DepEd UpdatedRPMSManual

Results-based Performance
Management System (RPMS)
UPDATED
MANUAL
for Teachers and School Heads
Your guide to using RPMS Tools for Teachers
from Portfolio preparation to assessment
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National Research
Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
© Department of Education - Bureau of Human Resource and Organizational Development
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
Results-based Per formance Management System
Manual for Teachers and School Heads
TA B L E O F
CONTENTS
Introduction 2
Glossary of Terms/Acronyms 3

1 The RPMS Tools for Teachers 9
1.1 Who uses the RPMS Tools? 11
1.2 What are the RPMS Tools? 11
1.3 What are the parts of the RPMS Tools? 13

2.1 2 Preparation of Documents and Organization of Teacher RPMS Portfolio
How do you gather and organize documents for your RPMS Portfolio?
21
22
2.2 How do you organize your RPMS Portfolio? 26

3
3 The Portfolio Assessment Process 29
3.1 What is the Portfolio Assessment Process?
3.1.1 Pre-Assessment 30
30
3.1.2 Assessment 35
3.1.2.1 How do you compute the corresponding RPMS rating of your COT rating? 40
3.1.2.2 How do you compute the Portfolio Rating? 42
3.1.2.3 How do you assess the Competencies? 50
3.1.3 Post-Assessment 52
4 4 Professional Reflections Through Annotations 57

4.1 What are annotations? 58
4.2 What is the importance of annotations? 59
4.3 What do you annotate? 59
4.4 How do you write annotations? 59
5 5 Effective Coaching and Giving Performance Feedback 61

5.1 What is coaching? 62
5.1.1 What is the difference between and among coaching, mentoring
and counseling? 62
5.1.2 What is the Coaching Model for DepEd? 63
5.1.3 What are the Four (4) Step Processes of Coaching? 65
5.2 What is Performance Feedback? 69
5.2.1 Why do we give feedback? 71
5.2.2 What is the STAR Feedback Model? 72
5.2.3 What are the benefits of the STAR Feedback Model? 73
5.2.4 What is the Feedback Process? 77
6 Tools within the RPMS Cycle 79

6.1 Self-Assessment Tools in the RPMS Cycle 80
6.1.1 What are the Self-Assessment Tools-RPMS (SAT-RPMS)? 83
6.1.2 What are the parts of the SAT-RPMS? 84
6.1.3 How do you take the SAT-RPMS? 86
6.1.4 How do you use the results of SAT-RPMS? 89
6.2 Classroom Observation Tools in the RPMS Cycle 92
6.2.1 What are the Classroom Observation Tools-RPMS (COT-RPMS)? 95
6.2.2 What are the COT-RPMS Forms? 101
6.2.3 What are the roles and responsibilities of teachers and observers? 108
6.2.4 What are the processes in Classroom Observation? 109

7
8 Resource Library 113
8
Appendices 119
Appendix A: Professional Standards for Teachers in the Philippines 120
Appendix B: RPMS Tool for Teacher I-III (Proficient Teachers) 151
Appendix C: RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers) 167
Appendix D.1: Individual Performance Commitment and
Review Form (IPCRF) for Teacher I-III 185
Appendix D.2: Individual Performance Commitment and
Review Form (IPCRF) for Master Teacher I-IV 193
Appendix D.3:
IPCRF-Part II: Competencies 200
Appendix D.4 IPCRF-Part III: Summary of Ratings for Discussion 201
Appendix D.5: Part IV of the IPCRF: Development Plans 202
Appendix E:
Mid-year Review Form 203
Appendix F: Performance Monitoring and Coaching Form (PMCF) 204
Appendix G: Self-Assessment Tool for Teacher I-III (Proficient Teachers) 205
Appendix H: Self-Assessment Tool for Master
Teacher I-IV (Highly Proficient Teachers) 211
Appendix I.1: COT-RPMS for Teacher I-III (Proficient Teachers) 217
Appendix I.2: COT-RPMS Rating Sheet (Teacher I-III) 229
Appendix I.3: Inter-Observer Agreement Form (Teacher I-III) 230
Appendix J.1: COT-RPMS for Master Teacher I-IV (Highly Proficient Teachers) 231
Appendix J.2: COT-RPMS Rating Sheet (Master Teacher I-IV) 239
Appendix J.3: Inter-Observer Agreement Form (Master Teacher I-IV) 240
Appendix K: COT-RPMS Observation Notes Form 241
Appendix L:
Annotation Template 242
8 Acknowledgements 243
Re sul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
INTRODUCTION
RP
for MS To
(Pro Teache ol
ficie r
nt Te I-III
ache
rs)
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
UPDATED RPMS MANUAL
T
EACHERS play a crucial role in improving the quality of the
teaching and learning process. Good teachers are vital to
raising student achievement. Hence, enhancing teacher
quality ranks foremost in the many educational reform
efforts toward quality education.
To complement reform initiatives on teacher quality, the Philippine
Professional Standards for Teachers (PPST) has been developed and nationally
validated. This was signed into policy by Department of Education (DepEd)
Secretary Leonor Magtolis Briones through DepEd Order No. 42, s. 2017.
The PPST articulates what constitutes teacher quality through well-defined
domains, strands and indicators that provide measures of professional learning,
competent practice and effective engagement across teachers’ career stages.
This document serves as a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.
In 2015, the DepEd issued Order No. 2, s. 2015 — “Guidelines on the
Establishment and Implementation of the Results-based Performance
Management System (RPMS) in the Department of Education” following Civil
Service Commission Memorandum Circular No. 06, s. 2012 or the Strategic
Performance Management System (SPMS) to ensure efficient, timely and
quality performance among personnel.
The guidelines explain mechanisms, criteria and processes for performance
target setting, monitoring, evaluation and development planning. Through
the RPMS, the DepEd ensures that work efforts focus towards achieving its
vision, mission, values and strategic priorities toward the delivery of quality
educational services to Filipino learners.
The alignment of the RPMS with the Philippine Professional Standards for
Teachers has led to the development of new results-based assessment tools,
hence, this Manual on RPMS Tools for Teachers.
This Manual provides information and guidance to Teachers and School
Heads in the performance assessment process. For Teachers, the Manual
guides them through the basics in preparing and completing RPMS documents.
It describes the appropriate tools to assess performance and explains the
different assessment phases for teachers. It also introduces the concept of
annotations to guide teachers through critical reflection of their practices for
their continuous improvement.
For School Heads and other Raters, this Manual contains all the information
needed to assess teacher performance. It provides a detailed reference to help
in the understanding of the tools and the different phases of assessment within
the various cycles of RPMS, ensuring that mechanisms are in place to support
teacher performance.
GLOSSARY OF TERMS
/ ACRONYMS
The Results-based
The Results-based Performance
Performance Management
Management System
System (RPMS)
(RPMS) Manual
Manual for
for Teachers
Teachers and
and School
School Heads
Heads was
was developed
developed through
through the
the Philippine
Philippine National
National
Research
Research Center
Center for
for Teacher
Teacher Quality
Quality (RCTQ)
(RCTQ) with
with support
support from
from the
the Australian
Australian Government
Government through
through the
the Basic
Basic Education
Education Sector
Sector Transformation
Transformation (BEST)
(BEST) Program.
Program.
© Department
© Department of
of Education
Education -- Bureau
Bureau of
of Human
Human Resource
Resource and
and Organizational
Organizational Development
Development
Philippine National
Philippine National
RESEARCH CENTER
RESEARCH CENTER
FOR TEACHER
FOR TEACHER QUALITY
QUALITY
UPDATED RPMS MANUAL
Annotations Self-reflection, explanation, or presentational mark-up attached to/

written on a document, artifact, or Means of Verification (MOV); see
reflection notes.
Artifacts All documents that provide evidence of quality instruction (e.g.
lesson plan, instructional materials, etc.) which may be used as
means of verifying attainment of Key Result Areas (KRAs).
Assessment The process of gathering, documenting and organizing in
measurable terms, knowledge, skills, attitudes and values to
determine how much they attain the KRAs. The process of
determining the relevance, worth or value of documents and
evidences.
Assessment Phase Any of the stages in the portfolio assessment process: pre-
assessment, assessment and post-assessment.
Assessment Process A set of procedures or stages in evaluating a portfolio to determine
the merits of its contents.
Authenticate Rater and Ratee affix their signatures to verify, prove or confirm that
the contents/documents of an RPMS Portfolio are valid and genuine
copies of the original.
Career Growth Developmental progression as teachers develop, refine their
practice, and respond to the complexities of educational reforms.
Career Stages The different phases in one’s teaching career which starts from
being a Beginning, to Proficient, to Highly Proficient and to
Distinguished teacher.
Clarifications Definitions or explanations of some terms included in the level
descriptions of the Classroom Observation Tool (COT) Rubric.
Classroom Context The setting or environment where the teaching-learning process
takes place. It also points to all the factors which may affect the
teaching-learning process in the classroom.
Classroom Observation A subset of the full Classroom Observation Tool used for RPMS for
Tool – Results- Teachers.
based Performance
Management System
(COT-RPMS)
Content Knowledge Competencies that teachers are expected to master for them to
teach efficiently and effectively.
Competencies Knowledge, skills and behavior that individuals demonstrate in
achieving results. Competencies shall uphold the DepEd’s core
values. They represent the way individuals define and live the
values. (DepEd Order No. 2, s. 2015, p. 6) .
Demonstration Teaching Showcasing the Master Teachers’ teaching-learning practice either
in their own classrooms which may be attended by their colleagues
or in a formal demonstration festival in school, district or division.
Features of Practice Specific classroom practices, which may characterize a particular
level in the COT Rubric.
Inter-Observer A discussion among observers to arrive at a final rating. This occurs
Agreement Exercise during the post-observation process and involves the use of the
Inter-Observer Agreement Form.
4
GLOSSARY OF TERMS/ACRONYMS
Learning Context The teaching/learning situation, environment and all the factors in
which learners learn from instruction.
Lesson Plan The teacher’s detailed description of the steps a teacher will take to
teach a particular topic. This includes the following: Detailed Lesson
Plan (DLP), Weeky Lesson Log (for Alternative Learning System
classes) and Indigenized Lesson Plan (for Indigenous Peoples
Education classes).
Level Description Description of practice for each level. The description explains the
features of practice expected of teachers in the classroom.
Mid-year Review The Portfolio assessment process usually conducted in November
to identify the areas that a teacher needs to improve in preparation
for the year-end evaluation.
Objectives The specific tasks that an office and/or individual employee needs
to do to achieve the major final outputs under the key result areas.
(DepEd Order No. 2, s. 2015, p. 2). They also refer to a specific result
that a teacher aims to achieve within a time frame and with available
resources.
Outcomes The results achieved and/or the products developed as a result
of the instructional process. In the RPMS, outcomes refer to
the results of the teacher performance of their duties and
responsibilities.
Observation A classroom observation, usually for 50-60 minutes.
Observation Notes Form A form used by the observer(s) during the classroom
observation.
Observers School Heads, Assistant Principals, Head Teachers, Master
Teachers who conduct the classroom observation for RPMS.
This is provided in DO 2,s 2015.
Performance The action or process of carrying out or accomplishing tasks, duties
and responsibilities.
Performance Data The rating that a teacher garnered from the portfolio assessment.
Performance Indicators An exact quantification of objectives, which shall serve as an
assessment tool that gauges whether a performance is positive or
negative (DepEd Order No. 2, s. 2015).
Portfolio Assessment A process of gauging teacher performance based on verifiable
Process evidence organized in a portfolio. It follows three phases: pre-
assessment, assessment and post-assessment.
Philippine Professional A set of professional standards for teachers
Standards for Teachers that operationalizes teacher quality aspects of the K to 12
(PPST) reform and elaborates teacher lifelong learning. It contains 37
performance indicators per career stage. It provides an acceptable
common language for professional discussions among teachers
and other concerned stakeholders.
Portfolio Organization It is a systematic arrangement and presentation of documents done
to facilitate the rater’s assessment process.
Post-Assessment Phase Portfolio assessment conducted at the end of the school year.
Post-Observation The concluding phase of the classroom observation process
during which observers assign individual ratings, undertake the
inter-observer agreement exercise and make recommendations to
improve a teacher’s performance.
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UPDATED RPMS MANUAL
Pre-Observation The preliminary phase of the observation process in which

teachers and observers prepare for the observation.
Professional The continuous process of acquiring new knowledge and skills
Development that relate to teacher’s personal development, profession, job
responsibilities, or work environment.
Ratee The individual teacher who is rated. They are the teachers from
all career stages who submit their Portfolios as evidence of their
teaching performance. (DepEd Order No. 2, s. 2015, p. 2).
Rater May be the school head, assistant principal, head teacher, master
teacher who evaluates the Portfolio presented by the Ratee.
Reflection Notes The insights or realizations that teachers write as a result of careful
introspection on events, discussions, decisions and/or actions they
make. Reflections notes may be attached to an MOV, written as
marginal notes or appended in the form of journal entries.
Reflective Thinking Critical self-reflection on one’s own teaching-learning process. It
helps develop higher-order thinking skills. For teachers, reflective
thinking aids them in improving their teaching practice because
it allows them to note classroom experiences, critically evaluate
them, relate new knowledge and insights to prior understandings
and apply their insights to improve their teaching practice.
Results-based DepEd-contextualized SPMS. It is an organization-wide
Performance process of ensuring that employees focus work efforts towards
Management System achieving DepEd vision, mission, values, and strategic priorities.
(RPMS) It is also a mechanism to manage, monitor and measure
performance, and identify human resource and organizational
development needs (DepEd Order No. 2, s. 2015, p. 3).
RPMS Tools Assessment instruments used to ensure quality teacher
performance at different career stages.
Teacher Portfolio Purposeful compilation of documents that display teacher’s
achievements, classroom performance, teaching practices,
students evaluation, actions that are used as evidences for mid-
year and year-end assessment.
Teaching Practice A teacher’s manner or habit on the delivery of instruction.
This includes everything that a teacher does to achieve learning. It
reflects the teachers’ knowledge, skills, values and attitudes as they
perform their duties and responsibilities in teaching.
Teaching Competencies Competencies intended for teachers (DepEd Order No. 2, s. 2015,
p. 6). They pertain to the knowledge, skills and behavior expected
of teachers for them to realize their duties and responsibilities
efficiently and effectively.
Year-End Evaluation Assessment of Teacher Portfolio conducted during Phase 3 of the
RPMS Cycle to rate the performance of Ratees.
6
GLOSSARY OF TERMS/ACRONYMS
ACRONYMS
COT Classroom Observation Tools
IM Instructional Materials
IPCRF Individual Performance Commitment and Review Form
IPCRF-DP IPCRF-Development Plan
KRA Key Result Areas
L&D Learning and Development
MOV Means of Verification
MRF Mid-year Review Form
PMCF Performance Monitoring and Coaching Form
PPST Philippine Professional Standards for Teachers
RPMS Results-based Performance Management System
SAT-RPMS Self-Assessment Tools-RPMS
TA Technical Assistance
7
UPDATED RPMS MANUAL
8
THE RPMS TOOLS

FOR TEACHERS
1
M l
S Too er I-IV
R PM ch Te a
M a ster
fo r
T1-3
RPMS Tool
for Teacher I-III
(Proficient Teachers)
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
UPDATED RPMS MANUAL
The RPMS Cycle

To ensure teacher quality, the Results-based Performance Management System (RPMS)
aligns the performance targets and accomplishments with the Philippine Professional Standards
for Teachers (PPST). This alignment covers teacher performance for one school year, starting in
May (last week or a week after the opening of classes) and ending in April (first week or a week
after graduation and/or moving up ceremonies). See Figure 1.1 for the graphic representation of
the phases of the RPMS Cycle, and the tools and processes within.
I PERFORMANCE PLANNING
AND COMMITMENT
Activity : Discussion /Issuance of Po

RPMS Tools; Self-Assessment r tf
rm and oli
Fo
n Form(s) : IPCRF + SAT + IPCRF-
io s: o
Development Plans CO Or P
at ion Timeline : Last week of May, a week T- ga
t e
re niz Port
RP
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cl
pa ati fol
before the opening of
a
th rg re
ra on io
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y
classes
S,
for d O o P
tc
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yc
Output : Signed IPCRF-Development

an tfoli
tc
n
Plans based on SAT, Signed
ex
en
r
IPCRF
Po
th
for
TA
TA
D
L&
onal Standa
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D
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II
PERFORMANCE
fe
PERFORMANCE
IV REWARDING AND MONITORING AND

sf
ro
DEVELOPMENT COACHING
Philippine P
or
PLANNING Activity : Performance Monitoring and

Teachers
Activity

: Ways Forward and
Development Planning
Teacher

Coaching; Mid-year Review
and Assessment
Form(s) : RPMS Tools + IPCRF + SAT +
Form(s)
Timeline
: Final IPCRF-DP
: April Quality

IPCRF-DP using PMCF;
Mid-year Review Form
Output : Reward, Recognition, Timeline : Year-round (Monitoring and
IPCRF-DP coaching); November (Mid-
year review)
Output : Agreements based on PMCF,
&D
MRF, updated IPCRF-DP and

& D
Portfolio
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DP
F-
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CR
as RF-
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PERFORMANCE REVIEW
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AND EVALUATION
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Pr ani S, P
Por atio ep za ort
:
ols ar Portfolio & Computation of ar tio folio
To ep
Final Rating
at n
Pr ion
IPCRF-DP using PMCF
Timeline : 1st week of April or
a week after graduation
Output : Signed Portfolio, Signed IPCRF
w/ Computed Final Rating
Legend:
L&D - Learning and Development RPMS - Results-based Performance Management System

IPCRF - Individual Performance Commitment & Review Form SAT-RPMS - Self-Assessment Tools RPMS
IPCRF-DP - Part IV: Development Plans of the IPCRF TA - Technical Assistance
PMCF - Performance Monitoring and Coaching Form
10 Figure 1.1. The Tools within the RPMS Cycle

THE RPMS TOOLS FOR TEACHERS
1.1 Who uses the RPMS Tools?

