Republic of the Philippines

Department of Education
National Capital Region
Division of Taguig City and Pateros
Cluster 5

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

INDUCTION PROGRAM
FOR
BEGINNING
TEACHERS
S.Y. 2022-2023

GLADYS L. SAMUTYA
MENTEE

JEANYLIN L. PASQUIN
MENTOR

Republic of the Philippines

 Department of Education
National Capital Region
Division of Taguig City and Pateros
Cluster 5

EM’s SIGNAL VILLAGE ELEMENTARY SCHOOL

COURSEBOOK 3
THE PHILIPPINE
PROFESSIONAL STANDARD FOR
TEACHERS AND ITS ALIGNED
SYSTEMS AND TOOLS
A. Module 1
Achieving Teacher Quality
through PPST
B. Module 2
Navigating the K to 12
Curriculum Guides
C. Module 3
Lesson Planning
D. Module 4
Implementing Learning Plans and
Enriching Teaching Practice

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

2. What do you think is your current Career Stage?

Based on the different Career Stage that has given, I am at the Beginner stage since
I am only new to the profession. I am constantly seeking advice from my colleagues
who have more experience and have rooted in the teaching profession. I still need to
develop my professional knowledge and skills as well as my teaching strategies and
experiences.
3. What do you think would support you to advance to the next Career Stage?
I think the support that would help me to advance to the next Career Stage are the
DepEd itself by offering quality and useful training to help me grow professionally, the
school that would support the DepEd’s program, and my colleagues who would
guide and support me in my journey as a teacher.
4. What Career Stage do you aspire to ten years from now?
Ten years from now, I am aspiring to become a distinguished teacher who creates a
lifelong impact to the lives of my students and colleagues. I aspire to have the
highest standard for teaching grounded in global best practices. In ten years’ time
also, I am hoping to become a mentor myself to help new teachers just like what my
mentors are doing to me right now.
5. Are there aspects of your teaching practice that exceed practices articulated in the
Career Stage 2 descriptors? If yes, please cite them.
None.
6. Is it possible for a newly hired DepEd teacher to exhibit teaching practices in
Career Stage 3 and 4? Explain your answer.
Answer: Yes, because there are newly hired teachers in DepEd who have teaching
experiences in private school or even teaching outside the country before being a
teacher in DepEd. Thus, they have the qualities and teaching practices that can be
seen in Career Stage 3 and 4.

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 a. Beginning Stage Based on the scenario,
her 2nd year of teaching. teacher Marilyn is in her
She has adapted well to 2nd year of teaching, and it
teaching in DepEd but is considered on the
she acknowledges that beginning stage. She also
she still has a lot to learn acknowledges the fact
from her more seasoned that she still has a lot to
colleagues. Marilyn is in learn from her more
the: seasoned colleagues is
a. Beginning Stage one of the qualities of a
b. Proficient Stage beginner teacher.
c. Highly Proficient Stage
d. Distinguished Stage
2. Teacher Rolly is a role d. Distinguished Stage He is recognized as
model in his school. He is leaders in education and
a consistent Outstanding consistently seek
Teacher in the Division professional
and has been recognized advancement in his
by the Civil Service profession.
Commission as a
recipient of Lingkod
Bayan Award. Rolly is in
the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
3. Teacher Elinor serves c. Highly Proficient Stage Teacher Elinor manifests
as mentor to her co- the characteristics of
teacher during LAC Highly Professional
Sessions and classroom Teacher.
observations. Her fifteen
years of experience as an
English teacher has
earned her the trust of her
colleagues in terms of in-
depth knowledge and
skills in teaching the
content and handling
learners’ behavior of
different levels. She is
good at collaborating with
people and in providing
support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
4. Teacher Kath can b. Proficient Stage Since teacher Kath has a
teach alone without the unique skill in planning,
Master Teacher’s implementing, and
assistance. She has managing learning
unique skills in planning, programs in the school,
implementing, and she is considered and
managing learning found in the proficient
programs in the school. stage. She can also teach
Kath is in the: alone without her master
a. Beginning Stage teacher’s assistance.
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
5. Teacher Christine has d. Distinguished Stage Teacher Christine exhibit
exceptional skills in commitment to inspire the
influencing people education community and
through her articles in stakeholders for the
different academic improvement of education
journals. She has been which is an evident
frequently invited to characteristic of a
different conventions to Distinguished teacher.
share her successful
innovation in teaching for
benchmarking and
collaboration. Christine is
in the: a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
 Session 2 – The PPST Domains, Strands, and Indicators
Key Topic 1: Domains
Required Task 1: Reading
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 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.
1. The PPST defines teacher quality in the Philippines. It has domains which
describe the expectations required of Filipino teachers to be effective in the 21st
century in the Philippines. How many domains does the PPST have? ___7
DOMAINS_
2. The Domains collectively comprise of strands that refer to more specific
dimensions of teacher practices. How many strands does the PPST have? ___37
STRANDS__
3. The PPST defines the work expected from teachers across different career
stages. How many career stages are there? __4 CAREER STAGES_

