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 Professional
Intended Module Learning Outcomes: Standards for Teachers
• https://www.deped.gov.ph/wp-content/
At the end of this module, you should be able to:
uploads/2017/08/DO_s2017_042-1.pdf
• Online or hard copy of PPST Booklet
1. identify and navigate through the salient features of
the PPST (Domains, Strands, Indicators, and Career
Stages); and
2. develop a deeper understanding of expectations of
teachers as described in the PPST.

Estimated Time Required: 2 hours

Module Outline
Session 1: The PPST Career Stages
Session 2: The PPST Domains, Strands and
Indicators

Required Tasks
• Video Viewing
• Reading
• Discussion Activity
• Formative Quiz

4 The Teacher Induction Program - Core Course 3

Session 1 – The PPST Career Stages

The PPST acknowledges that teachers in the field have

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

Career stages generally refer to levels of development that

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

Given the notion of a development continuum, upon which

the PPST is based, a teacher may exhibit practice that
aligns with indicators across various career stages, but it is
likely his/her practice would mostly align with Indicators for
a particular career stage. This is accommodated by the ‘at
least’ qualifier in the previous paragraph. Table 1 shows the
descriptors of teacher’s continuum development from the
Beginning career stage to the Distinguished stage.

Guide for Mentors and Newly Hired Teachers 5

 Table 1: The Philippine Professional Standard for Teachers (PPST) Career Stages (DepEd Order No.42, S. 2017, Enclosure 1, 9)

Career Stages
Beginning Stage Proficient Stage Highly Proficient Stage Distinguished Stage
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the highest
qualifications recognized for entry into the independent in the application of skills vital display a high level of performance in their standard for teaching grounded in global
teaching profession. to the teaching and learning process. teaching practice. best practices.

They have a strong understanding of the They provide focused teaching programs They manifest an in-depth and sophisticated They exhibit exceptional capacity to improve
subjects/areas in which they are trained in that meet curriculum and assessment understanding of the teaching and learning their own teaching practice and that of
terms of content knowledge and pedagogy. requirements. process. others.
They possess the requisite knowledge, skills
and values that support the teaching and
learning process. They display skills in planning, They have high education-focused situation They are recognized as leaders in education,
implementing, and managing learning cognition, are more adept in problem solving contributors to the profession and initiators
programs. and optimize opportunities gained from of collaborations and partnerships.
They manage learning programs and have experience.
strategies that promote learning based on
the learning needs of their students. They 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.

6 The Teacher Induction Program - Core Course 3

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 Highly Proficient Teachers Distinguished Teachers

Proficient Teachers are
professionally independent consistently display a high embody the highest
in the application of skills level of performance in standard for teaching
vital to the teaching and their teaching practice. grounded in global best
learning process. practices.
Management of Learning Programs They have high education- They are recognized as
They display skills in focused situation cognition, leaders in education,
planning, implementing, are more adept in problem contributors to the
and managing learning solving and optimize profession and initiators of
programs. opportunities gained from collaborations and
experience. partnerships.
Collaboration and Partnerships They actively engage in They provide support and
They create lifelong impact
collaborative learning with mentoring to colleagues in
the professional community their professional development, in the lives of colleagues,
as well as work collaboratively students, and others.
and other stakeholders for with them to enhance the
mutual growth and learning and practice potential of
advancement. their colleagues.
Professional Development They are reflective They continually seek to They exhibit commitment
practitioners who continually develop their professional to inspire the education
consolidate the knowledge, knowledge and practice by community and stakeholders
skills and practices of reflecting on their own for the improvement of
Career Stage 1 teachers. needs, and those of their education provision in the
colleagues and students. Philippines.

Guide for Mentors and Newly Hired Teachers 7

 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?

Based on the Career Stages above, The support that would help me to
the current stage I think I belong is advance to the next stage are, the
the Beginning Teacher because I am school and the DepEd should offer
less than a year in the service and quality professional development
needs more improvement and training or support to teachers,
guidance among my other colleagues. develop systems for instructional
I still need to develop my professional coaching, listen and responds to
knowledge and skills as well as my teacher’s concern, create my own
teaching strategies. career goals, and keep track of my
own progress.

8 The Teacher Induction Program - Core Course 3

 4. What Career Stage do you aspire to ten years from 5. Are there aspects of your teaching practice that
now? exceed practices articulated in the Career Stage 2
descriptors? If yes, please cite them.
Ten years from my now, I aspire
myself in the distinguished teacher
where I embody the highest standard None.
for teaching, exhibit exceptional
capacity to improve my own teaching
practice, and create lifelong impact in
the lives of my colleagues, my
students, and to other people.

Guide for Mentors and Newly Hired Teachers 9

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

Yes, because there are also

many teachers who come from
private schools and apply to
public schools who are very
competent and have more
experience that can be aligned
with the career stages 3 and 4.

10 The Teacher Induction Program - Core Course 3

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 2 year of teaching. She has adapted well
Beginning When it comes to
nd

to teaching in DepEd but she acknowledges that she still has a lot to
learn from her more seasoned colleagues. Marilyn is in the: Stage Professional
a. Beginning Stage
Development seek
b. Proficient Stage
c. Highly Proficient Stage
advice from
d. Distinguished Stage experienced colleagues
2. Teacher Rolly is a role model in his school. He is a consistent
Outstanding Teacher in the Division and has been recognized by the
Distinguished He is recognized as
Civil Service Commission as a recipient of Lingkod Bayan Award. Stage leaders in education
Rolly is in the:
a. Beginning Stage
and consistently seek
b. Proficient Stage professional
c. Highly Proficient Stage advancement
d. Distinguished Stage

3. Teacher Elinor serves as mentor to her co-teacher during LAC

Sessions and classroom observations. Her fifteen years of Highly Teacher Elinor
experience as an English teacher has earned her the trust of her
colleagues in terms of in-depth knowledge and skills in teaching the
Proficient manifests the
content and handling learners’ behavior of different levels. She is Stage characteristics of
good at collaborating with people and in providing support. Elinor is
in the:
Highly Proficient
a. Beginning Stage
Teacher
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage

Guide for Mentors and Newly Hired Teachers 11

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

12 The Teacher Induction Program - Core Course 3

Summary

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

Guide for Mentors and Newly Hired Teachers 13

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

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

You may get a copy of the DepEd Order with PPST booklet
through this link: https://www.deped.gov.ph/wp-content/
uploads/2017/08/DO_s2017_042-1.pdf

Part I
Refer to the Glossary (p. 24) and read the formal definitions
of “Domain”, “Strand” and “Indicator”.