Raters and Ratees from across career stages use the RPMS Tools in assessing the
quality of teacher performance.
Raters refer to the School Heads (e.g. Principals, designated Teachers-in-

Charge), Assistant Principals, Head Teachers and/or Master Teachers who
rate teacher portfolios to assess teacher performance.
Ratees are the teachers who submit their portfolios as evidence of their
teaching performance. This refers to Teacher I-III and Master Teacher I-IV,
including: implementers of Alternative Learning System (ALS); Madrasah
Education teachers/Asatidz; Indigenous Peoples Education (IPEd) teachers;
Special Education Teachers; Senior High School teachers (including those
who are in probationary status, and Special Science Teacher I).
1.2 What are the RPMS Tools?

RPMS Tools are assessment instruments used to ensure quality
teacher performance at different career stages. They describe the duties
and responsibilities of teachers across career stages; the Key Result Areas
(KRAs) for the realization of those duties and the specific objectives to attain
the KRAs. They also present in detail the various Means of Verification
(MOV) that serve as proof of the attainment of specific objectives alongside
performance indicators, from outstanding to poor performance, to help
both Ratees and Raters in the assessment process.
There are two sets of RPMS Tools. One for Proficient Teachers and
another for Highly Proficient Teachers.
1.2.1 RPMS Tool for Teacher I-III

This tool is for Teacher I, Teacher II and Teacher III (TI-TIII),
General which include: implementers of Alternative Learning System
Description (ALS); Madrasah Education teachers/Asatidz; Indigenous
Peoples Education (IPEd) teachers; Special Education Teacher
of the Tool I-IV; Senior High School teachers (including those who are in
probationary status), and Special Science Teacher I.
They are expected to be proficient in their practice and
T1-3
professionally independent in the application of skills vital to
the teaching and learning process. Generally, teachers at this
level are expected to:
ol
RPMS To hers
ent Teac
for Profici • display skills in planning, implementing, managing and
evaluating learning programs;
11
UPDATED RPMS MANUAL
• actively engage in collaborative learning with the professional

community and other stakeholders for mutual growth and
advancement; and
• reflect on their practice to continually consolidate the knowledge,
skills and practices of career stage 2 teachers.
Figure 1.2. RPMS Tool for Teacher I-III
1.2.2 RPMS Tool for Master Teacher I-IV

(Highly Proficient Teachers)
The RPMS Tool for Master Teacher I-IV (Highly General
Proficient Teachers) is for Master Teacher I to
Master Teacher IV, which include: implementers
Description
of Alternative Learning System (ALS); Madrasah of the Tool
Education teachers/Asatidz; Indigenous Peoples
Education (IPEd) teachers; Special Education
Teacher V; Senior High School teachers (including
those who are in probationary status). M
ol
They are expected to be at the Highly Proficient RPMS To t Teachers
y Proficien
for Highl
career stage, which means that they consistently
display a high level of performance in their teaching
practice. Generally, Master Teacher I-IV are expected
to:
12
• manifest an in-depth and sophisticated understanding of the

teaching and learning process;
• have high education-focused situation cognition, be more adept
in problem solving and optimize opportunities gained from
experience;
• provide support and mentoring to colleagues in their
professional development, as well as work collaboratively with
them to enhance the potential for learning and practice of their
colleagues; and
• continually seek to develop their professional knowledge and
practice by reflecting on their own needs and those of their
colleagues and learners.
Figure 1.3. RPMS Tool for Master Teachers I-IV
1.3. What are the parts of the RPMS Tools?

All RPMS Tools contain the following parts:
1.3.1 Job Summary. This part shows the position and the competency profile
of the ratee.
1.3.2 Qualification Standards. This part lists the qualifications prescribed by

the Civil Service Commission (CSC) and the preferred qualifications for
the position.
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UPDATED RPMS MANUAL
1.3.3 Duties and Responsibilities. This section presents all the

duties and responsibilities of the teachers, which vary in
complexity or expectation depending on the teachers’ position
or rank.
Duties and Responsibilities

1. Applies mastery of content knowledge and its application across
learning areas
2. Facilitates learning using appropriate and innovative teaching
strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to
support learning
6. Monitors and evaluates learners’ progress and undertakes activities
to improve performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to
promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
Figure 1.4. Duties and Responsibilities of Teacher I-III
1.3.4 Key Result Areas (KRAs). The KRAs refer to the general
outputs or outcomes. They are the mandate or the functions of
the office and/or the individual employee (D.O. No. 2, s. 2015). In
the context of the RPMS Tools, the KRAs capture the Domains
of the Philippine Professional Standards for Teachers, which
articulates what constitutes teacher quality. The KRAs are:
(1) Content Knowledge and Pedagogy;
(2) Learning Environment and Diversity of Learners;
(3) Curriculum and Planning;
(4) Assessment and Reporting; and
(5) Plus Factor.
1.3.5 Objectives. They are specific tasks that an office and/or

individual employee needs to do to achieve the KRAs.
In the RPMS Tools, teachers target thirteen (13) objectives to

realize the five (5) KRAs. These objectives are aligned with the
indicators of the Philippine Professional Standards for Teachers
(PPST).
14
Figure 1.5. Key Result Areas of RPMS Tool Teacher I-III
Figure 1.6. Objectives of Teacher I-III
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UPDATED RPMS MANUAL
1.3.6 Means of Verification (MOV). The MOV column gives Ratees and Raters
list of documents that can prove the teachers’ attainment of objectives.
They have been judiciously selected to show evidence of attainment of
objectives. Teachers gather, select, organize and annotate MOV to help
Raters in assessing teacher performance.
MOV includes classroom observation tool (COT) rating sheet and/or inter-
observer agreement form; lesson plans; instructional materials; formative
and summative assessment tools; compilations of student outputs;
certificates of attendance to professional development activities like
graduate studies, seminars, forums, and/or learning action cells; and
evidence showing the conduct of collaborative activities with parents/
colleagues/other stakeholders.
Figure 1.7. MOV (RPMS Tool for Teacher I-III)
1.3.7 Performance Indicators. This part provides the exact quantification

of objectives, which shall serve as the assessment tool that gauges
whether performance is positive or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators provide descriptions

of quality and quantity given five performance levels: 5-Outstanding,
4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor.
• Outstanding performance means the Ratee has presented the
required MOV listed under number 5.
16
• Very Satisfactory performance means that the Ratee has

presented the required MOV listed under number 4.
• Satisfactory performance means that the Ratee has presented
the required MOV listed under number 3.
• Unsatisfactory performance means that the Ratee has
presented any of the given MOV under number 2.
• Poor performance means that the Ratee has not presented any
of the acceptable MOV.
Figure 1.8. Performance Indicators of Teacher I-III
The performance indicators of the RPMS Tools for Teachers operationalize

the performance measures, namely, quality, efficiency and timeliness required by
the D.O. No. 2, s. 2015. Figure 1.8 shows the different categories of performance
measures and their operational definition.
17
UPDATED RPMS MANUAL
CATEGORY DEFINITION
The extent to which actual performance compares with targeted performance.

Effectiveness/
The degree to which objectives are achieved and the extent to which targeted
Quality
problems are solved. In management, effectiveness relates to getting the right
things done.
The extent to which time or resources is used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount of
Efficiency quantity of waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Measures whether the deliverable was done on time based on the

requirements of the rules and regulations, and/or clients/stakeholders.
Timeliness
Time-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive
expectations.
Figure 1.9. Performance Measures (D.O. No. 2, s. 2015)
Following DepEd Order No. 2, s. 2015, the performance indicators need not
have all three (3) categories. Some performance may only be rated on quality and
efficiency, some on quality and timeliness and others on efficiency only. Figure 1.9
illustrates how the performance measures are embedded in the performance
indicators of the RPMS Tools.
18
Figure 1.10. Performance Indicators of RPMS Tool for Master Teacher I-IV with QET
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UPDATED RPMS MANUAL
20
PREPARATION OF
DOCUMENTS AND ORGANIZATION OF TEACHER
RPMS PORTFOLIO
2
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
UPDATED RPMS MANUAL
2.1 How do you gather and organize documents

for your RPMS Portfolio?
As Ratee, at the beginning of the school year, you start
working towards the achievement of your objectives as Things you need:
required by RPMS. In the process, documents are needed • Copy of RPMS
as proof to show that you have done so. This section Tool appropriate
provides the steps that will guide you in gathering to your level
documents and organizing your RPMS Portfolio. • Five (5) long
folders or a
1. Review the Results-based Performance clear book for
Management System (RPMS) Tool appropriate to five KRAs
your level. • Binder clips/
The RPMS Tool for Teacher I-III (Proficient fastener
Teachers) shall be used by Teacher I, Teacher II and • Original
Teacher III (TI-TIII), which include: implementers documents
of Alternative Learning System (ALS); Madrasah • Photocopy of
Education teachers/Asatidz; Indigenous Peoples the documents
Education (IPEd) teachers; Special Education Teacher • Tabs
I-IV; Senior High School teachers (including those • Highlighter/
who are in probationary status), and Special Science
marker
Teacher I.
The RPMS Tool for Master Teacher I-IV (Highly

Proficient Teachers) is for Master Teacher I to
Master Teacher IV, which include: implementers
of Alternative Learning System (ALS); Madrasah
Education teachers/Asatidz; Indigenous Peoples
Education (IPEd) teachers; Special Education Teacher
V; Senior High School teachers (including those who
are in probationary status).
Figure 2.1. RPMS Tools for Teachers
22
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO
Position Forms/Tools to be Used

Teacher I-III
Special Education Teacher I-IV
ALS Implementers
Madrasah Education Teachers RPMS Tool/IPCRF for Proficient
(Teacher I-III) Teachers
Indigenous Peoples Education (IPEd)
Teachers (Teacher I-III)
Special Science Teacher I (SHS)
Master Teacher I-IV
Special Education Teacher V
Madrasah Education Teachers RPMS Tool/IPCRF for Highly
(Master Teacher I-IV) Proficient Teachers
Teachers (Master Teacher I-IV)
Figure 2.2. RPMS Tools to be used per position
Figure 2.3. MOV of the RPMS Tool for Teacher I-III
23
UPDATED RPMS MANUAL
2. Refer to the MOV column for the checklist of the relevant

documents needed.
Keep relevant documents as they become available throughout
the year. For example, after your Principal has observed your
class and has given you the COT rating sheet or inter-observer
agreement form, keep/insert the document in the corresponding
folder or envelope labeled COT Rating Sheet.
For easy organization, you may have a folder or envelope to

contain the same kinds of documents.
For example, you have an envelope containing COT rating sheet
and/or inter-observer agreement form and an envelope containing
your lesson plans.
Label the envelope with the name of the document contained in
it for easy retrieval later.
3. Gather documents required by the tool. Label and organize

them accordingly.
To prepare your documents in time for the RPMS mid-year
review or year-end assessment of your Portfolio, you need to
organize documents properly and accurately.
In some cases, you gather/keep documents that you may not

be able to use in your Portfolio. Follow these steps to ensure that
only the required documents go into your Portfolio. Remember
that you may have to go back and forth in the process.
The MOV collected after Phase 3 on the last week of April, e.g., Brigada
Eskwela documentations, certificates from seminars/workshops,
may be included in your Portfolio for the next rating period.
i. Match your documents with the objectives, the

performance indicators and the MOV. You may start from
Objective 1.
If you are a Teacher II and you hope to achieve a rating of Very
Satisfactory in Objective 1, you may need: (i) 3 classroom
observation tool rating sheets and/or inter-observer
agreement forms showing your knowledge of content and its
integration within and across curriculum teaching areas with
an average transmuted rating ranging from 3.500 – 4.499;
and (ii) a supporting MOV (e.g. lesson plans, instructional
materials, performance tasks/test materials, or others — all
showing your knowledge of content and its integration within
and across subject areas) to support each COT rating sheet.
24
Include only the acceptable documents as specified in the

Quality, Efficiency and Timeliness of the RPMS tool. You do not
need to submit all the listed MOV.
ii. Mark your document(s) with the objective(s) where the

document(s) may be used as MOV. You may use a pencil for
this. This helps you organize your MOV later on based on
objectives.
iii. Use markers to highlight the parts of your MOV that satisfy
the requirement of the objectives and the performance
indicators. This facilitates the Rater’s evaluation of your
documents.
iv. Reproduce the document(s) that may be used as MOV in

other objectives, whenever necessary. Ensure that the
copies are clear.
v. Put together documents that belong to the same objective.

You may bind them together or place them in a folder marked
according to objective.
vi. Insert documents in relevant folders as they become

available.
Remember that one document may be used as MOV or evidence

of performance for other objectives. For example, if you are a
Teacher II, your COT rating sheet may contain rating or feedback
about: (i) knowledge of content (Objective 1); (ii) teaching strategies
that develop critical and creative thinking (Objective 3); and (iii)
differentiated, developmentally appropriate learning experiences
(Objective 6).
4. Put annotation template/document after the annotated MOV

Annotations establish a connection between the evidences
and the indicators. This helps the Rater facilitate the review of the
RPMS Portfolio.
25
UPDATED RPMS MANUAL
2.2 How do you organize your RPMS Portfolio?

Now that you have prepared your documents, you are ready to organize your
Portfolio for submission for mid-year review and year-end evaluation. Follow
these steps:
1. Put together MOV of objectives that are under the
Note the following tips to
same Key Result Area (KRA). Ensure that the MOV are
help you produce a well- arranged according to the list specified in the tool. MOV
prepared document and 1 should go first followed by other supporting MOV. You
well-organized Portfolio: may also arrange the MOV based on dates, e.g. from
A. Start gathering the most recent to the oldest COT rating sheet and/
documents at the or inter-observer agreement form. Note that an MOV
beginning of the (e.g., COT rating sheet, lesson plan) can also be used
school year. for other objectives.
B. Follow the steps
in preparing your 2. Use tabs labeled Objective 1, 2, 3 and so on to separate
documents and MOV under every objective. Arrange objectives in order
organizing your (Objective 1, 2, 3 and so on).
Portfolio.
C. Check for the 3. Use tabs labeled KRA 1, KRA 2, KRA 3 and so on to
completeness of the separate objectives under each KRA. Arrange KRAs in
documents needed by order (KRA 1, KRA 2, KRA 3 and so on).
preparing a checklist.
D. Reproduce the 4. Put together all the MOV. They could be either in soft
documents in clear bound, ring bound or fastened to a folder following this
copies. sequence: KRA 1, Objective 1 and its MOV; Objective 2
E. Have the photocopied and its MOV; Objective 3 and its MOV. Do the same thing
documents in A4, for KRA 2 through KRA 5.
long bond paper
or whatever size
5. Prepare a “Table of Contents” in your Portfolio for easy
available.
reference. See Figure 2.4.
F. Label properly all the
documents for easy
6. Provide a cover page in your Portfolio indicating the
reference.
following: name of your school, name of your Rater,
G. Submit complete name of your Approving Authority and current school
documents and keep
year. See Figure 2.5 on page 28.
them intact.
H. Keep your Portfolio 7. Prepare a second copy of your Portfolio for submission
simple yet
to your Rater/Approving Authority. Affix your signature
presentable.
on top of your name on the cover page of your
Portfolio. The Rater will need the original documents to
authenticate the photocopied documents.
With an agreement with your approving authority, you may

digitize your physical documents and submit an electronic
copy of your Portfolio to minimize printing costs.
26
Table of Contents
KRA1- Content Knowledge and Pedagogy
Objective 1:
Main MOV 1: COT on Pinagmulan ng Roma
Supporting MOV 1: Lesson Plan on Pinagmulan ng Roma
Main MOV 2: COT on Repormasyon
Supporting MOV 2: LP on Repormasyon
Main MOV 3: COT on Ang Mga Sanhi ng Ikalawang Dalawang
Digmaang Pandaigdig
Supporting MOV 3: COT on Ang Mga Sanhi ng Ikalawang Dalawang
Digmaang Pandaigdig
Main MOV 4: COT on Ang Mga Bunga ng Ikalawang Dalawang
Digmaang Pandaigdig
Supporting MOV 4: LP on Ang Mga Bunga ng Ikalawang Dalawang
Digmaang Pandaigdig
Objective 2:
Main MOV 1: COT on Pinagmulan ng Roma
Supporting MOV 1: Lesson Plan on Pinagmulan ng Roma
Main MOV 2: COT on Repormasyon
Supporting MOV 2: LP on Repormasyon
Main MOV 3: COT on Ang Mga Sanhi ng Ikalawang Dalawang
Digmaang Pandaigdig
Supporting MOV 3: COT on Ang Mga Sanhi ng Ikalawang Dalawang
Digmaang Pandaigdig
Main MOV 4: COT on Ang Mga Bunga ng Ikalawang Dalawang
Digmaang Pandaigdig
Supporting MOV 4: LP on Ang Mga Bunga ng Ikalawang Dalawang
Digmaang Pandaigdig
Figure 2.4. Sample table of contents
27
UPDATED RPMS MANUAL
Keep your portfolio simple. Remember that a neat and well-organized

Portfolio facilitates the assessment of your documents.
S.Y. 2016-2017
JUAN DELA CRUZ

Teacher II
JESSAMAE ZAPATA
Principal
JOSE DEL PILAR
Approving Authority
Figure 2.5. Appropriately

labelled RPMS Portfolio and
folders (KRA1-KRA5)
28
THE PORTFOLIO
ASSESSMENT
PROCESS
3
RPM
for T S Tool
(Pro ea
ficie cher I-III
nt Te
ache
rs)
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
UPDATED RPMS MANUAL
3.1. What is the Portfolio Assessment Process?

