IPBT Course 3

1
Teacher • http://www.
gbooksdownloader.
Program
com/
Induction
(TIP)
CORE
COURSE
3
The DepEd Teacher
in collaboration
with
Philippine National
Research Center for Teacher Quality
Course 3 - The Philippine Professional
Standards for Teachers and its Aligned Systems
and Tools
Introduction
W
elcome to Course 3 of the Teacher Induction
Program! This course will help you to become familiar
with the Philippine Professional Standards for
Teachers (PPST) as the new framework for teacher quality. It
will guide you towards understanding the expectations of
teachers and how DepEd’s systems and tools are aligned with
the standards.
Intended Course Learning Outcomes
At the end of this course, you will be able to:

1. develop a deeper understanding of the expectations of teachers as described in the
PPST;
2. use PPST-aligned tools in developing your teaching practices as defined by the PPST;
and
3. set professional development goals based on the Philippine Professional Standards
for Teachers by having a clear understanding of the standards and its aligned systems
and tools (7.5.2).
Course Outline:
Module 1 – Achieving Teacher Quality through PPST
Module 2 – Embedding the PPST in HR Systems
Module 3 – The Results-based Performance Management System
(RPMS)
Estimated Time Required: 7 hours Portfolio Output: Lesson Plan
Module 1 – Achieving Teacher Required Tasks
Quality through PPST • Video Viewing
• Reading • Discussion Activity
Intended Module Learning Outcomes: • Formative Quiz
At the end of this module, you should be able
to: Required Resources
• DepEd Order no. 42, s. 2016 National Adoption and
Implementation of the Philippine Professional Standards
1. identify and navigate through the salient for Teachers
features of the PPST (Domains, Strands, • https://www.deped.gov.ph/wp-content/
Indicators, and Career Stages); and uploads/2017/08/DO_s2017_042-1.pdf
• Online or hard copy of PPST Booklet
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
4 The Teacher Induction Program - Core Course 3

Session 1 – The PPST Career Stages and Distinguished Stages. A Proficient Teacher
must exhibit at least Proficient Level of practice
for all 37 Indicators. The same applies for Highly
The PPST acknowledges that teachers in the field have different Proficient and Distinguished teachers.
levels of competency. Teachers who have been teaching for a
long time are expected to have developed more proficiency in Given the notion of a development continuum,
their teaching practices. Teacher professional development upon which the PPST is based, a teacher may
takes place in a continuum, and teachers are expected to exhibit practice that aligns with indicators across
improve developmentally. Thus, a ‘one size fits all’ standards will various career stages, but it is likely his/her
not appropriately describe the expectations of teachers across practice would mostly align with Indicators for a
the continuum. Thus, the PPST defines the work of teachers at particular career stage. This is accommodated
different career stages. by the ‘at least’ qualifier in the previous
paragraph. Table 1 shows the descriptors of
Career stages generally refer to levels of development that an teacher’s continuum development from the
individual passes through, particularly in a profession. In the Beginning career stage to the Distinguished
PPST, the teacher development continuum is defined in four stage.
career stages namely: Beginning, Proficient, Highly Proficient,
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 Distinguished Teachers embody the
qualifications recognized for entry into independent in the application of skills consistently display a high level of highest standard for teaching
the teaching profession. vital to the teaching and learning performance in their teaching grounded in global best practices.
process. practice.
They have a strong understanding of They exhibit exceptional capacity to

the subjects/areas in which they are They provide focused teaching They manifest an in-depth and improve their own teaching practice
Guide for Mentors and Newly Hired Teachers 5

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

Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly Proficient and Distinguished Teacher in
terms of the following?
Professional Practices Proficient Teacher Highly Proficient Teacher Distinguished Teacher

Teaching Characteristics
Management of Learning
Programs
Collaboration and Partnerships
Professional Development

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

4. What Career Stage do you aspire to ten years from
now?

5. Are there aspects of your teaching practice that
exceed practices articulated in the Career Stage 2
descriptors? If yes, please cite them.

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

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

Teacher Marilyn is in her 2nd year of teaching. She has
adapted well to teaching in DepEd but she
acknowledges that she still has a lot to learn from her
more seasoned colleagues. Marilyn is in the: a.
Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
Teacher Rolly is a role model in his school. He is a consistent
Outstanding Teacher in the Division and has been
recognized by the Civil Service Commission as a
recipient of Lingkod Bayan Award. Rolly is in the:
a. Beginning Stage
b. Proficient Stage
Teacher Elinor serves as mentor to her co-teacher during
LAC Sessions and classroom observations. Her fifteen
years of experience as an English teacher has earned
her the trust of her colleagues in terms of in-depth
knowledge and skills in teaching the content and
handling learners’ behavior of different levels. She is
good at collaborating with people and in providing
support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
2 d. Distinguished Stage
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4. Teacher Kath can teach alone without the Master
Teacher’s assistance. She has unique skills in
planning, implementing and managing learning
programs in the school. Kath is in the: a.
Beginning Stage
b. Proficient Stage
5. Teacher Christine has exceptional skills in influencing
people through her articles in different academic
journals. She has been frequently invited to different
conventions to share her successful innovation in
teaching for benchmarking and collaboration. Christine
is in the: a. Beginning Stage
b. Proficient Stage

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

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stakeholders for the improvement of Part I
education provision in the Philippines.
Refer to the Glossary (p. 24) and read the formal definitions
Session 2 – The PPST Domains, of “Domain”, “Strand” and “Indicator”.
Strands, and Indicators

Key Topic 1: Domains Part II
It is important for you to be familiar with the features of the
The PPST articulates teacher quality through PPST in order to better understand the upcoming sessions
well-organized domains, strands, and and modules. Let’s see if you were able to pick up the
indicators. The succeeding tasks will guide following information after reading the booklet’s
you through this structure. introduction.
Required Task 1: Reading

1. The PPST defines teacher quality in the Philippines.
The PPST is an enclosure to DO no. 42 s.
It has domains which describe the expectations
2017 and is available for download online.
required of Filipino teachers to be effective in the 21st
century in the Philippines. How many domains does
the PPST have? _____________
In this activity, you will need a copy of the
PPST booklet. You may get a copy of the 2. The Domains collectively comprise of strands that
DepEd Order with PPST booklet through this refer to more specific dimensions of teacher
link: https://www.deped.gov.ph/wp-content/ practices. How many strands does the PPST have?
uploads/2017/08/DO_s2017_042-1.pdf _________________
3. The PPST defines the work expected from teachers
across different career stages. How many career
stages are there? ___________________

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Part III. In this table,
Go to page 10 of the PPST booklet. You will see a table you are
which shows the features of the PPST. introduced to
indicators,
which are
concrete,
observable
and
measurable
teacher
behaviors/
practices
covered in
every strand
in the PPST.
Each indicator
is represented
by a code for
easy
reference.
For example,
Indicator 1.2.3
means that
the indicator is
Figure 1. The PPST Domains, Strands, and Indicators under:

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Domain 1 – Content Knowledge and Pedagogy
Strand 2 of Domain 1 – Research-based
knowledge and principles of teaching and
learning
Career Stage 3 (Highly Proficient) Strand 2 of
Domain 1 – Collaborate with colleagues in the
conduct and application of research to enrich
knowledge of content and pedagogy.