Part II
It is important for you to be familiar with the features of
the PPST in order to better understand the upcoming
sessions and modules. Let’s see if you were able to pick
up the following information after reading the booklet’s
introduction.

14 The Teacher Induction Program - Core Course 3

Part III.
Go to page 10 of the PPST booklet. You will see a table
which shows the features of the PPST.

Figure 1. The PPST Domains, Strands, and Indicators

In this table, you are introduced to indicators, which are Domain 1 – Content Knowledge and Pedagogy
concrete, observable and measurable teacher behaviors/
practices covered in every strand in the PPST. Each Strand 2 of Domain 1 – Research-based knowledge
indicator is represented by a code for easy reference. and principles of teaching and learning

For example, Indicator 1.2.3 means that the indicator is Career Stage 3 (Highly Proficient) Strand 2 of
under: Domain 1 – Collaborate with colleagues in the
conduct and application of research to enrich
knowledge of content and pedagogy.

Guide for Mentors and Newly Hired Teachers 15

 Figure 1.2. The PPST Domains, Strands, and Indicators

Try it:
Indicator 3.4.2 means that the indicator is under: DOMAIN 3: Diversity of Learners
Which domain? DOMAIN 3: Diversity of Learners

Which strand? DOMAIN 3 OF STRAND 4: Learners in difficult circumstances

Which indicator? (PROFECIENT TEACHERS) Plan and deliver teaching strategies that are responsive
to the special educational needs of learners in difficult circumstances, including:
geographic isolation; chronic illness; displacement due to armed conflict, urban
resettlement or disasters; child abuse and child labor practices.
16 The Teacher Induction Program - Core Course 3
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.

Guide for Mentors and Newly Hired Teachers 17

 Required Task 2: Formative Quiz

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

a copy of the PPST to match the following scenarios with

the appropriate Domain.

Scenario Answer Feedback

1. Teacher Joy, a Grade 9 adviser, caught one of her learners smoking along a
DOMAIN 2-STRAND 6
secluded corridor when going to the comfort room. Teacher Joy asked the Domain 2 - Management of learner behavior
learner to remain in the classroom after the lesson. During the conference Learning
with the learner, Teacher Joy warned the learner to quit smoking at school Environment The teacher manages the learner’s
otherwise his parents will be called for a conference.
behavior constructively by applying
positive and non-violent discipline.
a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c. Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional Engagement

g. Domain 7 - Personal Growth and Professional Development

18 The Teacher Induction Program - Core Course 3

 Scenario Answer Feedback
2. During the post conference, Mrs. Manuel, being the school head and rater of
teacher-ratee, emphasized that the use of varied learning materials aid learn- Domain 4 - DOMAIN 4 STRAND 1
ers’ understanding of the lesson and allow learners to practice the application Curriculum and Planning and management of
of concepts. She also mentioned that varied learning materials also cater to Planning teaching and learning process
learners’ different learning styles.

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c. Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional Engagement

g. Domain 7 - Personal Growth and Professional Development

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

Agreement in his lesson. During group work, his learners were tasked to Domain 4 - DOMAIN 4-STRAND 2
make a travel brochure for a particular place. He reminded them to describe Curriculum and Learning outcomes aligned
the beauty of the place and include short history while observing correct Planning with learning competencies
subject-verb agreement for their captions.

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c. Domain 3 - Diversity of Learners

Research-based
knowledge
d. and principles
Domain 4 - Curriculum of
and Planning teaching and learning
e. Domain 5 - Assessment and Reporting

f.Positive
Domain 6 -use of ICTLinkages and Professional Engagement
Community

g. Domain 7 - Personal Growth and Professional Development

Guide for Mentors and Newly Hired Teachers 19

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

Figure 2: First 3 Strands within Domain 1

20 The Teacher Induction Program - Core Course 3

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
Research-based Learner safety and Learners’ gender, Planning and Design, selection, Establishment of Dignity of teaching
knowledge and security needs, strengths and management of organization, and learning environments as profession
principles of experiences teaching and learning utilization of that are responsive to
teaching and Management of process assessment community contexts Professional links
learning classroom Learners with strategies with colleague
structure and disabilities, giftedness,Learning outcomes School Policies and
activities and talents aligned with learning Monitoring and Procedures
Positive use of ICT competencies evaluation of learner
progress and
Refer to pages 5-7 of the PPST booklet to check accuracy of your answers. achievement.

