Tip Module 3

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

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

Module 1 – Achieving Teacher Required Resources
Quality through PPST • DepEd Order no. 42, s. 2016 National Adoption and
Implementation of the Philippine Professional
Intended Module Learning Outcomes: Standards for Teachers
At the end of this module, you should be able to: • https://www.deped.gov.ph/wp-content/
uploads/2017/08/DO_s2017_042-1.pdf
• Online or hard copy of PPST Booklet
1. identify and navigate through the salient features of the
PPST (Domains, Strands, Indicators, and Career Stages);
and
2. develop a deeper understanding of expectations of
teachers as described in the PPST.
Module Outline
Session 1: The PPST Career Stages Session
2: The PPST Domains, Strands and
Indicators
Required Tasks
• Video Viewing
• Reading
• Discussion Activity
• Formative Quiz
4 The Teacher Induction Program - Core Course 3

Session 1 – The PPST Career Stages
The PPST acknowledges that teachers in the field have

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

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

PPST is based, a teacher may exhibit practice that aligns with
indicators across various career stages, but it is likely his/her
practice would mostly align with Indicators for a particular
career stage. This is accommodated by the ‘at least’ qualifier in
the previous paragraph. Table 1 shows the descriptors of
teacher’s continuum development from the Beginning career
stage to the Distinguished stage.
Guide for Mentors and Newly Hired Teachers 5

Table 1: The Philippine Professional Standard for Teachers (PPST) Career Stages (DepEd Order No.42, S. 2017, Enclosure 1, 9)
Career Stages
Beginning Stage Proficient Stage Highly Proficient Stage Distinguished Stage
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the highest
qualifications recognized for entry into the independent in the application of skills vital display a high level of performance in their standard for teaching grounded in global
teaching profession. to the teaching and learning process. teaching practice. best practices.
They have a strong understanding of the They provide focused teaching programs They manifest an in-depth and sophisticated They exhibit exceptional capacity to improve
subjects/areas in which they are trained in that meet curriculum and assessment understanding of the teaching and learning their own teaching practice and that of
terms of content knowledge and pedagogy. requirements. process. others.
They possess the requisite knowledge, skills
and values that support the teaching and
learning process. They display skills in planning, They have high education-focused situation They are recognized as leaders in education,
implementing, and managing learning cognition, are more adept in problem solving contributors to the profession and initiators
programs. and optimize opportunities gained from of collaborations and partnerships.
They manage learning programs and have experience.
strategies that promote learning based on
the learning needs of their students. They actively engage in collaborative They create lifelong impact in the lives of
learning with the professional community They provide support and mentoring to colleagues, students and others.
and other stakeholders for mutual growth colleagues in their professional development,
They seek advice from experienced and advancement. as well as work collaboratively with them to
colleagues to consolidate their teaching enhance the learning and practice potential They consistently seek professional
practice. of their colleagues. advancement and relevance in pursuit of
They are reflective practitioners who teaching quality and excellence.
continually consolidate the knowledge, skills
and practices of Career Stage 1 teachers. They continually seek to develop their
professional knowledge and practice by They exhibit commitment to inspire the
reflecting on their own needs, and those of education community and stakeholders for
their colleagues and students. the improvement of education provision in
the Philippines.
6
The Teacher Induction Program - Core Course 3
Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly Proficient and Distinguished Teacher in terms of
the following?
Professional Practices Proficient Teacher Highly Proficient Teacher Distinguished Teacher

Teaching Characteristics Input your answer here. Input your answer here. Input your answer here.
Management of Learning Programs Input your answer here. Input your answer here. Input your answer here.
Collaboration and Partnerships Input your answer here. Input your answer here. Input your answer here.
Professional Development Input your answer here. Input your answer here. Input your answer here.

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.