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Figure 1.2. The PPST Domains, Strands, and Indicators
Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain?
Which strand? Guide for Mentors and Newly Hired Teachers 1
9
Which indicator?
Summary
1. The PPST defines teacher quality in the Philippines. It sets clear expectations along well-
defined career stages.
2. In order to help teachers seamlessly integrate the PPST into their practice, the PPST shall be
used as a basis for all learning and development programs, selection and promotion, and
performance appraisals for teachers.
3. The PPST booklet describes the expectations of teachers organized through its salient
features: the Domains, Strands, Indicators and career stages.
4. The PPST has 4 Career Stages, 37 Strands, and 7 Domains. There are 37 indicators for each
career stage.

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

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f. Domain 6 - Community Linkages and Professional
Engagement
g.Domain 7 - Personal Growth and Professional Development

Required Task 2: Formative Quiz
Let’s check your understanding of the PPST domains. Use a copy of the PPST to match the following
scenarios with
the appropriate Domain.

1
2
2. During the post conference, Mrs. Manuel, being the school head
and rater of teacher-ratee, emphasized that the use of varied
learning materials aid learners’ understanding of the lesson and
allow learners to practice the application of concepts. She also
mentioned that varied learning materials also cater to learners’
different learning styles.

Engagement

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

Engagement

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Key Topic 2: Strands
As you already know from the previous session, domainsofare
strands, e.g. Domain 1 contains seven (7) whereas
Domain 2 contains six (6) strands. Figure 1 shows the first
broad conceptual spheres of teaching and learning practices
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 5
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 Personal
Content
Learning Diversity of Curriculum Assessment & Linkages and Growth &
Knowledge
Environment Learners and Planning Reporting Professional Professional
& Pedagogy
Engagement Engagement

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Refer to pages 5-7 of the PPST booklet to check accuracy of your answers.
Domains Challenging Why is it Input from the

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

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Community Linkages
Personal Growth and Professional Development
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.

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(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

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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.

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Each strand is progressively elaborated across the four career may exhibit Proficient or even Highly Proficient of
stages to articulate continuum of practice. This is evident if you teaching practice on some Indicators.
read through the indicators from left to right, starting from
beginning towards proficient. Required Task 4: Reflection
On the other hand, reading through the indicators by each

career stage column, you will see the behaviors and practices Based on the current default classification, in which
expected from teachers according to their respective career career stage are you in?
stages. ___________________________________
Upon adoption of the PPST, the Department decided to assign

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

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further elaborated into concrete, observable and Module Outline
measurable teacher
behaviors/practices called indicators.
Session 1 – The PPST and DepEd’s Human
3. The PPST indicators show the Resource (HR) Systems
continuum of practice from beginning Session 2 – The PPST, RSP and the Merit Selection
to proficient career stage. Plan (MSP) of DepEd
Module 2 – Embedding the PPST Session 3 – The Strategic Alignment of the RPMS with the
in HR Systems PPST
Session 4 – Role of RPMS-PPST in Teachers’
Learning and Development
Intended Module Learning Outcomes Session 5 – The Rewards and Recognition (R&R) in the
Context of RPMS-PPST
Required Tasks
At the end of this module, you should be able
to: • Formative test
• Reflection
1. set professional goals that are aligned with • Scenario-based Activity
the PPST; and
Required Resources
2. develop a personal professional
improvement plan that will support your • Department Oder No. 2 s., 2015, “Guidelines in the
career goals. Implementation of the Results-Based Performance
Management System in the Department of
3. share own reflections with peers on Education”;
desirable personal and professional • Department Order No. 66 s., 2017, “Revised Guidelines
practices that are geared towards higher on the Appointment and Promotion of other Teaching,
level practice/indicators. Teaching Related and NonTeaching Positions”
• DepEd Order 001 s., 2020, “Guidelines for NEAP
Estimated Time Required: 2 hours Recognition of Professional Development Programs and
Courses for Teachers and Schools Leaders” •

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DepEd Order 78 s., 2007, “Strengthening the • Results-Based Performance Management System
Program on Awards and Incentives for Service (RPMS) Manual for Teachers and School Heads
Excellence (PRAISE) of the Department of • Republic Act 7041, “An Act Requiring Regular
Education” Publication of Existing Vacant Positions in Government
• DepEd Order No. 32 s., 2016, “Addendum to DepEd Offices, Appropriating Funds Therefore, and for other
Order No. 3 s., 2016 (Hiring Guidelines for Senior High Purposes”.
School (SHS) Teaching Positions Effective School Year
(SY) 2016-2017)” Key Topic 1: The DepEd Human Resource (HR)
• DepEd Order No. 7 s., 2015, “Hiring Guidelines for Systems
Teacher I Positions Effective School Year (SY) Think of the PPST as a yardstick of teacher quality and the
2015-2016” Department’s human resource (HR) systems as support
• Philippine Development Plan 2017 to 2022; mechanisms that enable teachers to progress across career
stages from
Beginning to
Distinguished
stage. The
DepEd’s HR
systems (Figure 1)
are support
Session 1 –The PPST and DepEd’s Human Resource (HR) mechanisms
Systems that are meant
to help
teachers realize
their career goals.
It is good for new
teachers to see
how these HR
systems are
interconnected so
that they can

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Figure 4: DepEd’s HR Systems (BHROD, 2017)
know how each of these systems work for their benefits, for their
learners and for the nation as a whole.