Guide for Mentors and Newly Hired Teachers 21

 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 Lack of ICT
1.3 resources in the
school
Learning Environment Teacher is not yet
2.3 proficient in handling
classroom management
Insufficient knowledge when it
Diversity of Learners comes to understanding of
3.1 differentiated teaching to suit the
learners’ gender, needs, strengths,
interests, and experiences.
Curriculum and Planning Difficulty in giving tasks
4.2 that will meet the learning
outcomes
Assessment and Reporting Difficulty in creating
5.1 assessment
strategies
Community Linkages Nowadays, parents
6.2 are no longer active in
school due to work.
Personal Growth and Professional Development Seldom seek help to
7.3 colleagues

22 The Teacher Induction Program - Core Course 3

(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

Guide for Mentors and Newly Hired Teachers 23

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

Figure 3: Indicators articulating developmental practice within Strand 1.1

24 The Teacher Induction Program - Core Course 3

 Required Task 4: Reflection
Each strand is progressively elaborated across the four
career stages to articulate continuum of practice. This is
evident if you read through the indicators from left to right, Based on the current default classification, in which career
starting from beginning towards proficient. Based on the Career Stages above, the current stage I think I belong is the
stage are you in? ___________________________________
Beginning Teacher because I am less than a year in the service and needs more improvement and
guidance among my other colleagues. I still need to develop my professional knowledge and skills
On the other hand, reading through the indicators by each as well as my teaching strategies.
career stage column, you will see the behaviors and practices Read through the PPST indicators focusing only on the
expected from teachers according to their respective career indicators under your career stage. For example, if you are
stages. Proficient, go through the indicators under the Proficient
column. Reflect on whether your practices align with the
Upon adoption of the PPST, the Department decided to expectations of the PPST based on your career stage.
assign teachers to ‘default’ career stages based on their
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 Summary
default career stage classification is as follows:

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 content
areas and grade levels.
Teacher 1-3 with more than 3 years of teaching
experience: Proficient Career Stage 2. The PPST contains domains of broad conceptual
spheres of teaching and learning practices which
Master Teacher I-II: Highly Proficient Career Stage are defined by specific strands. Each strand is
Master Teacher III-IV: Distinguished Career Stage 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.

Guide for Mentors and Newly Hired Teachers 25

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

26 The Teacher Induction Program - Core Course 3

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

Key Topic 1: The DepEd Human Resource (HR)

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

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

Guide for Mentors and Newly Hired Teachers 27

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

28 The Teacher Induction Program - Core Course 3

Required Task 1: Formative Test Scenario 2: An Advanced Teacher at the
Multiple Choice Test: Respond to the following scenarios Beginning Stage of PPST
based on your understanding of the PPST and the strategic
connect of the DepEd HR systems:
Teacher Ruth had three (3) years teaching experience in
a private school before she was hired in the public high
Scenario I: Teacher Anthony’s Dreams
school where she is currently teaching. Because of her
It is Teacher Anthony’s first year of teaching. After going prior experience, she has already acquired some good
through the Teacher Induction Program (TIP), he dreams teaching practices and she has been identified by her
of becoming a Master Teacher someday. He knows that School Head as a high performer and high potential future
he has to work on his competency gaps based on the teacher leader. This coincides with Teacher Ruth’s dream
indicators for proficient teachers in the PPST. After taking to become a future school leader in DepEd. However, she
the self-assessment test (SAT), Teacher Anthony admitted is a newly-hired teacher and her colleagues label her as
to his mentor that he needs support in certain domains at Beginning Teacher under the PPST. Which of the following
the beginning level. behaviors can help teacher Ruth fulfill her career goal?

Which of the following will NOT GREATLY help Teacher a. Align with the PPST her professional teaching
Anthony achieve his dream of becoming a Master Teacher? practices
b. Get help from somebody she knows in DepEd to
serve as her “padrino”
a. Use the result of his SAT in identifying his learning
needs c. Gather certificates of her previous trainings in the
private school where she taught and keep it for
b. Attend as many learning and development activities
promotion
to earn as many certificates for promotion
d. Make friends with her school head, so she can have
c. Regularly revisit the PPST to align his professional
his/her favor
development needs with the expectations of
proficient teachers
d. Gather evidences of his good performance Answer: A. There is a high potential for promotion, when
beginning teachers use the PPST to monitor their own
performance and align their professional practices with
Answer: B, merely attending training sessions is insufficient the expectations from them based on the PPST, which is
to help teacher Anthony reach his career goal. a nationally accepted standards for teacher quality (DepEd
Order No. 42, s.2017).

Guide for Mentors and Newly Hired Teachers 29

 Scenario 3: Teacher Ruth’s Supportive Mentor in the professional ethics that he manifests in his teaching
practices. Which of the following statement is NOT
possible in this case?
Teacher Ruth is in her second year of teaching. She is
quite a fast learner when it comes to using the PPST for
her professional development benefits. Her mentor has a. Teacher Abel could be a high potential for future
been very supportive and is one of the key contributors school leadership
to teacher Ruth’s successful completion of the Teacher
Induction Program. Phase IV of the RPMS cycle, b. He may not need to undertake DepEd’s Induction
Performance Rewarding and Development Planning, is Program
fast approaching. Which of the following is most likely to c. He can be tapped as resource person in the
happen to teacher Ruth? school’s Learning Action Cell (LAC)
d. His progression across the PPST continuum could
a. To address her performance gaps, teacher Ruth will be faster if he purposely use PPST as the basis for
be referred to a peer for coaching session during his professional practice
the next school year
b. Teacher Ruth will not be able to get the outstanding Answer: B
rating for the current school year
c. Teacher Ruth may be awarded for her outstanding
performance
Scenario 5: Propelling Teachers Motivation
d. Teacher Ruth will remain at the beginning level of
the PPST
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 work
NOT help them attain their goal?
in DepEd, he had been working as Department Head in
private school. His professional experience is very evident

30 The Teacher Induction Program - Core Course 3

 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.

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.

Guide for Mentors and Newly Hired Teachers 31

 PERSONAL REFLECTIONS ON THE STRATEGIC ALIGNMENT OF THE PPST AND HR SYSTEMS

Having the right perspective about the PPST and the different HR systems can help you plan your career and move forward
according to your short- and long-term professional goals. Reflect on what you have learned from readings and activities in
Section I of this Module. Answer each reflective question in the I-chart, or information chart, below. Share your insights with
your mentor at your next mentoring session.

I-Chart on HR Systems
HR 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 Each teacher must Use this as guide to see Aim for professional
progress towards the the big picture of the development
continuum of the PPST DepEd System.

