Teacher Induction • http://www.

Program (TIP)
gbooksdownloader.
com/

CORE COURSE
The DepEd Teacher
3
in collaboration with

Philippine National
Research Center for Teacher Quality
Course 3 - The Philippine
Professional Standards for Teachers
and its Aligned Systems and Tools

Introduction

W
elcome to Course 3 of the
Teacher Induction Program! This
course will help you to become
familiar with the
Philippine Professional Standards for
Teachers (PPST) as the new framework for
teacher quality. It will guide you towards
understanding the expectations of teachers
and how DepEd’s systems and tools are
aligned with the standards.
Intended Course Learning Outcomes

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

1. develop a deeper understanding of the expectations of teachers as
described in the PPST;
2. use PPST-aligned tools in developing your teaching practices as defined
by the PPST; and
3. set professional development goals based on the Philippine
Professional Standards for Teachers by having a clear
understanding of the standards and its aligned systems and tools
(7.5.2).

Course Outline:
Module 1 – Achieving Teacher Quality through
PPST Module 2 – Embedding the PPST in HR
Systems
Module 3 – The Results-based Performance Management System
(RPMS)
Estimated Time Required: 7 hours

Portfolio Output: Lesson Plan

 Module 1 – Achieving Teacher Quality Required Resources
through PPST • DepEd Order no. 42, s. 2016 National Adoption
and Implementation of the Philippine
Intended Module Learning Outcomes: Professional 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.

Estimated Time Required: 2 hours

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

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

4 The Teacher Induction Program - Core Course 3

Session 1 – The PPST Career Stages

The PPST acknowledges that teachers in the field have

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

Career stages generally refer to levels of development

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

Given the notion of a development continuum, upon

which the PPST is based, a teacher may exhibit practice
that aligns with indicators across various career stages,
but it is likely his/her practice would mostly align with
Indicators for a particular career stage. This is
accommodated by the ‘at least’ qualifier in the previous
paragraph. Table 1 shows the descriptors of teacher’s
continuum development from the Beginning career stage
to the Distinguished stage.
Guide for Mentors and Newly Hired Teachers 5
 Table 1: The Philippine Professional Standard for Teachers (PPST) Career Stages (DepEd Order No.42, S. 2017, Enclosure 1, 9)

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

They have a strong understanding of the They provide focused teaching programs They manifest an in-depth and sophisticated They exhibit exceptional capacity to improve
subjects/areas in which they are trained in that meet curriculum and assessment understanding of the teaching and learning their own teaching practice and that of
terms of content knowledge and pedagogy. requirements. process. others.
They possess the requisite knowledge, skills
and values that support the teaching and
learning process. They have high education-focused situation They are recognized as leaders in education,
They display skills in planning,
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 create lifelong impact in the lives of
They actively engage in collaborative
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 When using skills essential to Teachers who exhibit high Distinguished Teachers
the teaching and learning levels of proficiency in their uphold the greatest standards
process, proficient teachers teaching practice do so on a for instruction based on
exhibit professional regular basis. international best practices.
independence.

Management of Learning Programs Proficient teachers exhibit Highly proficient teachers are Distinguished teachers are
program planning, execution, better at solving problems, acknowledged as pioneers in
and management abilities. have a high level of education- the field, leaders in education,
focused situation cognition, and creators of alliances and
and maximize the chances partnerships.
that come with experience.

Collaboration and Partnerships With the goal of advancing Highly proficient collaborate Distinguished teachers leave a
both parties, proficient teacher with colleagues to maximize lasting impression on
actively participate in their learning and practice coworkers, students, and
collaborative learning with the potential and offer assistance other people.
professional community and and mentoring to colleagues
other stakeholders. in their professional growth.

Professional Development Proficient teachers are By considering their personal They demonstrate a
reflective practitioners who requirements as well as those dedication to motivating
consistently build upon the of their coworkers and stakeholders and the
abilities, practices, and students, they always strive to education community to
expertise of Career Stage 1 advance their professional enhance the quality of
educators. knowledge and practice. education offered in the
Philippines.

Guide for Mentors and Newly Hired Teachers 7

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

According to the aforementioned In order for me to move on to the

career stages, I believe that I now belong in next phase, the DepEd and the school need

the beginning teacher stage because I to provide instructors with high-quality

haven't been in the service for very long and professional development training and

I need more help from my coworkers and support, establish systems for instructional

progress. coaching, pay attention to and address

My professional knowledge, concerns raised by teachers, help me set

abilities, and teaching techniques still need my own career goals, and monitor my own

to be improved. development.

8 The Teacher Induction Program - Core Course 3

4. What Career Stage do you aspire to ten years 5.Are there aspects of your teaching practice that exceed practices articulated in the Career Stage
from now? 2 descriptors? If yes, please cite them.

In ten years, I hope to become a

distinguished teacher who upholds the None.

highest standards of instruction,

demonstrates a remarkable ability to

enhance my own methods, and leaves a

lasting impression on the lives of her

pupils, colleagues, and other people.

Guide for Mentors and Newly Hired Teachers 9

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

career stages step-by-step, accumulating

Yes, because there are also many experience, honing their craft, and

teachers who come from private schools expanding their comprehension of best

and apply to public schools who are very practices in education as they go.

competent and have more teaching A freshly recruited teacher can,

experience that can be aligned with the however, show proficiency beyond what

career stages 3 and 4. might be anticipated at the beginning of

Although a recently hired DepEd their profession with the correct

teacher might use Career Stage 3 and 4 combination of elements including past

teaching methods, it's important to experience, training, support, and

understand that this would be the dedication.

exception rather than the rule.

10 The Teacher Induction Program - Core Course 3

Optional Task: Formative Quiz

Read the following scenarios and choose the career stage that aligns best with the described practice.