Assessing the Teacher Portfolio is one of the most crucial processes in ensuring teacher
quality. The Portfolio assessment process is done across all phases of RPMS.
The Portfolio pre-assessment process, which focuses on Portfolio preparation, happens
in Phase I of the RPMS Process: Performance Planning and Commitment. It ensures that
teachers understand the Key Result Areas (KRAs), the objectives, the performance indicators
in the RPMS tool and the means of verification (MOV) to improve performance. It allows
teachers to select and prepare appropriate documents and attest to their authenticity.
Meanwhile, the Portfolio assessment process is covered in RPMS Phase II (Performance
Monitoring and Coaching) and Phase III (Performance Review and Evaluation). It involves
teacher self-assessment and Rater’s assessment of the Portfolio.
Finally, the Portfolio post-assessment process that occurs in RPMS Phase III (Performance
Review and Evaluation) and Phase IV (Performance Rewarding and Development Planning),
aims to help teachers improve their performance. It focuses on the conduct of teacher and
rater conference on the results of the portfolio assessment process.
See Figure 3.2 on Page 33
3.1.1 Pre-Assessment
Step 1: Review the Philippine
Professional Standards for
Teachers.
As Ratee, you should be familiar
with the new set of professional
standards for teachers since it has
been integrated in the RPMS tools.
The set of standards describes
seven Domains of teacher
quality: Content Knowledge and
Pedagogy; Learning Environment;
Diversity of Learners; Curriculum
and Planning; Assessment and
Reporting; Community Linkages
and Professional Engagement; and
Personal Growth and Professional
Development. These Domains are
presented as five KRAs in the RPMS Figure 3.1. A Rater reading the Philippine
Tools for Teachers. Professional Standards for Teachers (PPST)
30
Portfolio Assessment Process
Pre-Assessment Phase Assessment Phase Post-Assessment Phase
(Document/Forms: PPST, (Document/Forms: Teacher (Document/Forms: IPCRF and

RPMS Tools, IPCRF, Teacher RPMS Portfolio, appropriate IPCRF-DP)
RPMS Portfolio) RPMS Tool and IPCRF)
1. Review the Philippine 1. Rate the Portfolio based 1. Discuss with the teacher
Professional Standards for on the MOV presented. his or her performance
Teachers. Rate the teacher’s level data and agree on the
2. Determine the of performance using the ratings.
corresponding tool for the 5-point scale:
teacher/Ratee. 5 - Outstanding 2. Assist the teacher
• RPMS Tool for 4 - Very Satisfactory in preparing the
Teacher I-III 3 - Satisfactory Development Plans.
Mid-year Review Year-end
(Proficient Teachers) 2 - Unsatisfactory Evaluation
• RPMS Tool for Master 1- Poor (Documents/
Teacher I-IV (Highly Forms: Teacher (Documents/
Proficient Teachers) 2. Explain your Rating, if RPMS Portfolio, Forms: IPCRF and
3. Guide the teacher/Ratee needed. RPMS Tools, IPCRF IPCRF-DP
in understanding the and PMCF)
appropriate RPMS Tool and
the Individual Performance
Commitment and Review
Form (IPCRF).
4. Guide the teacers in
preparing documents and
organizing Portfolio.
5. Upon submission of
Portfolio, authenticate
documents.
31
THE PORTFOLIO ASSESSMENT PROCESS
Figure 3.2. The Portfolio Assessment Process

UPDATED RPMS MANUAL
Step 2: Determine the corresponding RPMS Tool for the Teacher/Ratee.

At the start of the Portfolio preparation, teachers should identify their RPMS
Tool considering their current position and the general description of their practice
based on the PPST.
The RPMS Tool for Teacher I-III (Proficient Teachers) shall be used by Teacher I,
Teacher II and Teacher III (TI-TIII), which include: implementers of Alternative Learning
System (ALS); Madrasah Education teachers/Asatidz; Indigenous Peoples Education
(IPEd) teachers; Special Education Teacher I-IV; Senior High School teachers
(including those who are in probationary status), and Special Science Teacher I.
The RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers) is for Master
Teacher I to Master Teacher IV, which include: implementers of Alternative Learning
System (ALS); Madrasah Education teachers/Asatidz; Indigenous Peoples Education
(IPEd) teachers; Special Education Teacher V; Senior High School teachers (including
those who are in probationary status).
What is I am
your current a Teacher 1.
position?
Figure 3.3. A Rater determines the corresponding RPMS tool for the Teacher/Ratee
Step 3: Guide the Ratee in understanding the appropriate RPMS Tool

and the Individual Performance Commitment Review Form (IPCRF). The
various elements and the language of the tool must be clear to the Teacher so you
can guide them in understanding the following:
• objectives to be met per KRA;
• specific performance rating from Outstanding to Poor performance;
• performance indicators per level; and
• MOV to prove the level of performance
Figure 3.4 provides the summary of forms/tools used per position.
Step 4: Advise the Teacher/Ratee to accomplish the IPCRF.

Discuss the performance indicators to be achieved as identified for
each of the individual objectives in the appropriate RPMS tool. See
the IPCRF Template on page 34 and the sample accomplished IPCRF
on page 37. Excel-based IPCRF are provided for Teachers and Master Teachers.
Step 5: Guide the Teachers in preparing documents and organizing

Portfolio. Refer to Chapter 2 of this Manual.
32
Below is the summary table of RPMS forms/tools for Teachers and

Master Teachers.

Teacher I-III
Special Education Teacher I-IV
ALS Implementers
Madrasah Education Teachers RPMS Tool/IPCRF for Proficient
(Teacher I-III) Teachers
Teachers (Teacher I-III)
Special Science Teacher I (SHS)
Master Teacher I-IV
Special Education Teacher V
Madrasah Education Teachers RPMS Tool/IPCRF for Highly
(Master Teacher I-IV) Proficient Teachers
Teachers (Master Teacher I-IV)
Figure 3.4. Matrix of Forms/Tools used by Position
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. See Figure 3.5 for the forms/tools to be used.

Head Teacher Office Performance Commitment and
(designated as School Head) Review Form (OPCRF)
Individual Performance Commitment
and Review Form (IPCRF), capturing
Head Teacher with teaching load
the expected administrative tasks and
objectives in the Highly Proficient Tools for
Master Teacher I-IV
Head Teacher
without teaching load IPCRF anchored on the OPCRF of the School
Head
Assistant Principal
School Head/designated Teacher- Office Performance Commitment and
in-Charge Review Form (OPCRF)
Figure 3.5. Matrix of Forms/Tools used by personnel with administrative functions
33
34
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) – Teacher I-III (Proficient Teachers)
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Performance Indicators Rating Score
Weight
Very Actual
UPDATED RPMS MANUAL
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory

QET Satisfactory Poor (1) Results Q E T Ave
KRA (5) (3) (2)
(4)
Basic Content 1. Applied June Quality
Education Knowledge knowledge 2016 –
Services and of content March
Pedagogy within and 2017
across
curriculum
teaching
areas.
Efficiency
22.5%
Timeliness
OVERALL
RATING FOR
ACCOMPLISH-
MENTS
Figure 3.6. IPCRF Template
JOSE MARIA GUERRERO SANTIAGO MARTIN JESSAMAE ZAPATA

Rater Ratee Approving Authority
Step 6: Upon submission of the Teacher

Portfolio, authenticate documents.
As Rater, check the photocopies/electronic copy against
the original documents. Raters do not need to affix his/her
signature in each document/evidence to prove valid and genuine
copies of the original. Instead, Raters may just affix his or her
signature on a sheet of paper to attest that all documents in the
RPMS Portfolio are valid.
Figure 3.7. A Rater compares
the original documents with the
duplicates.
3.1.2 Assessment
This phase focuses on the actual assessment of the Teacher Portfolio.
At this stage, you will examine the Portfolio against the corresponding
RPMS Tool and the IPCRF.
You will assess the Portfolio twice — first during the mid-year review
and second during the year-end evaluation. In the year-end review, fill out
the column that says “Actual Results” in the IPCRF. See Figure 3.28 on page
45.
Step 1: Rate the Portfolio based on the MOV presented.

Examine the MOV presented by the teacher and rate the teacher’s level
of performance using the 5-point scale:
Numerical Adjectival
Description of Meaning of Rating
Rating Rating
Performance represents an extraordinary
level of achievement and commitment in
terms of quality and time, technical skills
and knowledge, ingenuity, creativity and
5 Outstanding initiative. Employees at this performance level
should have demonstrated exceptional job
mastery in all major areas of responsibility.
Employee achievement and contribution to the
organization are of marked excellence
Performance exceeded expectations. All goals,
Very
4 objectives and targets were achieved above the
Satisfactory
established standards.
Performance met expectations in terms of
3 Satisfactory quality of work, efficiency and timeliness. The
most critical annual goals were met.
Performance failed to meet expectations, and/
2 Unsatisfactory or one or more of the most critical goals were
not met.
Perforrmance was consistanetly below
expectations, and/or reasonable progress
1 Poor toward critical goals was not made. Significant
improvement is needed in one or more
important areas.
Figure 3.8. The RPMS Rating Scale
35
UPDATED RPMS MANUAL
For instance, in Objective 1 for Teacher I-III (Applied knowledge of content within
and across curriculum teaching areas), the Ratee has targeted a Very Satisfactory
performance (Level 4). To meet the requirements for a Level 4 performance, the Ratee
needs to apply knowledge of content and its integration within and across subject areas
as evidently shown in 3 lessons using the Main MOV (COT rating sheet and/or inter-
observer agreement form) with a rating of 6, each supported by any one (1) of the other
given MOV, e.g., MOV 4 (Performance tasks/test materials highlighting integration of
content knowledge within and across subject areas).
Ensure that the quantitative and the qualitative feedback

in the Classroom Observation Tool (COT) are consistent. If
inconsistent, request the Ratee to confer with the observer again.
Embedded in the performance indicators of the RPMS Tools for Teachers are
relevant dimensions of performance measures required by the RPMS Guidelines.
Figure 3.9 shows the definition of these performance measures, namely, quality/
effectiveness, efficiency and timeliness.
Performance Measures
CATEGORY DEFINITION
The extent to which actual performance compares with targeted

performance.
Effectiveness/
Quality 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.
The extent to which time or resources is used for the intended task
or purpose. Measures whether targets are accomplished with a
minimum amount of quantity of waste, expense, or unnecessary
Efficiency
effort.
In management, efficiency relates to doing the things right.
Measures whether the deliverable was done on time based on

the requirements of the rules and regulations, and/or clients/
stakeholders.
Timeliness
Time-related performance indicators evaluate such things as
project completion deadlines, time management skills and other
time-sensitive expectations.
Figure 3.9. Performance Measures
The MOV presented by teachers are rated based on these performance

measures. Figure 3.10 shows the sample IPCRF highlighting quality/effectiveness,
efficiency and timeliness of the performance indicator.
Use the Excel version of the IPCRF in encoding the rating of the
teacher. See Figure 3.10 on page 39.
36
Figure 3.10. Sample accomplished IPCRF highlighting QET
37
UPDATED RPMS MANUAL
Sample School Scenario for Master Teachers

Teacher Grace, a Master Teacher II of Calauag East Central School, submits her
Portfolio for rating. She includes the following MOV under KRA 1 Objective 1:
• Four COT Rating Sheets with a rating of level 7 on effective applications of
content knowledge within and across curriculum teaching areas for 4 lessons.
- COT 1 is supported by 1 lesson plan used in demonstration teaching
highlighting integration of content knowledge within and across subject areas;
- COT 2 is supported by 1 set of instructional materials developed highlighting
effective application of content knowledge within and across subject areas;
- COT 3 is supported by 1 performance task/test material used in
demonstration teaching across subject areas; and
- COT 4 is supported by results of assessment used in demonstration
teaching highlighting mastery of lessons learned
Teacher Grace receives an average rating of 4.500 (Outstanding) for KRA 1

Objective 1. Why?
Teacher Grace models effective applications of content knowledge within and
across curriculum teaching areas as evidenced by the following:
Acceptable MOV Submitted MOV Remarks
1. Classroom observation tool (COT) 4 COT rating sheets with a rating of Valid
rating sheet and/or inter-observer level 7.
agreement form about effective
applications of content knowledge
within and across curriculum teaching • COT 1 is supported by 1 lesson Valid
areas plan used in demonstration
2. Lesson plans used in demonstration teaching highlighting integration
teaching highlighting integration of of knowledge of content within and
content knowledge within and across across subject areas
subject areas • COT 2 is supported by 1 set of Valid
3. Instructional materials developed instructional materials developed
highlighting effective application of highlighting effective application
content knowledge within and across of content knowledge within and
subject areas across subject areas
4. Performance tasks/test material(s) • COT 3 is supported by 1 Valid
used in demonstration teaching performance task/test material
highlighting integration of content used in demonstration teaching
knowledge within and across subject highlighting integration of content
areas knowledge within and across
5. Results of assessment used in subject areas
demonstration teaching highlighting • COT 4 is supported by results of Valid
mastery of lessons learned assessment used in demonstration
6. Others (Please specify and provide teaching highlighting mastery of
annotations) lessons learned
Figure 3.11. A table of sample submitted MOV for Master Teacher I-IV
Therefore, Teacher Grace got a corresponding rating of 4 in the RPMS 5-point scale for
Quality for each submitted COT rating sheet with a rating of 7. Each COT is supported by a
lesson plan, a set of instructional material used, performance tasks/test materials and results
of assessment. She also got a rating of 5 for Efficiency having submitted the required number
of MOV. The computation is shown below:
Q E T Total Average Weight per Objective Score
4 5 - 9 4.500 7.5% 0.337
Figure 3.12. Sample computation of Teacher Grace’s rating based on the submitted MOV
38
Sample School Scenario for Teacher I-III
For KRA 4 Objective 11 Monitored and evaluated learner progress and achievement using
learner attainment data, Teacher Adelyn submits a compilation of learner’s written
works with summary of results, an assessment tool with Table of Specifications and
frequency of errors, a class record and DLLs showing index of mastery at the end of
Teacher Adelyn gets an average rating of 3.000 (Satisfactory) for KRA 4 Objective
11. Why?
Teacher Adelyn shows monitoring and evaluation of learner progress and

achievement using learner attainment data by providing the following supporting
MOV:
• a compilation of learner’s written works with summary of results;
• an assessment tool with Table of Specifications and frequency of errors;
• a class record; and
• a lesson plan showing index of mastery
All MOV submitted were gathered across 2 quarters.
Let us now compare the presented MOV to the acceptable MOV in the RPMS Tool
for Teacher I-III.
Acceptable MOV Submitted MOV Remarks

• Compilation of a learner’s • A compilation of a learner’s written Not valid because
written work with summary work with summary of results it lacked parent’s
of results and with signature signature
of parents • A summative assessment tool with Not valid because it
• Summative assessment TOS and frequency of errors lacked a list of identified
tools with TOS and least mastered skills
frequency of errors with • A class record Valid
identified least mastered
skills • A lesson plan showing index of Valid
• Class records/grading mastery
sheets
• Lesson plans showing index
of mastery
• Others (Please specify and
provide annotations)
Figure 3.13. A table of sample submitted MOV for Teacher I-III
Therefore, Teacher Adelyn got a rating of 3 (Satisfactory) for Quality as evidenced
by the valid MOV. Although she submitted 4 MOV, only 2 were valid which gave her a
rating of 3 for Efficiency. She submitted these MOV across 2 quarters; hence, she got
a rating of 3 for Timeliness. On average, Teacher Adelyn got a rating of 3.000 for KRA
4 Objective 11.
The computation is shown below:
Q E T Total Average Weight per Objective Score
3 3 3 9 3.000 7.5% 0.225
Figure 3.14. Sample computation of Teacher Adelyn’s rating based on the submitted MOV
39
UPDATED RPMS MANUAL
3.1.2.1 How do you compute the corresponding

RPMS Rating of your COT Rating?
Teachers may get the same ratings for their COT. There are instances,
however, that Teachers may submit classroom observation rating sheets
that have different ratings.
For example, a Teacher III may submit 4 COT rating sheets: COT 1 with
a rating of 7; COT 2 with a rating of 6; COT 3 and 4 with a rating of 5.
To get the rating for Quality, the following steps must be done:
• Identify the corresponding rating in the RPMS 5-point scale
for each COT rating. Refer to Table 3.15 for the mapping of COT
Rating for Proficient Teachers and Highly Proficient Teachers
and the RPMS 5-point scale.
COT Rating COT Rating
RPMS 5-point scale
(Proficient Teachers) (Highly Proficient Teachers)
7 8 5 (Outstanding)
6 7 4 (Very Satisfactory)
5 6 3 (Satisfactory)
4 5 2 (Unsatisfactory)
3 4 1 (Poor)
Figure 3.15. Mapping of COT rating and the RPMS 5-point scale
In this case, Teacher III got the following rating:

COT Rating (Proficient
COT Rating Sheet RPMS 5-point scale
Teachers)
COT Rating Sheet 1 7 5
Figure 3.16. Sample mapping of COT rating and the RPMS 5-point scale
• Get the average of the total RPMS rating. The average rating
will be your rating for Quality. In Teacher III’s case, the average is
3.75, as show in the table below.
COT Rating
COT Rating Sheet RPMS 5-point scale
Total 15
Average 3.75
Figure 3.17. Sample computation of the average of the mapped COT rating to the RPMS
5-point scale
• Determine the final rating for Quality by referring to Table 3.18.