It is the yardstick of Use this to reflect of my This will help me to identify

RPMS-PPST teacher quality teaching performance all learning gaps or
throughout the school developmental needs.
year.
L&D Teachers are given the I will use the IDP as my Continuous Coaching with
opportunity to identify guide in improving my my mentor and other
their learning gaps or developmental needs. colleagues will help me
developmental needs succeed in my
professional development.
R&R It is an essential aspect I will deliver excellent This motivates me to seek
of performance performance towards my continuous professional
management in all teaching career. development on myself.
organizations.

32 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 33

 Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd

Required Task 1: Preliminary Activity

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

What do you know about? What else do you want to What did you learn about the How will you learn more?
know? PPST and HR systems? e.g. read from online sources
PPST How PPST helps teachers Enables teachers to Through continuous
towards their professional pursue their personal professional development
development? goals

RSP How is the RSP helps It intended to help With the help of TIP
teachers be familiar with teachers transition the and mentors
the DepEd Systems? public-school system.

MSP How long is the needed It is the standard Through continuous

service of the teacher to process for promoting professional development
be promoted? best-fit teaching and
non-teaching DepEd
personnel.

Recommended Readings: DO 66 s., 2007 and DO 7 s., 2015

34 The Teacher Induction Program - Core Course 3

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 highly
they can assist in responding to the challenges confronting competent teachers is one of the most important human
schools due to the COVID-19 pandemic and other major dis- resource processes. This is so because, if DepEd is able
ruptions to the delivery of education. The Department needs to recruit quality newly-hired teachers, the learning and
to ensure that newly-hired teachers possess competencies development gaps of teachers could be narrowed down. This
on the use of various delivery modalities and platforms as means that instead of putting the Department’s resources
well as the competencies to teach content. Teachers with to continually address teachers’ learning gaps, they can be
technological knowledge and skills are much-needed in directed to address other needs of both teachers and learners.
DepEd schools, more than ever before. In the very near fu- What does it mean for teachers? When teachers are highly
ture, DepEd will scout teachers using a competency-based competent, they are more motivated and inspired to facilitate
recruitment process. This will ensure that the teachers of the their classes. They are more fulfilled in their profession.
very near future are highly competent to ensure the continu- Consequently, they can also progress more successfully
ity of quality education even in difficult circumstances (Re- in the PPST continuum. In this case, there will be career
public Act 9155, 2001). opportunities for teachers, depending on their choice. That
is why it is important for beginning teachers to understand
Studies have found that teachers play a crucial role in their how they can optimize the PPST and HR systems to help
learners’ academic performance (Schneider et al. 2017; them reach their career goals.
Rothstein 2015; Ngware et al. 2015); hence, DepEd ensures
Teachers who successfully progress across the PPST
that it has quality teachers to execute lessons in different
continuum are high potential for future master teachers,
learning modalities. Since, teaching and learning today can
who are recognized as subject matter experts in their area of
happen even outside the confines of classrooms, knowl-
specializations, or school leaders. There is a high potential for
edge and skills of teachers in the production of electronic
promotion when beginning teachers use the PPST to monitor
learning materials are becoming highly important. Through
their own performance and align their professional practices
a well-defined recruitment process, DepEd can place the
with the expectations from them based on the PPST.
best-fit teachers in all public schools. The use of different
teaching and learning modalities is articulated in the Indica- PPST is used as a yardstick for teacher quality in the country.
tors for all career stages within the PPST. 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

Guide for Mentors and Newly Hired Teachers 35

 Service Commission’s (CSC’s) Memorandum Circular 03 s., Required Task 2: Reflection
2001, “Revised Policies on Merit Promotion Plan”, which
Reflect on your greatest learnings about meritocracy and fit-
underscores the merit and fitness principle which serve as
ness principles on hiring and promotion. What does this tell
a general framework for hiring and promotion of government
you? How will you adjust your professional goal and prac-
personnel. The MSP is also a mechanism that supports
tice with DepEd’s expectations from its personnel? Write
DepEd in achieving its mission, vision, goals and objectives.
your reflections/insights on the space provided below.
Key Topic 3: RSP and MSP
Recruitment, Selection and Placement (RSP) is the initiating
step within the HR system. Recruitment is about attracting The meritocracy and fitness principles on
the quality of teachers that the Department needs to teach in hiring and promotion means that teacher
public schools across the country. This is done by posting applicants’ qualifications are assessed
vacancies in places where they can be broadly announced based on merit and not based on who they
in compliance with the requirements of publication law know or who can help them.
embodied in RA 7041. DepEd needs to attract good quality
teacher-applicants to respond to the needs of its K to 12 So, for a teacher to be qualified in the
learners and ensure that quality education will continue to be promotion, the beginning teachers should
provided in all public schools. Quality teachers are needed to use the PPST to monitor their own
produce quality K to 12 learners. Research findings support performance and align their professional
the growing need to hire quality teachers as they serve as practices with the expectations based on
input to learners’ performance (Goldhaber, 2015, 64; Kelly,
the PPST.
2012; Kennedy, 2010).
When teachers enter DepEd, the onboarding process
scaffolds their smooth transition to their new environment.
This entails a more detailed understanding about the
organization. The PPST defines teacher quality and guides
teachers’ performance, professional development needs and
possible career progression. The PPST supports teachers
to achieve their career goals, and DepEd’s policy guidelines
on hiring and promotion set out the standard processes.
DepEd’s Merit and Selection Plan (MSP), which operates
under the principle of meritocracy and fitness, defines the
standard process for promoting best-fit teaching and non-
teaching candidates. Qualification and competence are the
critical bases for promoting DepEd personnel.

36 The Teacher Induction Program - Core Course 3

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.