Scenario Answer Feedback

1. Teacher Marilyn is in her 2 year of teaching. She has adapted well
nd

to teaching in DepEd but she acknowledges that she still has a lot to
learn from her more seasoned colleagues. Marilyn is in the:
Seek guidance on professional
a. Beginning Stage
Beginning Stage development from
b. Proficient Stage
knowledgeable colleagues.
c. Highly Proficient Stage
d. Distinguished Stage

2. Teacher Rolly is a role model in his school. He is a consistent

Outstanding Teacher in the Division and has been recognized by the
Civil Service Commission as a recipient of Lingkod Bayan Award.
Rolly is in the: He is acknowledged as a leader
a. Beginning Stage Distinguished in the field of education and
b. Proficient Stage
Stage continuously pursues career
c. Highly Proficient Stage
growth.
d. Distinguished Stage

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

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

Guide for Mentors and Newly Hired Teachers11

 Scenario Answer Feedback
4. Teacher Kath can teach alone without the Master Teacher’s
assistance. She has unique skills in planning, implementing and
managing learning programs in the school. Kath is in the:
One of instructor Kath's special
a. Beginning Stage
Proficient Stage talents is her ability to handle
b. Proficient Stage
learning programs, which is a
c. Highly Proficient Stage
quality of a proficient instructor.
d. Distinguished Stage
5. Teacher Christine has exceptional skills in influencing people through
her articles in different academic journals. She has been frequently A Distinguished Teacher,
invited to different conventions to share her successful innovation in
teaching for benchmarking and collaboration. Christine is in the: Teacher Christine has a clear
a. Beginning Stage Distinguished commitment to motivating
b. Proficient Stage
Stage stakeholders and the education
c. Highly Proficient Stage
community for the betterment of
d. Distinguished Stage
education.

12 The Teacher Induction Program - Core Course 3

Summary

1. Four career stages are articulated in the 4. Career Stage 3 or Highly Proficient Teachers
Philippine Professional Standards for Teachers consistently display a high level of performance in
(PPST). Each stage is constituted by particular their teaching practice. They manifest an in-depth
professional practice that defines and locates and sophisticated understanding of the teaching
teacher quality within a developmental and learning process. They have high education-
continuum. focused situation cognition, are more adept in
2. Career Stage 1, or Beginning Teachers, have problem solving and optimize opportunities
gained the qualifications recognized for entry into gained from experience. They provide support
the teaching profession. They have a strong and mentoring to colleagues in their professional
understanding of the subjects/areas in which they development, as well as work collaboratively with
are trained in terms of content knowledge and them to enhance the learning and practice
pedagogy. They possess the requisite potential of their colleagues. They continually
knowledge, skills and values that support the seek to develop their professional knowledge and
teaching and learning process. They manage practice by reflecting on their own needs, and
learning programs and have strategies that those of their colleagues and students.
promote learning based on the learning needs of 5. Career Stage 4 or Distinguished Teachers
their students. They seek advice from embody the highest standard for teaching
experienced colleagues to consolidate their grounded in global best practices. They exhibit
teaching practice. exceptional capacity to improve their own
3. Career Stage 2 or Proficient Teachers are teaching practice and that of others. They are
professionally independent in the application of recognized as leaders in education, contributors
skills vital to the teaching and learning process. to the profession, and initiators of collaborations
They provide focused teaching programs that and partnerships. They create lifelong impact in
meet curriculum and assessment requirements. the lives of colleagues, students and others. They
They display skills in planning, implementing, and consistently seek professional advancement and
managing learning programs. They actively relevance in pursuit of teaching quality and
engage in collaborative learning with the excellence. They exhibit commitment to inspire
professional community and other stakeholders the education community and stakeholders for the
for mutual growth and advancement. They are improvement of education provision in the
reflective practitioners who continually consolidate Philippines.
the knowledge, skills and practices of Career
Stage 1 teachers.
Guide for Mentors and Newly Hired Teachers13
 Session 2 – The PPST Domains, Strands,
and Indicators 1. The PPST defines teacher quality in the
Philippines. It has domains which describe the
Key Topic 1: Domains expectations required of Filipino teachers to be
effective in the 21st century in the Philippines.
How many domains does the PPST have? 7
The PPST articulates teacher quality through well- DOMAINS
organized domains, strands, and indicators. The
succeeding tasks will guide you through this structure. 2. The Domains collectively comprise of strands
that refer to more specific dimensions of teacher
Required Task 1: Reading practices. How many strands does the PPST have?
37 strands
The PPST is an enclosure to DO no. 42 s. 2017
and is available for download online.
3. The PPST defines the work expected from
teachers across different career stages. How
In this activity, you will need a copy of the PPST booklet. many career stages are there? 4 CAREER
You may get a copy of the DepEd Order with PPST STAGES
booklet through this link: https://www.deped.gov.ph/wp-
content/ uploads/2017/08/DO_s2017_042-1.pdf

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

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

14 The Teacher Induction Program - Core Course 3

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

Figure 1. The PPST Domains, Strands, and Indicators

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

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

Guide for Mentors and Newly Hired Teachers15

 Figure 1.2. The PPST Domains, Strands, and Indicators
Try it:
Indicator 3.4.2 means that the indicator is under: DOMAIN 3: Diversity of Learners
Which domain? DOMAIN 3: Diversity of Learners
Which strand? DOMAIN 3 OF STRAND 4: Learners in difficult circumstances
Which indicator? (PROFICIENT TEACHERS) Plan and deliver teaching strategies
that are responsive to the special educational needs of learners in difficult
circumstances, including: geographic isolation; chronic illness; displacement
due to armed conflict, urban resettlement or disasters; child abuse and child
labor practices.

16 The Teacher Induction Program - Core Course 3

Summary

1. The PPST defines teacher quality in the

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

Guide for Mentors and Newly Hired Teachers17

 Required Task 2: Formative Quiz

Let’s check your understanding of the PPST domains.

Use a copy of the PPST to match the following
scenarios with

the appropriate Domain.

Scenario Answer Feedback

1. Teacher Joy, a Grade 9 adviser, caught one of her learners smoking along a
secluded corridor when going to the comfort room. Teacher Joy asked the
learner to remain in the classroom after the lesson. During the conference
with the learner, Teacher Joy warned the learner to quit smoking at school
otherwise his parents will be called for a conference.

DOMAIN 2-STRAND 6
a. Domain 1 - Content Knowledge and Pedagogy Management of learner behavior
b. Domain 2 - Learning Environment Domain 2 -
Learning The instructor uses
c. Domain 3 - Diversity of Learners Environment constructive, non-violent
d. Domain 4 - Curriculum and Planning discipline to control the
student's behavior.
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement
g. Domain 7 - Personal Growth and Professional Development

18 The Teacher Induction Program - Core Course 3

 Scenario Answer Feedback
2. During the post conference, Mrs. Manuel, being the school head and rater of
teacher-ratee, emphasized that the use of varied learning materials aid learn-
ers’ 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
Domain 4 - DOMAIN 4 STRAND 1
c. Domain 3 - Diversity of Learners Curriculum
and Planning Planning and management of
d. Domain 4 - Curriculum and Planning teaching and learning process
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement
g. Domain 7 - Personal Growth and Professional Development

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

Verb Agreement in his lesson. During group work, his learners were tasked to
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
Domain 4 - DOMAIN 4-STRAND 2
c. Domain 3 - Diversity of Learners Curriculum
d. Domain 4 - Curriculum and Planning
and Planning Learning outcomes aligned with
learning competencies
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement
g. Domain 7 - Personal Growth and Professional Development

Guide for Mentors and Newly Hired Teachers19

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 of strands, e.g. Domain 1 contains seven (7) whereas
varying numbers Domain 2 contains six (6) strands. Figure 1 shows the
first three Strands in Domain 1.