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

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teaching practices as well as learners’ academic performance Which of the following will NOT GREATLY help Teacher
(Blazar, David, & Kraft, 2015, 563). Anthony achieve his dream of becoming a Master Teacher?
Rewards and Recognition (R&R) is an essential aspect of
performance management in all organizations. DepEd’s R&R
mechanism is anchored on Civil Service Commission Program of a. Use the result of his SAT in identifying his learning needs
Awards and Incentives for Service Excellence (PRAISE). The
b. Attend as many learning and development activities to
purpose of DepEd-PRAISE is to motivate DepEd personnel to
deliver excellent performance which will in turn contribute to the earn as many certificates for promotion
overall performance of the Department. c. Regularly revisit the PPST to align his professional
Both L&D and R&R are relevant HR systems that help strengthen development needs with the expectations of proficient
the performance management practices of school heads to provide teachers
teachers the needed support to progress across the PPST
d. Gather evidences of his good performance
continuum.
Required Task 1: Formative Test
Multiple Choice Test: Respond to the following scenarios based Answer: B, merely attending training sessions is
on your understanding of the PPST and the strategic connect of insufficient to help teacher Anthony reach his career
the DepEd HR systems: goal.
Scenario 2: An Advanced Teacher at the
Scenario I: Teacher Anthony’s Dreams Beginning Stage of PPST
It is Teacher Anthony’s first year of teaching. After going
through the Teacher Induction Program (TIP), he dreams of
becoming a Master Teacher someday. He knows that he has Teacher Ruth had three (3) years teaching experience in
to work on his competency gaps based on the indicators for a private school before she was hired in the public high
proficient teachers in the PPST. After taking the self- school where she is currently teaching. Because of her
assessment test (SAT), Teacher Anthony admitted to his prior experience, she has already acquired some good
mentor that he needs support in certain domains at the teaching practices and she has been identified by her
beginning level. School Head as a high performer and high potential
future teacher leader. This coincides with Teacher
Ruth’s dream to become a future school leader in
DepEd. However, she is a newly-hired teacher and her

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colleagues label her as Beginning Teacher under the PPST. professional development benefits. Her mentor has been very
Which of the following behaviors can help teacher Ruth fulfill her supportive and is one of the key contributors to teacher Ruth’s
career goal? successful completion of the Teacher Induction Program.
Phase IV of the RPMS cycle,
Performance Rewarding and Development Planning, is fast
a. Align with the PPST her professional teaching practices approaching. Which of the following is most likely to happen to
teacher Ruth?
b. Get help from somebody she knows in DepEd to serve
as her “padrino”
c. Gather certificates of her previous trainings in the a. To address her performance gaps, teacher Ruth will
private school where she taught and keep it for promotion be referred to a peer for coaching session during the next school
year
d. Make friends with her school head, so she can have
his/her favor b. Teacher Ruth will not be able to get the outstanding rating for
the current school year
c. Teacher Ruth may be awarded for her outstanding
Answer: A. There is a high potential for promotion, when performance
beginning teachers use the PPST to monitor their own
performance and align their professional practices with the d. Teacher Ruth will remain at the beginning level of
expectations from them based on the PPST, the PPST
which is a nationally accepted standards for
Answer: C
teacher quality (DepEd Order No. 42,
s.2017).
Scenario 3: Teacher Ruth’s Supportive Scenario 4: Possibilities in the Life of a Newly Hired
Mentor Teacher
Teacher Ruth is in her second year of Teacher Abel is a newly hired teacher. Prior to his work in
teaching. She is quite a fast learner when it DepEd, he had been working as Department Head in private
comes to using the PPST for her

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school. His professional experience is very evident in the hired teachers in Mathematics and they are both aspiring to get
professional ethics that he manifests in his teaching practices. outstanding award during the school year. Which of the
Which of the following statement is NOT possible in this case? following will NOT help them attain their goal?
a. Optimize the use of the Teacher Induction Program (TIP)
materials to orient themselves with the context of DepEd,
a. Teacher Abel could be a high potential for future school
the PPST and other HR systems
leadership
b. Prepare their MOVs according to the guidelines in the
b. He may not need to undertake DepEd’s Induction
RPMS-PPST
Program
c. Participate in learning and development that will
c. He can be tapped as resource person in the
close their competency gaps and developmental needs
school’s Learning Action Cell (LAC)
d. Make close friendships with their school head and
d. His progression across the PPST continuum could
Department heads
be faster if he purposely use PPST as the basis for his
professional practice Answer: D
Optional Task: Reflection

Answer: B Reflect on the strategic relationships amongst the PPST and the
HR systems.
Scenario 5: Propelling Teachers Motivation
School Head Ms. Lopez is a strong proponent of DepEd’s

contextualized Program of Awards and Recognition for Service
Excellence (DepEd-PRAISE). Every year during “Teachers’ Day
Celebration”, she recognizes her high performing teachers and
normally gives them a “Certificate of Recognition for Outstanding
Performance”. Teachers Marlyn and Carmina are both newly

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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
learned? of my new learnings with
my current practice?
RSP
RPMS-PPST
L&D
R&R

9
Summary
The DepEd HR systems are interrelated and anchored on the PPST. These HR systems are put in place to support
teachers’ continuing professional development. Optimizing use of the PPST and the HR systems enables teachers to
pursue their professional goals. The HR systems are intended to support them.
Recommended Further Readings: DO 2 s., 2015, DO 001 s., 2020, DO. 78 s., 2007
Required Reading: RPMS-PPST Manual for Teachers and
School Heads, page 10
Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd
Required Task 1: Preliminary Activity
What do you know What else do you want What did you learn How will you learn
about? to know? about the PPST and HR more?
systems? e.g. read from online
sources
PPST
RSP
MSP