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

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

1. Teacher Marilyn is in her 2 year of teaching. She has adapted well
nd
a. correct Beginning Stage
to teaching in DepEd but she acknowledges that she still has a lot to b. incorrect Teachers who have less than 3 years of teaching
learn from her more seasoned colleagues. Marilyn is in the: experience in DepEd would need to learn about
c. incorrect
a. Beginning Stage the different aspects of being a public school
d. incorrect
b. Proficient Stage teacher and they can still learn from more
experienced teachers..
c. Highly Proficient Stage
d. Distinguished Stage
2. Teacher Rolly is a role model in his school. He is a consistent a. incorrect Distinguished Stage
Outstanding Teacher in the Division and has been recognized by the b. incorrect Distinguished teachers embody the highest
Civil Service Commission as a recipient of Lingkod Bayan Award. standard for teaching grounded in global best
c. incorrect
Rolly is in the: practices.
d. correct
a. Beginning Stage
b. Proficient Stage
3. Teacher Elinor serves as mentor to her co-teacher during LAC a. incorrect Highly Proficient Stage
Sessions and classroom observations. Her fifteen years of b. incorrect Highly Proficient teachers work collaboratively
experience as an English teacher has earned her the trust of her with colleagues and provide them support and
c. correct
colleagues in terms of in-depth knowledge and skills in teaching the mentoring to enhance their learning and practice.
content and handling learners’ behavior of different levels. She is d. incorrect
They display a high level of performance in their
good at collaborating with people and in providing support. Elinor is teaching practice.
in the:
a. Beginning Stage
b. Proficient Stage

4. Teacher Kath can teach alone without the Master Teacher’s a. incorrect Proficient Stage
assistance. She has unique skills in planning, implementing and b. correct Teachers in the Proficient career stage are
managing learning programs in the school. Kath is in the: professionally independent in the application of
c. incorrect
a. Beginning Stage skills vital to the teaching and learning process.
d. incorrect
b. Proficient Stage
5. Teacher Christine has exceptional skills in influencing people through a. incorrect Distinguished Stage
her articles in different academic journals. She has been frequently b. incorrect Teachers in the Distinguished Stage career
invited to different conventions to share her successful innovation in stage are recognized as leaders in education,
c. incorrect
teaching for benchmarking and collaboration. Christine is in the: contributors to the profession and initiators of
d. correct
a. Beginning Stage collaborations and partnerships.
b. Proficient Stage

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

Session 2 – The PPST Domains,
Strands, and Indicators 1. The PPST defines teacher quality in the Philippines.
It has domains which describe the expectations required
Key Topic 1: Domains of Filipino teachers to be effective in the 21st century in
the Philippines. How many domains does the PPST
have?
The PPST articulates teacher quality through well-organized
domains, strands, and indicators. The succeeding tasks will guide 2. The Domains collectively comprise of strands
you through this structure. that refer to more specific dimensions of teacher
practices. How many strands does the PPST have?
Required Task 1: Reading
3. The PPST defines the work expected from teachers
The PPST is an enclosure to DO no. 42 s. 2017 and is
across different career stages. How many career
available for download online.
stages are there?
In this activity, you will need a copy of the PPST booklet. You
may get a copy of the DepEd Order with PPST booklet through
this link: https://www.deped.gov.ph/wp-content/
uploads/2017/08/DO_s2017_042-1.pdf
Part I
Refer to the Glossary (p. 24) and read the formal definitions
of “Domain”, “Strand” and “Indicator”.
Part II
It is important for you to be familiar with the features of the
PPST in order to better understand the upcoming sessions and
modules. Let’s see if you were able to pick up the following
information after reading the booklet’s introduction.

Part III.
Go to page 10 of the PPST booklet. You will see a table
which shows the features of the PPST.
Figure 1. The PPST Domains, Strands, and Indicators
In this table, you are introduced to indicators, which are Domain 1 – Content Knowledge and Pedagogy
concrete, observable and measurable teacher behaviors/
practices covered in every strand in the PPST. Each indicator is Strand 2 of Domain 1 – Research-based knowledge and
represented by a code for easy reference. principles of teaching and learning
For example, Indicator 1.2.3 means that the indicator is Career Stage 3 (Highly Proficient) Strand 2 of
under: Domain 1 – Collaborate with colleagues in the
conduct and application of research to enrich
knowledge of content and pedagogy.

Figure 1.2. The PPST Domains, Strands, and Indicators
Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain?
Which strand?
Which indicator?

Summary
1. The PPST defines teacher quality in the Philippines.