Figure 2: First 3 Strands within Domain 1

20 The Teacher Induction Program - Core Course 3
Optional Task: Activity
Without referring to the PPST booklet, identify in which Domain the
following selected strands belong to. List the strands under the
column representing the Domain.

1. Professional links with colleagues

2. Research-based knowledge and principles of teaching and learning
3. Management of classroom structure and activities
4. Learners with disabilities, giftedness and talents
5. Learning outcomes aligned with learning competencies
6. Monitoring and evaluation of learner progress and achievement
7. Establishment of learning environments that are responsive to community contexts
8. Positive use of ICT
9. Learners’ gender, needs, strengths and experiences
10. Planning and management of teaching and learning process
11. Design, selection, organization, and utilization of assessment strategies
12. School Policies and Procedures
13. Dignity of teaching as profession
14. Learner safety and security

Community
Content Personal Growth
Learning Diversity of Curriculum and Assessment & Linkages and
Knowledge & Professional
Environment Learners Planning Reporting Professional
& Pedagogy Engagement
Engagement
Research-based Learner safety and Learners’ gender, Planning and Design, selection, Establishment of Dignity of teaching as
knowledge and security needs, strengths and management of organization, and learning environments profession
principles of teaching experiences teaching and learning utilization of that are responsive to
and learning Management of process assessment strategies community contexts Professional links with
classroom structure Learners with colleagues
and activities disabilities, Learning outcomes Monitoring and School Policies and
Positive use of ICT giftedness, and talents aligned with learning evaluation of learner Procedures
competencies progress and
achievement.

Refer to pages 5-7 of the PPST booklet to check accuracy of your answers.

Guide for Mentors and Newly Hired Teachers21

 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 (gray area or points for (optional, but highly
indicate strand clarification) encouraged)
numbers e.g.
1.3)
Content Knowledge and Pedagogy 1.3 ICT resources are limited in
the school
Learning Environment 2.3 The teacher is still learning
how to manage the
classroom.
Diversity of Learners Inadequate comprehension
3.1 of how to adapt instruction
to learners' needs, gender,
interests, and experiences
through differentiation.
Curriculum and Planning 4.2 Having trouble assigning
assignments that will
satisfy the learning
objectives
Assessment and Reporting 5.1 Developing assessment
strategies might be
challenging.
Community Linkages 6.2 Parents are no longer
involved in education these
days because of their jobs.
Personal Growth and Professional Development 7.3 Seldom ask coworkers for
assistance

22 The Teacher Induction Program - Core Course 3

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

If there are specific indicators which you wish to know

more about, you may read through the PPST Resource
Packages from the following online links:

https://www.rctq.ph/?page_id=2680

Guide for Mentors and Newly Hired Teachers23

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

Figure 3: Indicators articulating developmental practice within Strand 1.1

24 The Teacher Induction Program - Core Course 3

 Required Task 4: Reflection
Each strand is progressively elaborated across the four
career stages to articulate continuum of practice. This is
evident if you read through the indicators from left to Based on the current default classification, in which career
right, starting from beginning towards proficient. stage is you in?

On the other hand, reading through the indicators by According to the aforementioned career stages, I
each career stage column, you will see the behaviors and believe that I now belong in the beginning teacher stage
practices expected from teachers according to their because I haven't been in the service for very long and I
respective career stages. need more help from my coworkers and progress. My
professional knowledge, abilities, and teaching techniques
still need to be improved.
Upon adoption of the PPST, the Department decided to
assign teachers to ‘default’ career stages based on their Read through the PPST indicators focusing only on the
designation or rank. Eventually, the Department will develop indicators under your career stage. For example, if you
a system of teacher certification to assign or promote are Proficient, go through the indicators under the
teachers to career stages based on their competencies. Proficient column. Reflect on whether your practices
Currently, the default career stage classification is as align with the expectations of the PPST based on your
follows: career stage.

Teacher 1-3 with 0-3 years of teaching

experience: Beginning Career Stage Summary
Teacher 1-3 with more than 3 years of teaching
experience: Proficient Career Stage 1. The PPST is sufficiently generic to describe
Master Teacher I-II: Highly Proficient Career teaching and learning practices across
Stage content areas and grade levels.

Master Teacher III-IV: Distinguished Career Stage 2. The PPST contains domains of broad
conceptual spheres of teaching and learning
practices which are defined by specific
strands. Each strand is further elaborated into
However, it is important to note that a teacher is not concrete, observable and measurable teacher
‘boxed’ in a Career Stage. For example, a teacher may behaviors/practices called indicators.
exhibit the majority of his/her practice in Indicators for
the Beginning Career Stage but may exhibit Proficient 3. The PPST indicators show the continuum of
or even Highly Proficient of teaching practice on some practice from beginning to proficient career stage.
Indicators.
Guide for Mentors and Newly Hired Teachers25
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
At the end of this module, you should be able to: Performance Management System in the
1. set professional goals that are aligned with Department of Education”;
the PPST; and • Department Order No. 66 s., 2017, “Revised
Guidelines on the Appointment and
2. develop a personal professional improvement Promotion of other Teaching, Teaching
plan that will support your career goals. Related and Non- Teaching Positions”
• DepEd Order 001 s., 2020, “Guidelines for NEAP
3. share own reflections with peers on desirable
Recognition of Professional Development Programs
personal and professional practices that are
and Courses for Teachers and Schools Leaders”
geared towards higher level practice/indicators.
• DepEd Order 78 s., 2007, “Strengthening
the Program on Awards and Incentives for
Estimated Time Required: 2 hours Service Excellence (PRAISE) of the
Department of Education”
• DepEd Order No. 32 s., 2016, “Addendum to
Module Outline DepEd Order No. 3 s., 2016 (Hiring
Guidelines for Senior High School (SHS)
Teaching Positions Effective School Year (SY)
Session 1 – The PPST and DepEd’s 2016-2017)”
Human Resource (HR) • DepEd Order No. 7 s., 2015, “Hiring
Systems Guidelines for Teacher I Positions Effective
Session 2 – The PPST, RSP and the Merit School Year (SY) 2015-2016”
Selection Plan (MSP) of DepEd • Philippine Development Plan 2017 to 2022;
Session 3 – The Strategic Alignment of the • Results-Based Performance Management System
RPMS with the PPST (RPMS) Manual for Teachers and School
Session 4 – Role of RPMS-PPST in Heads
Teachers’ Learning and • Republic Act 7041, “An Act Requiring
Development Regular Publication of Existing Vacant
Session 5 – The Rewards and Recognition Positions in Government Offices,
(R&R) in the Context of RPMS-PPST Appropriating Funds Therefore, and for
other Purposes”.
26 The Teacher Induction Program - Core Course 3
Session 1 –The PPST and DepEd’s Human Resource (HR) Systems

Key Topic 1: The DepEd Human Resource

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

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

Guide for Mentors and Newly Hired Teachers27

 HR systems is the essence of SHRM.