Teacher III got an average of 3.75 and his or her final rating for
Quality is 4 (Very Satisfactory):
40
RANGE RPMS 5-point Rating Scale

4.500 – 5.000 5 (Outstanding)
3.500 – 4.499 4 (Very Satisfactory)
2.500 – 3.499 3 (Satisfactory)
1.500 – 2.499 2 (Unsatisfactory)
below 1.499 1 (Poor)
Figure 3.18. Adjectival Rating Equivalences
Step 2: Explain your Rating, if needed.
To help the Ratees enrich their Portfo in improving the quality of the Portfolios.
A sample feedback on a Teacher Portfolio appears below.
Sample Feedback of a Principal

Good! Lessons presented in Araling Panlipunan, Edukasyon sa Pagpapakatao
and MTB emphasized the integration of other subjects and content areas.
The attached COT further proves the integration. The modified DLL also
shows the teacher’s creativity in designing tasks and visual aids.
However, integration becomes more effective if the students are able to apply
the concepts to their real life experiences, so you can add other activities where
they will use the concepts in their everyday experiences.
In so doing, you can actually meet the requirements for the higher performance
level.
Keep up the good work!
Figure 3.19. Sample feedback of a Rater
Hi! Here’s your I am glad to

portfolio. Let’s hear about
talk about your your
performance comments,
rating. Ma’am.
Figure 3.20. A rater provides feedback on the Teacher’s Portfolio.
41
UPDATED RPMS MANUAL
3.1.2.2 How do you compute the Portfolio Rating?

A sample computation for the Rater’s rating at the end of the school year is
presented below.
Each objective shall be assigned 7.5% weight, which means each KRA will
have an equal weight of 22.5%. The Plus Factor KRA, which consists of only
one objective, will be assigned 10% weight.
Weight Numerical Step 1. Under

Weight per Ratings
KRA per Objectives Objective Score the column
KRA Q E T Ave
Numerical
Objective 1 7.5% 5 5 -
Ratings, write
1 22.5% Objective 2 7.5% 5 5 -
your ratings
for QET. The
2 22.5% Objective 5 7.5% 4 4 - table in Figure
Objective 6 7.5% 3 3 - 3.21 indicates
Objective 7 7.5% 4 4 - the Weight
3 22.5% Objective 8 7.5% 3 3 - per KRA and
Objective 9 7.5% 4 4 - Objective.
Objective 10 7.5% 4 4 -
4 22.5% Objective 11 7.5% 5 5 5
Objective 12 7.5% 5 5 5
5 10% Objective 13 10% 4 4 -
Final Rating
Figure 3.21. Sample
Computation Table
Adjectival Rating
with QET Ratings
Weight Numerical Step 2. Get

Weight per Ratings
KRA per Objectives Objective Score the average.
KRA Q E T Ave
Objective 1 7.5% 5 5 - 5
1 22.5% Objective 2 7.5% 5 5 - 5
Objective 3 7.5% 5 5 - 5
Objective 4 7.5% 4 4 - 4
2 22.5% Objective 5 7.5% 4 4 - 4
Objective 6 7.5% 3 3 - 3
Objective 7 7.5% 4 4 - 4
3 22.5% Objective 8 7.5% 3 3 - 3
Objective 9 7.5% 4 4 - 4
Objective 10 7.5% 4 4 - 4
4 22.5% Objective 11 7.5% 5 5 5 5
Objective 12 7.5% 5 5 5 5
5 10% Objective 13 10% 4 4 - 4 Figure 3.22. Sample
Final Rating
Computation Table
with the Average of
Adjectival Rating
the QET Ratings
42
Step 3. Multiply Weight

Numerical
Weight per Ratings
the Weight KRA per Objectives Objective Score
KRA
per Objective Q E T Ave
with the QET Objective 1 7.5% 5 5 - 5 0.375

0.375
average to fill 1 22.5% Objective 2 7.5% 5 5 - 5
Objective 3 7.5% 5 5 - 5 0.375
in the SCORE
Objective 4 7.5% 4 4 - 4 0.300
column. The 2 22.5% Objective 5 7.5% 4 4 - 4 0.300
scores shall Objective 6 7.5% 3 3 - 3 0.225
be in three (3) Objective 7 7.5% 4 4 - 4 0.300
decimal places. 3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10% Objective 13 10% 4 4 - 4 0.400
Figure 3.23. Sample Final Rating
Computation Table with
Adjectival Rating
Computed Scores
Weight per Objective x Average Rating = Score
Step 4. Add Weight Numerical

Weight per Ratings
all the scores KRA per Objectives Objective Score
KRA Q E T Ave
to compute
Objective 1 7.5% 5 5 - 5 0.375
for the Final
1 22.5% Objective 2 7.5% 5 5 - 5 0.375
Rating, which is Objective 3 7.5% 5 5 - 5 0.375
also in three (3) Objective 4 7.5% 4 4 - 4 0.300
decimal places. 2 22.5% Objective 5 7.5% 4 4 - 4 0.300
Objective 6 7.5% 3 3 - 3 0.225
Objective 7 7.5% 4 4 - 4 0.300
3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
Figure 3.24. Sample 5 10% Objective 13 10% 4 4 - 4 0.400

Computation Table with Final Rating 4.225
Final Rating Adjectival Rating
Sum of all the Scores = Final Rating
Step 5. Determine Adjectival Rating Equivalences

the adjectival RANGE ADJECTIVAL RATING
rating equivalent 4.500 – 5.000 Outstanding
of your final rating 3.500 – 4.499 Very Satisfactory
by refering to the 2.500 – 3.499 Satisfactory
table in Figure 1.500 – 2.499 Unsatisfactory
3.25. below 1.499 Poor
Figure 3.25. Adjectival Rating Equivalences
43
UPDATED RPMS MANUAL
Weight Numerical See Figure 3.26

Weight per Ratings
KRA per Objectives Objective Score for the final
KRA Q E T Ave
computation of
Objective 1 7.5% 5 5 - 5 0.375
IPCRF rating.
1 22.5% Objective 2 7.5% 5 5 - 5 0.375
Objective 3 7.5% 5 5 - 5 0.375
Objective 4 7.5% 4 4 - 4 0.300
2 22.5% Objective 5 7.5% 4 4 - 4 0.300
Objective 6 7.5% 3 3 - 3 0.225
Objective 7 7.5% 4 4 - 4 0.300
3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10% Objective 13 10% 4 4 - 4 0.400
Final Rating 4.225
Very
Adjectival Rating Satisfactory
Figure 3.26. Sample Computation Table with Final Rating and its Ajectival Rating Equivalent
There is also an Excel version of the IPCRF that automatically generates a

summary report of the IPCRF, as shown below.
Figure 3.27. Summary Sheet for Profiicient Teachers
44
Figure 3.28. Sample accomplished IPCRF with Actual Results
45
46
UPDATED RPMS MANUAL
Figure 3.29. Sample accomplished IPCRF with overall rating for accomplishments
Mid-year Review
Mid-year Review gives you the chance to confer with the teachers for
them to improve performance. Usually, the mid-year review is conducted in
November. You need to provide suggestions, recommendations and/or the
most appropriate technical assistance to support teachers in achieving their
targets. Note that the mid-year review is for performance monitoring and
coaching. The final rating depends solely on the year-end evaluation.
Step 1: Assess the Teacher Portfolio using the IPCRF and the suggested
Mid-year Review Form (MRF).
See Figure 3.31 on page 49 for the suggested Mid-year Review
Form (MRF). You may write appropriate feedback/reflection notes to
give reasons for your initial ratings.
Step 2: Conduct Mid-year review conference to discuss your initial

ratings with the Ratees.
Step 3: Discuss with the Ratees their respective performance concerns.
Step 4: Monitor teacher performance and coach them using the

Performance Monitoring and Coaching Form (PMCF) and Mid-year
Review Form (MRF).
The PMCF shall provide a record of significant incidents (actual events and
behavior in which both positive and negative performances are observed)
such as demonstrated behavior, competence and performance. Create an
enabling environment and intervention to improve teacher performance
and progress towards the accomplishment of objectives.
47
48
PERFORMANCE MONITORING AND COACHING FORM
CRITICAL INCIDENCE IMPACT ON JOB/ SIGNATURE

DATE OUTPUT
DESCRIPTION ACTION PLAN (RATER/RATEE)
August 6, 2017 Work tasks and schedules to achieve Submitted school forms/reports Serves as role model to
UPDATED RPMS MANUAL
goals as evident in her checklist have ahead of time colleagues/peers

to be prioritized.
September 10, 2017 Logbook of daily incidence in her Logbook served as evidence for Could easily address
classroom is regularly done with a anecdotal records and journals of the learners’ needs
“Reflection” every week. best practices.
October 8, 2017 Quiz notebooks (in all the subjects) Track records of learners’ Least learned
are observed with TOS, test items, performance competencies are
score and item analysis and level of identified and intervention
mastery. needed is applied.
October 8, 2017 The use of ICT as shown during IMs used did not fully capture the Less participation among
classroom observation has to be interest of learners learners.
enhanced.
Figure 3.30. Sample of accomplished Performance Monitoring and Coaching Form
Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position: Name of Rater:
Bureau/Center/Service/Division: Position:
Rating Period: Date of Review:
Mid-year Review/Rating
Weight Performance Ratee (Teacher) Rater (Principal)
MFOs KRAs Objectives Timeline MOV Mid-Year Review Results
per KRA Target
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
174
Figure 3.31. Suggested Mid-year Review Form
49
UPDATED RPMS MANUAL
3.1.2.3 How do you assess the Competencies?
During the RPMS Phase 1, the Rater shall discuss with the Ratee
the competencies required of him or her. The demonstration of these
competencies shall be monitored to effectively plan the interventions
needed for development plans and shall be assessed at the end of the year.
The assessment in the demonstration of competencies shall not be

reflected in the final rating. These competencies are monitored to inform
professional development plans.
Step 1: Discuss with the Ratee the set of competencies.

Discuss with the teacher the set of core behavioral competencies
demonstrated during the performance cycle. See Figure 3.33 on page 51.
Step 2: Assess the demonstration of competencies.

In the form provided in the Annex F, IPCRF, write the appropriate rating
inside the box for each competency using the 5-point scale shown below: a
Scale Definition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
Figure 3.32. The DepEd Competencies Scale
5 - If all behavioral indicators had been demonstrated

4 - If four behavioral indicators had been demonstrated
3 - If three behavioral indicators had been demonstrated
2 - If two behavioral indicators had been demonstrated
1 - If only one behavioral indicator had been demonstrated
After rating the Portfolio, determine the overall rating of the actual
accomplishments and results. The Rater and the Ratee should reach an
agreement by signing the IPCRF.
50
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behavior that are clear and 2. Promotes collaboration and removes barrier to teamwork and goal
purposive and takes into account personal goals and values accomplishment across the organization.
congruent to that of the organization. 3. Applies negotiation principles in arriving at win-win agreements.
3. Displays emotional maturity and enthusiasm for and is challenged 4. Drives consensus and team ownership of decisions.
by higher goals. 5. Works constructively and collaboratively with others and across
4. Prioritize work tasks and schedules (through Gantt charts, organizations to accomplish organization goals and objectives.
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and 1. Can explain and articulate organizational directions, issues and
Conduct and Ethical Standards for public officials and employess (RA problems.
6713). 2. Takes personal responsibility for dealing with and/or correcting
2. Practices ethical and professional behavior and conduct taking into customer service issues and concerns.
account the impact of his/her actions and decisions. 3. Initiates activities that promote advocacy for men and women
3. Maintains a professional image: being trustworthy, regularity of empowerment.
attendance and punctuality, good grooming and communication. 4. Participates in updating office vision, mission, mandates and
4. Makes personal sacrifices to meet the organization’s needs. strategies based on DepEd strategies and directions.
5. Acts with a sense of urgency and responsibility to meet the 5. Develops and adopts service improvement program through
organization’s needs, improve system and help others improve their simplified procedures that will further enhance service delivery.
effectiveness.
Results Focus Innovation
1. Achieves results with optimal use of time and resources most of 1. Examines the root cause of problems and suggests effective
the time. solutions. Foster new ideas, processes and suggests better ways to
2. Avoids rework, mistakes and wastage through effective work do things (cost and/or operational
methods by placing organizational needs before personal needs. efficiency).
3. Delivers error-free outputs most of the time by conforming to 2. Demonstrates an ability to think “beyond the box”. Continuously
standard operating procedures correctly and consistently. Able focuses on improving personal productivity to create higher value and
to produce very satisfactory quality work in terms of usefulness/ results.
acceptability and completeness with no supervision required. 3. Promotes a creative climate and inspires co-workers to develop
4. Expresses a desire to do better and may express frustration at original ideas or solutions.
waste or inefficiency. May focus on new or more precise ways of 4. Translates creative thinking into tangible changes and solutions
meeting goals set. that improve the work unit and organization.
5. Makes specific changes in the system or in own work methods to 5. Uses ingenious methods to accomplish responsibilities.
improve performance. Examples may include doing something better, Demonstrates resourcefulness and the ability to succeed with
faster, at a lower cost, more efficiently, or improving quality, customer minimal resources.
satisfaction, morale, without setting any specific goal.
Figure 3.33. Sample Assessment of the Core Behavioral Competencies
51
UPDATED RPMS MANUAL
Below is the summary of ratee, rater and approving authority in

the RPMS.
Ratee Rater Approving Authority

Assistant
Principal/School Head Schools Division Superintendent
Superintendent
Superintendent
Head Teacher/Master
(Small and Medium Divisions)
Teacher
Principal/School Head
Assistant Superintendent
Asssistant Principal
(Large and Very Large Divisions)
Superintendent
(Small and Medium Divisions)
Principal/School Head
Assistant Superintendent
Teacher (Large and Very Large Divisions)
Master Teacher/Head
Teacher/Assistant Principal/School Head
Principal
Master Teacher/Head
ALS Implementers
Teacher/Assistant Principal/ School Head
(school-based)
Principal
ALS Implementers
Education Program Chief of Curriculum Implementation
(Community learning
Supervisors for ALS Division (CID)
centers-based)
Figure 3.34. Matrix of Rater-Ratee-Approving Authority.
3.1.3 Post-Assessment
The Part IV: Development Plans of the IPCRF (IPCRF-DP) shall be informed
by the results of the self-assessment during Phase 1: Performance Planning
and Commitment. The Rater and the Ratee shall identify and agree on the
strengths and development needs and reflect them in Part IV: Development
Plans of the IPCRF.
The IPCRF-DP shall be updated during Phase 4: Performance Rewarding
and Development Planning and shall be informed by the actual ratings of the
IPCRF in Phase 3: Performance Review and Evaluation.
After rating the Portfolio, explain accomplishments, corresponding
rewards or possible incentives. Finally, assist Ratees in preparing their Part
IV: Development Plans of the IPCRF for the following year.
The following steps shall be applied in preparing Development Plans:
1. Identify the development needs.
2. Set goals for meeting the development needs.
3. Prepare action plans for meeting the development needs, such
as list of learning activities, resources and supports, measure of
successes, among other needs.
4. Implement action plans.
5. Evaluate.
52
Your Development Plans may have the following components: A)