Part III. Go to page 10 of the PPST booklet.

You will see a table which shows the features of the PPST.
Try it: Indicator 3.4.2 means that the indicator is under:
1. Which domain? Answer: Domain 3: Diversity of Learners
2. Which strand? Strand 4 of Domain 3: Learners in difficult circumstances
3. Which indicator? Career Stage 2 (Proficient Teacher) Plan and deliver
 teaching strategies that are responsive to the special education needs of
learners in difficult circumstances, including geographic isolation; chronic
illness; displacement due to armed conflict, urban resettlement, or disasters;
child abuse, and child labor practices.

Required Task 2: Formative Quiz

Let’s check your understanding of the PPST domains. Use a copy of the PPST to
match the following scenarios with the appropriate Domain.
Scenario Answer Feedback
1. Teacher Joy, a Grade 9 Domain 2 - Learning Domain 2- Strand 6
adviser, caught one of her Environment Management of learner
learners smoking along a behavior
secluded corridor when
going to the comfort The teacher manages the
room. Teacher Joy asked learner’s behavior
the learner to remain in constructively by applying
the classroom after the positive and non-violent
lesson. During the discipline.
conference with the
learner, Teacher Joy
warned the learner to quit
smoking at school
otherwise his parents will
be called for a
conference. a. Domain 1 -
Content Knowledge and
Pedagogy
b. Domain 2 - Learning
Environment
c. Domain 3 - Diversity of
Learners
d. Domain 4 - Curriculum
and Planning
e. Domain 5 -
Assessment and
Reporting
f. Domain 6 - Community
Linkages and
Professional Engagement
g. Domain 7 - Personal
Growth and Professional
Development
2. During the post Domain 4 - Curriculum Domain 4 Strand 1
conference, Mrs. Manuel, and Planning Planning and
being the school head management of teaching
and rater of teacher-ratee, and learning process
emphasized that the use
of varied learning
materials aid learners’
understanding of the
lesson and allow learners
to practice the application
of concepts. She also
mentioned that varied
learning materials also
cater to learners’ different
learning styles.
a. Domain 1 - Content
Knowledge and
Pedagogy
b. Domain 2 - Learning
Environment
c. Domain 3 - Diversity of
Learners
d. Domain 4 - Curriculum
and Planning
e. Domain 5 -
Assessment and
Reporting
f. Domain 6 - Community
Linkages and
Professional Engagement
g. Domain 7 - Personal
Growth and Professional
Development
3. Teacher Rolly, a Grade Domain 4 - Curriculum Domain 4- Strand 2
7 English Teacher, and Planning Learning outcomes
discussed the rules on aligned with learning
Subject-Verb Agreement competencies
in his lesson. During
group work, his learners
were tasked to make a
travel brochure for a
particular place. He
reminded them to
describe the beauty of the
place and include short
history while observing
correct subject-verb
agreement for their
captions.
a. Domain 1 - Content
Knowledge and
Pedagogy
b. Domain 2 - Learning
Environment
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