0
Accomplish the K-W-L-H Chart below.
Recommended Readings: DO 66 s., 2007 and DO 7 s., 2015

Key Topic 1: Looking through the PPST lens: Onboarding teachers in all public schools. The use of different
the best-fit teachers in DepEd schools teaching and learning modalities is articulated in the
Indicators for all career stages within the PPST.
Technological advances are major drivers of change and they Key Topic 2: The Strategic Connect of the PPST and
can assist in responding to the challenges confronting schools DepEd’s Recruitment and Promotion Processes
due to the COVID-19 pandemic and other major disruptions to
the delivery of education. The Department needs to ensure that
newly-hired teachers possess competencies on the use of You have seen in the previous section that attracting
various delivery modalities and platforms as well as the highly competent teachers is one of the most important
competencies to teach content. Teachers with technological human resource processes. This is so because, if
knowledge and skills are much-needed in DepEd schools, more DepEd is able to recruit quality newly-hired teachers, the
than ever before. In the very near future, DepEd will scout learning and development gaps of teachers could be
teachers using a competency-based recruitment process. This narrowed down. This means that instead of putting the
will ensure that the teachers of the very near future are highly Department’s resources to continually address teachers’
competent to ensure the continuity of quality education even in learning gaps, they can be directed to address other
difficult circumstances (Republic Act 9155, 2001). needs of both teachers and learners. What does it mean
for teachers? When teachers are highly competent,
Studies have found that teachers play a crucial role in their they are more motivated and inspired to facilitate their
learners’ academic performance (Schneider et al. 2017; classes. They are more fulfilled in their profession.
Rothstein 2015; Ngware et al. 2015); hence, DepEd ensures Consequently, they can also progress more successfully
that it has quality teachers to execute lessons in different in the PPST continuum. In this case, there will be
learning modalities. Since, teaching and learning today can career opportunities for teachers, depending on their
happen even outside the confines of classrooms, knowledge choice. That is why it is important for beginning
and skills of teachers in the production of electronic learning teachers to understand how they can optimize the PPST
materials are becoming highly important. Through a well- and HR systems to help them reach their career goals.
defined recruitment process, DepEd can place the best-fit

1
Teachers who successfully progress across the PPST done by posting vacancies in places where they can be broadly
continuum are high potential for future master teachers, who are announced in compliance with the requirements of publication
recognized as subject matter experts in their area of law embodied in RA 7041. DepEd needs to attract good quality
specializations, or school leaders. There is a high potential for teacher-applicants to respond to the needs of its K to 12
promotion when beginning teachers use the PPST to monitor learners and ensure that quality education will continue to be
their own performance and align their professional practices with provided in all public schools. Quality teachers are needed to
the expectations from them based on the PPST. produce quality K to 12 learners. Research findings support the
growing need to hire quality teachers as they serve as input to
PPST is used as a yardstick for teacher quality in the country. It learners’ performance (Goldhaber, 2015, 64; Kelly, 2012;
is also important to note that through the lens of the PPST, Kennedy, 2010).
public school teachers are recruited, on-boarded and can
advance their career through clear-cut promotion guidelines When teachers enter DepEd, the onboarding process scaffolds
articulated in Department Order No. 66 s., 2007, “The Merit their smooth transition to their new environment. This entails a
Selection Plan of the Department of Education”, which will soon more detailed understanding about the organization. The PPST
be evolved into a standards-based recruitment process. The defines teacher quality and guides teachers’ performance,
DepEd merit selection is anchored on Civil professional development needs and possible career
Service Commission’s (CSC’s) Memorandum progression. The PPST supports teachers to achieve their
Circular 03 s., 2001, “Revised Policies on career goals, and DepEd’s policy guidelines on hiring and
Merit Promotion Plan”, which underscores the promotion set out the standard processes. DepEd’s Merit and
merit and fitness principle which serve as a Selection Plan (MSP), which operates under the principle of
general framework for hiring and promotion of meritocracy and fitness, defines the standard process for
government personnel. The MSP is also a promoting best-fit teaching and nonteaching candidates.
mechanism that supports DepEd in achieving Qualification and competence are the critical bases for
its mission, vision, goals and objectives. promoting DepEd personnel.
Key Topic 3: RSP and MSP Required Task 2: Reflection

Recruitment, Selection and Placement (RSP) Reflect on your greatest learnings about meritocracy and fitness
is the initiating step within the HR system. principles on hiring and promotion. What does this tell you?
How will you adjust your professional goal and practice with
Recruitment is about attracting the quality of
DepEd’s expectations from its personnel? Write your
teachers that the Department needs to teach
reflections/insights on the space provided below.
in public schools across the country. This is

2
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.

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

and RPMSPPST Manual for Teachers
and School Heads
Activity: Accomplish the “My RPMS-

PPST Activity Logs”
Refer to page 69 of the RPMS Manual (See Figure 2) and reflect
on the RPMS framework. What does this framework
communicate to you? Identify relevant activities that you should
undertake in each cycle.
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:
Performance Planning
and Commitment
Phase II:
Performance Monitoring
and Coaching
The Teacher Induction Program - Core Course 3

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Phase III:
Performance Review
and Evaluation
Phase IV:
Performance Rewarding
and Development
Planning
Figure 5: The Results-Based Performance Management (RPMS) Framework (DepEd, 2019, 69)
Guide for Mentors and Newly Hired Teachers

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5
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Key Topic 1: The RPMS-PPST at the core of the framework (Figure 2). The PPST is not just
Framework: How does it Work for about standard expectations from teachers across the country; it
Teachers? is also a statement of accountability as per the PPST. It clearly
sets out what DepEd and its external stakeholders, e.g., parents,
business partners, etc., expect from public school teachers. The
The Results-Based Performance PPST guides teachers on how they can calibrate or align their
Management (RPMS), as defined in DO 2 s., current practices with the standards. Developmental and
2015, is a contextualized version of Civil competency gap needs should be addressed.
Service Commission’s (CSC’s) Strategic Technical Assistance (TA) is consistently embedded in each phase
Performance Management System (SPMS). of the RPMS-PPST. This is done through the mentoring program
It is strategically linked with the PPST and it in which continuous coaching and feedback are given to teachers.
also provides input to other HR systems, like Mentors play a crucial role in the professional life of beginning
L&D and R&R. The RPMS-PPST framework teachers. Studies report positive results when beginning teachers
(Figure 2) encapsulates the relationships of have access to the kind of support they need (Martin, Buelow and
these HR systems and clearly shows how Hoffman, 2016; Kyndt, Gijbels, Grosemans & Donche, 2016;
teachers’ performance can be used as input Murray, 2015). Mentoring and coaching support teachers to adjust
to the L&D and R&R systems. The PPST is their performance and calibrate their perspectives based on the
used to identify teachers’ performance gaps PPST.
and/or developmental needs. Developmental
L&D needs are future-oriented; they help
teachers address competencies that might be
needed for their future higher-level position.
On the other hand, competency gaps are
needs that must be met to enable teachers to Analyze the two (2) scenarios below and indicate
perform their current teaching job as stated in 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 Science who has been hired to teach in a Junior High School.
tools clearly communicate the activities that
teachers will undergo, expected outputs, and
timelines, and include the forms that teachers Scenario B: Teacher Dennis has been teaching Science in a
need in each cycle. Notice that the PPST is private school for the past four (4) years. After he completed his