Figure 1 depicts the four (4) HR systems in DepEd that are

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

28 The Teacher Induction Program - Core Course 3

Required Task 1: Formative Test
Scenario 2: An Advanced Teacher at
Multiple Choice Test: Respond to the following scenarios the Beginning Stage of PPST
based on your understanding of the PPST and the
strategic connect of the DepEd HR systems:
Teacher Ruth had three (3) years teaching
Scenario I: Teacher Anthony’s Dreams experience in a private school before she was hired
It is Teacher Anthony’s first year of teaching. After in the public high school where she is currently
going through the Teacher Induction Program (TIP), he teaching. Because of her prior experience, she has
dreams of becoming a Master Teacher someday. He already acquired some good teaching practices and
knows that he has to work on his competency gaps she has been identified by her
based on the indicators for proficient teachers in the School Head as a high performer and high potential
PPST. After taking the self-assessment test (SAT), future teacher leader. This coincides with Teacher
Teacher Anthony admitted to his mentor that he needs Ruth’s dream to become a future school leader in
support in certain domains at the beginning level. 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?
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
a. Use the result of his SAT in identifying his b. Get help from somebody she knows in DepEd
learning needs to serve as her “padrino”
b. Attend as many learning and development c. Gather certificates of her previous trainings in
activities the private school where she taught and keep
to earn as many certificates for promotion it for promotion
c. Regularly revisit the PPST to align his d. Make friends with her school head, so she can
professional development needs with the have his/her favor
expectations of proficient teachers
d. Gather evidences of his good performance Answer: A. There is a high potential for promotion,
when beginning teachers use the PPST to monitor their
own performance and align their professional practices
Answer: B, merely attending training sessions is
insufficient with the expectations from them based on the PPST,
which is a nationally accepted standards for teacher
to help teacher Anthony reach his career goal.
quality (DepEd Order No. 42, s.2017).
Guide for Mentors and Newly Hired Teachers29
 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 a. Teacher Abel could be a high potential for
has been very supportive and is one of the key future school leadership
contributors to teacher Ruth’s successful completion of
the Teacher Induction Program. Phase IV of the RPMS b. He may not need to undertake DepEd’s
cycle, Performance Rewarding and Development Induction Program
Planning, is fast approaching. Which of the following is c. He can be tapped as resource person in
most likely to happen to teacher Ruth? the school’s Learning Action Cell (LAC)
d. His progression across the PPST continuum
a. To address her performance gaps, teacher Ruth could be faster if he purposely uses PPST as
will be referred to a peer for coaching session the basis for his professional practice
during the next school year
b. Teacher Ruth will not be able to get the Answer: B
outstanding 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 contextualized Program of Awards and
Answer: C 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
Scenario 4: Possibilities in the Life of a
Performance”. Teachers Marlyn and Carmina are both
Newly Hired Teacher newly hired teachers in Mathematics and they are both
aspiring to get outstanding award during the school
Teacher Abel is a newly hired teacher. Prior to his year. Which of the following will NOT help them attain
work in DepEd, he had been working as Department their goal?
Head in
private school. His professional experience is very
evident

30 The Teacher Induction Program - Core Course 3

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

Optional Task: Reflection

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

The PPST is the foundation for the interconnectedness of the DepEd HR systems. The purpose of

these HR systems is to assist educators in their ongoing professional growth.

Teachers are able to achieve their professional goals when they make optimal use of the HR and

PPST systems. Their purpose is to be supported by the HR systems.

Guide for Mentors and Newly Hired Teachers31
 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 implications of my
what I learned? new learnings with my current
practice?
RSP Every educator needs to Use this as a reference to To comprehend the general
advance toward the PPST understand the DepEd organization of the DepEd
continuum. System's overall structure. System, use this as a guide.

It is used to measure the Use this to evaluate how well This will assist me in
RPMS-PPST
caliber of teachers. I taught over the academic determining any
year. developmental requirements
or gaps in knowledge.

L&D Teachers have the chance to I will improve my Having ongoing coaching
determine their areas of developmental needs by from my mentor and other
weakness in learning or using the IDP as a guide. colleagues will be beneficial
areas in need of to my career advancement.
development.
R&R In any firm, it is a crucial I promise to perform to the This encourages me to
component of performance highest standard as I pursue pursue ongoing professional
management. a career in teaching. growth for myself.

32 The Teacher Induction Program - Core Course 3

Summary

The DepEd HR systems are interrelated and anchored

on the PPST. These HR systems are put in place to
support teachers’ continuing professional development.
Optimizing use of the PPST and the HR systems enables
teachers to pursue their professional goals. The HR
systems are intended to support them.

Recommended Further Readings: DO 2 s., 2015, DO

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

Guide for Mentors and Newly Hired Teachers33

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 What did you learn about the How will you learn
to know? PPST and HR systems? more?
e.g. read from online
sources
PPST How can PPST support Permits educators to By means of ongoing
educators in their efforts follow their own career advancement
to advance objectives
professionally?

RSP How does the RSP It was designed to With mentors and TIP's
assist educators in support educators as assistance.
becoming acquainted they moved from the
with the DepEd public school system.
systems?

MSP It is the usual procedure By means of ongoing

How long must a for elevating DepEd professional growth
teacher work before employees who are most
they may be promoted? suited for teaching and
non-teaching roles.

