may require additional support and
training to build their teaching skills and
knowledge.
Both teachers may use the PPST tools to identify their strengths True True. The PPST tools can be utilized by
and areas in which they may need support. both teachers to assess their strengths and
areas for improvement. This helps them
identify their professional development
needs and focus on areas where they may
require additional support or training.
Both teachers can have their L&D needs addressed through the True True. The RPMS-PPST framework
RPMS-PPST. provides a structure for addressing the
learning and development needs of
teachers. It guides the planning,
monitoring, and evaluation of their
professional growth, ensuring that their
needs are appropriately addressed.
Mentors’ feedback is important for both teachers to monitor their True True. Feedback from mentors is valuable
own progress. They can get feedback from their mentors whether for both Teacher Paula and Teacher
formally or informally assigned. Dennis to monitor their progress and gain
insights into areas where they can improve.
Mentors can provide guidance, support,
and constructive feedback to help teachers
grow and develop in their teaching
practice.
Teacher Paula is a new BSE graduate Major in Science who has True True. The statement confirms that Teacher
been hired to teach in a Junior High School. Paula, as a new BSE graduate Major in
Science, has been hired to teach in a
Junior High School.
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management mechanism
that puts forth a standard performance process for the benefit of teachers and learners.
Summary
In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and performance
management processes. This entails collaboration with peers and mentors. Since the RPMS cycle is embedded in
teachers’ daily job, continuous feedback is needed to support them until the RPMS processes become teachers’
professional practice.

Session 4 – Role of RPMS-PPST in Teach-
ers’ Learning and Development
Key Topic 1: Strategic Alignment of the RPMS
and L&D with the PPST
The strategic alignment of the RPMS and L&D with the

PPST is very evident in the RPMS-PPST processes. All
throughout the performance cycle, teachers continually
monitor their

performance and are able to identify their learning needs.
These L&D needs are documented during Phase IV of
the RPMS cycle where teachers plan their Individual Required Task 1: Activity
Develop- ment Plan. The previous year’s Individual
Development Plan is carried over into the next
performance cycle so it can be addressed. During Phase Read the scenarios below and answer the question that
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 taken Scenario 1: Classes have ended. Teachers Rona,
in order to realize them within the performance cycle. Evalou and Rex are planning for their development needs.
Teacher Rona shared with the group that she struggles to
Just like the RPMS, L&D is also a shared responsibility meet the indicators in Domain 2 of PPST. She has been
between teachers and the organization. The IDP is challenged in managing her learners’ behavior. Teacher
signed by both the ratee and the rater to make it evident Evalou admitted that she has not fully developed all core
that each person has the responsibility to ensure the competencies indicated in the RPMS. Teacher Rex is the
commitments in the IDP are realized (DO 2 s., 2015, 10). top performer among the three. He just got an
L&D continuously happens during the entire performance “Outstanding Rating” for the school year. Teacher Rex
cycle, this is carried out through various modalities and feels that he still needs to participate in L&D activities to
through continuous provision of feedback to improve address his developmental needs.
performance. L&D intervention for all public-school Respon
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.
Question se

Which of the following explains why all three of them need to participate in L&D activity
relevant to their needs?
Teachers Rona and Evalou need L&D to address their developmental needs while teacher Rex
need to address his performance gaps
Teacher Rex needs L&D to address his developmental needs, while teachers Rona and Evalou
need to participate in L&D to address their competency gaps
All teachers need to attend L&D to address their developmental needs
All teachers need to attend coaching sessions
Summary
L&D is strategically connected with the RPMS and PPST.
Each cycle of the RPMS is supported by relevant L&D
activities 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 Development Activity L&D Modality Target Completion Date

(Target PPST Domains)
Enhancing Pedagogical Content Attend a professional development Face-to-face workshop organized November 30, 2024
Knowledge in Science (PPST workshop on inquiry-based teaching by the district education office
Domain II) strategies
Strengthening Assessment Enroll in an online course on Online course offered by a January 31, 2025
Practices in Mathematics (PPST formative assessment techniques in reputable educational institution
Domain III) mathematics
Integrating Technology in Teaching
Participate in a webinar series on Webinar series conducted by a March 31, 2025
English (PPST Domain I) incorporating educational language learning platform
technology tools
Enhancing Classroom Management Attend a classroom management Face-to-face workshop organized May 31, 2025
Skills (PPST Domain II) workshop facilitated by an by the school administration
experienced consultant