Teaching Competencies, based on the PPST; and B) Core Behavioral
Competencies, as shown in Figure 3.35.
PART IV: DEVELOPMENT PLANS

Action Plan
(Recommended
Strengths Development Resources
Developmental Intervention) Timeline
Needs Needed
Learning
Intervention
Objectives
A. Functional Competencies
Objective 3, KRA 1 Objective 3, KRA Acquire Applying new Year- Learning and
To apply a range of 1 techniques learning from round Development
teaching strategies to To apply a range and attending Team
develop critical and of teaching strategies on courses/seminars/
creative thinking, as well strategies to the art of workshops/ Supervisors /
as other higher-order develop critical questioning Learning Action School Heads
thinking skills. and creative that will Cells (LAC)/ E- /
thinking, as well enable to learning Master
as other higher- develop Teachers
order thinking HOTS among Using feedback to
skills; the students. try a new approach Local Funds
particularly, to to an old practice
improve on my
art of Coaching and
questioning so mentoring
that I will be able Enrich skills Equipping myself
to make my in developing with pedagogical
students use and various skills to develop
develop their activities that activities that will
critical thinking will promote promote critical
skills critical and and creative
creative thinking skills of
thinking my students
among my
students
B. Core Behavioral Competencies

• Professionalism Innovation; Focus on Coaching Regular HRTD Funds
and Ethics particularly on personal coaching
• Teamwork conceptualizing productivity Incorporating in In-service
• Service “Out of the Box” to create the next in-service training in
Orientation ideas/approach higher value training (INSET) the April and
• Results Focus and results training on May
conceptualization
of innovative and
ingenious methods
and solutions

Feedback:

RATEE RATER APPROVING
AUTHORITY

Figure 3.35. Sample of accomplished Part IV of the IPCRF: Development Plans
53
UPDATED RPMS MANUAL
The Rater and the Ratee also ensure that the action plans and
interventions are appropriate for the development needs of the Ratee.
Below are examples of developmental activities:
Geographical Seminars/
cross posting workshops
Benchmarking Coaching/
Counseling
Other Formal
Functional
cross posting developmental education/
classes
options
Job enhancement/ Developmental/

redesign lateral career move
Assignment to task
forces/committees/
special projects
Figure 3.36. Examples of developmental activities for teachers
70 - 20 - 10
Remember:
Learning Model
Use appropriate Learn and develop Learn and develop
interventions or activities through Experience Learn and through Structured
develop courses and programs
that have high impact through Others (Formal education)
and results in employee’s
development. 70% 20% 10%
For this purpose, it

is suggested that the
Principle of the 70-20-10
Learning Model shown 90% Experiential learning
and development
in Figure 3.37 and Figure
3.38 be used as a guide.
Figure 3.37. Principle of the 70-20-10 Learning Model
54
70-20-10 Learning Model Examples
70 - Learn and 20 - Learn and 10 - Learn and

Develop through Develop through Develop through
Experience Others Structured Courses
and Programs
• Applying new • Seeking informal (Formal Education)
learning in real feedback and work
situations debriefs • Learning through:
• Using feedback to • Seeking advice, - courses
try a new approach asking opinions, - workshops
to an old problem sounding out ideas - seminars
• Trying new work • Requesting - e-learning
and solving coaching from • Applying for
problems within manager/others professional
role • Getting 360° qualifications/
• Having increased feedback accreditation
span of control • Undergoing
• Having increased structured
decision-making mentoring and
• Becoming coaching
champion and/or • Participating in
managing changes Learning Action
Cells (LAC)
Figure 3.38. Examples of the 70-20-10 Learning Model Principle
At the end of the RPMS performance cycle, the Ratee must submit the
accomplished and duly signed IPCRF to the School Head. The IPCRF includes
the following parts:
• Part I: Individual Performance Commitment and Review Form with
computed final rating
• Part II: Core Behavioral Competencies
• Part III: Summary of Ratings for Discussion
• Part IV: Development Plans
55
UPDATED RPMS MANUAL
56
Re s ul t s-B a s ed P er f or m a nc e M a nagemen t S y s t em
Manual
Manual for
for Teachers
Teachers and
and School
School Heads
Heads
PROFESSIONAL REFLECTIONS
REFLECTIONS THROUGH
THROUGH
ANNOTATIONS
The Results-based
for Performance
Teacher Quality Management
(RCTQ) with System
support from (RPMS) Manual
the Australian for Teachers
Government and
through School
the
4
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Research Center
BasicHeads was Sector
Education developed through the (BEST)
Transformation Research Center
Program.
for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH
FOR TEACHER
RESEARCH
CENTER
Philippine National
QUALITY
CENTER
FOR TEACHER QUALITY
UPDATED RPMS MANUAL
4.1 What are Annotations?

A teacher’s path towards personal growth and professional development involves
reflection and learning in order to improve practice. One way of doing this is to become
more actively engaged in the process of careful introspection and critical evaluation
of your teaching practice. An essential step towards becoming a more reflective
practitioner is through writing annotations in your professional development
portfolios.
Annotations are self-reflections, explanations or presentational mark-ups
attached to documents, artifacts or Means of Verification (MOV) that you submit
for the RPMS. They are important
in instances when the evidences
or artifacts presented in teacher
portfolios cannot capture the whole
dynamics of the teaching and learning I e n jo y
d e s ig n
t a s k s fo in g m a
process. Further, annotations establish r my s t n y d if fe
wheth u d e nt s to d rent
e r in d iv o in c la
a connection between the evidences groups id u a ll y
, in p a ir ss
. s , o r in
and the Rater, thus, facilitating the Somet
im e s I
review of the portfolio. that th need t
e stud o r e m in
dent s do m y s e lf
a b il it y n ’t h a v
le v e ls a e t h e
about nd so I same
a s s ig n in h ave to
g task s b e m in
approp fo r t h e d fu l
r ia t e ly. studen
ts
ys
I alwa s I
C BI, l e sson of
llow the ion
n I fo hat in t e grat bject
e in
Wh re t on s su
a k e su focus a cros ny
m t he n and a t a
plan
, it h i
tha
t my
e n t w S o v i sits
t . rver nce of
con lear
s is c n obse ide
are a
h a t a s e e ev
e t will
tim t h ey
s,
clas
.
this to
do was
I m e ant to fi cally
s o n , what r t s , speci
s le s sp o t
In thi dge of curren
r a t e knowle n k t h is to
o i
incorp cer, a
nd l Philip
pine
o o t b a ll/soc o u t h o w the a good
f r ts ab n g up
s p o u t t i n
news i
n been p eams i
l t e a m has p e r i e nced t
footba
l e ex I noti
ced
he mor
t a g a inst t a n d K orea.
figh s Japa
n the
such a ans of
Figure 4.1. Asia, e n t s were f of the
ir
Sample Annotations s o m e stud n m a k e use .
that c a sson
eam. I the le
pine T hem in orts
Philip a g e t t her sp
e s t t o eng o r e s and o f
inter e s c ion o
he gam plicat
sing t ood ap lesson
s
Discus can b e a g
lan my
t i c s I f I p t h
statis oncept
s.
ng wit
h Ma
m p l e Math c r a t i o n, alo tiviti
es.
s i integ the a c
v a l u e s e d i n
well, lud
be inc
d P . E ., can
an
58
PROFESSIONAL REFLECTIONS THROUGH ANNOTATIONS
4.2 What is the Importance of Annotations?

Annotations allow you to exercise reflective thinking. They help you
describe your teaching experiences and explain instructional decisions.
Annotations are important because they:
• make your evidence speak on your behalf;

• highlight your professional strengths in teaching;
• help you reflect on your teaching practices that pave the way for
professional advancement;
• describe your intentions, goals and purposes towards career growth;
• present and explain credentials required by the Rater for ranking and
promotion; and
• make it easier for the Rater to rate your performance.
4.3 What do you Annotate?

When writing annotations, you need to present evidences of your best
practices in the various Key Result Areas. The following are possibilities
for annotations:
• documents/artifacts that show your creativity and
resourcefulness in teaching;
• evidence that may fully satisfy the requirements of the
performance indicators but do not clearly demonstrate their link
to the indicators themselves; and
• classroom context that explains your teaching practice and the
realities you face in the classroom/school/community context.
4.4 How do you write Annotations?

Annotations help your Rater understand the story behind the MOV
and be familiar with the documents being reviewed. The following may
help you write annotations for a particular MOV in your RPMS Portfolio:
Step 1. Describe the Means of Verification (MOV)

that you want to annotate.
The following questions may help you describe
the MOV that you want to annotate:
a. What is your MOV about?
b. How does your MOV meet the KRA’s objectives?
Step 2. Reflect on your MOV.

These questions may guide your reflection:
a. How does your MOV meet the objective?
b. What do you wish to highlight in your MOV in relation to
the objective?
c. What classroom contexts explain your practices as
reflected in your MOV?
59
60
Sample Annotation Template for Teacher I-III (Proficient Teachers)
Description of the MOV

Objectives Means of Verification Annotations
Presented
UPDATED RPMS MANUAL
1. Applied Classroom observation tool (COT) The MOV presented In this lesson, I incorporated
knowledge rating sheet and/or inter-observer was a lesson plan that knowledge of sports,
of content agreement form about knowledge of showed integration of specifically football/soccer,
within and content within and across curriculum knowledge and content to my Math lesson. To get
across teaching areas in Physical Education. students interested, I drew
curriculum Lesson plans developed highlighting attention to the sports news
teaching integration of content knowledge about how the Philippine team
areas within and across subject areas had been putting up a good
Instructional materials highlighting fight against more experienced
mastery of content and its integration teams in Asia, such as Japan
in other subject areas and Korea. To apply Math
Performance tasks/test material(s) concepts, I led the class in
highlighting integration of content discussing the game scores
knowledge within and across subject and other sports statistics. My
areas students were engaged. I was
Others (Please specify and provide able to deliver my lesson in
annnotations) Math with an interesting focus
on sports.
Figure 4.2. Sample Annotation Template for Teacher I-III (Proficient Teachers)
EFFECTIVE COACHING
& PERFORMANCE FEEDBACK
5
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
UPDATED RPMS MANUAL
5.1 What is Coaching?

Coaching is an interactive process where Raters and Ratees aim to
close performance gaps, teach skills, impart knowledge and inculcate
values and desirable work behaviors.
Competencies of an effective Rater

The following are necessary competencies of an effective
Rater:
• Self-clarity
• Clear communication
• Critical thinking
• Ability to build relationships and inspire
5.1.1 What is the difference between and

among coaching, mentoring and
counseling?
Coaching is a process that enables learning and development
to occur, and thus, improve performance.
Mentoring is a support by one person to another in making

significant transitions in knowledge, work or thinking.
Counseling is a principled relationship characterized by

the application of one or more psychological theories and a
recognized set of communication skills, modified by experience,
intuition and other interpersonal factors, to clients’ intimate
concerns, problems or aspirations.
How do
you feel I feel that
I need to
about your
improve
progress on...
so far?
Figure 5.1. The Rater and the teacher discuss on issues and how they can be addressed.
62
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
5.1.2 What is the Coaching Model for DepEd?

In DepEd, there are three (3) opportunities to apply coaching.
Below is the coaching model.
Coach
for Maximum
Performance
Coach
for Work
Improvement
Coach
to Strengthen
Skills,
Competencies
Application and Behavior
Opportunities
Figure 5.2. Coaching Model for DepEd
5.1.2.1 Coach for Improvement

Coach for work improvement is applied when performance
gaps are observed and identified.
Performance gaps refer to the difference between a teacher’s

current performance and what is required or expected. These
can either be gaps concerning work behavior or skills. They could
be both.
63
UPDATED RPMS MANUAL
Tips in Identifying Performance Gaps

1. Routinely monitor/check teacher performance against
stated performance metrics or agreed upon monthly or
quarterly milestones vs. subordinates’ annual goals.
2. Analyze the tasks that the teacher is not doing well.
3. Identify the causes, behaviors that interfere with

goal accomplishment in controllable/uncontrollable
situations.
4. Try to draw facts from other sources when possible.
5. Avoid premature judgments.
Catch a problem early!
Causes Description
Check work process before looking

Inefficient processes into faults of the people who run
them.
Off-the-job concerns that affect

Personal Problems
performance at work
Demand is too much or too fast-

Work Overload
paced
Jealousy, competition for attention

Relationships Conflict at Work
or for promotion
Figure 5.3. Possible causes of poor performance
5.1.2.2 Coach for Maximum Performance

Coach for maximum performance is applied to sustain teacher’s high
performance and to continuously improve performance.
It is also an opportunity to develop succession plans and career
development of high-performing and high-potential teacher for
promotion.
64
5.1.2.3 Coach to Strengthen Skills,

Competencies and Behavior
This model is applied to strengthen and/or develop new
competencies, skills, and behaviors.
It is also an opportunity to boost morale and confidence of
teachers, as well as cultivate/raise the level of performance.
5.1.3 What are the Four (4) Step Processes

of Coaching?
There are four (4) step processes that the Coach/Rater and the Ratee/
Ratee must undertake to provide effective coaching.
Observation Discussion &

The rater identifies Agreement
a performance gap Rater and Ratee agree on:
(1) problems to be fixed;
or an opportunity
and (2) an opportunity to
to improve. move job performance
two notches higher.
Follow up Active Coaching

Setting follow-up Rater and Ratee create
sessions to check on and agree on the action
the status of the agreed plan to address the gap.
upon action plan.
Figure 5.4. Four Step Processes of Coaching
65
UPDATED RPMS MANUAL
Steps in conducting discussion and agreement sessions

Step 1: Opening /Climate Setting/ Establishing Rapport
(achieving a comfort level that encourages openness)
• Thank teacher for making time for the meeting.
• Express your hope that you will find the meeting useful.
Step 2: Objective Setting

• Tell teacher things he or she is doing right; express sincere
appreciation.
• Tell your reason for calling the meeting with him or her.
• Give feedback on performance deficiency you have observed.
• Listen with empathy, i.e. give an empathic response, paraphrase
what he or she had said, and reflect on his or her feelings.
Step 3: Discussion and Agreement Proper

• Tell what you want him or her to do, how you want it done, and why
(standards of performance).
• If possible, show (model) how it is done.
• Then ask him or her to do it while you observe.
• Give positive feedback and/or correction; offer suggestions.
• Let him or her know you respect his or her ability.
• Agree upon appropriate actions - teacher’s and yours.
• Let him or her know you will closely monitor his or her performance.
Step 4: Closing
• Share how you feel about the meeting.
• Ask him or her how he or she feels about the meeting.
• Schedule a follow-up meeting on a specific date.
• Thank him or her and express confidence that he or she can do it.
Assure him or her of your support.
• Shake hands and smile, while maintaining eye contact.
66
Why follow-up?
• It provides opportunities to remind teachers about goals and the
importance of these goals.
• Periodic checks give you a chance to offer positive feedback

about the good things that teachers do.
• These checks can help spot small problems before they become
large ones.
Performance monitoring shall be the responsibility of both the Rater

and the Ratee who agree to track and record significant incidents through
the use of the Performance Monitoring and Coaching Form (PMCF) shown
in Figure 3.30 on page 50 of this Manual.
Is there a difference between Managing and Coaching?
Managing focuses on... Coaching focuses on...
Telling Exploring
Directing Facilitating
Authority Partnership
Immediate Needs Long-term Improvement
A Specific Outcome Many possible outcomes

Figure 5.5. Difference between managing and coaching
Performance Coaching is not…
• a one-time process
• fault-finding and does not put the teacher down
• giving advice and does not involve the Rater sharing
his or her personal experience or opinions/beliefs
67
UPDATED RPMS MANUAL
Performance Coaching is...
• Creating the right atmosphere
Mutual Trust
• Develop mutual trust by demonstrating concern for the Ratee’s
well-being and success. Showing empathy, genuine interest,
consultation, providing opportunities for the Ratee to move
ahead are demonstrations of concern.
• Experience in the matter at hand. Trust can be gained when the
Rater has a reputation of success in the area.
• Being as good as your word. Trust is built through repeated
demonstration. Do what you say everytime.
• Not disclosing information held in Ratee’s desire for
confidentiality
Accountability for Results

• A person who is held accountable for results will take coaching
seriously.
• A formal coaching plan makes accountability explicit.
Motivation to Learn and Improve

(workplace motivations that encourage people)
• Mastering an important skill will open the door to advancement.
• An teacher sees that improved productivity is reflected in his or
her paycheck.
• A person knows that his or her job is in danger unless he or she
learns to do a particular task better.
• An teacher has reached the point where he or she is eager to
learn something new or move on to a more challenging job.
• Practice active listening

Active listening encourages communication and puts other
people at ease. An Active Listener pays attention to the speaker and
practices the following good listening skills:
• Maintaining eye contact
• Smiling at appropriate moments
• Being sensitive to body language
• Listening first and evaluate later
• Never interrupting except to ask for clarification
• Indicating that you are listening by repeating what was said about
critical points
• Asking the right questions

Asking the right questions will help the Rater to understand the
Ratee and get to the bottom of performance problems.
68
Two Forms of Questions:

A. Open-ended
These questions invite participation and idea sharing.
These help the Rater to know the Ratee’s feelings, views
and deeper thoughts on the problem, and, in turn, help to
formulate better advice.
B. Closed-ended
These questions lead to “YES” or “NO” answers.
Sample of Closed-ended questions:

• To focus on the response: “Is the program / plan on
schedule?”
• To confirm what the other person has said: “So, your big
problem is scheduling your time?”
5.2 What is Performance Feedback?

