Supplemental Document On The RPMS SY 2020-2021 in The Time of COVID-19
Supplemental Document On The RPMS SY 2020-2021 in The Time of COVID-19
Supplemental Document On The RPMS SY 2020-2021 in The Time of COVID-19
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Organizational Development
Context
The demand for teaching and learning has changed for the School Year 2020-2021
as a result of the impact of COVID-19. Education institutions, including the Department of
Education (DepEd), shifted focus to delivering education remotely through various distance
learning delivery modalities (DLDMs). The current efforts of the Department, its schools and
workforce, are towards developing learning resources and upskilling and retooling teachers
to support the DLDMs adopted by schools. As the learning delivery changes, so do the
duties of teachers to their learners and the performance expected of them. The expectations
of teachers must be captured in their performance assessment through a more
contextualized Results- based Performance Management System (RPMS).
The modifications in RPMS, its tools, processes, and protocols, for SY 2020-2021
captures the DepEd current system that governs teachers’ functions. The selected RPMS
objectives aim to assist teachers to adapt and/or respond more quickly and effectively to
emerging circumstances associated with the challenges brought by the pandemic.
July 2021
Year-round (coaching &
mentoring); March 2021
(mid-year review)
The timeline for each phase of the RPMS Cycle (Figure 1) is adjusted in consideration
of (i) the school calendar for SY 2020-2021 which begins on October 5, 2020 and ends on
June 5, 2021 (DepEd Order No. 30, s. 2020) and (ii) the adjustments of teachers in compliance
with the Basic Education Learning Continuity Plan (BE-LCP) for the school year.
Phases of RPMS
Task/Activity Person(s) Responsible Schedule
Cycle
PHASE II Monitoring and Coaching School Head/Raters January 2021 – June 2021
Performance
Monitoring and Mid-Year Review* with
School Head/Raters/Ratees March 2021
Coaching Development
Planning
PHASE III
Performance Raters, Ratees, and A week after scheduled
Review and Year-end Review**
Approving Authorities graduation
Evaluation
* All presented Means of Verification (MOVs) shall be obtained from January 2021–March 2021 (for RPMS
Objectives 1, 5, 7) and from October 2020-March 2021 (for RPMS Objectives 2, 3, 4, 6, 8-12).
** All presented Means of Verification (MOVs) shall be obtained from January 2021–May 2021 (for RPMS
Objectives 1, 5, 7) and from October 2020-May 2021 (for RPMS Objectives 2, 3, 4, 6, 8-12).
There are 11 priority indicators from the Philippine Professional Standards for
Teachers (PPST) chosen as RPMS objectives for this school year. These priority indicators
were selected based on being more responsive and appropriate to the current context of the
teachers, learners, and the learning environment.
There are 7 classroom observable objectives for both Proficient and Highly Proficient
teachers. The performance indicators of these objectives are identified for Quality, except for
Objective 6 which has Quality and Timeliness.
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There are 4 non-classroom observable objectives for both Proficient and Highly
Proficient teachers. The performance indicators are identified for Quality in Objective 8 and
Quality and Efficiency in Objectives 9 to 11. Plus Factor is Objective 12.
Table 2. MOV per indicator for the Proficient Teachers for RPMS SY 2020-2021
the ratee with achievable and appropriate learning outcomes that are
aligned with the learning competencies as shown in any of the
following:
Lecture/discussion
Activity/activity sheet
Performance task
Rubric for assessing performance using criteria that appropriately
describe the target output
9. Built relationships with parents/ 1. Proof of participation in any activity for improved access to education
guardians and the wider school such as, but not limited to the ff. activities
community to facilitate Distribution of learning materials to learners/parents (e.g., receipt
involvement in the educative form/monitoring form during distribution of learning materials, etc.)
process Brigada Eskwela (e.g., commitment form to stakeholders,
developed advocacy materials, certificate of participation that
involves parents’/stakeholders’ engagement signed by the school
head, etc.)
Home visitation (e.g., home visitation form, etc.)
Others (please specify and provide annotations)
2. Parent-teacher log or proof of other stakeholders meeting (e.g., one-
on-one parent-teacher-learner conference log; attendance sheet with
minutes of online or face-to-face meeting; proof of involvement in
the learners’/parents’ orientation, etc.)
3. Any form of communication to parents/stakeholders (e.g., notice of
meeting; screenshot of chat/text message/communication with
parent/guardian [name or any identifier removed]; digital/ printed copy
of Learner Enrollment Survey Form signed by the ICT
Coordinator/Focal person and School Head)
Table 3. MOV per indicator for the Highly Proficient Teachers for RPMS SY 2020-2021
9. Guided colleagues to strengthen 1. School letter approved by the school/department/grade level head
relationships with parents/ (e.g., communication with the barangay to use a government vehicle
guardians and the wider school to transport modules)
community to maximize their 2. Approved action plan/project proposal/activity proposal involving the
involvement in the educative stakeholders
process 3. Accomplishment/ narrative report of an approved activity
10. Contributed actively to Approved activity/project proposal for a webinar, retooling, upskilling,
professional networks within and and other training/ seminar/ workshop with accomplishment report
between schools to improve Approved activity/project proposal for benchmarking or innovation
knowledge and to enhance with accomplishment report
practice Certificate as contributor to LRMDS
Certificate of completion in a course/training
Certificate of recognition/ speakership in a webinar, retooling,
upskilling, and other training/ seminar/ workshop
Any proof of participation in school LAC sessions (online/face-to-
face) certified by the LAC Coordinator
Others (Please specify and provide annotations)
See Appendix 1 and 2 for the RPMS Tool for Proficient Teachers for SY 2020-2021 and
RPMS Tool for Highly Proficient Teachers for SY 2020-2021. A glossary is provided in each
tool to set the operational definition of concepts from the indicators and of certain MOV.