Session 5–Rewards and Recognition Rewards and Recognition (R&R) is an essential aspect
of performance management in any organization whether
(R&R) in the Context of RPMS-PPST
public or private. DepEd’s R&R mechanism is anchored
Key Topic 1: Rewards and Recognition on CSC’s Program of Awards and Incentives for Service
Excellence (PRAISE). The purpose of DepEd PRAISE is
to motivate DepEd personnel to deliver excellent
performance which will in turn contribute to the overall
From the human resource perspective, performance is
performance of the Department. Phase IV of the RPMS,
driven by motivation. In other words, teachers behave
“Performance Rewarding and Development Planning”, is
the way they do because there is an inner drive that
about recognizing outstanding performers at all levels of
pushes them. Motivation is said to be those, “factors that
governance. At the school level, its aim is to recognize
activate, direct and sustain goal-directed behavior”
outstanding teachers. DepEd wants all its teachers to
(Iricinschi, 2020, 271). Beginning teachers need to see
perform well..
both the big and small picture in order to comprehend
their stake in the PPST and the HR systems of DepEd in Recognition is embedded in the RPMS-PPST. This is
order to be fully motivated. Nobody can truly be part of Phase IV, i.e. Performance Recognition and
motivated by mere compliance or pleasing one’s Awarding. There are many forms of rewards. L&D is one
immediate superior. Superficial motivation is fleeting, it is form of reward that is very evident in DepEd. The
surface level and the person would tend to show expected National Educators Academy of the Philippines (NEAP) is
behavior when someone is looking. This is not the kind of DepEd’s training arm that hones teaching and non-
motivation that can bring any beginning teacher to real teaching personnel in DepEd. Scholarship is another form
success in his/her profession. of reward to DepEd personnel. Scholarships are awarded
to high performing, high potential employees of DepEd
When beginning teachers enter the DepEd workforce,
because they are expected to give a return of investment
they possess varying abilities, competencies and
(ROI) to DepEd when they return from their scholarship.
experiences that can help them carry out their teaching
duties competently. Ability enables one to perform or Beginning teachers should not focus solely on these tangible
carry out a function or task. Motivation is another rewards. Seeing their learners graduate and become
element that is needed in order to enable beginning productive citizens of our nation could be a lasting form
teachers to translate their abilities into something useful. of intrinsic reward. On the other hand, DepEd PRAISE
But, they need more opportunities to explore and motivates high performing teachers, who become good
practice. So, one’s performance is determined by one’s examples to their fellow teachers.
ability, internal or external motivation, and opportunities
available. This is why beginning teachers are given
mentors. Mentors create opportunities for beginning
teachers to improve their teaching practice. When this
happens, beginning teachers become more fulfilled and will
likely progress in their career.
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 • Table Completion Activity
(RPMS) • Reflection
Required Resources
Intended Module Learning Outcomes
• Updated RPMS Manual for Teachers and
At the end of this module you should be able to: School Heads,
1. demonstrate knowledge of the RPMS cycle, http://deped.in/RPMSManualver2019
and PPST-based RPMS tools and processes; • PPST Resource Package Modules,
http://bit.ly/ PPSTResourcePackageA
2. use PPST-aligned tools in developing your teaching • DepEd Order No. 2, s. 2015, Guidelines on
practices as defined by the standards; the Establishment and Implementation of the
Re- sults-based Performance Management
3. use PPST-aligned tools to monitor your
System (RPMS) in the Department of
progress towards achieving your professional
Education
development goals; and
• Civil Service Commission (CSC) Memorandum
4. develop lesson plans as quality evidence for Circular No. 06, s. 2012, Guidelines in the
RPMS. Estab- lishment and Implementation of Agency
Strategic Performance Management System
(SPMS)
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 that it has set itself in its strategic plan.
Perfor- mance Management System The SPMS follows the four-stage Performance Manage-
(RPMS) of 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
In five (5) minutes, list down all things you know about Stage 2: Performance Monitoring and Coaching
RPMS. Start with basic one-liner information. Check these Stage 3: Performance Review and Evaluation
as you proceed with this session. Stage 4: Performance Rewarding and Development
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 organizational 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 accomplishments. It is also a
mechanism that ensures that the employee 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.
Category 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 evalua-