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

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

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

1. Teacher Joy, a Grade 9 adviser, caught one of her learners smoking along a a. incorrect b. Domain 2 Learning Environment
secluded corridor when going to the comfort room. Teacher Joy asked the
learner to remain in the classroom after the lesson. During the conference b. correct
with the learner, Teacher Joy warned the learner to quit smoking at school c.incorrect This Domain includes managing learner behavior
otherwise his parents will be called for a conference. (Strand 2.6).
d. incorrect
e. incorrect
a. Domain 1 - Content Knowledge and Pedagogy
f. incorrect
b. Domain 2 - Learning Environment
g.incorrect
c.Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement
g.Domain 7 - Personal Growth and Professional Development

2. During the post conference, Mrs. Manuel, being the school head and rater of a. incorrect b. Domain 3 Diversity of learners
teacher-ratee, emphasized that the use of varied learning materials aid learn-
ers’ understanding of the lesson and allow learners to practice the application b. incorrect
of concepts. She also mentioned that varied learning materials also cater to c.correct This Domain emphasizes the need for teaching
learners’ different learning styles. practices that are differentiated to encourage all
d. incorrect learners. See Indicator 3.1.2.
a. Domain 1 - Content Knowledge and Pedagogy
e. incorrect
f. incorrect
c.Domain 3 - Diversity of Learners
g.incorrect

3. Teacher Rolly, a Grade 7 English Teacher, discussed the rules on Subject-Verb a. correct a. Domain 1: Content Knowledge and Pedagogy
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 b. incorrect
the beauty of the place and include short history while observing correct c.incorrect Content Knowledge and Pedagogy
subject-verb agreement for their captions.
d. incorrect This domain recognizes the importance of
a. Domain 1 - Content Knowledge and Pedagogy teachers’ mastery of content knowledge and its
e. incorrect interconnectedness within and across curric-
f. incorrect ulum areas, coupled with a sound and critical
c.Domain 3 - Diversity of Learners understanding of the application of theories and
g.incorrect principles of teaching and learning.


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

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

2. Research-based knowledge and principles of teaching and learning
3. Management of classroom structure and activities
4. Learners with disabilities, giftedness and talents
5. Learning outcomes aligned with learning competencies
6. Monitoring and evaluation of learner progress and achievement
7. Establishment of learning environments that are responsive to community contexts
8. Positive use of ICT
9. Learners’ gender, needs, strengths and experiences
10. Planning and management of teaching and learning process
11. Design, selection, organization, and utilization of assessment strategies
12. School Policies and Procedures
13. Dignity of teaching as profession
14. Learner safety and security
Community
Content Personal Growth
Learning Diversity of Curriculum and Assessment & Linkages and
Knowledge & Professional
Environment Learners Planning Reporting Professional
& Pedagogy Engagement
Engagement
Refer to pages 5-7 of the PPST booklet to check accuracy of your answers.
21
Guide for Mentors and Newly Hired Teachers
Required Task 3: Reflection
Go through the PPST booklet and read through the Domains and
Strands. Use the table below to identify Strands which you
think could be challenging for you.
Domains Challenging Strands Why is it challenging? Input from the Mentor

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

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

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

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

Each strand is progressively elaborated across the four career
stages to articulate continuum of practice. This is evident if
you read through the indicators from left to right, starting Based on the current default classification, in which career
from beginning towards proficient. stage are you in?
On the other hand, reading through the indicators by each

career stage column, you will see the behaviors and practices Read through the PPST indicators focusing only on the
expected from teachers according to their respective career stages. indicators under your career stage. For example, if you are
Proficient, go through the indicators under the Proficient
Upon adoption of the PPST, the Department decided to assign column. Reflect on whether your practices align with the
teachers to ‘default’ career stages based on their designation or expectations of the PPST based on your career stage.
rank. Eventually, the Department will develop a system of
teacher certification to assign or promote teachers to career
stages based on their competencies. Currently, the default
career stage classification is as follows: Summary
Teacher 1-3 with 0-3 years of teaching experience:

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

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

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

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

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

Required Task 1: Formative Test
Scenario 2: An Advanced Teacher at the
Multiple Choice Test: Respond to the following scenarios based Beginning Stage of PPST
on your understanding of the PPST and the strategic connect of
the DepEd HR systems:
Teacher Ruth had three (3) years teaching experience in a
Scenario I: Teacher Anthony’s Dreams private school before she was hired in the public high school
It is Teacher Anthony’s first year of teaching. After going where she is currently teaching. Because of her prior
through the Teacher Induction Program (TIP), he dreams of experience, she has already acquired some good teaching
becoming a Master Teacher someday. He knows that he has to practices and she has been identified by her
work on his competency gaps based on the indicators for School Head as a high performer and high potential future
proficient teachers in the PPST. After taking the self- teacher leader. This coincides with Teacher Ruth’s dream to
assessment test (SAT), Teacher Anthony admitted to his mentor become a future school leader in DepEd. However, she is a
that he needs support in certain domains at the beginning newly-hired teacher and her colleagues label her as Beginning
level. Teacher under the PPST. Which of the following behaviors
can help teacher Ruth fulfill her career goal?
Which of the following will NOT GREATLY help Teacher

Anthony achieve his dream of becoming a Master Teacher? a. Align with the PPST her professional teaching
practices
b. Get help from somebody she knows in DepEd to
a. Use the result of his SAT in identifying his learning serve as her “padrino”
needs
c. Gather certificates of her previous trainings in the
b. Attend as many learning and development activities private school where she taught and keep it for
to earn as many certificates for promotion promotion
c. Regularly revisit the PPST to align his professional d. Make friends with her school head, so she can have
development needs with the expectations of his/her favor
proficient teachers
d. Gather evidences of his good performance
Answer: A. There is a high potential for promotion, when
beginning teachers use the PPST to monitor their own
performance and align their professional practices with
Answer: B, merely attending training sessions is insufficient
the expectations from them based on the PPST, which is
to help teacher Anthony reach his career goal.
a nationally accepted standards for teacher quality (DepEd
Order No. 42, s.2017).

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

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

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

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

Summary
The DepEd HR systems are interrelated and anchored on the

PPST. These HR systems are put in place to support teachers’
continuing professional development. Optimizing use of the
PPST and the HR systems enables teachers to pursue their
professional goals. The HR systems are intended to support
them.
Recommended Further Readings: DO 2 s., 2015, DO 001

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

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

Key Topic 1: Looking through the PPST lens: Onboard- Key Topic 2: The Strategic Connect of the PPST
ing the best-fit teachers in DepEd schools and DepEd’s Recruitment and Promotion
Processes
Technological advances are major drivers of change and they

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

Service Commission’s (CSC’s) Memorandum Circular 03 s., Required Task 2: Reflection
2001, “Revised Policies on Merit Promotion Plan”, which
Reflect on your greatest learnings about meritocracy and fit-
underscores the merit and fitness principle which serve as
ness principles on hiring and promotion. What does this tell you?
a general framework for hiring and promotion of government
How will you adjust your professional goal and practice with
personnel. The MSP is also a mechanism that supports DepEd
DepEd’s expectations from its personnel? Write your
in achieving its mission, vision, goals and objectives.
reflections/insights on the space provided below.
Key Topic 3: RSP and MSP
Recruitment, Selection and Placement (RSP) is the initiating step
within the HR system. Recruitment is about attracting the
quality of teachers that the Department needs to teach in public
schools across the country. This is done by posting vacancies
in places where they can be broadly announced in compliance
with the requirements of publication law embodied in RA 7041.
DepEd needs to attract good quality teacher-applicants to
respond to the needs of its K to 12 learners and ensure that
quality education will continue to be provided in all public
schools. Quality teachers are needed to produce quality K to 12
learners. Research findings support the growing need to hire
quality teachers as they serve as input to learners’ performance
(Goldhaber, 2015, 64; Kelly, 2012; Kennedy, 2010).
When teachers enter DepEd, the onboarding process scaffolds
their smooth transition to their new environment. This entails a
more detailed understanding about the organization. The
PPST defines teacher quality and guides teachers’
performance, professional development needs and possible career
progression. The PPST supports teachers to achieve their career
goals, and DepEd’s policy guidelines on hiring and promotion
set out the standard processes. DepEd’s Merit and Selection
Plan (MSP), which operates under the principle of
meritocracy and fitness, defines the standard process for
promoting best-fit teaching and non- teaching candidates.
Qualification and competence are the critical bases for
promoting DepEd personnel.