Performance feedback is an ongoing process between a teacher
and a school head where information concerning the performance
expected and performance exhibited/demonstrated is exchanged.
Figure 5.7 shows that effective feedback giving during the

performance cycle results to a successful Performance Appraisal.
Hi! Here’s your I am glad to hear

portfolio. Let’s about your
talk about your comments,
performance
Ma’am.
rating.
Figure 5.6. An illustration of a

principal giving a teacher feedback
69
UPDATED RPMS MANUAL
Infographics taken from https://www.cognology.com.au/

(No copyright infringement intended. Strictly for Academic Purposes only)
Figure 5.7. Successful Performance Appraisal resulting from Effective Feedback
70
5.2.1 Why do we give feedback?

Feedback benefits the school head, the teachers and the school. It can:
• build teacher competence and confidence to achieve high performance;
• benefit the school head in his or her managerial and leadership functions;
and create a culture of performance excellence.
There are two types of feedback:
Type 1: Reinforce
This type of feedback identifies job-related behavior and performance
that contribute to individual, group and organizational goals. This
encourages the teacher to repeat and develop them.
Type 2: Redirect
This type of feedback identifies job related behavior and performance
that do not contribute to individual, group and organizational goals and
helps the teacher develop alternative strategies.
When is feedback effective?

Effective feedback should be specific; it tells your teachers what they
did or did not accomplish, how they completed their tasks and how
effective their actions are.
Effective feedback is also timely, in order to reinforce positive actions

or provide alternative suggestions early enough that your teacher can
adjust and enhance his or her performance.
• You give it early enough to create impact (adjust or enhance

performance)
• It is also important to know when to postpone the giving of
feedback.
Finally, feedback should be balanced, highlighting both the teacher’s

strengths and areas for improvement.
71
UPDATED RPMS MANUAL
5.2.2 What is the STAR Feedback Model?

For effective feedback-giving performance, the STAR Model is applied.
Figure 5.8. The STAR Feedback Model
S/T – Situation or Task

• Provides context for teacher’s action(s)
• Describes specific event, job, or assignment that
triggered or warranted a response
A – Action
• Specific response of teacher to the situation or task
• What teacher said or did
• Can be multiple actions
• Can also be non-action
R – Result
• What happened due to the teacher’s action
• Can be effective or ineffective
• Can be concrete (e.g., report, written feedback from
colleagues, etc.)
• Can be less tangible (e.g., low morale,
misunderstanding, etc.)
72
5.2.3 What are the benefits of the STAR

Feedback Model?
The STAR Feedback Model:
• helps you focus teacher’s attention on behaviors that got them
to their current level of performance;
• can be used to reinforce teacher’s good performance, as well as
to facilitate improvement in teacher’s performance; and
• can be used to give feedback verbally or in writing.
See Figure 5.9 for a sample Reinforce STAR Feedback of a Principal

to a Teacher that demonstrates a contributing behavior or performance.
For a sample of Redirect STAR Feedback of a Principal to a Teacher that
demonstrates a non-contributing behavior or performance, see Figure
5.10.
The STAR-AR Feedback Model is used for developmental or

performance improvement, where alternative action and result are
described.
STAR - AR
Alternative Action
What could be done better or differently next time?
Alternative Result
What could be the probable result or impact of the
alternative action?
73
UPDATED RPMS MANUAL
Yesterday morning,
I observed that you had
a student that had seemed to
refuse to acknowledge that
he lacked the knowledge
and the skills. Encourage the student
to accept that
In the past, “There is always
his former teachers more to learn” and
did not challenge his “I can listen and explore
composition skills but always what this teacher
gave him high marks. has to offer.”
Figure 5.9.
Sample of Reinforce
STAR Feedback
of a Principal to
a Teacher that
demonstrates
a contributing
behavior or
performance
When I asked the student

Today, you took this afternoon about
the challenge his experience in your class,
and successfully he told me that you are
his first teacher who could
presented the
show him what he needed
subject matter so to know and help him understand
that the student the significance
accepted his skill of good writing skills.
level and worked to
learn what he needed Good job! You were able to handle
to know. the situation successfully.
74
A - While you provided

all of the data I asked for,
I received it two days
after I requested,
because other
priorities had come up.
“Last week, I asked

R - Because the report
you to complete
was late, I had to delay a documentation
our LAC meeting of the LAC session.”
with the division supervisor.
A -“The next time you’re faced

with competing priorities,
Figure 5.10. Sample of
feel free to come to me Redirect STAR Feedback
for further directions.” of a Principal to a Teacher
that demonstrates a non-
contributing performance
R - “That way, I’ll know if you’re

having challenges completing
a request, so I can help you
prioritize your assignments.”
75
UPDATED RPMS MANUAL
Tips in providing redirect

or developmental feedback
Focus on facts, not the person.

• Choose positively-phrased statements, such as
“Forgetting to do that caused a delay,” rather than saying
“You’re completely disorganized.“
Share your thoughts on alternative approaches while

remembering to seek the other person’s ideas.
• “What do you think would be the best approach next
time?”
• “If you do that, what results could we expect?”
Provide your teacher with the necessary support in

terms of time, resources or coaching to act on your
feedback.
• “What resources or support would you need to carry this
out?”
76
5.2.4 What is the Feedback Process?

The following are the processes for providing effective feedback:
Step 1: Preparation
• Self-Assessment. The teacher accomplishes a self-assessment
form and sends a copy to his or her immediate superior.
• Agreeing on the Schedule of the Meeting. The teacher and the
immediate superior agree on the meeting schedule.
• Gathering Data and Preparing Discussion Notes. The teacher
and the immediate superior gather data and note down discussion
points for the meeting. The discussion points can be:
• Performance Objectives
• Critical Incidents/STARs
• Progress or Final Results
• Development Plans
Step 2: Conducting the Meeting

• Opening the Meeting. Greet the teacher and make him or her feel
comfortable. Thank him or her for his or her time. You may engage
in quick, light, small talk.
• Clarifying the Meeting. The immediate supervisor should signal
start of discussion and state the purpose of the meeting.
• Discussion. Go through each of the objectives and discuss with the
teacher the extent of accomplishment versus targets. Be prepared
to discuss specific examples of behaviors and performance
outcomes. Listen actively and openly. Take down notes.
• Giving Feedback. Prepare your notes. Be specific and own the
feedback. Engage the teacher in the discussion.
Step 3: Closing the Meeting

• Ask the teacher to share his/her take-aways.
• What were my major achievements?
• What have I done well or am doing well?
• In what key areas could I have done or should I do better?
• How is my overall performance?
• What are my next steps?
• Affirm your trust in the teacher. Thank him or her for his or
her time.
77
UPDATED RPMS MANUAL
Key Principles for Interactions

• Maintain or enhance self-esteem.
• Listen and respond with empathy.
• Ask for help and encourage involvement.
• Share thoughts, feelings, and rationale (to build trust).
• Provide support without removing responsibility (to

build ownership).
Tips in Receiving Feedback (for

Teachers)
• Welcome constructive feedback (withhold judgment).
• Clarify and seek understanding (i.e. paraphrase, probe).
• Evaluate based on critical incidents, observations.
• Decide what to do with the feedback.
78
TOOLS WITHIN
THE RPMS CYCLE
- cot T1-3
sat
RPMS
TOOLS
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RPMS Too
for Maste
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RPMacher I-hIIers)
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for T ient Tea
(Pro
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r Teacher
l
c
I-IV
6
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
UPDATED RPMS MANUAL
The RPMS Cycle

To ensure teacher quality, the Results-based Performance Management System (RPMS)
aligns the performance targets and accomplishments with the Philippine Professional Standards
for Teachers (PPST). This alignment covers teacher performance for one school year, starting in
May (last week or a week after the opening of classes) and ending in April (first week or a week
after graduation and/or moving up ceremonies).
The RPMS Manual for Teachers and School Heads provides information and guidance to
Teachers and Schools in the use of different tools and forms to assess performance, the different
assessment processes and different developmental activities for teachers as they undergo the
four-stage performance RPMS cycle, namely, Performance Planning and Commitment (Phase
1); Performance Monitoring and Coaching (Phase 2); Performance Review and Evaluation (Phase
3); and Performance Rewarding and Development Planning (Phase 4).
See Figure 6.2 on page 82 for the graphic representation of the phases of the RPMS Cycle,
and the tools and processes within.
6.1 Self-Assessment Tools in the RPMS Cycle

The Self-Assessment Tool is a common tool for assessing teacher
performance. It can be used as a starting point for informal purposes of
self-reflection to clarify performance expectations and determine which
competencies to focus on. It can also be used to monitor the progression or
improvement of teacher competencies and validate whether the interventions
provided are effective. It can guide discussions about goal-setting and
professional development needs.
Performance Monitoring and Coaching
Self- Actual Development

Reflection Performance Planning
Figure 6.1. Self-assessment as a crucial step towards development planning
80
SELF-ASSESSMENT TOOLS
AND COMMITMENT
Activity : Discussion/Issuance of Po
RPMS Tools; Self-Assessment r tf
rm and oli
Fo
n Form(s) : IPCRF + SAT + IPCRF-
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Development Plans CO Or P
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re niz Port
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PERFORMANCE
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PERFORMANCE
IV REWARDING AND MONITORING AND

sf
ro
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or
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Form(s)
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ools par ar tio folio
Final Rating
T re at n
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IPCRF-DP using PMCF
Legend:

Figure 6.2. The Tools within the RPMS Cycle
81
UPDATED RPMS MANUAL
AND COMMITMENT
Activity : Discussion/Issuance of
RPMS Tools; Self-Assessment
Po
r tf
rm and oli
Form(s) : IPCRF + SAT + IPCRF- Fo
n o
io Development Plans s:
CO Or P
t e
re niz Port
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sf
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Philippine P
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and Assessment
Development Planning Form(s) : RPMS Tools + IPCRF + SAT +
Form(s)
Timeline
: Final IPCRF-DP
: April Quality

year review)
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Pr ani S, P
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Final Rating
at n
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IPCRF-DP using PMCF
Legend:

Figure 6.3. Self-assessment tools in the RPMS Cycle
82
The teachers should assess their own performance prior to the beginning
of the year (Performance Planning and Commitment) and reflect on their
performance throughout the RPMS Cycle. The results of this self-assessment
will guide the teachers and the principal on which RPMS indicators the teachers
must improve and on what areas they need coaching and mentoring.
6.1.1 What are the Self-Assessment

Tools-RPMS (SAT-RPMS)?
The Self-Assessment Tools-RPMS (SAT-RPMS) comprise two
different self-assessment questionnaires within the RPMS designed
for Teacher I-III and Master Teacher I-IV to reflect on the different
performance indicators that relate to their professional work. It is
meant to support teacher performance and professional development.
The SAT-RPMS for Teacher I-III (Proficient Teachers) shall be used by
Teacher I, Teacher II and Teacher III (TI-TIII), which include: implementers of
Alternative Learning System (ALS); Madrasah Education teachers/Asatidz;
Indigenous Peoples Education (IPEd) teachers; Special Education Teacher
I-IV; Senior High School teachers (including those who are in probationary
status), and Special Science Teacher I.
The SAT-RPMS for Master Teacher I-IV (Highly Proficient Teachers) is
for Master Teacher I to Master Teacher IV, which include: implementers of
Alternative Learning System (ALS); Madrasah Education teachers/Asatidz;
Indigenous Peoples Education (IPEd) teachers; Special Education Teacher
V; Senior High School teachers (including those who are in probationary
status).
Figure 6.4. Self-Assessment Tools-RPMS
83
UPDATED RPMS MANUAL
6.1.2. What are the parts of the SAT-RPMS?

The SAT-RPMS has the following parts:
1. Cover Page. This page introduces the SAT-RPMS, its

purposes and parts. It also provides instructions on how to
accomplish the SAT-RPMS.
2. Demographic Profile. This part collects the teacher’s

demographic information, such as age, sex, position, highest
degree obtained, among others. See Figure 6.5.
Figure 6.5. Part I: Demographic Profile of SAT-RPMS for Teacher I-III
84
3. Objectives. This page contains the 13 objectives of the SAT-RPMS.

Using a four-point Likert scale, the teachers will rate themselves in terms
of how capable they are in performing each objective and what level of
development priority they give to each objective. See Figure 6.6.
Figure 6.6. Part II: Performance Indicators of SAT-RPMS for Teacher I-III
85
UPDATED RPMS MANUAL
6.1.3. How do you take the SAT-RPMS?

Step 1: Determine your corresponding SAT-RPMS.
Identify your SAT-RPMS by considering your current
position and general description of your practice based on
the Philippine Professional Standards for Teachers.
If you are a Teacher I, Teacher II or Teacher III, use the tool
for SAT-RPMS for Teacher I-III. This includes: implementers
of Alternative Learning System (ALS); Madrasah Education
teachers/Asatidz; Indigenous Peoples Education (IPEd) teachers;
Special Education Teacher I-IV; Senior High School teachers
(including those who are in probationary status), and Special
Science Teacher I.
If you are a Master Teacher I, Master Teacher II, Master Teacher
III and Master Teacher IV, use the SAT-RPMS for Master Teacher
I-IV. This includes: implementers of Alternative Learning System
(ALS); Madrasah Education teachers/Asatidz; Indigenous Peoples
Education (IPEd) teachers; Special Education Teacher V; Senior
High School teachers (including those who are in probationary
status).
Figure 6.7 A graphical representation of a teacher looking at SAT-RPMS
86
Step 2: Take the SAT-RPMS appropriate to your position.