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7
doctoral degree, he applied to the same public high school where
Teacher Paula is working. Both Teachers Paula and Dennis are
newly-hired teachers handling Science.
Statement Response Feedback

Since Teacher Paula is inexperienced, her L&D needs
might be different from that of Teacher Dennis, who has
been teaching for the past three (3) years.
Both teachers may use the PPST tools to identify their

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

through the RPMS-PPST.
Mentors’ feedback is important for both teachers to
monitor their own progress. They can get feedback
from their mentors whether formally or informally
assigned.
Teacher Paula is a new BSE graduate Major in Science
who has been hired to teach in a Junior High School.
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management
mechanism that puts forth a standard performance process for the benefit of teachers and learners.
Summary
In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and
performance management processes. This entails collaboration with peers and mentors. Since the RPMS cycle is
embedded in teachers’ daily job, continuous feedback is needed to support them until the RPMS processes become

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Session 4 – Role of RPMS-PPST in Teachers’ 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

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9
performance and are able to identify their learning learning is put forth as the most
needs. These L&D needs are documented during Phase effective L&D modality. Researchers in
IV of the RPMS cycle where teachers plan their the field recognize the value of
Individual Development Plan. The previous year’s workplace learning over formal learning
Individual Development Plan is carried over into the next (Klein & Moore, 2016; Kyndt et al.,
performance cycle so it can be addressed. During 2016). Continuous improvement on
Phase III of the RPMS cycle, performance gaps or performance is expected through
developmental needs are identified and corresponding feedback and monitoring.
L&D activities are determined and reflected in the IDP
during Phase IV. The most feasible L&D modality is Required Task 1: Activity
taken in order to realize them within the performance
cycle. Read the scenarios below and answer
the question that follows by choosing
Just like the RPMS, L&D is also a shared responsibility the correct answer from the given
between teachers and the organization. The IDP is options.
signed by both the ratee and the rater to make it evident
that each person has the responsibility to ensure the Scenario 1: Classes have ended.
commitments in the IDP are realized (DO 2 s., 2015, 10). Teachers Rona, Evalou and Rex are
L&D continuously happens during the entire planning for their development needs.
performance cycle, this is carried out through various Teacher Rona shared with the group
modalities and through continuous provision of feedback that she struggles to meet the
to improve performance. L&D intervention for all public- indicators in Domain 2 of PPST. She
school teachers should be relevant, needs-based, has been challenged in managing her
empowering, uphold equality, and strategically learners’ behavior. Teacher Evalou
connected with other HR systems and the PPST. admitted that she has not fully
developed all core competencies
indicated in the RPMS. Teacher Rex is
Question the top performer among the three. He
Coaching and mentoring are sample modalities of L&D just got an “Outstanding Rating” for the
that are made explicit in the RPMS that commences school year. Teacher Rex feels that he
immediately after Phase I. This shows that workplace

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

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1
Session 5–Rewards and enable beginning teachers to translate their abilities into
something useful. But, they need more opportunities to explore
Recognition (R&R) in the Context
and practice. So, one’s performance is determined by one’s
of RPMS-PPST ability, internal or external motivation, and opportunities available.
This is why beginning teachers are given mentors. Mentors
Key Topic 1: Rewards and Recognition
create opportunities for beginning teachers to improve their
teaching practice. When this happens, beginning teachers
From the human resource perspective, become more fulfilled and will likely progress in their career.
performance is driven by motivation. In other Rewards and Recognition (R&R) is an essential aspect of
words, teachers behave the way they do performance management in any organization whether public or
because there is an inner drive that pushes private. DepEd’s R&R mechanism is anchored on CSC’s
them. Motivation is said to be those, “factors Program of Awards and Incentives for Service Excellence
that activate, direct and sustain goal-directed (PRAISE). The purpose of DepEd PRAISE is to motivate DepEd
behavior” (Iricinschi, 2020, 271). Beginning personnel to deliver excellent performance which will in turn
teachers need to see both the big and small contribute to the overall performance of the Department. Phase
picture in order to comprehend their stake in IV of the RPMS, “Performance Rewarding and Development
the PPST and the HR systems of DepEd in Planning”, is about recognizing outstanding performers at all
order to be fully motivated. Nobody can truly be levels of governance. At the school level, its aim is to recognize
motivated by mere compliance or pleasing outstanding teachers. DepEd wants all its teachers to perform
one’s immediate superior. Superficial well..
motivation is fleeting, it is surface level and the
person would tend to show expected behavior Recognition is embedded in the RPMS-PPST. This is part of
when someone is looking. This is not the kind Phase IV, i.e. Performance Recognition and Awarding. There are
of motivation that can bring any beginning many forms of rewards. L&D is one form of reward that is very
teacher to real success in his/her profession. evident in DepEd. The National Educators Academy of the
Philippines (NEAP) is DepEd’s training arm that hones teaching
When beginning teachers enter the DepEd and non-teaching personnel in DepEd. Scholarship is another
workforce, they possess varying abilities, form of reward to DepEd personnel. Scholarships are awarded to
competencies and experiences that can help high performing, high potential employees of DepEd because
them carry out their teaching duties they are expected to give a return of investment (ROI) to DepEd
competently. Ability enables one to perform or when they return from their scholarship.
carry out a function or task. Motivation is
another element that is needed in order to Beginning teachers should not focus solely on these tangible
rewards. Seeing their learners graduate and become productive

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2
citizens of our nation could be a lasting form of intrinsic reward.
On the other hand, DepEd PRAISE motivates high performing
teachers, who become good examples to their fellow teachers.
Summary
Reward and recognition are forms of motivation – that is why this