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

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

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

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

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

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

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

Statement Response Feedback
Since Teacher Paula is inexperienced, her L&D needs might be True = correct Answer = True
different from that of Teacher Dennis, who has been teaching for
the past three (3) years. False = incorrect Research shows that the learning
and development needs of teachers
differ within and across career stages
(Maandag et al., 2017).
Both teachers may use the PPST tools to identify their strengths True = correct Answer = True
and areas in which they may need support.
False = incorrrect PPST is the standard expectations from
teachers across the country.
Both teachers can have their L&D needs addressed through the True = correct Answer = True
RPMS-PPST.
False = Incorrect The RPMS-PPST is designed to
identify the L&D needs of teachers at
all career stages.
Mentors’ feedback is important for both teachers to monitor their True = correct Answer = True
own progress. They can get feedback from their mentors whether
formally or informally assigned. False = incorrect Research shows that both formal and
informal mentors are beneficial to new
teachers (Martin, Buelow and Hoffman,
2016).
Teacher Paula is a new BSE graduate Major in Science who has True = correct Answer = True
been hired to teach in a Junior High School.
False = incorrect During Phase IV, performance rewarding
and development planning, teachers who
perform really well can be rewarded.
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management mechanism
that puts forth a standard performance process for the benefit of teachers and learners.

Summary
In order for teachers to optimize the benefits from RPMS-

PPST, they need to internalize the standards and performance
management processes. This entails collaboration with peers and
mentors. Since the RPMS cycle is embedded in teachers’
daily job, continuous feedback is needed to support them until
the RPMS processes become teachers’ professional practice.

Session 4 – Role of RPMS-PPST in after Phase I. This shows that workplace learning is put forth as
Teach- ers’ Learning and Development the most effective L&D modality. Researchers in the field
recognize the value of workplace learning over formal
Key Topic 1: Strategic Alignment of the RPMS learning (Klein & Moore, 2016; Kyndt et al., 2016). Continuous
and L&D with the PPST improvement on performance is expected through feedback and
monitoring.
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 Required Task 1: Activity
performance and are able to identify their learning needs.
These L&D needs are documented during Phase IV of the Read the scenarios below and answer the question that
RPMS cycle where teachers plan their Individual Develop- ment follows by choosing the correct answer from the given
Plan. The previous year’s Individual Development Plan is options.
carried over into the next performance cycle so it can be
addressed. During Phase III of the RPMS cycle, performance Scenario 1: Classes have ended. Teachers Rona, Evalou and
gaps or developmental needs are identified and Rex are planning for their development needs. Teacher Rona
corresponding L&D activities are determined and reflected shared with the group that she struggles to meet the indicators
in the IDP during Phase IV. The most feasible L&D modality is in Domain 2 of PPST. She has been challenged in managing her
taken in order to realize them within the performance cycle. learners’ behavior. Teacher Evalou admitted that she has not fully
developed all core competencies indicated in the RPMS.
Just like the RPMS, L&D is also a shared responsibility Teacher Rex is the top performer among the three. He just got an
between teachers and the organization. The IDP is signed by “Outstanding Rating” for the school year. Teacher Rex feels that
both the ratee and the rater to make it evident that each person he still needs to participate in L&D activities to address his
has the responsibility to ensure the commitments in the IDP are developmental needs.
realized (DO 2 s., 2015, 10). L&D continuously happens during
the entire performance cycle, this is carried out through various
modalities and through continuous provision of feedback to
improve performance. L&D intervention for all public-school
teachers should be relevant, needs-based, empowering, uphold
equality, and strategically connected with other HR systems and
the PPST.
Coaching and mentoring are sample modalities of L&D that are

made explicit in the RPMS that commences immediately

Which of the following explains why all three of them need to participate in L&D activity a = incorrect Answer = B
relevant to their needs?
b= correct
Teachers Rona and Evalou need L&D to address their developmental needs while teacher Rex
need to address his performance gaps c = incorrect Developmental L&D needs
help teachers address
Teacher Rex needs L&D to address his developmental needs, while teachers Rona and Evalou d = incorrect
competencies that might
need to participate in L&D to address their competency gaps be needed for their future
higher-level position,
All teachers need to attend L&D to address their developmental needs
whereas competency gaps
All teachers need to attend coaching sessions are needs that must be met
to enable teachers
to perform their current
teaching job as stated in
the PPST.
Summary
L&D is strategically connected with the RPMS and PPST.
Each cycle of the RPMS is supported by relevant L&D ac-
tivities for teachers. All professional development (PD) for
teachers should be relevant, needs-based and anchored on the
PPST. This strategic alignment of L&D system with RPMS,
PPST and R&R is designed to bring about DepEd’s intended
outcomes.

