The Philippine Professional Standards for

Teachers (PPST) and its Aligned System and

Tools
MARILYN S. CAJETA
Principal II, Bagong Silang ES
 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
Course Outline

Module 1 Module 2 Module 3

The Results-
Achieving Embeddin based
Teacher g the PPST Performance
Quality in HR Managemen
through Systems t System
PPST (RPMS)
 Module 1: Achieving Teacher Quality through PPST

CAREER STAGES
• Career Stage 1
BEGINNING
• Teacher 1-3 with 0-3 years of teaching experience
• Career Stage 2
PROFICIENT
• Teacher 1-3 with more than 3 years of teaching experience

• Career Stage 3
HIGHLY
PROFICIENT
• Master Teacher I-II

• Career Stage 4
DISTINGUISHED • Master Teacher III-IV
(Source: DepEd Order No. 42, s. 2017)
CAREER STAGES (Teaching Characteristics)

Teaching Characteristics
Highly
Beginning Proficient Distinguished
Proficient
•gained the •are consistently •embody the
qualifications professionally display a high highest standard
recognized for independent in level of for teaching
entry into the the application performance in grounded in
teaching of skills vital to their teaching global best
profession. the teaching and practice practices
learning process
 CAREER STAGES (Management of Learning Programs)

Management of Learning Programs

Highly
Beginning Proficient Distinguished
Proficient
•have a strong •provide manifest an in- •exhibit
understanding focused depth and exceptional
of the subjects teaching sophisticated capacity to
in which they programs that understanding improve their
are trained meet of the teaching own teaching
curriculum and and learning practice and
assessment process that of others
requirements
CAREER STAGES (Professional Development)

Professional Development
Highly
Beginning Proficient Distinguished
Proficient
•seek advice •actively provide •create lifelong
from engage in support and impact in the
experienced collaborative mentoring to lives of
colleagues to learning with colleagues in colleagues,
consolidate the their students and
their teaching professional professional others
practice community and development
other
stakeholders
What Do You Think

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

2. What do you think would support you to advance to
the next Career Stage?
3. What Career Stage do you aspire to ten years from now?

4. Are there aspects of your teaching practice that

exceed practices articulated in the Career Stage 1
descriptors? If yes, please cite them.
Let’s Analyze

1. Teacher Catherine is in her 2nd year of teaching.

She has adapted well to teaching in DepEd but she
acknowledges that she still has a lot to learn from
her more seasoned colleagues. Teacher Catherine is
in the:

a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
 Let’s Analyze

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

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

3. Teacher Kath can teach alone without the Master

Teacher’s assistance. She has unique skills in
planning, implementing and managing learning
programs in the school. Kath is in the:

a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
Let’s Analyze

4. Teacher Christine has exceptional skills in

influencing people through her articles in different
academic journals. She has been frequently invited to
different conventions to share her successful
innovation in teaching for benchmarking and
collaboration. Christine is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
 The PPST Domains, Strands, and Indicators

1. The PPST defines teacher quality in the Philippines.

It has domains which describe the expectations
required of Filipino teachers to be effective in the
21st century in the Philippines. How many domains
does the PPST have? ____________

Answer: 7
The PPST Domains
 1. Content Knowledge and Pedagogy
 2. Learning Environment
 3. Diversity of Learners

 4. Curriculum and Planning

 5. Assessment and Reporting

 6. Community Linkages and Professional Engagement

 7. Personal Growth and Professional Development

DepEd Order 42 s. 2017

National Adoption and Implementation of the Philippine Professional Standards for
Teachers
 The PPST Domains, Strands, and Indicators

2. The Domains collectively comprise of strands that

refer to more specific dimensions of teacher
practices. How many strands does the PPST have?
_________________
Answer: 37

3. The PPST defines the work expected from teachers

across different career stages. How many career
stages are there? ___________________

Answer: 4
 Let’s find out
1. Professional links with colleagues
2. Positive use of ICT
3. Management of classroom structure and activities
4. Learners with disabilities, giftedness and talents
5. Learning outcomes aligned with learning competencies
6. Design, selection, organization, & utilization of
assessment strategies
7. School policies and procedures
2 Minute Timer.mp4
Let’s find out
1. Professional links with colleagues
Answer: Personal Growth and Professional Development
2. Positive use of ICT
Answer: Content Knowledge and Pedagogy
3. Management of classroom structure and activities
Answer: Learning Environment
4. Learners with disabilities, giftedness and talents
Answer: Diversity of Learners
Let’s find out
5. Learning outcomes aligned with learning competencies
Answer: Curriculum and Planning
6. Design, selection, organization, & utilization of assessment
strategies
Answer: Assessment and Reporting
7. School policies and procedures
Answer: Community Linkages and Professional
Engagement
 The PPST Domains/strands/indicators

Domains

Career stages (descriptions of developmental practice)

Stands

Indicators per career stage

(concrete, observable, measurable teacher practices)
Let’s try this:

 Indicator 3.4.2 means that the indicator is under:

 Which domain?
 Which strand?
 Which indicator?
 Module 2: Embedding the PPST in HR
Systems
The Merit Selection Plan (MSP) of DepEd