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

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3
Module 3 – The Results-based Module Outline
Performance Management Session 1: The Results-based Performance Management
System (RPMS) System (RPMS) of DepEd
Session 2: The PPST-aligned RPMS
Session 3: The RPMS Cycle
Session 4: The PPST-based RPMS Tools and Processes
Intended Module Learning Outcomes Session 5: Lesson Plans as Quality Evidence for
At the end of this module you should be able RPMS
to:
Required Tasks
1. demonstrate knowledge of the RPMS
• Table Completion Activity
cycle, and PPST-based RPMS tools and
• Reflection
processes;
2. use PPST-aligned tools in developing
your teaching practices as defined by the Required Resources
standards;
• Updated RPMS Manual for Teachers and School Heads,
3. use PPST-aligned tools to monitor your http://deped.in/RPMSManualver2019
progress towards achieving your • PPST Resource Package Modules, http://bit.ly/
professional development goals; and PPSTResourcePackageA
• DepEd Order No. 2, s. 2015, Guidelines on the
4. develop lesson plans as quality evidence
Establishment and Implementation of the Results-based
for RPMS.
Performance Management System
(RPMS) in the Department of Education
• Civil Service Commission (CSC) Memorandum Circular
Estimated Time Required: 2 hours No. 06, s. 2012, Guidelines in the Establishment and
Implementation of Agency Strategic Performance
Management System (SPMS)

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Session 1 – The Results-based Performance Stage 1: Performance Planning and Commitment
Stage 2: Performance Monitoring and Coaching
Management System (RPMS) of DepEd
Stage 3: Performance Review and Evaluation
Preliminary Activity Stage 4: Performance Rewarding and Development
Planning
In five (5) minutes, list down all things you know about RPMS.
Start with basic one-liner information. Check these as you
proceed with this session.
Key Topic 1: The RPMS
The Civil Service Commission (CSC) issued Memorandum

Circular No. 06, s. 2012 titled Guidelines in the Establishment
and Implementation of Agency Strategic Performance
Management System (SPMS). The SPMS is focused on linking
individual performance vis-à-vis the agency’s organizational
vision, mission, and strategic goals. It is envisioned as a
technology composed of strategies, methods, and tools for
ensuring fulfillment of the functions of the offices and its
personnel as well as for assessing the accomplishments. It is
also a mechanism that ensures that the employee achieves the
objectives set by the organization and the organization, on the
other hand, achieves the objectives that it has set itself
in its strategic plan.
The SPMS follows the four-stage Performance
Management System (PMS) cycle that underscores the
importance of performance management (Enclosure p.
6-11, CSC Memorandum Circular No. 06, s. 2012):

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5
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
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6
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.

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Source: CSC Memorandum Circular
No. 06, s. 2012, Enclosure p. 6,
Key Topic 3: The SPMS Rating Scale
In the third stage of the cycle of the

performance evaluation, the CSC
mandates a five-point rating scale.
Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and commitment in terms of
quality and time, technical skills and knowledge, ingenuity, creativity, and initiative.
5 Outstanding Employees at this performance level should have demonstrated exceptional job mastery in all
major areas of responsibility. Employee achievement and contributions to the organization
are of marked excellence.
Performance exceeded expectations. All goals, objectives and targets were achieved above
the established standards.
4 Very Satisfactory
Performance met expectations in terms of quality of work, efficiency, and timeliness. The
most critical annual goals were met.
3 Satisfactory
Performance failed to meet expectations, and/or one or more of the most critical goals were
not met.
2 Unsatisfactory
Performance was consistently below expectations, and/or reasonable progress toward critical
goals was not made. Significant improvement is needed in one or more important areas.
1 Poor
Source: CSC Memorandum Circular No. 06, s. 2012, Enclosure p. 11

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

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

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9
2. The
Individual Performance Commitment and Review Form (IPCRF) is

an individual’s target based on the Office performance targets and
measures in the OPCRF.

6
0
3. The Professional Devel-
opment Plan is used to
improve or correct perfor -
mance of employees with
Unsatisfactory and Poor
performance ratings.

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1
6
2
6
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 thruDepEd
Order No. 2, s. 2015.

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Key Topic 4: Guidelines on the Establishment and Implementation of the RPMS
DepEd Order No. 2, s. 2015, otherwise known as Guidelines on the Establishment and Implementation of the Results-
based Performance Management System (RPMS) in the Department of Education, adopts the Civil Service
Commission’s Strategic Performance Management System (SPMS) and stipulates the specific mechanisms, criteria
and processes for the performance target setting, monitoring, evaluation, and development planning (Enclosure p. 3,
DepEd Order No. 2, s. 2015).
This DepEd Order provides for the establishment and implementation of the RPMS in all DepEd schools and offices,
covering all officials and employees, school based and nonschool-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):

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Figure 7. Updated Teachers RPMS Cycle and Timeline
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The RPMS Performance Measure
Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
The degree to which objectives are achieved and the extent to which targeted problems are
solved.
In management, effectiveness relates to getting the right things done.

Efficiency The extent to which time is or resources are used for the intended task or purpose. Measures
whether targets are accomplished with a minimum amount or quantity of waste, expense, or
unnecessary effort.
In management, efficiency relates to doing the things right.
Timeliness Measures whether the deliverable was done on time based on the requirements of the law
and/or clients/ stakeholders.
Time-related performance indicators evaluate such things as project completion deadlines,
time management skills and other time-sensitive expectations.
The RPMS Rating Scale
Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and
commitment in terms of quality and time, technical skills and knowledge,
ingenuity, creativity, and initiative. Employees 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

4 Very Satisfactory
achieved above the established standards.

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

2 Unsatisfactory
critical goals were not met.
Performance was consistently below expectations, and/or reasonable progress

1 Poor toward critical goals was not made. Significant improvement is needed in one
or more important areas.

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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.

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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.

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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 responsibilit
of the person, manager, human resources, and the organization.

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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.

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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
- Qu
ty (RCTQ) across 17 regions in the country in 2015. Foc
Key Topic 1: What happened with RPMS after group workshops were conducted as part of the final ph
DepEd’s adoption and implementation of PPST?to validate the PPST.
Figure 11: Issues raised by teachers in the National Validation of the PPST

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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

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

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Figure 13: Key developments in the creation of the PPST-aligned RPMS

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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 theDomains and Indicators of
the PPST as itsKey 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

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The PPST-aligned RPMS in School Years (SYs)
20182019 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):

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

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

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

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

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

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.