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 Figure 2:
First 3 Strands within Domain 1 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.
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
Content Learning Diversity of Curriculum Assessment Community Growth &
Knowledg Environment Learners and Planning & Reporting Linkages and Professional
e & Professional Engagemen
Pedagogy Engagement t
Personal
Research- Learner Learners’ Planning and Design, Establishmen Dignity of
based safety and gender, management selection, t of learning teaching as
knowledg security needs, of teaching organization, environments profession
e and strengths, and learning and that are
principles Managemen and process. utilization of responsive to Professional
of t of experience assessment community links with
teaching classroom s Learning strategies contexts. colleagues
and structure outcomes
learning and Learners aligned with Monitoring School
activities with learning and Policies and
disabilities, competencies evaluation of Procedures
Positive giftedness, . learner
use of ICT and talents progress
and
achievement
.
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 Input from the
(you may just indicate challenging? (Gray Mentor (optional,
strand numbers e.g., area or points for but highly
1.3) clarification) encouraged)
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.

Required Task 4: Reflection

Based on the current default classification, in which career stage are you in?
Answer: Based on the current default classification of PPST, I can say that I am on
the Beginning Career Stage. I am only new in DepEd with 1 year and 5 months
experience even though I had an experience in teaching as a volunteer teacher for 2
years, I still fall under the Beginning Career Stage since it was not counted. Despite
me having a two (2) year experience, I would still consider myself and would gladly
accept that I am still on that career stage since I still have many things to learn in this
profession. I still seek guidance and advise from my colleagues who are more
experienced and seasoned specially in handling my classes and students’ behavior.

Module 2 – Embedding the PPST in HR

Systems

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

Systems
Key Topic 1: The DepEd Human Resource (HR) Systems
Required Task 1: Formative Test
Multiple Choice Test: Respond to the following scenarios based on your
understanding of the PPST and the strategic connect of the DepEd HR systems:
Scenario I: Teacher Anthony’s Dreams
It is Teacher Anthony’s first year of teaching. After going through the Teacher
Induction Program (TIP), he dreams of becoming a Master Teacher someday. He
knows that he has to work on his competency gaps based on the indicators for
proficient teachers in the PPST. After taking the self-assessment test (SAT), Teacher
Anthony admitted to his mentor that he needs support in certain domains at the
beginning level.
Which of the following will NOT GREATLY help Teacher Anthony achieve his dream
of becoming a Master Teacher?
a. Use the result of his SAT in identifying his learning needs.
b. Attend as many learning and development activities to earn as many certificates
as possible for promotion.
c. Regularly revisit the PPST to align his professional development needs with the
expectations of proficient teachers.
d. Gather evidence of his good performance.
Answer: B, merely attending training sessions is insufficient to help teacher Anthony
reach his career goal. He can use the IDP (Individual Development Plan) to continue
to monitor his learning needs which is an important part of the teacher’s Individual
Performance Commitment Rating Form (IPCRF) if he aims to be promoted.

Scenario 2: An Advanced Teacher at the Beginning Stage of PPST

Teacher Ruth had three (3) years teaching experience in a private school before she
was hired in the public high school where she is currently teaching. Because of her
prior experience, she has already acquired some good teaching practices and she
has been identified by her School Head as a high performer and high potential future
teacher leader. This coincides with Teacher Ruth’s dream to become a future school
leader in DepEd. However, she is a newly-hired teacher and her colleagues label her
as Beginning Teacher under the PPST. Which of the following behaviors can help
teacher Ruth fulfill her career goal?
a. Align with the PPST her professional teaching practices.
b. Get help from somebody she knows in DepEd to serve as her “padrino.”
c. Gather certificates of her previous trainings in the private school where she taught
and keep it for promotion.
d. Make friends with her school head, so she can have his/her favor.
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
the expectations from them based on the PPST, which is a nationally accepted
standards for teacher quality (DepEd Order No. 42, s.2017).
Scenario 3: Teacher Ruth’s Supportive Mentor 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 very supportive and is one
of the key contributors to teacher Ruth’s successful completion of the Teacher
Induction Program. Phase IV of the RPMS cycle, Performance Rewarding and
Development Planning, is fast approaching. Which of the following is most likely to
happen to teacher Ruth? a. To address her performance gaps, teacher Ruth will be
referred to a peer for coaching session during the next school year b. Teacher Ruth
will not be able to get the outstanding rating for the current school year c. Teacher
Ruth may be awarded for her outstanding performance d. Teacher Ruth will remain
at the beginning level of the PPST Answer: C