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

implement for the current school year, using the template
provided below:
Development Goal Development Activity L&D Modality Target Completion Date

(Target PPST Domains)

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

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

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

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

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

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

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

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

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

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

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

No. 06, s. 2012, Enclosure p. 6,

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

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

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

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

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

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

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

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

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

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

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

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

Figure 7. Updated Teachers RPMS Cycle and Timeline

The RPMS Performance Measure
Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
The degree to which objectives are achieved and the extent to which targeted problems are solved.
In management, effectiveness relates to getting the right things done.
Efficiency The extent to which time is or resources are used for the intended task or purpose. Measures whether targets
are accomplished with a minimum amount or quantity of waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Timeliness Measures whether the deliverable was done on time based on the requirements of the law and/or clients/
stakeholders.
Time-related performance indicators evaluate such things as project completion deadlines, time management
skills and other time-sensitive expectations.

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

The RPMS Forms
Figure 8: Office Performance Commitment and Review Form (OPCRF)
The Office Performance Commitment Review Form (OPCRF) shall be accomplished by the head of
school, e.g. School Head, Head Teachers, including designated Teacher-in-Charge, to reflect the
office KRAs, objectives and performance indicators. Other personnel with administrative functions, but are not
head of office, must craft their own IPCRF.

Figure 9: The Individual Performance Commitment and Review Form (IPCRF)
The Individual Performance Commitment and Review Form (IPCRF) is a mechanism used by
government employees to evaluate the tasks completed by teachers over the course of a year.
The teacher’s major output is their performance on providing quality basic education service.

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

Summary
• Civil Service Commission (CSC) Memorandum

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

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

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

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

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

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

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

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

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

KRA 2: Learning Environment and Diversity of Learners
Domain 3: Diversity of Learners
KRA 3: Curriculum and Planning Domain 4: Curriculum and Planning
KRA 4: Assessment and Reporting Domain 5: Assessment and Reporting
KRA 5: Plus Factor N/A
Teachers who were categorized under the default Proficient career stage used these RPMS Objectives (or PPST Indicators):

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

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

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

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

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

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

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

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

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

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

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

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

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

(Teachers who submit portfolios as (School Heads, Assistant Principals, Head
evidence of their teaching performance) Teachers, and/or Master Teachers who rate
teacher portfolios to assess teacher
performance)
Superintendent
Head Teacher Small and Medium Divisions
Principal/School Head
Master Teacher Assistant Superintendent
Large and Very Large Divisions
Superintendent
Small and Medium Divisions
Principal/School Head
Teacher Assistant Superintendent
Large and Very Large Divisions
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
ALS Implementers
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
(School-based)
ALS Implementers
Education Program Specialist for ALS Chief of Curriculum Implementation Division (CID)
(Community Learning Centers-based)

Summary/Key Learning
• The RPMS Cycle is composed of four (4) phases.

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

Required Task 1: Scenario-based Activity
Study the following scenarios and decide which of the

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

Master Teacher/Head Teacher/ Assistant
(i) Principal/School Head
Teacher Principal
(ii) Principal/School Head Superintendent
(iii) Master Teacher
Principal/School Head Superintendent
(iv) Head Teacher
(v) Principal/School Head Assistant Superintendent Superintendent
School A, a secondary school in this Division has 200 Teacher I-III, 10 Master Teachers I-II, and 4 Head Teachers III and VI.

Statement Answer Feedback from your mentor
Statement 1: A – Incorrect Statement 1 is B because there is a possibility that School A
School A used all Cases (i), (ii), (iii), (iv), B – Correct will not be able to use Case (ii) if and only if the number of
and (v) in RPMS 2019-2020. C – Incorrect Head Teachers and Master Teachers is enough to rate all
Teachers of all learning areas. The level of specificity
(e.g. distribution of Master Teachers and Head Teachers in the
learning areas) of the scenario contributes to the
insufficiency of information/data presented to infer the
statement.
Statement 2: A – Incorrect Statement 2 is B because based on the Ratee-Rater-