GLOSSARY
Content knowledge and Competencies that teachers are expected to master for them to teach efficiently
pedagogy and effectively (Department of Education 2017, 24)
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Creative thinking skills Involve exploring ideas, generating possibilities and looking for many right
answers rather than just one (Department of Education 2017, p. 24)
Critical thinking skills Refer to the many kinds of intellectual skills that (in its most basic expression)
occurs when students are analyzing, evaluating, interpreting, or synthesizing
information and applying creative thought to form an argument, solve a problem,
or reach a conclusion (Department of Education 2017, 24)
Daily Lesson Log (DLL) See Lesson Plan
Detailed Lesson Plan See Lesson Plan
(DLP)
Feedback Refers to essential and culturally-appropriate written and/or oral information about
learners’ performance/ output that can be used to raise awareness on their
strengths and weaknesses as bases for improvement (Department of Education
2019, 61)
Feedback, superficial Refer to feedback that is formulaic and lacks information on how to improve
learning (e.g., “correct”, “very good”, etc.)
Higher-order thinking Complex thinking processes which include logical and critical analysis, evaluation
skills and synthesis thinking that enable individuals to reflect, solve problems and create
products/solutions (Department of Education 2017, 25)
Home visitation An intervention strategy that involves the learner’s families and the community.
“Where possible, the teacher shall do home visits to learners needing
remediation or assistance” (Department of Education 2020b, 32). Interviews,
consultation, and dialogues with parents can be conducted to assess the
student’s learning progress (Department of Education 2015, 67).
Individual Learning “Utilized to monitor learner progress based on the given intervention strategies”
Monitoring Plan (Department of Education - Undersecretary for Curriculum and Instruction
2020, Appendix D)
Information and Includes, but is not limited to, computer hardware and software, digital resources
Communications (e.g., books, journals, research reports, databases, scripts, etc. in digital form),
Technology and digital information/media (e.g., digital images, video, audio, websites, web
(ICT) pages, social media, etc.) that can be used for instruction (Department of
Education 2019a)
Learner-centered Refers to a set of attitudes, conventions and practices that place the learners at
culture the center of the learning process by using varied teaching modalities responsive
to learners’ diverse background and relevant to meaningful learning experience
(Department of Education – Teacher Education Council 2019)
Learners in difficult Refer to learners that are geographically isolated; chronically ill; displaced due to
circumstances armed conflict, urban resettlement or disasters; child-abused and experienced
child labor practices (Department of Education 2017, 15); Also refer to persons
who suffer from hunger, thirst, dangerous jobs, prostitution, sexual abuse,
diseases, exclusion, harassment, problems with the law, imprisonment, destructive
drugs, domestic slavery, violence, among others (UNESCO 1999)
Learning Management An online platform that can be used for distance learning which includes the
System DepEd-LMS, DepEd Commons, DepEd Learning Resource (LR) Portal, and third-
party software such as Edmodo, Schoology, Google Classroom, and Microsoft
Teams (Department of Education 2020b, 31)
Lesson Plan Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of
instructional planning (Department of Education 2016b). Other forms of lesson
plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home
Learning Plan (WHLP) and Lesson Exemplars (LE).
“During pandemic and other disruptive events, all public elementary and
secondary school teachers in the region shall prepare their lesson exemplars
instead of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs
(DLL) for MELCs and/or enabling competencies” (Department of Education -
CALABARZON 2020, 10).
Refer to the competencies from the K to 12 curriculum guides which are most
Most Essential Learning useful in many professions and in everyday life, thereby satisfying the so-called
Competencies (MELCs) endurance criterion. Anchored on the prescribed standards, these competencies
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Teaching and learning Teaching aids and other materials that teachers use not only to enhance teaching
resources and learning but also to assist learners to meet the expectations for learning as
defined by the curriculum (Department of Education 2017, 27)
Learning Action Cell “functions as a professional learning community for teachers that will help them
(LAC) improve practice and learner achievement” (Department of Education 2016a, i).
LAC aims to improve the teaching-learning process that will lead to improved
learning among the students; to nurture successful teachers; to enable teachers to
support each other to continuously improve their content and pedagogical
knowledge, practice, skills, and attitudes; and to foster a professional collaborative
spirit among school heads, teachers, and the community as a whole (Department
of Education 2016a, 3).
Video lesson Refers to a learning material similar to a video-recorded lesson and video-taped
lesson used for online asynchronous teaching or used as supplementary material.