Scenario 4: Possibilities in the Life of a Newly Hired Teacher 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 in the
professional ethics that he manifests in his teaching practices. Which of the following
statement is NOT possible in this case? a. Teacher Abel could be a high potential for
future school leadership b. He may not need to undertake DepEd’s Induction
Program c. He can be tapped as resource person in the school’s Learning Action
Cell (LAC) d. His progression across the PPST continuum could be faster if he
purposely uses PPST as the basis for his professional practice Answer: B, even if
teacher Abel was a former head in his previous school, he needs to undertake
DepEd’s TIP because he can gain more knowledge and skills that he didn’t do or
encounter during his service in private school.

Scenario 5: Propelling Teachers Motivation School Head Ms. Lopez is a strong

proponent of DepEd’s contextualized Program of Awards and Recognition for
Service Excellence (DepEd-PRAISE). Every year during “Teachers’ Day
Celebration”, she recognizes her high performing teachers and normally gives them
a “Certificate of Recognition for Outstanding Performance”. Teachers Marlyn and
Carmina are both newly 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? 30 The Teacher Induction Program - Core Course 3 a.
Optimize the use of the Teacher Induction Program (TIP) materials to orient
themselves with the context of DepEd, the PPST and other HR systems b. Prepare
their MOVs according to the guidelines in the RPMS-PPST c. Participate in learning
and development that will close their competency gaps and developmental needs d.
Make close friendships with their school head and Department heads Answer: D,
making friends with school head and dept head will not help them achieve their goal.

Optional Task: Reflection Reflect on the strategic relationships amongst the PPST
and the HR systems.

The DepEd HR systems are interrelated and anchored on the PPST. These HR
systems are put in place to support teachers’ continuing professional development.
The use of the PPST and the HR systems enable.
Teachers to pursue their professional goals. The HR systems are intended to
support them.

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 are the
what I learned? implications of my
new learnings with
my current
practice?
RSP RSP system is a I can use this to Since RSP has a
series of help me see the perspective that
 sequential HR big picture inside teacher I will not
processes from the public-school remain as teacher
recruitment, system. I, I need to seek
selection to professional
placement. growth and
According to this, development.
each teacher must
progress towards
the continuum of
the PPST.
RPMS-PPST It is the yardstick of Use this to reflect
This will help me to
teacher quality of my teaching identify learning
performance all
gaps or
throughout the
developmental
school year. needs.
L&D teachers are given I will use the IDP
Continuous
the opportunity to as my guide in Coaching with my
identify their improving my
mentor and other
learning gaps or developmental colleagues will
developmental needs. help me succeed
needs in my professional
development.
R&R It is an essential I will deliver This motivates me
aspect of excellent to seek continuous
performance performance professional
management in all towards my development on
organizations. teaching career. myself.

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 What else do you What did you learn How will you learn
about? want to know? about the PPST more? e.g., read
and HR systems? from online
sources
PPST What is the use of Enables teachers Through
PPST? And how to pursue their continuous
does it help the personal goals. professional
teachers towards development
their professional
development?
RSP How can RSP It intended to help With the help of
helps the teachers teachers transition TIP and mentors
to be familiar with the public-school
the DepEd system.
systems?
MSP How long is the It is the standard Through
needed service of process for continuous
the teacher to be promoting best-fit professional
 promoted? teaching and non- development
teaching DepEd
personnel.

Required Task 2: Reflection

Reflect on your greatest learnings about meritocracy and fitness principles on hiring
and promotion. What does this tell you? How will you adjust your professional goal
and practice with DepEd’s expectations from its personnel? Write your
reflections/insights on the space provided below.