Guide for Mentors and Newly Hired Teachers 37

 Session 3: The Strategic Alignment of the
RPMS with the PPST
Required Task 1: Preliminary Activity

Recommended Readings: DO 2, s.2015 and RPMS-

Refer to page 69 of the RPMS Manual (See Figure 2) and
PPST Manual for Teachers and School Heads reflect on the RPMS framework. What does this framework
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
Phase I: First week of
Performance Planning August, a week >Discussion/Issuance of RPMS Tools
and Commitment before start of >Self-Assessment
classes
Phase II:
Performance Monitoring
Year-round >Monitoring and Coaching
and Coaching >Mid-year Review and Assessment
Phase III: 1st week of May, >Year-end Review and Assessment
Performance Review a week after >Evaluation of Portfolio
and Evaluation graduation >Computation of Final Rating
Phase IV: May >Ways forward and Development Planning
Performance Rewarding
and Development Planning

38 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 39

 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 role
as defined in DO 2 s., 2015, is a contextualized version of
in the professional life of beginning teachers. Studies report
Civil Service Commission’s (CSC’s) Strategic Performance
positive results when beginning teachers have access to
Management System (SPMS). It is strategically linked with
the kind of support they need (Martin, Buelow and Hoffman,
the PPST and it also provides input to other HR systems,
2016; Kyndt, Gijbels, Grosemans & Donche, 2016; Murray,
like L&D and R&R. The RPMS-PPST framework (Figure 2)
2015). Mentoring and coaching support teachers to adjust
encapsulates the relationships of these HR systems and
their performance and calibrate their perspectives based on
clearly shows how teachers’ performance can be used as
the PPST.
input to the L&D and R&R systems. The PPST is used to
identify teachers’ performance gaps and/or developmental
needs. Developmental L&D needs are future-oriented; they
Required Task 2: Activity
help teachers address competencies that might be needed
for their future higher-level position. On the other hand,
competency gaps are needs that must be met to enable Analyze the two (2) scenarios below and indicate
teachers to perform their current teaching job as stated in whether the following statements are true or false.
the PPST.

Scenario A: Teacher Paula is a new BSE graduate Major in

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

40 The Teacher Induction Program - Core Course 3

 Statement Response Feedback
Since Teacher Paula is inexperienced, her L&D needs might be
different from that of Teacher Dennis, who has been teaching for TRUE
the past three (3) years.

Both teachers may use the PPST tools to identify their strengths
and areas in which they may need support. TRUE

Both teachers can have their L&D needs addressed through the TRUE
RPMS-PPST.
Mentors’ feedback is important for both teachers to monitor their
own progress. They can get feedback from their mentors whether TRUE
formally or informally assigned.
Teacher Paula is a new BSE graduate Major in Science who has
been hired to teach in a Junior High School.
TRUE

Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management mechanism
that puts forth a standard performance process for the benefit of teachers and learners.

Summary

In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and performance man-
agement 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.

Guide for Mentors and Newly Hired Teachers 41

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

The strategic alignment of the RPMS and L&D with the PPST
is very evident in the RPMS-PPST processes. All throughout
the performance cycle, teachers continually monitor their

42 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 43

 Which of the following explains why all three of them need to participate in L&D activity
relevant to their needs?
Teachers Rona and Evalou need L&D to address their developmental needs while teacher Rex
need to address his performance gaps

Teacher Rex needs L&D to address his developmental needs, while teachers Rona and Evalou
need to participate in L&D to address their competency gaps

All teachers need to attend L&D to address their developmental needs

All teachers need to attend coaching sessions

Summary
L&D is strategically connected with the RPMS and PPST.
Each cycle of the RPMS is supported by relevant L&D ac-
tivities for teachers. All professional development (PD) for
teachers should be relevant, needs-based and anchored
on the PPST. This strategic alignment of L&D system with
RPMS, PPST and R&R is designed to bring about DepEd’s
intended outcomes.

44 The Teacher Induction Program - Core Course 3

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)
Content Knowledge Utilize the use of ICT
and Pedagogy IPCRF AUGUST 2023
in the lesson
I will engage my learners, individually or
Learning Environment in groups, in meaningful exploration,
discovery and hands-on activities within IPCRF SEPTEMBER 2023
the available physical learning
environments.
I will plan and develop effective
Curriculum and strategies in teaching to meet
Planning curriculum requirements and
IPCRF AUGUST 2023
varied teaching contexts.
Personal Growth and I will continue to improve
Professional my professional develop- IPCRF YEAR ROUND
Development ment aligned to the PPST.

Guide for Mentors and Newly Hired Teachers 45

 Session 5–Rewards and Recognition (R&R) Rewards and Recognition (R&R) is an essential aspect of
performance management in any organization whether
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 performance of
From the human resource perspective, performance is
the Department. Phase IV of the RPMS, “Performance
driven by motivation. In other words, teachers behave the
Rewarding and Development Planning”, is about recognizing
way they do because there is an inner drive that pushes
outstanding performers at all levels of governance. At the
them. Motivation is said to be those, “factors that activate,
school level, its aim is to recognize outstanding teachers.
direct and sustain goal-directed behavior” (Iricinschi, 2020,
DepEd wants all its teachers to perform well..
271). Beginning teachers need to see both the big and small
picture in order to comprehend their stake in the PPST and Recognition is embedded in the RPMS-PPST. This is part
the HR systems of DepEd in order to be fully motivated. of Phase IV, i.e. Performance Recognition and Awarding.
Nobody can truly be motivated by mere compliance or There are many forms of rewards. L&D is one form of reward
pleasing one’s immediate superior. Superficial motivation is that is very evident in DepEd. The National Educators
fleeting, it is surface level and the person would tend to show Academy of the Philippines (NEAP) is DepEd’s training arm
expected behavior when someone is looking. This is not the that hones teaching and non-teaching personnel in DepEd.
kind of motivation that can bring any beginning teacher to Scholarship is another form of reward to DepEd personnel.
real success in his/her profession. Scholarships are awarded to high performing, high potential
employees of DepEd because they are expected to give a
When beginning teachers enter the DepEd workforce, they
return of investment (ROI) to DepEd when they return from
possess varying abilities, competencies and experiences that
their scholarship.
can help them carry out their teaching duties competently.
Ability enables one to perform or carry out a function or Beginning teachers should not focus solely on these tangible
task. Motivation is another element that is needed in order rewards. Seeing their learners graduate and become
to enable beginning teachers to translate their abilities into productive citizens of our nation could be a lasting form
something useful. But, they need more opportunities to of intrinsic reward. On the other hand, DepEd PRAISE
explore and practice. So, one’s performance is determined motivates high performing teachers, who become good
by one’s ability, internal or external motivation, and examples to their fellow teachers.
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.