tion, 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 Review Form
(IPCRF) is an individual’s
target based on the Office
performance targets and
measures in the OPCRF.

3. The Professional Devel-
opment Plan is used to
improve or correct 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
implementation 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 of Education, adopts the Civil
Service Commission’s Strategic Performance Management
System (SPMS) and stipulates the specific mechanisms,
criteria and processes for the performance target setting,
monitoring, evaluation, and development planning
(Enclosure p. 3, DepEd Order No. 2, s. 2015).
This DepEd Order provides for the establishment and im-

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

4-phase cycle that covers performance for one whole year
(DepEd Order No. 2, s. 2015):

Figure 7. Updated Teachers RPMS Cycle and Timeline

The RPMS Performance Measure
Category 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 Satisfactory
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: Reflection

The Rationale for the Alignment of RPMS with PPST
What have you learned about PPST and RPMS as two The idea of aligning the RPMS with PPST emerged from
sep- arate entities in DepEd? How about their the National Validation Study of the PPST conducted by
alignment? the Philippine National Research Center for Teacher
Quali- ty (RCTQ) across 17 regions in the country in
Key Topic 1: What happened with RPMS after 2015. Focus group workshops were conducted as part of
DepEd’s adoption and implementation of PPST? the final phase 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 participants saw alignment of the Revised the presence of support structures in the implementation
Professional Standards for Teachers with the existing of the standards.
DepEd systems such as the Results-based
Performance Management System (RPMS), promotion,
as well as hiring and recruitment 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 of Verification (MOV) as evidence of performance
tool, responsive to career stages, with the
• Refine the RPMS evaluation process to ensure
PPST
efficiency, fairness and equity in the evaluation
• Focus on the essential duties process that places greater premium on quality
and responsibilities of teachers not quantity
• Set tangible and realizable objectives from
the indicators of PPST and provide specific
Means
Key developments in the creation of the PPST-aligned RPMS are shown on Figure 3.
Figure 13: Key developments in the creation of the PPST-aligned RPMS

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

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

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 Indicator 1.1.2: Apply knowledge of content within and across curriculum
curriculum teaching areas. teaching 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
Associated Tools Teachers may use varied forms for classroom Use a common (Classroom Observation Tool)
observation COT that is aligned with the RPMS Tools
Optional Task Summary

Have you already encountered the indicators used in SYs 2018-2019 and 2019-2020? If • The Results-based Performance Management
so, briefly summarize your experiences during the RPMS-related activities? System (RPMS) was aligned with the Philippine
Professional Standards for Teachers (PPST)
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
Preliminary Activity
Teacher Mary Grace finished two (2) classroom observa-

tions before the scheduled Mid-year Review. Her Principal
asked her to update her Development Plan. What steps
should she take to do this? Briefly discuss in the box below.
To update her Development Plan after two

classroom observations, Teacher Mary Grace
should reflect on the feedback and observations
received, identify areas for growth, set clear goals
aligned with those areas, determine development
activities that support her goals, update the
Development Plan document with the revised goals
and activities, seek approval if required, and actively
implement and monitor her progress. By following
these steps, Teacher Mary Grace can ensure that
her professional development is aligned with her
areas for improvement and that she continues to
grow and enhance her teaching practice throughout
the school year.