Answer: The meritocracy and fitness principles on hiring and promotions shows that
really needs to undergo steps and not just only or based on who they know or who
can help them (back-up). This really shows that the hiring and promoting of
individuals really had bases. And when they can enter to DepEd, they will be
introduced to the PPST. Wherein 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.

Session 3: The Strategic Alignment of the RPMS with the

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

MY RPMS-PPST ACTIVITY LOGS

RPMS My Intended Activities per Cycle
(What preparatory activities do
you need to do in between each
cycle?)
Cycles Inclusive Dates
Phase I:
Discussion/Issuance of
Performance Planning and First week of August, a RPMS Tools
Commitment week before start of Self-Assessment
classes

Phase II:
Year-round Monitoring and Coaching
Performance Monitoring and
Mid-year Review and
Coaching
Assessment
Phase III: Performance Review
 1st week of May, a Year-end Review and
and Evaluation
week after graduation Assessment
Evaluation of Portfolio
Computation of Final Rating

Phase IV:
Ways Forward and
Performance Rewarding and May
Development Planning
Development Planning

Key Topic 1: The RPMS-PPST Framework: How does it

Work for Teachers?

Required Task 2: Activity

Analyze the two (2) scenarios below and indicate whether the following statements
are true or false.

Scenario A: Teacher Paula is a new BSE graduate Major in Science who has been
hired to teach in a Junior High School.
Scenario B: Teacher Dennis has been teaching Science in a private school for the
past four (4) years. After he completed his doctoral degree, he applied to the same
public high school where Teacher Paula is working. Both Teachers Paula and
Dennis are newly hired teachers handling Science.

Statement Response Feedback

Since Teacher Paula is TRUE
inexperienced, her L&D
needs might be different
from that of Teacher
Dennis, who has been
teaching for the past three
(3) years.
Both teachers may use TRUE
the PPST tools to identify
their strengths and areas
in which they may need
support.
Both teachers can have TRUE
their L&D needs
addressed through the
RPMS-PPST.
Mentors’ feedback is TRUE
important for both
teachers to monitor their
 own progress. They can
get feedback from their
mentors whether formally
or informally assigned.
Teacher Paula is a new TRUE
BSE graduate Major in
Science who has been
hired to teach in a Junior
High School.

Session 4 – Role of RPMS-PPST in Teachers’

Learning and Development
Key Topic 1: Strategic Alignment of the RPMS and L&D
with the PPST

Required Task 1: Activity

Read the scenarios below and answer the question that follows by choosing the
correct answer from the given options.
Scenario 1: Classes have ended. Teachers Rona, Evalou and Rex are planning for
their development needs. Teacher Rona shared with the group that she struggles to
meet the indicators in Domain 2 of PPST. She has been challenged in managing her
learners’ behavior. Teacher Evalou admitted that she has not fully developed all core
competencies indicated in the RPMS. Teacher Rex is the top performer among the
three. He just got an “Outstanding Rating” for the school year. Teacher Rex feels
that he still needs to participate in L&D activities to address his developmental
needs.
 Question Answer
Which of the following Teachers Rona and
explains why all three of Evalou need L&D to
them need to participate in address their
L&D activity relevant to developmental needs while
their needs? Teachers teacher Rex need to
Rona and Evalou need address his performance
L&D to address their gaps.
developmental needs while
teacher Rex need to
address his performance
gaps.
Teacher Rex needs L&D to
address his developmental
needs, while teachers
Rona and Evalou need to
participate in L&D to
address their competency
gaps.
All teachers need to attend
L&D to address their
developmental needs.
All teachers need to attend
coaching sessions.

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 L&D Modality Target Completion

(Target PPST Activity Date
Domains)
Content Use ICT to IPCRF Year Round
Knowledge and facilitate the
Pedagogy teaching and
learning process.
Learning Established safe IPCRF Year Round
Environment and secure
learning
environments to
enhance learning
through the
 consistent
implementation of
policies, guidelines
and procedures.
Curriculum and Identify the IPCRF Year Round
Planning learning outcomes
that are aligned
with the learning
competencies.
Personal Growth Demonstrate IPCRF Year Round
and Professional behaviors that
Development uphold the dignity
of teaching as a
profession by
exhibiting qualities
such as caring
attitude, respect,
and integrity.