46 The Teacher Induction Program - Core Course 3

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.

Guide for Mentors and Newly Hired Teachers 47

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

Intended Module Learning Outcomes

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

Estimated Time Required: 2 hours

Module Outline
Session 1: The Results-based Performance Manage-
ment System (RPMS) of DepEd
Session 2: The PPST-aligned RPMS
Session 3: The RPMS Cycle
Session 4: The PPST-based RPMS Tools and Pro-
cesses
Session 5: Lesson Plans as Quality Evidence for
RPMS

48 The Teacher Induction Program - Core Course 3

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

Key Topic 1: The RPMS

The Civil Service Commission (CSC) issued Memorandum

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

Guide for Mentors and Newly Hired Teachers 49

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

Figure 6: Performance Management Systems Process

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

50 The Teacher Induction Program - Core Course 3

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,

Guide for Mentors and Newly Hired Teachers 51

 Key Topic 3: The SPMS Rating Scale

In the third stage of the cycle of the performance evalua-

tion, the CSC mandates a five-point rating scale.

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

52 The Teacher Induction Program - Core Course 3

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.

Guide for Mentors and Newly Hired Teachers 53

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

54 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 55

56 The Teacher Induction Program - Core Course 3
Figure 7: All government agencies adopted the CSC’s SPMS.

The Department of Edu-

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

Guide for Mentors and Newly Hired Teachers 57

 Key Topic 4: Guidelines on the Establishment and
Implementation of the RPMS

DepEd Order No. 2, s. 2015, otherwise known as Guide-

lines on the Establishment and Implementation of the
Results-based Performance Management System (RPMS)
in the Department of Education, adopts the Civil Service
Commission’s Strategic Performance Management System
(SPMS) and stipulates the specific mechanisms, criteria
and processes for the performance target setting, monitor-
ing, 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):

58 The Teacher Induction Program - Core Course 3

Figure 7. Updated Teachers RPMS Cycle and Timeline

Guide for Mentors and Newly Hired Teachers 59

 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.

60 The Teacher Induction Program - Core Course 3

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.

Guide for Mentors and Newly Hired Teachers 61

 The RPMS Forms

Figure 8: Office Performance Commitment and Review Form (OPCRF)

The Office Performance Commitment Review Form (OPCRF) shall be accomplished by the head of
school, e.g. School Head, Head Teachers, including designated Teacher-in-Charge, to reflect the office
KRAs, objectives and performance indicators. Other personnel with administrative functions, but are
not head of office, must craft their own IPCRF.

62 The Teacher Induction Program - Core Course 3

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.

Guide for Mentors and Newly Hired Teachers 63

 Figure 10: The Professional Development Plan

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

64 The Teacher Induction Program - Core Course 3

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.

Guide for Mentors and Newly Hired Teachers 65

 Session 1 – The PPST-aligned RPMS

Required Activity 1: Reflection

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

Figure 11: Issues raised by teachers in the National Validation of the PPST

66 The Teacher Induction Program - Core Course 3

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

Figure 12: Issues raised by Supervisors and Principals in the National Validation of the PPST

Guide for Mentors and Newly Hired Teachers 67

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

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

68 The Teacher Induction Program - Core Course 3

Key Topic 2: Alignment of RPMS with PPST in the
PPST-based IPCRF

The PPST-based IPCRF, as described during the previous

session, is one of the most familiar forms in RPMS. Due to
the clamor of the field to integrate PPST to the other exist-
ing HR systems during the National Validation Study of the
PPST. The RPMS adopted the Domains and Indicators of
the PPST as its Key Result Areas (KRAs) and Objectives,
respectively.

Key elements of the PPST-based IPCRF is shown in Figure 14.

Figure 14: Key elements of the PPST-Based IPCRF

Guide for Mentors and Newly Hired Teachers 69

 The PPST-aligned RPMS in School Years (SYs) 2018-
2019 and 2019-2020

In SYs 2018-2019 and 2019-2020, the first 12 priority PPST

indicators were downloaded to the field and formed part of
the PPST-aligned RPMS for these rating periods.

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):

70 The Teacher Induction Program - Core Course 3

 RPMS PPST
Objective 1: Apply knowledge of content within and across curriculum Indicator 1.1.2: Apply knowledge of content within and across curriculum
teaching 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.

Guide for Mentors and Newly Hired Teachers 71

 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) COT
observation that is aligned with the RPMS Tools

Optional Task Summary

Have you already encountered the indicators used in SYs • The Results-based Performance Management
2018-2019 and 2019-2020? If so, briefly summarize your System (RPMS) was aligned with the Philippine
experiences during the RPMS-related activities? 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.

72 The Teacher Induction Program - Core Course 3

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.

Teacher Grace should prepare

first her Self-Assessment Tool
to see the necessary trainings
that she needs to go through
and update her Development
Plan and reflect to the action
plan she created. Based on it
COT class observation will
follow highlighting the objectives
identified in the RPMS.

Guide for Mentors and Newly Hired Teachers 73

 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)

74 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 75

 These phases happen in one school year for school-based personnel, including teachers like you. The cycle is designed to
gauge teacher performance against the PPST and help them in their professional development. Take note that all content of
the RPMS Cycle in Figure 1 adheres to the PPST-aligned RPMS.