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

34 The Teacher Induction Program - Core Course 3
Key Topic 1: Looking through the PPST lens: Key Topic 2: The Strategic Connect of the PPST
Onboard- and DepEd’s Recruitment and Promotion
ing the best-fit teachers in DepEd schools Processes

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

Guide for Mentors and Newly Hired Teachers35

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

The PPST is linked with DepEd’s Recruitment, Selection

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

Guide for Mentors and Newly Hired Teachers37

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

Recommended Readings: DO 2, s.2015 and

Refer to page 69 of the RPMS Manual (See Figure 2)
RPMS- PPST Manual for Teachers and School and reflect on the RPMS framework. What does this
Heads framework communicate to you? Identify relevant
activities that you should undertake in each cycle.
Activity: Accomplish the “My RPMS-PPST 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: First week of Discussion/Issuance of RPMS Tools
Performance Planning August, a week Self-Assessment
and Commitment before start of
classes

Phase II: Year-round Monitoring and Coaching

Performance Monitoring Mid-year Review and Assessment
and Coaching

Phase III: 1st week of May, a Year-end Review and Assessment

Performance Review week after Evaluation of Portfolio
and Evaluation graduation Computation of Final Rating

Phase IV: May Ways Forward and Development Planning

Performance Rewarding
and Development Planning

38 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers39

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

Scenario A: Teacher Paula is a new BSE graduate

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

40 The Teacher Induction Program - Core Course 3

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

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

Both teachers can have their L&D needs addressed through the
RPMS-PPST. TRUE
Mentors’ feedback is important for both teachers to monitor their
own progress. They can get feedback from their mentors TRUE
whether formally or informally assigned.
Teacher Paula is a new BSE graduate Major in Science who has
been hired to teach in a Junior High School. TRUE
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management mechanism
that puts forth a standard performance process for the benefit of teachers and learners.

Summary

In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and performance
man- agement processes. This entails collaboration with peers and mentors. Since the RPMS cycle is embedded in
teachers’ daily job, continuous feedback is needed to support them until the RPMS processes become teachers’
professional practice.

Guide for Mentors and Newly Hired Teachers41

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

The strategic alignment of the RPMS and L&D with the

PPST is very evident in the RPMS-PPST processes. All
throughout the performance cycle, teachers continually
monitor their

42 The Teacher Induction Program - Core Course 3

performance and are able to identify their learning needs.
These L&D needs are documented during Phase IV of
the RPMS cycle where teachers plan their Individual
Develop- ment Plan. The previous year’s Individual
Development Plan is carried over into the next
performance cycle so it can be addressed. During Phase
III of the RPMS cycle, per- formance gaps or
developmental needs are identified and corresponding
L&D activities are determined and reflected in the IDP
during Phase IV. The most feasible L&D modality is
taken in order to realize them within the performance
cycle.

Just like the RPMS, L&D is also a shared responsibility

between teachers and the organization. The IDP is
signed by both the ratee and the rater to make it evident
that each person has the responsibility to ensure the
commitments in the IDP are 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 after Phase I. This shows that workplace
learning is put forth as the most effective L&D modality.
Researchers in the field recognize the value of workplace
learning over formal learning (Klein & Moore, 2016; Kyndt
et al., 2016). Continuous improvement on performance is
expected through feedback and monitoring.
Guide for Mentors and Newly Hired Teachers43
 Summary
L&D is strategically connected with the RPMS and PPST.
Each cycle of the RPMS is supported by relevant L&D
ac- tivities for teachers. All professional development
(PD) for teachers should be relevant, needs-based and
anchored on the PPST. This strategic alignment of L&D
system with RPMS, PPST and R&R is designed to bring
about DepEd’s intended outcomes.

44 The Teacher Induction Program - Core Course 3

Required Task 2: Professional Development Plan

Prepare your Professional Development Plan that you

intend to implement for the current school year, using
the template provided below:

Development Goal Development Activity L&D Modality Target Completion Date

(Target PPST Domains)
Content Knowledge and Make advantage of ICT in IPCRF August 2023
Pedagogy the classroom.
Learning Environment Within the accessible IPCRF September 2023
physical learning
environments, I will
actively include my
students—individually or
in groups—in meaningful
exploration, discovery,
and hands-on activities.
Curriculum and Planning To satisfy curriculum IPCRF
standards and August 2023
accommodate a variety
of teaching scenarios, I
will organize and create
efficient teaching tactics.
Personal Growth and I'll keep advancing my IPCRF
Professional Development career growth in line with 2023-2024
the PPST.

Guide for Mentors and Newly Hired Teacher45

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

46 The Teacher Induction Program - Core Course 3

Summary

Reward and recognition are forms of motivation – that is

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

Guide for Mentors and Newly Hired Teachers47

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

Estimated Time Required: 2 hours

Module Outline
Session 1: The Results-based Performance Manage-
ment System (RPMS) of DepEd
Session 2: The PPST-aligned RPMS
Session 3: The RPMS Cycle
Session 4: The PPST-based RPMS Tools and
Pro- cesses
Session 5: Lesson Plans as Quality Evidence
for RPMS
48 The Teacher Induction Program - Core Course 3
Session 1 – The Results-based that it has set itself in its strategic plan.
Perfor- mance Management System
(RPMS) of DepEd The SPMS follows the four-stage Performance Manage-
ment System (PMS) cycle that underscores the
Preliminary Activity importance of performance management (Enclosure p.
6-11, CSC Memorandum Circular No. 06, s. 2012):
Stage 1: Performance Planning and Commitment
In five (5) minutes, list down all things you know about Stage 2: Performance Monitoring and Coaching
RPMS. Start with basic one-liner information. Check Stage 3: Performance Review and Evaluation
these as you proceed with this session. Stage 4: 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 organi- zational vision, mission,
and strategic goals. It is envisioned as a technology
composed of strategies, methods, and tools for ensuring
fulfillment of the functions of the offices and its personnel
as well as for assessing the accomplish- ments. It is also
a mechanism that ensures that the employ- ee achieves
the objectives set by the organization and the
organization, on the other hand, achieves the objectives

Guide for Mentors and Newly Hired Teachers49

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

Figure 6: Performance Management Systems Process

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

50 The Teacher Induction Program - Core Course 3

Key Topic 2: The SPMS Performance Measure

In the first stage of the cycle, or the performance

planning, CSC mandates that performance be
measured by the following categories:
Effectiveness/Quality, Efficiency, and Timeliness.

Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
The degree to which objectives are achieved and the extent to which targeted problems are solved.

In management, effectiveness relates to getting the right things done.

Efficiency The extent to which time or resources is used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount or quantity of waste, expense, or
unnecessary effort.

Timeliness Measures whether the deliverable was done on time based on the requirements of the law and/or clients/
stakeholders.
Time-related performance indicators evaluate such things as project completion deadlines,
time management skills and other time-sensitive expectations.

Source: CSC Memorandum Circular

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

Guide for Mentors and Newly Hired Teachers51

 Key Topic 3: The SPMS Rating Scale

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

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

Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and commitment in terms of quality and time,
technical skills and knowledge, ingenuity, creativity, and initiative. Employees at this performance level should
5 Outstanding have demonstrated exceptional job mastery in all major areas of responsibility. Employee achievement and
contributions to the organization are of marked excellence.