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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)

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

based personnel, including teachers like you.
The cycle is designed to gauge teacher
performance against the PPST and help them in
Phase Timeline* Activity Forms Output

Performance Planning Last week of May, • Discussion/Issuance • IPCRF • Signed IPCRF-
and a week before start of RPMS Tools • Self-Assessment Tool Development Plans
Commitment of classes • Self-Assessment • (SAT) based on SAT
IPCRF-Development • Signed IPCRF
Plans
(DP)
Performance • Year-round • Monitoring and • RPMS Tools • Agreements based on
Monitoring and • November Coaching • IPCRF PMCF
Coaching • Mid-year Review • SAT • MRF
and • Updated IPCRF-DP
• IPCRF-DP using
Assessment • Portfolio
Performance
Monitoring and Coaching
• Form (PMCF)
Mid-Year Review Form
(MRF)
Performance Review 1st week of April, a • Year-end Review • RPMS Tools • Signed Portfolio and
and week after and Assessment • IPCRF IPCRF with Computed
Evaluation graduation • Evaluation of Final
• SAT
Portfolio Rating
• • IPCRF-DP using PMCF
Computation of
Final
Rating
Performance April • Ways Forward and • Final IPCRF-DP • Reward
Rewarding and Development
• Recognition 8
Development Planning Planning 3
• IPCRF-DP
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:
* The timeline may be adjusted for RPMS 2020-2021 because of the COVID-19 Situation
Following activities in Phase I from June to October, In Phase II, coaching, feedback, and appropriate
about 2 classroom observations are conducted before interventions shall be provided whenever necessary
the Mid-Year Review in November. The exact timing is within the year covered. All key inputs, feedback, and
agreed by both the Rater and the Ratee. In this time, the other evidence of performance for the entire year shall
preparation and organization of RPMS Portfolio must be recorded in the Performance Monitoring and
have also started. Coaching Form (PMCF). The Mid-Year Review, which
happens in November, is prescribed to determine the
progress of a teacher in achieving the RPMS Objectives.

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At this point, raters need to provide suggestions,
recommendations, and/or technical assistance to
support teachers in achieving their targets. After Phase
II, classroom observations must resume to complete the
four (4) observations expected for the year, and they
shall also continue gathering and organizing their
documents for their Portfolio.
In Phases III and IV, teachers and their raters will have
to discuss and agree on the teacher’s final performance
rating based on actual accomplishments within the
rating period. The IPCRF-Development Plan will then be
finalized. This marks the end of the RPMS Cycle for the
rating period and begins again in the next school year.

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Key Topic 2: What other things do I need to know about the RPMS Cycle?
For teachers, below is the matrix of ratee-rater-approving authority intended for the RPMS:
Ratee Rater Approving Authority
(Teachers who submit portfolios as (School Heads, Assistant Principals, Head
evidence of their teaching performance) Teachers, and/or Master Teachers who rate
teacher portfolios to assess teacher performance)
Superintendent
Head Teacher Small and Medium Divisions
Principal/School Head
Master Teacher Assistant Superintendent
Large and Very Large Divisions
Superintendent
Small and Medium Divisions
Principal/School Head
Teacher Assistant Superintendent
Large and Very Large Divisions
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
ALS Implementers
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
(School-based)
ALS Implementers Chief of Curriculum Implementation

(Community Learning Centers- Education Program Specialist for ALS
Division (CID)
based)
Summary/Key Learning
• The RPMS Cycle is composed of four (4) phases.

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

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Ratee Rater Approving Authority
Master Teacher/Head Teacher/
(i) Assistant 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
Statement Answer Feedback from your mentor

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

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Statement 2:
The Division is a small division.
Statement 3:
In School A, the rater of
Teachers I-III is the Master Teacher.
Statement 4:
In School A, a Teacher III
can rate a Master Teacher.
Statement 5:
In School A, the PSDS
can rate a Master
Teacher.
Session 4 – The PPST-based RPMS Tools and Processes
Key Topic 1: The RPMS Tools
The RPMS tools are the major PPST-based tools that teachers need to be familiar with. There are two (2) RPMS Tools
intended for 2 career stages:
1. RPMS Tool for Teachers I-III (Proficient Teachers)
2. RPMS Tool for Master Teachers I-IV (Highly Proficient Teachers)
See Figure 17.
Parts of the RPMS Tools
As outlined in the second session of this Module, the RPMS is aligned with PPST as seen in the RPMS Tools. Figure
17A shows the alignment of the RPMS with the PPST through the KRAs and Objectives, and Figure 17B highlights the
Means of Verification (MOV) and the Performance Indicators.

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There are other tools that are used in the PPST-aligned RPMS
(Figure 18). These tools generate data pertaining to teachers’
performance.
Key Topic The2:data
The areRPMS
then utilized purposefully
Associated Toolsand
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
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constructively to support the Learning and Development and
Professional Development of teachers.

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Figure 19: Cover of the Classroom Observation Tool
The COT Rubric addresses the continuum of practice stipulated 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

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

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2
DepEd, 2017, 3)
The Classroom Observation Process
The Self-Assessment Tool

The Self-Assessment Tool (SAT) is an RPMS associated tool that helps teachers reflect on the
different performance
indicators related to their professional work. The
results of the self-assessment will guide teachers on which indicators they must improve and the areas
where they need coaching and mentoring.
There are two (2) SAT-RPMS (see Figure 21):
1. SAT-RPMS for Teacher I-III (Proficient Teachers)

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2. SAT-RPMS for Master Teacher I-IV (Highly Proficient
Teachers)
Figure 21: The two SAT-RPMS

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4
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

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5
preparation of the school and division development plans
(see Figure 8) and other various development interventions
in preparation for the current school year.
Figure 23: Preparation of school and division development plans
The data collection system enables the collection and
The IPCR Data Collection and Consolidation Forms

to establish baseline data on teachers’ proficiency level on
submission of RPMS data across governance levels and

aims
the PPST indicators. This system also ensures that the results of RPMS data are used properly and efficiently, as
follows:

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

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Summary

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• 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/RPMSPPSTSY
20192020.
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0
re • Associated tools are other tools that are used in the PPST-aligned RPMS. These tools are used to help generate
es: data of teachers’ performance, which are utilized to support the Learning and Development and Professional
Development of teachers. These include COT, SAT, and the IPCR Data Collection Forms.
• Support materials are other materials used to promote further understanding of the PPST-aligned
RPMS.
ghly

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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
each part.
on

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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 - ObjecRPMS Objectives 1, 3, 4, and 7. For the next School Years,
tives is a Lesson Plan (Figure 1). For example, in Schoolthere will be different sets of objectives and teachers will
Years 2018-2019 and 2019-2020, a Lesson Plan may bejust 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

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

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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.)