The Division is a small division. B – Correct Approving Authority matrix in the RPMS Manual, the
C – Incorrect Superintendent is the Approving Authority for (a) Teachers
whose rater is the Principal/School Head, and (b) Master
Teachers and Head Teachers, in either a Small or Medium
Division. Hence, inferring that the Division in the scenario is a
small division is not absolute, since the Division may be a
medium division.
Statement 3: A – Incorrect Statement 3 is B because the statement generalizes that the

In School A, the rater of B – Correct Master Teacher is the lone rater of Teachers I-III in School
Teachers I-III is the Master Teacher. C – Incorrect A. The level of specificity (e.g. the role of Head Teachers
and Principal/School Head of School A as raters of Teachers
I-III) of the scenario contributes to the insufficiency of
information/data presented to infer the statement.
Statement 4: A – Incorrect Statement 4 is C, false, because a Teacher III can observe a

In School A, a Teacher III B – Incorrect Master Teacher but cannot rate him/her.
can rate a Master Teacher. C – Correct
Statement 5: A – Incorrect Statement 5 is C, false, because a PSDS can observe a Master
In School A, the PSDS can B – Incorrect Teacher for technical assistance to the principal/SH but cannot
rate a Master Teacher. C – Correct rate him/her.

Session 4 – The PPST-based RPMS
Tools and Processes
Key Topic 1: The RPMS Tools
RPMS Tool for Teachers I-III (Proficient Teachers)
RPMS Tool for Master Teachers I-IV (Highly Profi- cient Teachers)
The RPMS tools are the major PPST-based tools that teachers See Figure 17.
need to be familiar with. There are two (2) RPMS Tools
intended for 2 career stages:
Guide for Mentors and Newly Hired Teachers

81
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.
Figure 17A: The two RPMS Tools

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

Key Topic 2: The RPMS Associated Tools
There are other tools that are used in the PPST-aligned RPMS
(Figure 18). These tools generate data pertaining to teachers’
performance. The data are then utilized purposefully and
constructively to support the Learning and Development and
Professional Development of teachers.
Figure 18: Other tools used in the PPST-aligned RPMS

The Classroom Observation Tools
There are other tools that are used in the PPST-aligned RPMS
(Figure 18). These tools generate data pertaining to teachers’
performance. The data are then utilized purposefully and
constructively to support the Learning and Development and
Professional Development of teachers.
Figure 19: Cover of the Classroom Observation Tool

The COT Rubric addresses the continuum of practice stip- ulated
in the PPST. There are nine (9) rubric levels for each classroom-
observable indicator. Levels 1-5 capture the Beginning career
stage, Levels 3-7 capture the Proficient career stage, Levels
4-8 capture the Highly Proficient career stage, and Levels 5-9
capture the Distinguished career stage (Figure 20).
Figure 20: COT Rubric Levels mapped to PPST Career Stages (Source: 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
There are two (2) SAT-RPMS (see Figure 21):
related to their professional work. The results of the self-
1. SAT-RPMS for Teacher I-III (Proficient Teachers)
assessment will guide teachers on which indicators they must
improve and the areas where they need coaching and mentoring. 2. SAT-RPMS for Master Teacher I-IV (Highly Proficient
Teachers)
Figure 21: The two SAT-RPMS

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

DepEd needs the summary results of teachers’ e-SAT data to gain
an overall picture of the teachers’ strengths and needs. This
summary helps in the preparation of the school and division
development plans (see Figure 8) and other various development
interventions in preparation for the current school year.
Figure 23: Preparation of school and division development plans

The IPCR Data Collection and Consolidation Forms
The data collection system enables the collection and submission of RPMS data across governance levels and aims to establish baseline
data on teachers’ proficiency level on the PPST indicators. This system also ensures that the results of RPMS data are used
properly and efficiently, as follows:
Figure 24: Use of results of RPMS data (RPMS IPCRF Data Collection and Consolidation System)

Key Topic 24: PPST-based RPMS Support Materials
Figure 25: Support materials
There are a lot of support materials developed by RCTQ and BHROD to supplement all tools and associated tools for
the PPST-aligned RPMS. Some of these support materials can be seen in Figure
25. All these materials can be accessed at http://deped.in/RPMSPPSTSY20192020.