Accomplish Part I: Demographic Profile by shading the item
that describes you.
Accomplish Part II: Objectives by shading the circle that
corresponds to the rating you give yourself for each indicator
according to the level of your capability and development priority.
You may also write your comments about the indicators in the box
provided at the end of SAT-RPMS page. See Figure 6.8.
Figure 6.8. Screenshot of the box on the bottom of the SAT-RPMS Page
Accomplish Part III: Core Behavioral Competencies by shading

the behavioral indicators that you demonstrated during the
performance cycle. See Figure 6.9.
Figure 6.9. Part III of the Self-Assessment Tool for Teacher I-III
87
UPDATED RPMS MANUAL
Step 3: Discuss with your School Head your IPCRF-

Development Plan based on the results of your SAT-RPMS.
After taking the SAT-RPMS, discuss with your School Head the
Development Plan based on the results of your self-assessment.
Figure 6.10. A graphical representation of a teacher (Ratee) and a principal (Rater)

discussing the Development Plan based on the teachers’ SAT-RPMS results
88
6.1.4. How do you use the results of

SAT-RPMS?
Step 1: The teacher prepares the Development Plan based
on the results of SAT-RPMS.
The teacher can reflect in the plan as development needs the
objectives that rated “Low” in terms of level of capability, or “High”
or “Very High” in terms of priority for development.
The objectives rated “High” or “Very High” in terms of level of
capability can be reflected as strengths in the Development Plan.
See Figure 6.11 for the sample accomplished Part IV:
Development Plans (IPCRF-DP) based on the SAT-RPMS results.
Follow the steps in Chapter 3, page 52, in preparing for the Part IV:
DP.
Step 2: The teacher discusses the Development Plan with

the Principal.
Step 3: The teacher and the School Head come to an

agreement about the final Development Plan.
The IPCRF-DP shall be updated during Phase 4: Performance
Rewarding and Development Planning and shall be informed by
the actual ratings of the IPCRF in Phase 3: Performance Review
and Evaluation.
The results can inform various development interventions in
preparation for the next school year, such as In-Service Training
(INSET) Orientation/Teacher Induction Program (TIP).
Both the teacher and the School Head may also refer to
the Development Plans in the monitoring and coaching of
the teacher’s performance and in providing the necessary
interventions.
89
UPDATED RPMS MANUAL

Action Plan
(Recommended
Strengths Development Resources
Developmental Intervention) Timeline
Needs Needed
Learning
Intervention
Objectives
Objective 3, KRA 1 Objective 3, KRA Acquire Applying new Year- Learning and
To apply a range of 1 techniques learning from round Development
teaching strategies to To apply a range and attending Team
develop critical and of teaching strategies on courses/seminars/
creative thinking, as well strategies to the art of workshops/ Supervisors /
as other higher-order develop critical questioning Learning Action School Heads
thinking skills. and creative that will Cells (LAC)/ E- /
thinking, as well enable to learning Master
as other higher- develop Teachers
order thinking HOTS among Using feedback to
skills; the students. try a new approach Local Funds
particularly, to to an old practice
improve on my
art of Coaching and
questioning so mentoring
that I will be able Enrich skills Equipping myself
to make my in developing with pedagogical
students use and various skills to develop
develop their activities that activities that will
critical thinking will promote promote critical
skills critical and and creative
creative thinking skills of
thinking my students
among my
students

• Professionalism Innovation; Focus on Coaching Regular HRTD Funds
and Ethics particularly on personal coaching
• Teamwork conceptualizing productivity Incorporating in In-service
• Service “Out of the Box” to create the next in-service training in
Orientation ideas/approach higher value training (INSET) the April and
• Results Focus and results training on May
conceptualization
of innovative and
ingenious methods
and solutions

Feedback:

RATEE RATER APPROVING
AUTHORITY

Figure 6.11. Sample of accomplished Part IV of the IPCRF: Development Plans
90
An electronic version of the SAT is provided through http://

deped.in/eSATPackage. The system supports schools in analyzing
school-wide SAT data of teachers to help plan for teachers’
professional development. The e-SAT has accompanying guides
for School Heads, Teachers and School ICT Coordinators.
Result s-based Per formance Management S ys tem
ELECTRONIC
SELF-ASSESSMENT TOOL
(E-SAT)
Guide for Teachers and Master Teachers 2019
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
Figure 6.12. Electronic Self-Assessment Tool (e-SAT) and

Guide for Teachers and Master Teachers
91
UPDATED RPMS MANUAL
6.2 Classroom Observation Tools in the RPMS Cycle

Classroom observation is a process of providing feedback to a teacher’s classroom
practice. Feedback given provides quality input for the continuous improvement of
teacher practice and provides opportunities to share ideas and expertise, as well as
promote mentoring and coaching among colleagues. It also encourages teachers
to reflect and develop awareness about their own practice as it provides evidence of
actual teacher performance, their strengths and areas for development and the impact
of their practice. Finally, classroom observation aims to visualize classroom practices.
To be more effective, classroom observation must be based on a set of standards,
which can assess teaching quality across a continuum of development (Darling-
Hammond, 2012). The link between what the teachers can do as evidenced by their
classroom performance and the standards against which this performance can be
rated or evaluated is crucial in classroom observation.
S.Y. 2019-2020
Figure 6.13. Classroom Observation Tools and Forms in the RPMS Cycle
92
CLASSROOM OBSERVATION TOOLS
In the RPMS Cycle, a teacher’s classroom performance is assessed

against the indicators of the Philippine Professional Standards for Teachers
(PPST). The results of classroom observation are non-negotiable evidence of
teacher performance that can prove the teacher’s attainment of classroom
observable objectives in the RPMS Tools. It is the Main MOV for the classroom
observable objectives in the RPMS.
Figure 6.14. Classroom Observation Tools and Forms in the RPMS Cycle
93
UPDATED RPMS MANUAL
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Figure 6.15. Classroom Observation Tools in the RPMS Cycle
94
6.2.1 What are the Classroom Observation

Tools-RPMS (COT-RPMS)?
There are two (2) Classroom Observation Tools for RPMS (COT-
RPMS), one for Teachers I-III (Proficient) and one for Master Teachers
I-IV (Highly Proficient). The indicators in the tools are the observable
classroom objectives listed in the RPMS tools. The language of
the indicators is from the Proficient career stage in the Philippine
Professional Standards for Teachers (PPST).
COT-RPMS for Teachers I-III has nine (9) indicators, while the COT-
RPMS for Master Teacher I-IV has five (5) indicators.
S.Y. 2019-2020
S.Y. 2019-2020
Figure 6.16. COT-RPMS Rubric Front Page
6.2.1.1 Mapped RPMS Objectives

and COT Indicators
Not all objectives in the RPMS tools are classroom observable. The
tables below show the congruence between the RPMS objectives and COT
indicators.
See Figures 6.17 and 6.18 for the mapped RPMS objectives and the
COT indicators.
95
96
RPMS COT
Objective Objectives Indicator Indicators
Number Number
Applied knowledge of content within and across Apply knowledge of content within and across
1 curriculum teaching areas. 1 curriculum teaching areas
Used a range of teaching strategies that enhance Use a range of teaching strategies that enhance
UPDATED RPMS MANUAL
2 learner achievement in literacy and numeracy skills. 2 learner achievement in literacy and numeracy skills
Applied a range of teaching strategies to develop Apply a range of teaching strategies to develop
3 critical and creative thinking, as well as other 3 critical and creative thinking, as well as other
higher-order thinking skills. higher-order thinking skills
Managed classroom structure to engage learners, Manage classroom structure to engage learners,
individually or in groups, in meaningful exploration, individually or in groups, in meaningful exploration,
4 discovery and hands-on activities within a range of
4 discovery and hands-on activities within a range of
physical learning environments. physical learning environments
Managed learner behavior constructively by Manage learner behavior constructively by
5 applying positive and non-violent discipline to 5 applying positive and non-violent discipline to
ensure learning-ocused environments. ensure learning-focused environments
Used differentiated, developmentally appropriate Use differentiated, developmentally appropriate
6 learning experiences to address learners’ gender, 6 learning experiences to address learners' gender,
needs, strengths, interests and experiences. needs, strengths, interests and experiences
Planned, managed and implemented Plan, manage and implement developmentally
developmentally sequenced teaching and learning sequenced teaching and learning processes to
7 processes to meet curriculum requirements and
7 meet curriculum requirements and varied teaching
varied teaching contexts. contexts
Selected, developed, organized and used Select, develop, organize, and use appropriate
9 appropriate teaching and learning resources, 8 teaching and learning resources, including ICT, to
including ICT, to address learning goals. address learning goals
Designed, selected, organized and used diagnostic, Design, select, organize, and use diagnostic,
10 formative and summative assessment strategies 9 formative and summative assessment strategies
consistent with curriculum requirements. consistent with curriculum requirements
Figure 6.17. Mapped RPMS Objectives and COT Indicator for Teacher I-III
RPMS COT
Objective Objectives Indicator Indicators
Number Number
Modeled effective applications of content Apply knowledge of content within and across
1 knowledge within and across curriculum teaching 1 curriculum teaching areas
areas.
Developed and applied effective teaching Apply a range of teaching strategies to develop
3 strategies to promote critical and creative thinking, 2 critical and creative thinking, as well as other
as well as other higher-order thinking skills. higher-order thinking skills
Worked with colleagues to model and share Manage classroom structure to engage learners,
effective techniques in the management of individually or in groups, in meaningful exploration,
classroom structure to engage learners, individually discovery and hands-on activities within a range of
4 or in groups, in meaningful exploration, discovery
3 physical learning environments
and hands-on activities within a range of physical
learning environments.
Exhibited effective and constructive behavior Manage learner behavior constructively by
management skills by applying positive and non- applying positive and non-violent discipline to
5 violent discipline to ensure learning-focused
4 ensure learning-focused environments
environments.
Developed and applied effective strategies in the Plan, manage and implement developmentally
planning and management of developmentally sequenced teaching and learning processes to
7 sequenced teaching and learning processes to 5 meet curriculum requirements and varied teaching
meet curriculum requirements and varied teaching contexts
contexts.
Figure 6.18. Mapped RPMS Objectives and COT Indicator for Master Teacher I-IV
97
UPDATED RPMS MANUAL
6.2.1.2 Indicator List

Classroom observation in the RPMS cycle is distributed within the academic year.
The prescribed indicators per observation period are shown in Figures 6.19 and 6.20.
The check mark in the table below signifies that the indicator has to be shown
in the observation period. The cells in black signify that the indicator should not be
observed in the observation period.
COT Observation Period

Indicator INDICATORS
No. 1 2 3 4
Apply knowledge of content within and
1 / / / /
across curriculum teaching areas
Use a range of teaching strategies that
2 enhance learner achievement in literacy and / / / /
numeracy skills
Apply a range of teaching strategies to
3 develop critical and creative thinking, as well / / / /
as other higher-order thinking skills
Manage classroom structure to engage
learners, individually or in groups, in
4 meaningful exploration, discovery and / / / /
hands-on activities within a range of physical
learning environments
Manage learner behavior constructively by
5 applying positive and non-violent discipline / / / /
to ensure learning-focused environments
Use differentiated, developmentally
appropriate learning experiences to address
6 / x / x
learners’ gender, needs, strengths, interests
and experiences
Plan, manage and implement
developmentally sequenced teaching and
7 / / / /
learning processes to meet curriculum
requirements and varied teaching contexts
Select, develop, organize, and use
8 appropriate teaching and learning resources, x / x x
including ICT, to address learning goals
Design, select, organize, and use diagnostic,
formative and summative assessment
9 x x x /
strategies consistent with curriculum
requirements
Figure 6.19. Indicator List for Proficient Teachers
100
For Highly Proficient level, all indicators are expected to be

observed per observation period.
COT Observation Period

Indicator INDICATORS
No. 1 2 3 4
Apply knowledge of content within and
1 / / / /
across curriculum teaching areas
Apply a range of teaching strategies to
2 develop critical and creative thinking, as well / / / /
as other higher-order thinking skills
Manage classroom structure to engage
learners, individually or in groups, in
3 meaningful exploration, discovery and / / / /
hands-on activities within a range of physical
learning environments
Manage learner behavior constructively by
4 applying positive and non-violent discipline / / / /
to ensure learning-focused environments
Plan, manage and implement
developmentally sequenced teaching and
5 / / / /
learning processes to meet curriculum
requirements and varied teaching contexts
Figure 6.20. Indicator List for Highly Proficient Teachers
6.2.2 What are the COT-RPMS Forms?

The COT-RPMS is composed of four forms:
• Rubric
• Observation Notes Form
• Rating Sheet
• Inter-Observer Agreement Form
Each form is used at a specific stage in the observation process.
101
UPDATED RPMS MANUAL
6.2.2.1 Rubric
The rubric contains a performance continuum for each career
stage. For Teacher I-III (with Levels 3-7), the expected attained level
is at least Level 6, Consolidating. For Master Teacher I-IV (with Levels
4-8), the expected attained level is at least Level 7, Integrating.
The rubric has the following parts:
1. Rubric Level Summary. This refers to both the name and

description of each level, described according to performance of
teachers in the classroom.
Figure 6.21. Rubric Level Summary for Teacher I-III
Figure 6.22. Rubric Level Summary for Master Teacher I-IV
102
2. Indicators. This refers to the specific classroom observable practice

of teachers.
INDICATOR 1 Apply knowledge of content within and across curriculum content teaching areas
3 4 5 6 7
The teacher demonstrates minor The teacher demonstrates The teacher demonstrates The teacher demonstrates accurate The teacher applies high-level
content errors either in the accurate knowledge of key accurate and in-depth knowledge and in-depth knowledge of all knowledge of content and pedagogy
presentation of the lesson or in concepts both in the presentation of most concepts in the concepts in the presentation of the that creates a conducive learning
responding to learners’ questions or of the lesson and in responding to presentation of the lesson and in lesson and in responding to environment that enables an in-
comments. The lesson content learners’ questions or comments. responding to learners’ questions learners’ questions in a manner that depth and sophisticated
displays simple coherence. in a manner that attempts to be is responsive to learners’ understanding of the teaching and
The lesson content displays responsive to learners’ developmental needs. learning process to meet individual
coherence. developmental learning needs. The teacher makes meaningful or group learning needs within and
connections across curriculum across curriculum content areas.
The teacher attempts to make The teacher makes connections content areas, if appropriate.
connections across across curriculum content areas, if
curriculum content areas, if appropriate.
3appropriate.
4 5 6 7
The teacher demonstrates minor The teacherFEATURES OF PRACTICE The teacher demonstrates
demonstrates The teacher demonstrates accurate The teacher applies high-level
1. The teacher indicates some 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays extensive 1. The teacher applies extensive
content errors either
awareness of other ideas of the
in the
concepts and makes no
accurate knowledge of key
comprehensive understanding
accurate and in-depth knowledge
knowledge of content.
and in-depth
knowledge knowledge
of content of all
beyond his/her knowledge of content and pedagogy
same discipline presentation
that are of the lesson
contentor in
errors. concepts bothof inthethe presentation
concepts and structure of most concepts in the concepts
area in the presentation of
of specialization. the that creates a conducive learning
lesson but to learners’ questions or
connected to theresponding of the lesson ofand
the in responding to presentation of theaddresses
lesson content
and in lesson and in responding
learners to to environment that enables an in-
disciplines. 2. The teacher
2. The teacher motivates
does not make solid connection. 2. The content appears to be accurately, and its focus is
comments. The lesson content
accurate and its focus shows
learners’ questions or comments.
2. The teacher presents
responding to learners’ questions
congruent with the big ideas
learners’thequestions
investigate content areainto a manner that depth and sophisticated
expand their knowledge and satisfy
2. displays
The teacher makes simple coherence.
few content awareness of the ideas and conceptual knowledge of the in a manner
and/or that attempts
structure of the to be is responsive
their to learners’
natural curiosity. understanding of the teaching and
errors in presenting the lesson structure of the discipline.The lesson content displays
subject and makes connection responsive to learners’
discipline. developmental needs. learning process to meet individual
but does not affect entirely the within the discipline. 3. The teacher cites intra and
learning process. 3. The teacher demonstrates coherence. developmental learning needs. The teachercontent
interdisciplinary makes meaningful
relationship. or group learning needs within and
factual knowledge of subject connections across curriculum
4. The teacher shows expertise of the
across curriculum content areas.
matter and attempts to The teacher attempts to make The teacher makes connections content
content andareas, if appropriate.
uses appropriate
connect content across
disciplines. connections across across curriculum content areas, if pedagogy in delivering the lesson.