Performance exceeded expectations. All goals, objectives and targets were achieved above the established
standards.
4 Very Satisfactory

Performance met expectations in terms of quality of work, efficiency, and timeliness. The most critical annual
goals were met.
3 Satisfactory

Performance failed to meet expectations, and/or one or more of the most critical goals were not met.

2 Unsatisfactory

Performance was consistently below expectations, and/or reasonable progress toward critical goals was not
made. Significant improvement is needed in one or more important areas.
1 Poor

Source: CSC Memorandum Circular No. 06, s. 2012, Enclosure p. 11

52 The Teacher Induction Program - Core Course 3

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

1. The Office Performance

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

Guide for Mentors and Newly Hired Teachers53

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

54 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers55

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

The Department of Edu-

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

Guide for Mentors and Newly Hired Teachers57

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

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

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

This DepEd Order provides for the establishment and im-

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

Similar to the 4-stage SPMS Cycle, the RPMS follows a

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

58 The Teacher Induction Program - Core Course 3

Figure 7. Updated Teachers RPMS Cycle and Timeline

Guide for Mentors and Newly Hired Teachers59

 The RPMS Performance Measure

Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
The degree to which objectives are achieved and the extent to which targeted problems are solved.

In management, effectiveness relates to getting the right things done.

Efficiency The extent to which time is or resources are used for the intended task or purpose. Measures whether targets
are accomplished with a minimum amount or quantity of waste, expense, or unnecessary effort.

In management, efficiency relates to doing the things right.

Timeliness Measures whether the deliverable was done on time based on the requirements of the law and/or clients/
stakeholders.
Time-related performance indicators evaluate such things as project completion deadlines, time
management skills and other time-sensitive expectations.

60 The Teacher Induction Program - Core Course 3

The RPMS Rating Scale

Rating
Description
Numerical Adjectival
Performance represents an extraordinary level of achievement and commitment in terms of
quality and time, technical skills and knowledge, ingenuity, creativity, and initiative. Employees
5 Outstanding at this performance level should have demonstrated exceptional job mastery in all major areas
of responsibility. Employee achievement and contributions to the organization are of marked
excellence.

Performance exceeded expectations. All goals, objectives and targets were achieved above
4 Very Satisfactory
the established standards.

Performance met expectations in terms of quality of work, efficiency, and timeliness. The most
3 Satisfactory
critical annual goals were met.

Performance failed to meet expectations, and/or one or more of the most critical goals were
2 Unsatisfactory
not met.

Performance was consistently below expectations, and/or reasonable progress toward critical
1 Poor
goals was not made. Significant improvement is needed in one or more important areas.

Guide for Mentors and Newly Hired Teachers61

 The RPMS Forms

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

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

62 The Teacher Induction Program - Core Course 3

Figure 9: The Individual Performance Commitment and Review Form (IPCRF)

The Individual Performance Commitment and Review Form (IPCRF) is a

mechanism used by government employees to evaluate the tasks completed by
teachers over the course of a year. The teacher’s major output is their
performance on providing quality basic education service.

Guide for Mentors and Newly Hired Teachers63

 Figure 10: The Professional Development Plan

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

64 The Teacher Induction Program - Core Course 3

Summary

• Civil Service Commission (CSC) Memorandum

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

Guide for Mentors and Newly Hired Teachers65

 Session 1 – The PPST-aligned RPMS

Required Activity 1: Reflection

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

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

66 The Teacher Induction Program - Core Course 3

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

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

Guide for Mentors and Newly Hired Teachers67

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

Key developments in the creation of the PPST-aligned RPMS are shown on Figure 3.

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

68 The Teacher Induction Program - Core Course 3
Key Topic 2: Alignment of RPMS with PPST in
the PPST-based IPCRF

The PPST-based IPCRF, as described during the

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

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

Figure 14: Key elements of the PPST-Based IPCRF

Guide for Mentors and Newly Hired Teachers69

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

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

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

RPMS PPST

KRA 1: Content Knowledge and Pedagogy Domain 1: Content Knowledge and Pedagogy

Domain 2: Learning Environment

KRA 2: Learning Environment and Diversity of Learners
Domain 3: Diversity of Learners

KRA 3: Curriculum and Planning Domain 4: Curriculum and Planning

KRA 4: Assessment and Reporting Domain 5: Assessment and Reporting

KRA 5: Plus Factor N/A

Teachers who were categorized under the default Proficient career stage used these RPMS Objectives (or PPST Indicators):

70 The Teacher Induction Program - Core Course 3

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

Objective 2: Use a range of teaching strategies that enhance Indicator 1.4.2: Use a range of teaching strategies that enhance learner
learner achievement in literacy and numeracy skills. achievement in literacy and numeracy skills.

Objective 3: Apply a range of teaching strategies to develop critical Indicator 1.5.2: Apply a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order thinking skills. and creative thinking, as well as other higher-order thinking skills.

Objective 4: Manage classroom structure to engage learners, individually or Indicator 2.3.2: Manage classroom structure to engage learners, individually
in groups, in meaningful exploration, discovery and hands-on activities within a or 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 Indicator 2.6.2: Manage learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments. and non-violent discipline to ensure learning-focused environments.

Objective 6: Use differentiated, developmentally appropriate learning Indicator 3.1.2: Use differentiated, developmentally appropriate
experiences to address learners’ gender, needs, strengths, interests and learning experiences to address learners’ gender, needs, strengths,
experiences. interests and 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 Indicator 4.4.2: Participate in collegial discussions that use teacher and
learner feedback to enrich teaching practice. learner feedback to enrich teaching practice.

Objective 9: Select, develop, organize and use appropriate teaching Indicator 4.5.2: Select, develop, organize and use appropriate teaching
and learning resources, including ICT, to address learning goals. and 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 Indicator 5.2.2: Monitor and evaluate learner progress and achievement
using learner attainment data. using learner attainment data.

Objective 12: Communicate promptly and clearly the learners’ needs, Indicator 5.4.2: Communicate promptly and clearly the learners’ needs,
progress and achievement to key stakeholders, including parents/guardians. progress and achievement to key stakeholders, including parents/guardians.