Refer to your COT rating sheets, SAT assessment results, and Summary
IPCRF-Development Plan, if you have any. Reflect on your
teaching performance based on the results that these forms • The RPMS tools are the major PPST-based tools that
reflect. Briefly discuss what you have discovered. teachers need to be familiar with. There are two (2)
RPMS Tools intended for 2 career stages:
o RPMS Tool for Teachers I-III (Proficient
Teachers)
o RPMS Tool for Master Teachers I-IV (Highly
Proficient Teachers)
• Associated tools are other tools that are used in the
PPST-aligned RPMS. These tools are used to help
generate 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.

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

Enumerate all parts and describe what you have entered on each
part.

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

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

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

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

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

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

Congratulations!
You’ve come to the end of this course.
Please go to this link for the summative assessment:
Don’t forget to take a screenshot of your score.

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

shall be uploaded at the end of the Google Form worksheet.

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

The RPMS Cycle is composed of four (4) phases, namely: Phase I: Performance Planning and Commitment;
Phase II: Performance Monitoring and Coaching; Phase III: Performance Review and
Evaluation; Phase IV: Performance Rewarding and Development Planning
Professional is used to improve or correct performance of employees with Unsatisfactory and Poor
Development Plan performance ratings.
Individual Performance is an individual’s target based on the Office performance targets and measures in the OPCRF.
Commitment and Review
Form (IPCRF)
Office Performance summarizes the targets, performance measures, budget and responsibility centers of the
Commitment and Review Office.
Form (OPCRF)

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Department
of Education
National Educators Academy

of the Philippines
Dir. John Arnold S. Siena

Teacher Education Council
Ms. Anna Marie San Diego Dir. Runvi V. Manguerra
Officer-in-charge, Professional
Development Division (PDD) Ms. Donnabel Bihasa
Senior Education Program Specialist,
Ms. Ana-Sol Reyes TEC Secretariat
Senior Education Program
Specialist, NEAP-PDD Mr. Jayson Peñafiel
Education Program Specialist,
Mr. Jerson Capuyan TEC Secretariat
Education Program Specialist II,
NEAP-PDD
Acknowledgments
Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong
Dr. Levi E. Elipane Ma. Izella D. Lampos Jeanny S. Burce

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

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

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

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Teacher Induction • http://www.

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

Portfolio Output: Lesson Plan

Estimated Time Required: 2 hours

4 The Teacher Induction Program - Core Course 3

The PPST acknowledges that teachers in the field have

Career stages generally refer to levels of development that an

Given the notion of a development continuum, upon which the

Guide for Mentors and Newly Hired Teachers 5

Professional Practices Proficient Teacher Highly Proficient Teacher Distinguished Teacher

Guide for Mentors and Newly Hired Teachers 7

8 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 9

10 The Teacher Induction Program - Core Course 3

Scenario Answer Feedback

Guide for Mentors and Newly Hired Teachers 11

12 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers 13

14 The Teacher Induction Program - Core Course 3

Figure 1. The PPST Domains, Strands, and Indicators

Guide for Mentors and Newly Hired Teachers 15

16 The Teacher Induction Program - Core Course 3

1. The PPST defines teacher quality in the Philippines.

Guide for Mentors and Newly Hired Teachers 17

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

the appropriate Domain.

Scenario Answer Feedback

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional Engagement

g.Domain 7 - Personal Growth and Professional Development

18 The Teacher Induction Program - Core Course 3

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional Engagement

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and Professional Engagement

Guide for Mentors and Newly Hired Teachers 19

Figure 2: First 3 Strands within Domain 1

1. Professional links with colleagues

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

Curriculum and Planning

Assessment and Reporting

Personal Growth and Professional Development

22 The Teacher Induction Program - Core Course 3

If there are specific indicators which you wish to know more

Guide for Mentors and Newly Hired Teachers 23

Figure 3: Indicators articulating developmental practice within Strand 1.1

24 The Teacher Induction Program - Core Course 3

On the other hand, reading through the indicators by each

Teacher 1-3 with 0-3 years of teaching experience:

Guide for Mentors and Newly Hired Teachers 25

26 The Teacher Induction Program - Core Course 3

Key Topic 1: The DepEd Human Resource

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

Guide for Mentors and Newly Hired Teachers 27

28 The Teacher Induction Program - Core Course 3

Which of the following will NOT GREATLY help Teacher

Guide for Mentors and Newly Hired Teachers 29

30 The Teacher Induction Program - Core Course 3