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

(Teachers who submit portfolios as (School Heads, Assistant Principals, Head
evidence of their teaching performance) Teachers, 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
Teacher Assistant Superintendent
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/School Head
Teacher Principal
(ii) Principal/School Head Superintendent
(iii) Master Teacher

Principal/School Head Superintendent
(iv) Head Teacher
(v) Principal/School Head Assistant Superintendent Superintendent
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.
Statement Answer Feedback from your mentor

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

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

Key Topic 1: The RPMS Tools
The RPMS tools are the major PPST-based tools that teachers need to be familiar with. There are two (2) RPMS Tools intend-
ed for 2 career stages:
1. RPMS Tool for Teachers I-III (Proficient Teachers)
2. RPMS Tool for Master Teachers I-IV (Highly Proficient Teachers)
See Figure 17.
Parts of the RPMS Tools
As outlined in the second session of this Module, the RPMS is aligned with PPST as seen in the RPMS Tools. Figure 17A
shows the alignment of the RPMS with the PPST through the KRAs and Objectives, and Figure 17B highlights the Means of
Verification (MOV) and the Performance Indicators.
Key Topic 2: The RPMS Associated Tools

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

The IPCR Data Collection and Consolidation sub- mission of RPMS data across governance levels
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
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 • Associated tools are other tools that are used in
are two (2) RPMS Tools intended for 2 career the PPST-aligned RPMS. These tools are used to
stages: help generate data of teachers’ performance,
o RPMS Tool for Teachers I-III (Proficient which are utilized to support the Learning and
Teachers) Development and Professional Development of
teachers. These include COT, SAT, and the IPCR
o RPMS Tool for Master Teachers I-IV Data Collection Forms.
(Highly • Support materials are other materials used to
Proficient Teachers) 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 (MOVs) to support the COT Rating Sheet or
Inter-Observer Agreement Form for Classroom-
Observable RPMS Objec- tives is a Lesson Plan (Figure
1). For example, in School Years 2018-2019 and 2019- teachers using the Proficient Tool. For teachers using
2020, a Lesson Plan may be provided for RPMS the Highly Proficient Tool, a Lesson Plan may be
Objectives 1, 2, 3, 4, 6, 7, 9, and 10 for provided for RPMS Objectives 1, 3, 4, and 7. For the next
School Years, there will be different sets of objectives
and teachers will just have to check which ones could
be supported by a lesson plan.
Figure 26: MOV for KRA 1

To support the COT rating sheet or inter-observer observable indicator (or RPMS objective) can be found
agreement form as Main MOV, a lesson plan becomes a in the PPST Resource Package. The samples were
valid and acceptable MOV if: developed based on the guidelines on daily lesson
preparation (DepEd Order No. 42, s. 2016). A sample
• it has been used during observation
lesson plan for COT Indicator 1 (or RPMS Objective 1) on
• portion(s) of it highlight(s) the RPMS Objective (or Applying knowledge of content within and across
COT Indicator) it was supplied for. curriculum teaching areas 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
• Preparing for lessons through the Daily Lesson
Log (DLL) or Detailed Lesson Plan (DLP)
provides teachers with an opportunity for
reflection on what
learners need to learn, how learners learn, and how
best to facilitate the learning process.
• A detailed Lesson Plan (DLP) is a teacher’s
“roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to
teach a particular topic. A typical DLP contains
the following parts: Objectives, Content,
Learning Resources, Procedures, Remarks and
Reflection.
• Lesson plans are recognized Means of Verification
for classroom-observable RPMS objectives in
the RPMS.
Required Task 2: Activity

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

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

Glossary
The following are operational definitions of some key terms that you have come across while completing this module.
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the
set of professional standards for teachers
Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in
the set of professional standards for teachers
Strand More specific dimensions of teacher practice under every domain in the set of professional
standards for teachers
High performers DepEd teaching personnel who are able to perform beyond expectations
High potentials DepEd teaching personnel who are high performers and have the aspiration to take future
leadership positions in DepEd
Key result areas General Outputs or outcomes. In the context of the RPMS Tools, the KRAs capture the
domains of the Philippine Professional Standards for Teachers
Means of Verification List of documents that can show teachers attainment of objectives
(MOV)
Performance Indicators In the RPMS Tools, the performance indicators provide descriptions of quality and quantity
The Classroom is an assessment tool that is used to measure classroom performance of teachers against a
Observation Tool (COT) set of PPST classroom observable indicators
The Self-Assessment is an RPMS associated tool that helps teachers reflect on the different performance
Tool (SAT) indicators related to their professional work. The results of the self-assessment will guide
teachers on which indicators they must improve and the areas where they need coaching
and mentoring.