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

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

Using either a lesson plan prepared by your mentor
(recommended) or the lesson plan/lesson exemplar you
provided, check which COT Indicators (or RPMS Objectives)
are present. Elaborate on your findings. If an indicator is not
present, is it possible to have it present in the lesson plan?
How?
Congratulations!
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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.

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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
List of documents that can show teachers attainment of objectives

Means of Verification
(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
Observation Tool (COT) a set of PPST classroom observable indicators
is an RPMS associated tool that helps teachers reflect on the different performance
The Self-Assessment indicators related to their professional work. The results of the self-assessment will guide
Tool (SAT) teachers on which indicators they must improve and the areas where they need coaching
and mentoring.

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1
1
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.
is an individual’s target based on the Office performance targets and measures in the
Individual Performance 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)

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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
randomized experiment.” Educational evaluation and policy analysis 37, no. 4 (2015): 542-566.
Civil Service Commission (CSC) Memorandum Circular No. 06, s. 2012, Guidelines in the Establishment and
Implementation of Agency Strategic Performance Management System (SPMS)
Dan, Goldhaber. 2020. “Exploring The Potential Of Value-Added Performance Measures To Affect The
Quality 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
Related and Non-Teaching Positions”
DepEd Order 001 s., 2020, “Guidelines for NEAP Recognition of Professional Development Programs and Courses for
Teachers and Schools Leaders”
DepEd Order 78 s., 2007, “Strengthening the Program on Awards and Incentives for Service Excellence (PRAISE) of
the Department of Education”
DepEd Order No. 32 s., 2016, “Addendum to DepEd Order No. 3 s., 2016 (Hiring Guidelines for Senior High School
(SHS) Teaching Positions Effective School Year (SY) 2016-2017)”
DepEd Order No. 7 s., 2015, “Hiring Guidelines for Teacher I Positions Effective School Year (SY) 2015-2016”
DepEd. 2019. Results-based Performance Management System (RPMS): Updated Manual for Teachers and School
Heads – Your Guide to Using RPMS Tools for Teachers from Portfolio Preparation to Assessment. Manila: DepEd.
http://deped. in/RPMSManualver2019
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Iricinschi, E., 2020. Revelatory Events: Three Case Studies Of The Emergence Of New Spiritual Paths, Written By Ann
Taves.
Klein, James D., and Alison L. Moore. “Informal learning in professional and personal life: Implications for instructional
design and performance improvement.” Educational Technology (2016): 21-26.
Kyndt, Eva, David Gijbels, Ilke Grosemans, and Vincent Donche. “Teachers’ everyday professional development:
Mapping informal learning activities, antecedents, and learning outcomes.” Review of educational research 86, no.
4 (2016): 1111-1150.
Ma, Ning, Shuang Xin, and Jia-Yuan Du. “A peer coaching-based professional development approach to improving the
learning participation and learning design skills of in-service teachers.” Journal of Educational Technology &
Society 21, no. 2 (2018): 291-304.
Maandag, D.W., Helms-Lorenz, M., Lugthart, E., Verkade, A.T. & Van Keen K. 2017. Features of Effective Professional
Development 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
Learning 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

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Department of
Education
Nation San
al Diego
Educat
Officer-in-
ors
charge,
Acade
Professio
my of nal
the Developm
Philipp ent
ines Division
Dir. (PDD)
John
Arnol Ms.
d S. Ana-
Sien Sol
a Reyes
Senior
Ms. Educatio
Anna n
Mari Program
e Specialist
, Mangue
NEAP- rra
PDD
Ms.
Mr. Donnab
Jerso el
n Bihasa
Capu
yan
Teach
er
Educ
ation
Coun
cil
Dir.
Runvi
V.

1
1
Senior
Educatio
n
Program
Specialist
, TEC
Secretari
at
Mr.
Jayson
Peñafiel
Edu
cati
on
Pro
gra
m
Spe
ciali
st,
TEC
Secretariat
Education Program
Specialist II,
NEAP-PDD
Acknowledgments
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

Research Officer
Senior Program Manager II Project 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
The Teacher Induction Program

Charito - Core Course 3
N. Laggui Gayle Malibiran Khristian Ross Pimentel
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Josefino C. Pogoy, Jr. Chinita Tolentino Jennifer F. Vivas
Philippine National
Research Center for
Teacher Quality
Dir. Gina O. Gonong
Validat
ors
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 RamirezMaria Lourie Victor
Nerio Benito Eseo

Frankie Delos Santos
Supp
ort
1
2
Team
Ruth Mae Ellorin
Aris L. Solis
Benson
Layout Artist
Layout Artist
NEAP ICT Technical Support
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s
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Region IV-A
Region VI
Region VII
Division of Cavite
Division of Iloilo
Division of Bohol
Division of Quezon
Division of Negros Occidental
Division of Cebu
Division of Batangas
Division of Antique
Division of Negros Oriental

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Guide for Mentors and
Newly Hired Teachers

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1

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

Estimated Time Required: 2 hours

4 The Teacher Induction Program - Core Course 3

They have a strong understanding of They exhibit exceptional capacity to

Guide for Mentors and Newly Hired Teachers 5

6 The Teacher Induction Program - Core Course 3

Professional Practices Proficient Teacher Highly Proficient Teacher Distinguished Teacher

Collaboration and Partnerships

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 9

1 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 1

Scenario Answer Feedback

1 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 1

Strands, and Indicators

Required Task 1: Reading

1 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 1

1 The Teacher Induction Program - Core Course 3

Scenario Answer Feedback

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

2 The Teacher Induction Program - Core Course 3

g.Domain 7 - Personal Growth and Professional Development

the appropriate Domain.

Guide for Mentors and Newly Hired Teachers 2

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

g.Domain 7 - Personal Growth and Professional Development

Guide for Mentors and Newly Hired Teachers 2

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

g.Domain 7 - Personal Growth and Professional Development

2 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 2

1. Professional links with colleagues

2 The Teacher Induction Program - Core Course 3

Domains Challenging Why is it Input from the

Curriculum and Planning

Assessment and Reporting

Guide for Mentors and Newly Hired Teachers 2

Personal Growth and Professional Development

Required Task 3: Reflection

2 The Teacher Induction Program - Core Course 3

Resource Packages from the following online links: https://www.rctq.ph/?page_id=2680

Guide for Mentors and Newly Hired Teachers 2

3 The Teacher Induction Program - Core Course 3

On the other hand, reading through the indicators by each