Guide for Mentors and Newly Hired Teachers71

 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 –
functions as objectives the 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 • The Results-based Performance Management
so, briefly summarize your experiences during the RPMS-related activities? System (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.
72 The Teacher Induction Program - Core Course 3
Session 3 – The RPMS Cycle
Identify Strategies: Choose the approaches and
Preliminary Activity steps she will use to fulfill her growth
objectives. This could be going to training
sessions or workshops, looking for a mentor,
Teacher Mary Grace finished two (2) classroom observa- trying out novel teaching methods, or doing
tions before the scheduled Mid-year Review. Her independent research.
principal asked her to update her Development Plan.
What steps should she take to do this? Briefly discuss in
the box below. Timeline: Determine when each development
goal has to be completed. To properly measure
progress, break down the goals into smaller,
more achievable activities with due dates.
Following two inspections in the classroom
prior to the Mid-year Review, Teacher Mary Resources: Determine what kind of help or
Grace ought to revise her Development Plan resources she might require to meet her
by doing the following: development objectives. This could involve
working with colleagues, having access to tools
Examine Feedback: Consider the comments and instructional materials, or having
her principal gave based on the two opportunities for professional development.
observations she made in the classroom.
Determine your strengths and opportunities Monitor and Modify: Keep a close eye on her
for development in light of the input you've progress toward her development objectives
received. and make any required adjustments to her plan.
This could entail amending plans, changing
Set Goals: Determine precise, quantifiable objectives, or, if necessary, requesting more
objectives for her professional progress help.
based on the criticism and her own
observations. These objectives must to be in Progress should be meticulously documented,
line with her overall professional goals and with each development goal's advancement
target areas in which she needs to grow. being tracked down. Recording her successes
and setbacks will give future evaluations and
reflections important context.
Guide for Mentors and Newly Hired Teachers73
 Key Topic 1: The RPMS Cycle
Let’s revisit the Results-Based Performance Management (RPMS) Framework (Figure 15)

Figure 15: Results-Based Performance Management (RPMS) Framework

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

74 The Teacher Induction Program - Core Course 3

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

Table 1. The RPMS Cycle Phases

Guide for Mentors and Newly Hired Teachers75

 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 • Portfolio
Coaching Form (PMCF)
• Mid-Year Review Form (MRF)
Performance Review and 1 week of April, a
st
• Year-end Review and • RPMS Tools • Signed Portfolio and
Evaluation week after graduation Assessment • IPCRF IPCRF with Computed
• Evaluation of Portfolio Final Rating
• SAT
• Computation of Final • IPCRF-DP using PMCF
Rating
Performance Rewarding April • Ways Forward and • Final IPCRF-DP • Reward
and Development Planning Development Planning • Recognition
• IPCRF-DP
* The timeline may be adjusted for RPMS 2020-2021 because of the COVID-19 Situation

76 The Teacher Induction Program - Core Course 3

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

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

Master Teacher/Head Teacher/Assistant Principal Principal/School Head

ALS Implementers
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
(School-based)

ALS Implementers
Education Program Specialist for ALS Chief of Curriculum Implementation Division (CID)
(Community Learning Centers-based)
Guide for Mentors and Newly Hired Teachers77
 Summary/Key Learning

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

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

78 The Teacher Induction Program - Core Course 3

Required Task 1: Scenario-based Activity

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

Ratee Rater Approving Authority

Master Teacher/Head Teacher/ Assistant
(i) Principal/School Head
Teacher Principal
(ii) Principal/School Head Superintendent

(iii) Master Teacher

Principal/School Head Superintendent
(iv) Head Teacher
(v) Principal/School Head Assistant Superintendent Superintendent

School A, a secondary school in this Division has 200 Teacher I-III, 10 Master Teachers I-II, and 4 Head Teachers III and VI.

Statement Answer Feedback from your mentor

Statement 1: According to the
School A used all Cases (i), (ii), (iii), guidelines and/or the
data provided, the
(iv), and (v) in RPMS 2019-2020.
statement is untrue.

Guide for Mentors and Newly Hired Teachers79

 Statement 2: The information
The Division is a small division. provided and/or the
guidelines show that
the assertion is
untrue.
Statement 3: The information
In School A, the rater of provided is
Teachers I-III is the Master Teacher. insufficient to draw
the conclusion
stated.
Statement 4: The statement is
In School A, a Teacher III false based on the
can rate a Master data presented
Teacher. and/or the
guidelines.
Statement 5: The information
In School A, the PSDS provided and/or the
can rate a Master guidelines show that
Teacher. the assertion is untrue.
Session 4 – The PPST-based RPMS Tools and Processes
Key Topic 1: The RPMS Tools

The RPMS tools are the major PPST-based tools that teachers need to be familiar with. There are two (2) RPMS Tools
intend- ed for 2 career stages:
1. RPMS Tool for Teachers I-III (Proficient Teachers)
2. RPMS Tool for Master Teachers I-IV (Highly Proficient Teachers)
See Figure 17.

Parts of the RPMS Tools

As outlined in the second session of this Module, the RPMS is aligned with PPST as seen in the RPMS Tools. Figure
17A shows the alignment of the RPMS with the PPST through the KRAs and Objectives, and Figure 17B highlights the
Means of Verification (MOV) and the Performance Indicators.
Key Topic 2: The RPMS Associated Tools
80 The Teacher Induction Program - Core Course 3
There are other tools that are used in the PPST-aligned
RPMS (Figure 18). These tools generate data pertaining to
teachers’ performance. The data are then utilized
purposefully and constructively to support the Learning
and Development and Professional Development of There are other tools that are used in the PPST-aligned
teachers. RPMS
Figure 18: Other tools used in the PPST-aligned RPMS (Figure 18). These tools generate data pertaining to
The Classroom Observation Tools teachers’ performance. The data are then utilized
purposefully and constructively to support the Learning
and Development and Professional Development of

Guide for Mentors and Newly Hired 81

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:

Figure 17A: The two RPMS Tools

82 The Teacher Induction Program - Core Course 3

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

Guide for Mentors and Newly Hired Teachers83

 DepEd, 2017, 3)
The Classroom Observation Process

The Self-Assessment Tool

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

indicators related to their professional work. The

84 The Teacher Induction Program - Core Course 3

results of the self-assessment will guide teachers on
which indicators they must improve and the areas where
they need coaching and mentoring.
There are two (2) SAT-RPMS (see Figure 21):
1. SAT-RPMS for Teacher I-III (Proficient Teachers)
2. SAT-RPMS for Master Teacher I-IV (Highly Proficient
Teachers)

Figure 21: The two SAT-RPMS

Guide for Mentors and Newly Hired Teachers85

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

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

86 The Teacher Induction Program - Core Course 3

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

The data collection system enables the collection and

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

Guide for Mentors and Newly Hired Teachers87

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

88 The Teacher Induction Program - Core Course 3

Guide for Mentors and Newly Hired Teachers89
 Figure 24: Use of results of RPMS data (RPMS IPCRF Data Collection and Consolidation System)
Key Topic 24: PPST-based RPMS Support Materials

90 The Teacher Induction Program - Core Course 3

• The RPMS tools are the major PPST-based tools

Figure 25: Support materials

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

Guide for Mentors and Newly Hired Teachers91

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

92 The Teacher Induction Program - Core Course 3

Session 5 – Developing Lesson Plans as
Quality Evidence for RPMS
Preliminary Activity

Choose a lesson plan which you have previously crafted.