This material can be uploaded to YouTube, Google Classroom, or any online
platform, or distributed via storage devices (e.g., flash drives or CD-ROMs).
Weekly Home Learning “The Weekly Home Learning Plan (WHLP) shall be prepared by teachers
Plan (WHLP) implementing Distance and Blended Learning while the DLP or DLL…shall be
prepared by teachers implementing F2F learning” (Department of Education
- Undersecretary for Curriculum and Instruction 2020, Appendix D).
Weekly Lesson Log See Lesson Plan
(WLL)
Weekly Lesson Plan See Lesson Plan
(WLP)
Wider school Refers to both internal and external stakeholders (Department of Education 2017,
community 27)
The alternative classroom observations for RPMS is considered only for SY 2020-
2021 due to the absence of or limited capacity for face-to-face learning.
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There should be 2 classroom observations for the entire school year. Hence, ratees
should submit 2 classroom observation tool (COT) rating sheets/inter-observer agreement
forms as MOV for objectives that require such (i.e., Objectives 1, 5, and 7). The alternative
classroom observations should follow this timeframe:
See Appendix 7 for the FAQs (frequently asked questions) on the alternative classroom
observations.
The alternative classroom observation processes are almost similar with the process
of classroom observation done face-to-face. The pre-observation, observation, and post-
observation are still followed with minimal modifications as shown in the table below.
Observation of a
Tools/
Observation of a video demonstration teaching
Forms Online observation
lesson via Learning Action
Needed
Cell (LAC)
Observer/s Teacher Observer/s Teacher Observer/s Teacher
• Review the • Reviews • Review the • Reviews the • Review the • Reviews
COT- the COT- COT- COT-RPMS COT- the COT-
RPMS RPMS RPMS rubric RPMS RPMS
rubric rubric rubric appropriate rubric rubric
appropriate appropriat appropriate to his/her appropriate appropriate
to the e to to the position. to the to his/her
position of his/her position of • Plans the position of position.
COT- the teacher positio the teacher lesson the teacher • Plans the
RPMS to be n. to be based on to be lesson
observed. observed. observed.
Pre-observation
• Access the • Delivers • View the • Submit the • Sit at any • Delivers
online the lesson video lesson video lesson available the lesson
platform at in the after to the seats* on the
the chosen submission* observer/s. • Record all agreed
OBSERVATIO scheduled online • Record all comments time and
Observation
2) Observation of a video lesson – (i) Give a copy of your video lesson to your colleague/s which they
should view. (ii) Have an attendance sheet signed afterwards. (Note: Observer/s must ensure that
colleague/s view the video lesson.)
3) Observation of a demonstration teaching via LAC – (i) Invite your colleague/s to observe your
demonstration teaching during a LAC session. (ii) Have an attendance sheet signed afterwards.
See Appendix 3-6 for the COT-RPMS and SAT-RPMS for Proficient Teachers and Highly
Proficient Teachers for SY 2020-2021.
DepEd Order No. 2, s. 2015, or the Guidelines on the Establishment and Implementation of
the Results-Based Performance Management System (RPMS) in the Department of
Education, establishes who the ratees are and their corresponding raters and approving
authorities. See table below as reference to the expanded version of ratee-rater matrix.
Assistant Superintendent
Large and Very Large Divisions
Teacher Principal/ School Head Superintendent
Small and Medium Divisions
Assistant Superintendent
Large and Very Large Divisions
Teacher Master Teacher/ Head Principal/ School Head
Teacher/ Assistant Principal
ALS Implementers Master Teacher/ Head Principal/ School Head
(school-based) Teacher/ Assistant Principal
ALS Implementers Education Program Chief of Curriculum
(community learning Specialist for ALS Implementation Division (CID)
centers-based)
References
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Learning
Competencies. Pasig City.
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for
School Year 2020-2021 in Light of the Covid-19 Public Health Emergency. Pasig City.
Government of the Philippines, Department of Education. 2019a. Classroom Observation Tool. Pasig City.
Government of the Philippines, Department of Education. 2019b. Results-based Performance Management System Updated
Manual. Pasig City.
Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine
Professional Standards for Teachers. Pasig City.
Government of the Philippines, Department of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program
School-based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. Pasig City.
Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12
Basic Education Program. Pasig City.
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Organizational Development
Government of the Philippines, Department of Education. 2015. Guidelines on the Enhanced School Improvement Planning (SIP)
Process and the School Report Card (SRC). Pasig City.
Government of the Philippines, Department of Education – CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning
Areas in Key Stage 1-4 (version 2.0). Cainta.
Government of the Philippines, Department of Education - Undersecretary for Curriculum and Instruction. 2020. Policy
Guidelines on the Implementation of Learning Delivery Modalities for the Formal Education. Pasig City.
Government of the Philippines, Department of Education – Teacher Education Council. 2019. Philippine Professional Standards
for Teachers (PPST) Resource Package Module 17. Pasig City.
United Nations Educational, Scientific and Cultural Organization. 1999. Programme for the Education of Children in Difficult
Circumstances: street children, working children...access to education, even for the most destitute.
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