Each phase of the cycle happens in a specific timeline within the rating period and requires the accomplishment of specific
activities using PPST-based tools, as shown in the matrix below:

Phase Timeline* Activity Forms Output

Performance Planning and Last week of May, a • Discussion/Issuance of • IPCRF • Signed IPCRF-
Commitment week before start of RPMS Tools • Self-Assessment Tool (SAT) Development Plans based
classes • Self-Assessment on SAT
• IPCRF-Development Plans
(DP) • Signed IPCRF
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 Coaching • Portfolio
Form (PMCF)
• Mid-Year Review Form (MRF)
Performance Review and 1st week of April, a • Year-end Review and • RPMS Tools • Signed Portfolio and IPCRF
Evaluation week after graduation Assessment • IPCRF with Computed Final
• Evaluation of Portfolio 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

76 The Teacher Induction Program - Core Course 3

Following activities in Phase I from June to October, about 2 point, raters need to provide suggestions, recommendations,
classroom observations are conducted before the Mid-Year and/or technical assistance to support teachers in achieving
Review in November. The exact timing is agreed by both their targets. After Phase II, classroom observations must
the Rater and the Ratee. In this time, the preparation and resume to complete the four (4) observations expected for the
organization of RPMS Portfolio must have also started. year, and they shall also continue gathering and organizing
their documents for their Portfolio.
In Phase II, coaching, feedback, and appropriate interventions
shall be provided whenever necessary within the year covered. In Phases III and IV, teachers and their raters will have to
All key inputs, feedback, and other evidence of performance discuss and agree on the teacher’s final performance rating
for the entire year shall be recorded in the Performance based on actual accomplishments within the rating period.
Monitoring and Coaching Form (PMCF). The Mid-Year Review, The IPCRF-Development Plan will then be finalized. This
which happens in November, is prescribed to determine the marks the end of the RPMS Cycle for the rating period and
progress of a teacher in achieving the RPMS Objectives. At this begins again in the next school year.

Key Topic 2: What other things do I need to know about the RPMS Cycle?

For teachers, below is the matrix of ratee-rater-approving authority intended for the RPMS:

Ratee Rater Approving Authority

(Teachers who submit portfolios as (School Heads, Assistant Principals, Head Teachers,
evidence of their teaching performance) and/or Master Teachers who rate teacher
portfolios to assess teacher performance)

Superintendent
Head Teacher Small and Medium Divisions
Principal/School Head
Master Teacher Assistant Superintendent
Large and Very Large Divisions
Superintendent
Small and Medium Divisions
Principal/School Head
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)

Guide for Mentors and Newly Hired Teachers 77

 Summary/Key Learning

• The RPMS Cycle is composed of four (4) phases.

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

78 The Teacher Induction Program - Core Course 3

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: The statement is false
based on the data
School A used all Cases (i), (ii), (iii), (iv), presented and/or the
and (v) in RPMS 2019-2020. guidelines.

Guide for Mentors and Newly Hired Teachers 79

 The statement is false based
Statement 2: on the data presented and/or
The Division is a small division. the guidelines.

Statement 3: The data presented is

not sufficient to infer the
In School A, the rater of statement.
Teachers I-III is the Master Teacher.
Statement 4: The statement is false
In School A, a Teacher III based on the data
presented and/or the
can rate a Master Teacher. guidelines.
Statement 5: The statement is false
In School A, the PSDS based on the data
presented and/or the
can rate a Master Teacher. guidelines.

Session 4 – The PPST-based RPMS Tools and Processes

Key Topic 1: The RPMS Tools

The RPMS tools are the major PPST-based tools that teachers need to be familiar with. There are two (2) RPMS Tools 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

80 The Teacher Induction Program - Core Course 3
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 teachers’
The Classroom Observation Tools performance. The data are then utilized purposefully and
constructively to support the Learning and Development and
Professional Development of teachers.

Guide for Mentors and Newly Hired Teachers 81

 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

82 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 83

 DepEd, 2017, 3)

The Classroom Observation Process

The Self-Assessment Tool

The Self-Assessment Tool (SAT) is an RPMS associated
tool that helps teachers reflect on the different performance

indicators related to their professional work. The

84 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers 85

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

to gain an overall picture of the teachers’ strengths and needs. This summary helps in the

86 The Teacher Induction Program - Core Course 3

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

The data collection system enables the collection and sub-

mission of RPMS data across governance levels and aims
The IPCR Data Collection and Consolidation Forms 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:

Guide for Mentors and Newly Hired Teachers 87

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

88 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 89
 Figure 24: Use of results of RPMS data (RPMS IPCRF Data Collection and Consolidation System)
Key Topic 24: PPST-based RPMS Support Materials

Required Task 1: Reflection

Refer to your COT rating sheets, SAT assessment results, and IPCRF-Development Plan, if you have any. Reflect on your
teaching performance based on the results that these forms reflect. Briefly discuss what you have discovered.

Summary

90 The Teacher Induction Program - Core Course 3

• 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.

Guide for Mentors and Newly Hired Teachers 91

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

92 The Teacher Induction Program - Core Course 3

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.

Guide for Mentors and Newly Hired Teachers 93

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

Figure 26: MOV for KRA 1

94 The Teacher Induction Program - Core Course 3

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

Figure 27: Sample lesson plan

(Source: PPST Resource Package
Module 1, 5; Medrano, 2018 Daily
Lesson Log (DLL) in Technology
and Livelihood Education (TLE)
– Mechanical Drafting Grade 8.
Governor Luis A. Ferrer Jr. East
National High School, Gen. Trias City,
Cavite.)

Guide for Mentors and Newly Hired Teachers 95

 Optional Task: Activity
From the lesson plan/exemplar you provided in the Intro-
ductory Activity, which portions demonstrate/highlight COT
Indicator 1? Elaborate.