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

Attached herein.

Guide for Mentors and Newly Hired Teachers93

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- teachers using the Proficient Tool. For teachers using
2020, a Lesson Plan may be provided for RPMS the Highly Proficient Tool, a Lesson Plan may be
Objectives 1, 2, 3, 4, 6, 7, 9, and 10 for 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

94 The Teacher Induction Program - Core Course 3

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

Figure 27: Sample lesson plan

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

Guide for Mentors and Newly Hired Teachers95

 Optional Task: Activity
From the lesson plan/exemplar you provided in the Intro- I therefore brought up the earlier
ductory Activity, which portions demonstrate/highlight
COT Indicator 1? Elaborate.
conversation on "mga batas" in this

lecture. Following that, I decided to

I briefly review the previous lesson,
include multidisciplinary material in the
which was about "mga batas na pinaiiral
current lesson.
sa mga barangay," in the Review section
In this instance, I applied an idea
of the lesson exemplar that I provided in
from Araling Panlipunan. I chose my
the Introductory Activity.
content wisely.
I also look at ideas from other

curriculum learning areas that may be

integrated to the current lesson. By

assessing the learners' knowledge and

abilities, I was able to gauge the degree of

integration to the subject matter.

96 The Teacher Induction Program - Core Course 3

Summary/Key Learning
The COT indications that are present in my
• Preparing for lessons through the Daily Lesson
Log (DLL) or Detailed Lesson Plan (DLP) Lesson Exemplar are
provides teachers with an opportunity for
reflection on what
1. Based on the same Lesson
learners need to learn, how learners learn, and how Exemplar that I have previously shared.
best to facilitate the learning process.
Apply subject knowledge both inside and
• A detailed Lesson Plan (DLP) is a teacher’s
“roadmap” for a lesson. It contains a detailed outside of curriculum teaching areas. For
• description of the steps a teacher will take to example, I might integrate a lesson into a
teach a particular topic. A typical DLP contains
the following parts: Objectives, Content, new lesson by integrating it with other
Learning Resources, Procedures, Remarks and
Reflection. multidisciplinary information.
• Lesson plans are recognized Means of 2. demonstrated skillful use of both
Verification for classroom-observable RPMS
her mother tongue, Filipino, and English to
objectives in the RPMS.
support teaching and learning. Throughout
Required Task 2: Activity
the entire class, I continuously use Filipino
Using either a lesson plan prepared by your mentor
(recom- mended) or the lesson plan/lesson exemplar you to support the students' learning.
provided, check which COT Indicators (or RPMS
Objectives) are present. Elaborate on your findings. If an 3. In order to encourage student
indicator is not present, is it possible to have it present in knowledge, participation, engagement, and
the lesson plan? How?
achievement, use effective verbal and
nonverbal classroom communication
Guide for Mentors and Newly Hired Teachers97
tactics. I do this by asking students a HOTS
question. 4. Create secure and safe learning
environments by implementing regulations
consistently to improve learning.
 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment:

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

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

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

Additional reminder:
Compile your portfolio output/s and make
sure that your mentor has checked your
coursebook.
98 The Teacher Induction Program - Core Course 3
Glossary
The following are operational definitions of some key terms that you have come across while completing this module.

Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in
the
set of professional standards for teachers
Indicators Concrete, observable and measurable teacher behaviors/practices covered in every
strand in the set of professional standards for teachers

Strand More specific dimensions of teacher practice under every domain in the set of professional
standards for teachers

High performers DepEd teaching personnel who are able to perform beyond expectations

High potentials DepEd teaching personnel who are high performers and have the aspiration to take
future leadership positions in DepEd

Key result areas General Outputs or outcomes. In the context of the RPMS Tools, the KRAs capture
the domains of the Philippine Professional Standards for Teachers

Means of Verification List of documents that can show teachers attainment of objectives
(MOV)

Performance Indicators In the RPMS Tools, the performance indicators provide descriptions of quality and quantity

The Classroom is an assessment tool that is used to measure classroom performance of teachers
Observation Tool (COT) against a set of PPST classroom observable indicators

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

Guide for Mentors and Newly Hired Teachers99

 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

Development Plan Poor performance ratings.

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

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

100 The Teacher Induction Program - Core Course 3

References

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Civil Service Commission (CSC) Memorandum Circular No. 06, s. 2012, Guidelines in the Establishment and
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Teaching Re-
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the De- partment of Education”

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(SHS) Teaching Positions Effective School Year (SY) 2016-2017)”

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Guide for Mentors and Newly Hired Teachers 101
 DepEd. 2019. Results-based Performance Management System (RPMS): Updated Manual for Teachers and School Heads
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Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads

102 The Teacher Induction Program - Core Course 3

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
Ms. Ana-Sol Reyes Specialist, TEC
Secretariat
Senior Education
Program Specialist, Mr. Jayson Peñafiel
NEAP-PDD
Education Program
Mr. Jerson Capuyan Specialist, TEC
Secretariat
Education Program Specialist
 Acknowledgments

Philippine National Research Center for Teacher Quality

Dir. Gina O. Gonong

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

Senior Program Manager II Project Officer Research Officer

UNE-SiMERR
Dr. Joy Hardy
Deputy Director

Technical Working Group

Ricardo Ador Dionisio Warren Quisada Angelo Uy

Marie Flo M. Aysip Jeanette Alvarez Jeaz DC Campano

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

Charito N. Laggui Gayle Malibiran Khristian Ross

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

104 The Teacher Induction Program - Core Course 3

 Validators
Ricky Agbay Zenylou Frias Marie Eugenie Soriano
Ma. Agie Amar Clarivil S. Layug Marina Tagsip
Jonathan Baniaga Carlos B. Llamas Ma. Sonia A. Tomalabcad
Ms. Noemi Baysa III Reggie Tuazon
Alma Belarmino Jeanrick Deuna Nuñez Gladys Uy
Rageene Vera Dueñas Maribel Perez Maria Lourie Victor
Nerio Benito Eseo Beverlyn Ramirez
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
Division of Quezon Division of Negros Bohol Division
Division of Batangas Occidental of Cebu
Division of Antique Division of Negros Oriental
Guide for Mentors and Newly Hired Teachers 105