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
Commitment and Review OPCRF.
Form (IPCRF)
Office Performance summarizes the targets, performance measures, budget and responsibility centers of the
Commitment and Review 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
learning participation and learning design skills of in-service teachers.” Journal of Educational Technology &
Society 21, no. 2 (2018): 291-304.
Maandag, D.W., Helms-Lorenz, M., Lugthart, E., Verkade, A.T. & Van Keen K. 2017. Features of Effective Professional Devel-
opment in Different Stages of Teacher’s Careers: A Review of Empirical Evidence and Underlying Theory. Groningen:
University of Groningen.
Martin, Kathryn L., Stephanie M. Buelow, and Jennifer T. Hoffman. “New teacher induction: Support that impacts beginning
middle-level educators.” Middle School Journal 47, no. 1 (2016): 4-12.
Murray, Eileen. “Improving teaching through collaborative reflective teaching cycles.” Investigations in Mathematics 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

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 Division (PDD) Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
II, NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. 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 Clarivil S. Layug Marina Tagsip
Amar Carlos B. Llamas III Ma. Sonia A. Tomalabcad
Jonathan Baniaga Jeanrick Deuna Nuñez Reggie Tuazon
Ms. Noemi Baysa Maribel Perez Gladys Uy
Alma Belarmino Beverlyn Ramirez Maria Lourie Victor
Rageene Vera Dueñas Frankie Delos Santos
Nerio Benito Eseo
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 Division of Cebu
Division of Batangas Occidental Division of Negros Oriental
Division of Antique

IPBT Course 3

Uploaded by

IPBT Course 3

Uploaded by

Teacher Induction • http://www.

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

Portfolio Output: Lesson Plan

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

6 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Core Course 3

As a newly hired teacher with seven months of in-

Guide for Mentors and Newly Hired Teachers 9

It is unlikely for a newly-hired DepEd (Department of

10 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 11

The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 17

Let’s check your understanding of the PPST domains.

the appropriate Domain.

Scenario Answer Feedback

c. Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional Engagement

g. Domain 7 - Personal Growth and Professional Development

18 The Teacher Induction Program - Core Course 3

g. Domain 7 - Personal Growth and Professional Development

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

Guide for Mentors and Newly Hired Teachers 19

Figure 2: First 3 Strands within Domain 1

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

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

Guide for Mentors and Newly Hired Teachers 25

Key Topic 1: The DepEd Human Resource (HR)

Figure 4: DepEd’s HR Systems (BHROD, 2017)

Guide for Mentors and Newly Hired Teachers 27

Figure 1 depicts the four (4) HR systems in DepEd that

28 The Teacher Induction Program - Core Course 3

d. Gather evidences of his good performance

30 The Teacher Induction Program - Core Course 3

Optional Task: Reflection

Guide for Mentors and Newly Hired Teachers 31

32 The Teacher Induction Program - Core Course 3

The DepEd HR systems are interrelated and anchored

Recommended Further Readings: DO 2 s., 2015, DO

Guide for Mentors and Newly Hired Teachers 33

Required Task 1: Preliminary Activity

Accomplish the K-W-L-H Chart below.

When teachers enter DepEd, the onboarding process

The PPST is linked with DepEd’s Recruitment, Selection

Guide for Mentors and Newly Hired Teachers 37

Recommended Readings: DO 2, s.2015 and

MY RPMS-PPST ACTIVITY LOGS

Guide for Mentors and Newly Hired Teachers 39

Scenario A: Teacher Paula is a new BSE graduate Major

40 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 41

The strategic alignment of the RPMS and L&D with the

42 The Teacher Induction Program - Core Course 3

Coaching and mentoring are sample modalities of L&D