The Review section of the lesson

exemplar that I provided in the
Introductory Activity is where I
conduct a brief review of the
previous lesson, which is about
"mga batas na pinaiiral sa mga barangay,"
and I examine concepts from other
curriculum learning areas that could be
potentially integrated to the current lesson.
I determined the level of integration to the
topic matter by determining the learners'
knowledge and skills. As a result, I referred
the previous discussion on "mga batas"
in the present lesson. After that, I chose
multidisciplinary content to incorporate into
the present lesson. I used a concept from
Araling Panlipunan in this case.
I used carefully selected content.

96 The Teacher Induction Program - Core Course 3

Summary/Key Learning Based on the same Lesson Exemplar that
• Preparing for lessons through the Daily Lesson I have provided before the COT indicators
Log (DLL) or Detailed Lesson Plan (DLP) provides that are present to my Lesson Exemplar are
teachers with an opportunity for reflection on what 1. Apply knowledge of content within and across
learners need to learn, how learners learn, and how
curriculum teaching areas, wherein I integrate the
lesson to other multidisciplinary content to
best to facilitate the learning process. incorporate it to the new lesson.
• A detailed Lesson Plan (DLP) is a teacher’s 2. displayed proficient use of mother tongue
“roadmap” for a lesson. It contains a detailed Filipino and English to facilitate teaching and
description of the steps a teacher will take to learning, all throughout the lesson I consistently
teach a particular topic. A typical DLP contains use the language Filipino to facilitate learning
the following parts: Objectives, Content, Learning of the pupils.
Resources, Procedures, Remarks and Reflection. 3. Use effective verbal and non-verbal classroom
communication strategies to support learner
• Lesson plans are recognized Means of Verification understanding, participation, engagement, and
for classroom-observable RPMS objectives in the achievement, wherein I provide a HOTS question
RPMS. to support learner understanding, participation,
engagement.
Required Task 2: Activity 4. Establish safe and secure learning environments
Using either a lesson plan prepared by your mentor (recom- to enhance learning through the consistent
implementation of policies, guidelines, and
mended) or the lesson plan/lesson exemplar you provided,
procedures, I think I provided a clear implementation
check which COT Indicators (or RPMS Objectives) are procedure during the group activity.
present. Elaborate on your findings. If an indicator is not 5. Maintain learning environments that promote
present, is it possible to have it present in the lesson plan? fairness, respect and care to encourage learning,
How? where I give equal praise to all my students regarding
with their answer.

If possible, all indicators should be present to the

Lesson Exemplar because it is aligned to the
PPST of teachers.

Guide for Mentors and Newly Hired Teachers 97

 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment: _____________________

Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and recording purposes.

Once you’re done, kindly input your score here: Input your score here.

Additional reminder:
Compile your portfolio output/s and make sure
that your mentor has checked your coursebook.

98 The Teacher Induction Program - Core Course 3

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 indicators
Tool (SAT) 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.

Guide for Mentors and Newly Hired Teachers 99

 The RPMS Cycle is composed of four (4) phases, namely: Phase I: Performance Planning and Commitment;
Phase II: Performance Monitoring and Coaching; Phase III: Performance Review and
Evaluation; Phase IV: Performance Rewarding and Development Planning

Professional is used to improve or correct performance of employees with Unsatisfactory and Poor
Development Plan performance ratings.

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

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

100 The Teacher Induction Program - Core Course 3

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) Type text here
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”

Guide for Mentors and Newly Hired Teachers 101

 DepEd. 2019. Results-based Performance Management System (RPMS): Updated Manual for Teachers and School Heads –
Your Guide to Using RPMS Tools for Teachers from Portfolio Preparation to Assessment. Manila: DepEd. http://deped.
in/RPMSManualver2019

Iricinschi, E., 2020. Revelatory Events: Three Case Studies Of The Emergence Of New Spiritual Paths, Written By Ann Taves.

Klein, James D., and Alison L. Moore. “Informal learning in professional and personal life: Implications for instructional design
and performance improvement.” Educational Technology (2016): 21-26.

Kyndt, Eva, David Gijbels, Ilke Grosemans, and Vincent Donche. “Teachers’ everyday professional development: Mapping
informal learning activities, antecedents, and learning outcomes.” Review of educational research 86, no. 4 (2016):
1111-1150.

Ma, Ning, Shuang Xin, and Jia-Yuan Du. “A peer coaching-based professional development approach to improving the learn-
ing participation and learning design skills of in-service teachers.” Journal of Educational Technology & Society 21, no.
2 (2018): 291-304.

Maandag, D.W., Helms-Lorenz, M., Lugthart, E., Verkade, A.T. & Van Keen K. 2017. Features of Effective Professional Devel-
opment in Different Stages of Teacher’s Careers: A Review of Empirical Evidence and Underlying Theory. Groningen:
University of Groningen.

Martin, Kathryn L., Stephanie M. Buelow, and Jennifer T. Hoffman. “New teacher induction: Support that impacts beginning
middle-level educators.” Middle School Journal 47, no. 1 (2016): 4-12.

Murray, Eileen. “Improving teaching through collaborative reflective teaching cycles.” Investigations in Mathematics Learn-
ing 7, no. 3 (2015): 23-29.

Ngware, Moses W., James Ciera, Peter K. Musyoka, and Moses Oketch. “Quality of teaching mathematics and learning
achievement gains: evidence from primary schools in Kenya.” Educational Studies in Mathematics 89, no. 1 (2015):
111-131.

PPST Resource Package Modules, http://bit.ly/PPSTResourcePackageA

Research Center for Teacher Quality. 2018. The Philippine Professional Standards for Teachers slide presentation.

Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads

102 The Teacher Induction Program - Core Course 3

 Department of Education

National Educators Academy

of the Philippines

Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development 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 Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong

Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

Ian Harvey Claros Alfredo G. Desamparo, Jr. Jerome Hilario

Charito N. Laggui Gayle Malibiran Khristian Ross Pimentel

Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas

104 The Teacher Induction Program - Core Course 3

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

Pilot Testing Participants

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

Guide for Mentors and Newly Hired Teachers 105