DepEd Order No. 19,

s. 2022

The Department of
Education Merit
Selection Plan (MSP)
DepEd Order No. 7,
s. 2023

Guidelines on
Recruitment,
Selection, and
Appointment in the
Department of
Education
 Criteria and Point System for Hiring &
Promotion to Related-Teaching Position

Criteria Breakdown of
Points
Education 10
Training 10
Experience 10
Performance 20
Outstanding Accomplishments 10
Application of Education 10
Application of Learning and 10
Development
Potential (Written, BEI, Work sample 20
test)
 Module 3: The Results-based Performance
Management System (RPMS)
Results-based Performance Management System (RPMS) Cycle
Stage 1:
Performance
Planning and
Commitment
Stage 4: Performance Stage 2:
Rewarding and Performance
Development Monitoring and
Planning Coaching
Stage 3:
Performance
Review and
Evaluation Stage
 The RPMS Cycle and Timeline

RPMS Cycle Task/ Person/s

Tools Schedule
Phase Activity Responsible
Discussion of RPMS Manual for Teachers Rater The month
RPMS Tools and School Heads before the
start of
classes (July)
PHASE I
Performance Self- 1. Self-Assessment Tool Ratees 1st to 2nd
Planning and Assessment (SAT) month of the
Commitment with Initial 2. Individual Performance 1st Quarter
Individual Commitment and (August-
Development Review Form (IPCRF) September)
Planning Part IV – Individual
Development Plan
 The RPMS Cycle and Timeline

Person/s
RPMS Cycle
Task/Activity Tools Responsibl Schedule
Phase
e
Classroom Observation Classroom Ratees and Once
Observation Tool Raters every
(COT) Quarter
Accomplishment of Rater: PMCF Ratees and At least
Performance Monitoring Raters once every
PHASE II
and Coaching Form quarter
Performance
(PMCF)
Monitoring and
Coaching Mid-Year Review and Ratee: Draft Ratees and Within the
Assessment and Revisiting IPCRF-IDP Raters 5th to 6th
the IDP’s Rater: PMCF month of
the SY
(January-
February)
 The RPMS Cycle and Timeline

RPMS Cycle Person/s

Task/Activity Tools Schedule
Phase Responsible
PHASE III Performance IPCRF Teacher’s Raters, Ratees
Performance Assessment for Portfolio/MOV’s and Approving
Review and Teachers Authorities At least a
Evaluation week after
Finalization of scheduled
Individual IPCRF-IDP Ratees graduation
PHASE IV Development Plans (July)
Performance Submission of Accomplished
Ratees
Rewarding and IPCRF to Raters IPCRF with
Development IPCRF Data complete At least a
Planning Collection to SDO signatures month after
Raters
graduation
(August)
The SPMS Performance
Measure
Quality
• The extent to which actual performance
compares with targeted performance
Efficiency
• The extent to which time or resources is used
for the intended task
Timeliness
• Measures whether the deliverable was done
on time
 The SPMS 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. performance
level should have
5 Outstanding
•demonstrated exceptional job mastery in all
major areas of responsibility.

• achievement and contributions to the

organization are of marked excellence
 The SPMS Rating Scale
Rating Description
Numerical Adjectival
Performance exceeded expectations.
Very
4 All goals, objectives and targets were achieved above the
Satisfactory
established standards.
Performance met expectations in terms of quality of
3 Satisfactory work, efficiency, and timeliness.
The most critical annual goals were met
Performance failed to meet expectations, and/or one or
2 Unsatisfactory
more of the most critical goals were not met
Performance was consistently below expectations,
and/or reasonable progress toward critical goals was not
1 Poor
made. Significant improvement is needed in one or more
important areas
 The SPMS Forms:
Office Performance Commitment and Review Form
(OPCRF)

The OPCRF
shall be
accomplished
by the head of
school to
reflect the
Office KRA’s,
objectives and
performance.
 The SPMS Forms:
Individual Performance Commitment and Review Form
(IPCRF)

The IPCRF is a
mechanism used
by government
employees to
evaluate the tasks
completed by
teachers over the
course of a year.
Part IV: Developmental Plan

Action Plan
Development (Recommended Resources
Strength Timeline
needs Development Needed
Intervention)

____________
----------- Ratee
Rater
 3-Year Distribution of PPST Indicators for Proficient
Teachers
Year 1 Year 2 Year 3
Obj No COI/NCOI COI/NCOI COI/NCOI
SY 2022-23 SY 2023-24 SY 2024-25
1 *1.1.2 COI *1.1.2 COI *1.1.2 COI
2 *1.4.2 COI *1.4.2 COI *1.4.2 COI
3 *1.5.2 COI *1.5.2 COI 1.3.2 COI
4 2.3.2 COI 1.6.2 COI 1.2.2 NCOI
5 2.6.2 COI 2.1.2 COI 1.7.2 COI
6 3.1.2 COI 2.2.2 COI 2.4.2 COI
7 4.1.2 COI 3.2.2 COI 2.5.2 COI
8 4.4.2 NCOI 3.52 COI 3.3.2 COI
 3-Year Distribution of PPST Indicators for Proficient
Teachers
Year 1 Year 2 Year 3
Obj No COI/NCOI COI/NCOI COI/NCOI
SY 2022-23 SY 2023-24 SY 2024-25
9 4.5.2 COI 4.2.2 NCOI 3.4.2 COI
10 5.1.2 COI 5.3.2 COI 4.3.2 NCOI
11 5.2.2 NCOI 5.5.2 NCOI 6.1.2 NCOI
12 5.4.2 NCOI 6.2.2 NCOI 6.3.2 NCOI
13 7.1.2 NCOI 7.3.2 NCOI 6.4.2 NCOI
14 7.5.2 NCOI 7.4.2 NCOI 7.2.2 NCOI
15 Plus Plus Plus
Factor Factor Factor
Guidelines for Classroom Observation