Module 3 – The Results-based Performance Management System (RPMS)

Session 1 – The Results-based Performance Management System (RPMS) of
DepEd
Preliminary Activity In five (5) minutes, list down all things you know about RPMS.
Start with basic one-liner information. Check these as you proceed with this session.

Answer:

Session 1 – The PPST-aligned RPMS

Required Activity 1: Reflection What have you learned about PPST and RPMS as
two separate entities in DepEd? How about their alignment?

Answer: The Philippine Professional Standards for Teachers (PPST) is used as a

basis for all learning and development programs for teachers to ensure that teachers
are properly equipped to effectively implement the K to 12 Program. It can also be
used for the selection and promotion of teachers while RPMS was designed with the
intent of improving teacher quality. These are tools or assessment instruments used
to ensure quality teacher performance at different career stages. It aims to align
performance targets and accomplishments with the PPST.

Optional Task
Have you already encountered the indicators used in SYs 2018-2019 and 2019-
2020? If so, briefly summarize your experiences during the RPMS-related activities?
Answer: I have encountered this RPMS last year and my experience accomplishing
this was tiring at the same time satisfying especially when I accomplished and
completed it all. I can say that if your MOV’s are complete, you will not have any
problem in accomplishing this tool.

Session 3 – The RPMS Cycle

Preliminary Activity
Teacher Mary Grace finished two (2) classroom observations before the scheduled
Mid-year Review. Her Principal asked her to update her Development Plan. What
steps should she take to do this? Briefly discuss in the box below.

Answer: Teacher Grace should update her Developmental Plan and reflect to the
action plan she created.

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.

Statement Answer Feedback from your

mentor
Statement 1: School A The statement is false
used all Cases (i), (ii), (iii), based on the data
(iv), and (v) in RPMS presented and/or the
2019-2020. guidelines.
Statement 2: The Division The statement is false
is a small division. based on the data
presented and/or the
guidelines.
Statement 3: In School A, The data presented is not
the rater of Teachers I-III sufficient to infer the
is the Master Teacher. statement.
Statement 4: In School A, The statement is false
a Teacher III can rate a based on the data
Master Teacher. presented and/or the
guidelines.
Statement 5: In School A, The statement is false
the PSDS can rate a based on the data
Master Teacher. presented and/or the
guidelines.

Key Topic 24: PPST-based RPMS Support Materials

Required Task 1: Reflection
Refer to your COT rating sheets, SAT assessment results, and IPCRF-Development
Plan if you have any. Reflect on your teaching performance based on the results that
these forms reflect. Briefly discuss what you have discovered.
Answer:

Session 5 – Developing Lesson Plans as Quality Evidence for RPMS

Preliminary Activity
Choose a lesson plan which you have previously crafted. Enumerate all parts and
describe what you have entered on each part.

Optional Task: Activity

From the lesson plan/exemplar you provided in the Introductory Activity, which
portions demonstrate/highlight COT Indicator 1? Elaborate.
Answer: The portions which demonstrate/highlight COT Indicator 1 (Applying
knowledge of content within and across curriculum teaching areas) are the Drill
wherein I presented the words to be spelled and those words are found in Science
subject. The other portion is the activity wherein I used the facts and beliefs in
Science. Those portions are considered as knowledge of content because those
shows topics found in Science subject and that shows the across curriculum. On the
other hand, it shows within the curriculum since I used English language in
presenting those ideas.