 For SY 2022-2023, only two (2) classroom

observations are required which shall be conducted
in the last two (2) quarters (one per quarter).

 For SY 2023-2024 and SY 2024-2025, four (4)

classroom observations are required, which shall be
conducted once every quarter.
Distribution of COI’s Across Quarters
for Proficient Teachers

Classroom Observation
SY 2022-2023
1st 2nd 3rd 4th
COI 1 1.1.2 1.1.2
COI 2 1.4.2 1.4.2
COI 3 1.5.2 1.5.2
COI 4 2.3.2
COI 5 2.6.2
COI 6 3.1.2
COI 7 4.1.2
COI 8 4.5.2
COI 9 5.1.2
TOTAL 6 6
Distribution of COI’s Across Quarters
for Proficient Teachers

Classroom Observation
SY 2023-2024
1st 2nd 3rd 4th
COI 1 1.1.2 1.1.2 1.1.2 1.1.2
COI 2 1.4.2 1.4.2 1.4.2 1.4.2
COI 3 1.5.2 1.5.2 1.5.2 1.5.2
COI 4 1.6.2 1.6.2
COI 5 2.1.2 2.1.2
COI 6 2.2.2 2.2.2
COI 7 3.2.2 3.2.2
COI 8 3.5.2 3.5.2
COI 9 5.3.2 5.3.2
TOTAL 6 6 6 6
Distribution of COI’s Across Quarters
for Proficient Teachers

Classroom Observation
SY 2024-2025
1st 2nd 3rd 4th
COI 1 1.1.2 1.1.2 1.1.2 1.1.2
COI 2 1.4.2 1.4.2 1.4.2 1.4.2
COI 3 1.3.2 1.3.2
COI 4 1.7.2 1.7.2
COI 5 2.4.2 2.4.2
COI 6 2.5.2 2.5.2
COI 7 3.3.2 3.3.2
COI 8 3.4.2 3.4.2

TOTAL 5 5 5 5
 Additional classroom observations may be
conducted for purposes of technical assistance to
teachers

 all classroom observations for performance

evaluation purposes shall be scheduled in advance

 at least three (3) working days before the classroom

observation
 Rater-Ratee Approving Authority Matrix

Ratee/Teacher Rater/Observer Approving Authority

Head Teacher Principal/School Superintendent (Small & Medium
Master Teacher Head Divisions)
Assistant Superintendent (Large & Very
Large Divisions)
Teacher (for schools Principal/School Superintendent (Small & Medium
with no Master Teacher Head Divisions)
/Head Teacher or Assistant Superintendent (Large & Very
Assistant Principal Large Divisions)
Teacher Master Teacher /Head Principal/School Head
Teacher or Assistant
Principal
ALS Implementers Master Teacher /Head Principal/School Head
(school-based) Teacher or Assistant
Principal
ALS Implementers EP Specialist for ALS CID Chief
(CLC-based)
 The RPMS Tool for Teacher I-III
(Proficient Teachers) SY 2022-2023
 The RPMS Tool for Master Teacher
(Highly Proficient Teachers) SY 2022-2023
Classroom Observation Tools (COT)
(SY 2022-2023)

2023_008 RPMS.pdf
When does a lesson plan become a quality
evidence for RPMS?

A lesson plan becomes a valid and acceptable MOV

if:

 it has been used during observation;

 portion(s) of it highlight(s) the RPMS Objective (or
COT Indicator) it was supplied for.
A sample lesson plan
for COT Indicator 1
(or RPMS Objective 1)
on Applying
knowledge of content
within and across
curriculum teaching
area.
Let’s reflect

MARILYN S. CAJETA
Principal II, Bagong Silang Elementary School
[email protected]
#09266208628
References

 DepEd Order no. 42, s. 2017 National Adoption and

Implementation of the Philippine Professional Standards for
Teachers
 https://www.deped.gov.ph/wp-content/
uploads/2017/08/DO_s2017_042-1.pd
 CSC Memorandum Circular No. 06, s. 2012
 DepEd Memorandum 8, s. 2023Multi-year Guidelines on the
RPMS-PPST
 Department Oder No. 2 s., 2015, “Guidelines in the Implementation
of the Results-Based Performance Management System in the
Department of Education”
 DepEd Order 7, s. 2023 Guidelines on Recruitment, Selection, and
Appointment in the Department of Education