Required Task 2: Activity

Using either a lesson plan prepared by your mentor (recommended) or the lesson
plan/lesson exemplar you provided, check which COT Indicators (or RPMS
Objectives) are present. Elaborate on your findings. If an indicator is not present, is it
possible to have it present in the lesson plan? How?
 School: EM’s Signal Village Elementary School Grade Level: IV
GRADE 4 Teacher: GLADYS L. SAMUTYA Learning Area: Mathematics 4
DAILY LESSON
LOG Date: June 16, 2023 Quarter: 4th QUARTER

I. OBJECTIVES
The learner demonstrates understanding of the concepts of bar graphs and simple
A. Content Standard
experiments
The learner is able to create and interpret simple representations of data (tables and bar
B. Performance standard
graphs) and describes outcomes in simple experiments
C. Learning Competencies / interprets data presented in different kinds of bar graphs (vertical/horizontal, single/double
Objectives. bars
Write the Learning M4SP-IVg-3.4
Competencies Code for each
II. CONTENT Interpreting Data Presented in Single Vertical and Horizontal Graph
A. References
p. 331-336
MELC P. 169
1. Teacher’s Guide pages
DBOW p. 52

2. Learner’s Materials pages ADM Math 4 Q4: Module 7

3. Textbook pages
4. Additional Materials from https://practicle.sg/primary-4-math/bar-graphs-for-kids/
Learning Resource (LR) Portal
or Website
B. Other Learning Resources PowerPoint presentation
III. PROCEDURES

A. Drill:
Let the pupils do the skip counting by 2's, by 5's and by 10's.

B. Review
Have a review on interpreting data presented in pictograph.
A. Reviewing previous lesson
or Presenting the new
lesson

Questions:
1. What is the title of the pictograph?
2. What is the legend?
3. Who made the least number of flowers?
4. What is the total number of flowers made by Juwan and Zaira?
5. Who made the most number of flowers?
 I have here a bar graph, what have you notice about this graph?

Questions:
1. What have you notice with the two graphs?
- The first bar graph is drawn vertically while the other one is drawn horizontally.
A. Establishing a purpose for the 2. What is the difference between the vertical and horizontal bar graph?
lesson / Values Integration - In a vertical bar graph, the bars are drawn vertically, its scale is on the vertical axis and
its label is on the horizontal axis.

- In a horizontal bar graph, the bars are drawn horizontally, its scale is on the horizontal
axis and its label is on the vertical axis.

3. How many parts do a vertical and horizontal bar graph have?

The vertical and horizontal bar graph has 4 parts.
4. What are those parts?
a. Title – tells what the graph is all about.
b. Scale – tells you the amount of data.
c. Label- tells you what each bar represents.
d. Bar- represent the data amount for each group.

5. Looking at the bar graphs, can you interpret the data?

Using the vertical bar graph, interpret and answer the following questions:

B. Presenting examples / instances

of the lesson

1. What is the title of the graph?

2. What days have the same hours?
3. What is the total number of hours if we combined Monday and Tuesday?
4. What day has the least number of hours?
5. How many hours do Thursday have?

Group Activity
Divide the class into four groups. Each member of the group will be assigned as:

Recorder: to record all important information.

Secretary: Writes the data interpreted on the board.
Reporter: Shares all pertinent information with the class.

C. Discussing new concepts and Interpret the graph assigned to your group. Give at least 3 interpretations.
Practicing new skills #1
Example:
1. We have a vertical bar graph, its title is “Favorite Sports”.
2. Basketball is the most played sport by the grade 4 pupils.
3. There are 8 pupils who like to play badminton.
Note: (to be processed in 10 minutes using collaborative approach
 Directions: Write TRUE or FALSE. If False, give the correct answer to make it true.
1. Bar graph is used to compare data from different groups or periods.
A. Developing mastery
2. A horizontal bar graph displays the information using horizontal bars.
(Leads to Formative
Assessment 3) 3. Title lets you know what the graph is all about.
4. The label tells you the amount of data.
5. Scale lets you know what each bar represents.

B. Finding Practical applications of

concepts and skills in daily living

What is a bar graph?

C. Making generalizations and What are the two kinds of bar graph?
abstractions about the lesson What are the parts of the bar graph?
What is the importance of bar graph?
Study the bar graphs then answer the questions below.

1. In which type of music do the students listened the most?

2. What is the total number of students who participated in the survey?
3. What is the title of the graph?
D. Evaluating learning

Water Consumed in 6 Days

Da ys o f the we e k

Gallons of Water

4. How many gallons of water were consumed on Wednesday and Friday?

5. What day has the least consumed gallons of water for the week?
J. Home Tasks

IV. REMARKS