appropriate. CLARIFICATIONS
MINOR CONTENT ERRORS
less degree of errors in the content of the lesson
CURRICULUM CONTENT AREAS WITHIN CURRICULUM CONTENT AREA FEATURES OF PRACTICE ACCURATE KNOWLEDGE
content is free from errors
different learning/subject areas taught and learned in inclusion of appropriately chosen intra-disciplinary KEY CONCEPTS
the basic education1. The including
curriculum teachercontent
indicates
for some 1. The
topics and enabling learning teacher clearly
competencies within theexplains central ideas1. ofThe teacher
the topic displays
or lesson 1. The teacher displays extensive 1. The teacher applies extensive
IN-DEPTH KNOWLEDGE
Kindergarten, Special Education, Alternative Learning curriculum guide of a specific learning area and grade knowledge of content beyond his/her
awareness
System, Indigenous Peoples Education of other ideas of the concepts
level and makes no comprehensive
SIMPLE COHERENCE understanding
foundational knowledgeknowledge of within
and finer details content.
the
same discipline that are content errors. of theof the

a basic logic in the sequence concepts and
lesson with onestructure
curriculum content area area of specialization.
KNOWLEDGE OF CONTENT AND PEDAGOGY ACROSS CURRICULUM CONTENT AREA part linked to the next
connected to the
integration of expertise and teaching skill for a lesson but
making meaningful connections and including of the disciplines. 2.
BROAD The teacher
KNOWLEDGE addresses content
knowledge across curriculum content areas 2. The teacher motivates learners to
does not
particular subject; appropriateness of themake solid
pedagogy to connection. 2. Thetopics
appropriate interdisciplinary content appears to be
and learning COHERENCE accurately, and its focus is investigate the content area to
content area competencies cited in the curriculum guide of other a logical and/or developmental sequence in
learning areas inaccurate and its focus shows
any grade level 2. The
presenting the teacher
lesson presents accurate, in-depth,
HIGH-LEVEL congruent
KNOWLEDGE with the
and broad knowledge within and
big ideas expand their knowledge and satisfy
2. The teacher makes few content awareness of the ideas and conceptual knowledge of the
PEDAGOGY
and/or areas
across curriculum structure of the their natural curiosity.
errors in presenting the lesson structure of the discipline. subject
method and practice and makes connection
of teaching discipline.
but does not affect entirely the within the discipline. 3 3. The teacher cites intra and
COT-RPMS for Teacher I-III | S.Y. 2019-2020 interdisciplinary content relationship.
learning process. 3. The teacher demonstrates
factual knowledge of subject
matter and attempts to
content and uses appropriate
Figure 6.23. The Indicators of COT-RPMS disciplines.
pedagogy in delivering the lesson.
CLARIFICATIONS
CURRICULUM CONTENT AREAS ACCURATE KNOWLEDGE
WITHIN CURRICULUM CONTENT AREA
3. Level Description. This refers to the description of practice for each
different learning/subject areas taught and learned in
the basic education curriculum including content for
inclusion of appropriately chosen intra-disciplinary
topics and enabling learning competencies within the
KEY CONCEPTS
central ideas of the topic or lesson
IN-DEPTH KNOWLEDGE
level. The description explains the practice expected of teachers in the
Kindergarten, Special Education, Alternative Learning
System, Indigenous Peoples Education
curriculum guide of a specific learning area and grade
level SIMPLE COHERENCE
a basic logic in the sequence of the lesson with one
foundational knowledge and finer details within the
curriculum content area
classroom.
KNOWLEDGE OF CONTENT AND PEDAGOGY
integration of expertise and teaching skill for a
ACROSS CURRICULUM CONTENT AREA
making meaningful connections and including
part linked to the next
BROAD KNOWLEDGE
knowledge across curriculum content areas
particular subject; appropriateness of the pedagogy to appropriate interdisciplinary topics and learning COHERENCE
As teachers progress in their careers, different levels of performance are
content area competencies cited in the curriculum guide of other
learning areas in any grade level
a logical and/or developmental sequence in
presenting the lesson
HIGH-LEVEL KNOWLEDGE
accurate, in-depth, and broad knowledge within and
expected of them. The development in levels refers to the expectations of PEDAGOGY

method and practice of teaching
across curriculum areas
teachers
COT-RPMS for Teacher I-III | in different career stages: Levels 3-7 for Teacher I-III while Levels
S.Y. 2019-2020
3
4-8 for Master Teacher I-IV.
4 5 6 7 8
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level The teacher applies high-level
accurate knowledge of key accurate and in-depth knowledge accurate and in-depth knowledge knowledge of content and knowledge of content within and
concepts both in the presentation of most concepts in the of all concepts in the presentation pedagogy that creates a conducive across curriculum content areas to
of the lesson and in responding to presentation of the lesson and in of the lesson and in responding to learning environment that enables empower learners to acquire and
learners’ questions or comments. responding to learners’ questions learners’ questions in a manner an in-depth and sophisticated apply successful learning strategies
in a manner that attempts to be that is responsive to learners’ understanding of the teaching and to assist in their development as
The lesson content displays responsive to student developmental needs and learning process to meet individual independent learners.
coherence. developmental learning needs. promotes learning. or group learning needs within and
The teacher attempts to make The teacher makes connections The teacher makes meaningful
connections across curriculum across curriculum content areas, connections across curriculum
content areas, if appropriate. if appropriate. content areas, if appropriate.
4 FEATURES OF PRACTICE 5 6 7 8
1. The teacher clearly explains 1. The teacher displays 1. The teacher displays extensive 1. The teacher applies extensive 1. The teacher applies extensive
concepts and makes no The teacher demonstrates
comprehensive understanding The
knowledge of teacher demonstrates
content. The
knowledge of content beyond teacher and
demonstrates
complex content knowledge The teacher applies high-level The teacher applies high-level
content errors. accurate knowledge
of the concepts of key
and structure accurate and in-depthhis/her knowledge accurate andtoin-depth
area of specialization.
knowledge
support learners in acquiring knowledge of content and knowledge of content within and
of the disciplines. 2. The teacher addresses successful learning strategies in
2. The content appears to be concepts both in the presentationcontent accurately,of mostandconcepts
its in2. the of all concepts
The teacher motivates learners to
investigate the content area to
in areas
other the presentation
of the learning. pedagogy that creates a conducive across curriculum content areas to
accurate and its focus shows
awareness of the ideas and
of conceptual
2. the lesson
The teacher and in responding tobig ideas and/or
presents
knowledge of the
focus is presentation
congruent with the
structure of
of the lesson
expand and in
their knowledge
their natural curiosity.
andof the lesson
satisfy and in responding to
2. The teacher extends
learning environment that enables empower learners to acquire and
structure of the discipline. learners’ questions
subject and or comments.the discipline.
makes connection responding to learners’ questions learners’ questions
knowledge inofasubject
manner an in-depth and sophisticated apply successful learning strategies
3. The teacher cites intra and
3. The teacher demonstrates
within the discipline.
in a manner that attempts to be content that is responsive
interdisciplinary to learners’
beyond content in his/her
teaching specialty and
understanding of the teaching and to assist in their development as
factual knowledge of subject The lesson content displays responsive to student relationship. developmental needslearners’
stimulates and curiosity learning process to meet individual independent learners.
matter and attempts to connect beyond the required course
content across disciplines. coherence. developmental learning needs. promotes learning.
content and uses appropriate work. or group learning needs within and
pedagogy in delivering the lesson. across curriculum content areas.
connections across curriculum across curriculum content areas,
CLARIFICATIONS connections across curriculum
content areas, if appropriate.
if appropriate. content areas, if appropriate.
ACCURATE KNOWLEDGE
CURRICULUM CONTENT AREAS
inclusion of appropriately chosen intra-disciplinary KEY CONCEPTS
different learning/subject areas taught and learned in central ideas of the topic or lesson
topics and enabling learning competencies within the IN-DEPTH KNOWLEDGE
the basic education curriculum including content for curriculum guide of a specific learning area and grade foundational knowledge and finer details within the
Kindergarten, Special Education, Alternative Learning COHERENCE
FEATURES OF PRACTICE
level curriculum content area
ACROSS CURRICULUM CONTENT AREA presenting the lesson BROAD KNOWLEDGE
1. The teacher clearly explains
making meaningful connections and including
1. The teacher displays
appropriate interdisciplinary topics and learning
1. The teacher
knowledge acrossdisplays extensive
curriculum content areas 1. The teacher applies extensive 1. The teacher applies extensive
particular subject; appropriateness of the PEDAGOGY knowledge of content beyond
pedagogy to content area concepts and makes no
competencies cited in the curriculum guide of other comprehensive understanding
method and practice of teaching knowledge of content.
HIGH-LEVEL KNOWLEDGE and complex content knowledge
content errors.
of the concepts and structure
his/her area of specialization. to support learners in acquiring
of the disciplines. 2. The teacher addresses 2. The teacher motivates learners to successful learning strategies in
2. 2019-2020
COT-RPMS for Master Teacher I-IV | S.Y. The content appears to be content accurately, and its 3 investigate the content area to other areas of the learning.
accurate and its focus shows 2. The teacher presents focus is congruent with the expand their knowledge and satisfy
awareness of the ideas and conceptual knowledge of the big ideas and/or structure of their natural curiosity. 2. The teacher extends
structure of the discipline. subject and makes connection the discipline. knowledge of subject
Figure 6.24. Level Description for Master Teacher I-IV within the discipline. 3. The teacher cites intra and beyond content in his/her
interdisciplinary content
3. The teacher demonstrates teaching specialty and
relationship.
factual knowledge of subject stimulates learners’ curiosity
matter and attempts to connect 4. The teacher shows expertise of the beyond the required course
content across disciplines. content and uses appropriate work.
CLARIFICATIONS
ACCURATE KNOWLEDGE
103
WITHIN CURRICULUM CONTENT AREA content is free from errors
CURRICULUM CONTENT AREAS
different learning/subject areas taught and learned in central ideas of the topic or lesson
topics and enabling learning competencies within the IN-DEPTH KNOWLEDGE
the basic education curriculum including content for
curriculum guide of a specific learning area and grade foundational knowledge and finer details within the
Kindergarten, Special Education, Alternative Learning level COHERENCE curriculum content area
UPDATED RPMS MANUAL
4. Clarifications. This refers to definitions or elaborations of some

terms included in the level descriptions.
5. Features of Practice. This refers to specific classroom practices,

which help describe a particular level.
3 4 5 6 7
appropriate.
awareness of other ideas of the concepts and makes no comprehensive understanding knowledge of content. knowledge of content beyond his/her
same discipline that are content errors. of the concepts and structure area of specialization.
INDICATOR 1
connected to the lesson but
does not make solid connection.
Apply knowledge of content within and across curriculum2.content
2. The content appears to be
teaching areas
of the disciplines.
The teacher addresses content
accurately, and its focus is
2. The teacher motivates learners to
accurate and its focus shows 2. The teacher presents congruent with the big ideas expand their knowledge and satisfy
2. The teacher makes few content awareness of the ideas and conceptual knowledge of the and/or structure of the their natural curiosity.
errors in presenting the lesson structure of the discipline. subject and makes connection discipline.
INDICATOR 1 Apply knowledge of butcontent
3 and across
does notwithin
affect entirely
4
the curriculum content teaching areas
5
6 7
3. The teacher cites intra and
learning process. 3. The teacher demonstrates interdisciplinary content relationship.
3 4 5 factual knowledge of 6 subject 7
The teacher demonstrates minor
content errors either
The teacher demonstrates
in the
The teacher demonstrates
accurate knowledge
matterTheand attempts
teacher
of key
to accurate
demonstrates
accurate and in-depth knowledge
The teacher applies high-level
and in-depth knowledge of all knowledge of content
4. The teacher shows and pedagogy
expertise of the
content errors either in the
presentation of the lesson or in
presentation of theaccurate
accurate knowledge of key
concepts both in the presentation
lessonandorin-depth
in knowledge
of most concepts in the
concepts both ininthetheacross
presentation
and in-depth knowledge of all
connect content
concepts presentation of the
of most concepts in the
knowledge of content and pedagogy
that creates a conducive learning
concepts in the presentation of the that creates a conducive
content and learning
uses appropriate
responding toto learners’
responding to learners’ questions or
comments. The lesson content
of the lesson and inresponding
learners’ questions or comments.
questions
presentation or andofin the
of the lesson
responding to learners’ questions
lesson
lessonand
disciplines. and in responding
in responding to to
learners’ questions in a manner that
presentation
environmentof theenables
that lesson
depth and sophisticated
and in
an in- lesson and in responding to environment that enables an in-
displays simple coherence. comments. The lesson
The lesson content displays
content
in a manner learners’developmental
that attempts to be
responsive to learners’
isquestions
responsive or comments.
to learners’
needs.
responding
understandingto learners’ questions
of the teaching
learning process to meet individual
and learners’ questions in a manner that depth and sophisticated
coherence. displays simple coherence.
developmental learning needs. The teacher makes meaningful CLARIFICATIONS
in aormanner
group that attempts
learning needs withintoand
be is responsive to learners’ understanding of the teaching and
The teacher attempts to make The teacher makes connections The lesson content
content areas,displays
if appropriate. responsive to learners’ developmental
MINOR CONTENT ERRORS needs. learning process to meet individual
curriculum content areas, if appropriate. coherence. developmental learning less needs.
degree of errorsThe teacher
in the contentmakes
of the meaningful
lesson orACCURATE
group learning needs within and
KNOWLEDGE
appropriate. CURRICULUM CONTENT AREAS WITHIN CURRICULUM CONTENT AREA
connections across curriculum across
contentcurriculum
is free fromcontent
errors areas.
FEATURES OF PRACTICE inclusion of appropriately chosen intra-disciplinary KEY CONCEPTS
the explains
basic education1.curriculum including The teacher attempts to make The teacher makes connections content areas, if appropriate.
1. The teacher indicates some 1. The teacher clearly The teacher displayscontent for 1.topics
The and enabling
teacher displayslearning competencies
extensive 1. The teacher the extensive central ideas of the topic or lesson
within applies
IN-DEPTH KNOWLEDGE
awareness of other ideas of the Kindergarten,
concepts and makes no Special Education,
comprehensiveAlternative connections
Learning
understanding acrossguide
curriculum
knowledge of content. across
of a specific learning curriculum
area and
knowledge grade content
of content
area of specialization.
beyondareas,
his/her if
same discipline that are content errors. of the concepts and structure
System, Indigenous Peoples Education curriculum2. content areas, if content
level appropriate. SIMPLE COHERENCE
connected to the lesson but of the disciplines. The teacher addresses curriculum content area
does not make solid connection. 2. The content appears to be accurately, and its focus is a basic logic in the sequence of the lesson with one
accurate and its focus shows 2. The teacher presents
appropriate.congruent
ACROSS with the big ideas CONTENT
CURRICULUM
AREA
expand their knowledge and satisfy part linked to the next
2. The teacher makes few content awareness of the ideas and conceptual knowledge of the and/or structure of the their natural curiosity. BROAD KNOWLEDGE
errors in presenting the lesson integration of
structure of the discipline. expertise andand
subject teaching
makes skill for a
connection making meaningful connections and including
discipline.
but does not affect entirely the
learning process.
particular subject; appropriateness
3. The teacher demonstrates
of the pedagogy to appropriate interdisciplinary topics3.and
Thelearning
teacher cites intra and
interdisciplinary content relationship.
competencies cited in the curriculum guide of other
COHERENCE
factual knowledge of subject content area HIGH-LEVEL KNOWLEDGE
1. The teacher indicates some
1. learning
The teacher clearly areas in any grade
explains 1. level
The teacher
and usesdisplays presenting the lesson
1. The teacher displays extensive 1. The and
teacher applies extensive
content appropriate
accurate, in-depth, broad knowledge within and
disciplines.
awareness of other ideas of the concepts and makes no comprehensive understanding PEDAGOGY knowledge of content. knowledge
across of content
curriculum areasbeyond his/her
same discipline thatCLARIFICATIONS
are content errors. of the concepts and structure method and practice of teaching area of specialization.
connected to the lesson but less degreeMINOR CONTENT ERRORS
of the disciplines. 2. The teacher addresses content
CURRICULUM CONTENT AREAS COT-RPMS for Teacher I-III | S.Y. 2019-2020
of errors in the content of the lesson
ACCURATE KNOWLEDGE 2. The teacher motivates learners to 3
WITHIN
does not chosen
CURRICULUM
inclusion of appropriately make
CONTENT
solidAREA
connection.
intra-disciplinary 2. The KEYcontent
CONCEPTS appears to be content is free from errors accurately, and its focus is investigate the content area to
the basic education curriculum including content for topics and enabling learning competencies within the central ideas of the topic or lesson
Kindergarten, Special Education, Alternative Learning curriculum guide of a specific learning area and grade accurate and its focus shows 2. The teacher presents
IN-DEPTH KNOWLEDGE
congruent with the big ideas expand their knowledge and satisfy
System, Indigenous Peoples Education level SIMPLE COHERENCE
2. The teacher
ACROSS CURRICULUM CONTENT AREA
makes few contenta basic logic inawareness
the sequence ofofthethe ideas
lesson
part linked to the next
and
with one conceptual knowledge of the
and/or structure of the their natural curiosity.
particular subject; appropriateness of the pedagogy to
errors connections
making meaningful in presenting the lesson
and including
structure
COHERENCE
of the discipline. knowledgesubject and makes
BROAD KNOWLEDGE
across curriculum connection
content areas discipline.
content area competencies but does not affect entirely the
cited in the curriculum guide
of other a logical and/or developmental
presenting the lesson
sequence in within the
HIGH-LEVEL discipline.
KNOWLEDGE 3. The teacher cites intra and
learning process. 3. ThePEDAGOGYteacher demonstrates
across curriculum areas interdisciplinary content relationship.
3 4. The teacher shows expertise of the
COT-RPMS for Teacher I-III | S.Y. 2019-2020 matter and attempts to
connect content across pedagogy in delivering the lesson.
disciplines.
CLARIFICATIONS
different learning/subject areas taught and learned in content is free from errors
IN-DEPTH KNOWLEDGE
Kindergarten, Special Education, Alternative Learning curriculum guide of a specific learning area and grade
BROAD KNOWLEDGE
integration of expertise and teaching skill for a making meaningful connections and including
learning areas in any grade level presenting the lesson
PEDAGOGY
COT-RPMS for Teacher I-III | S.Y. 2019-2020

3
Figure 6.25. Clarifications and Features of Practice for Teacher I-III
104
6.2.2.2 Observation Notes Form
The observer(s) use(s) this form to take note of his or her specific
observations and comments during the classroom observation. This
is the only form the observer(s) will bring and complete during the
observation.
Figure 6.26. Observation Notes Form
Observation Notes Forms should not be submitted with the

COT Rating Sheet or the Inter-Observer Agreement Form as
part of the Main MOV.
105
UPDATED RPMS MANUAL
6.2.2.3 Rating Sheet
This form lists the indicators in the COT-RPMS tool. The

observer(s) use(s) this form to indicate the rating/level attained in
each indicator by the observed teacher.
This form is completed after the observation. Refer to the
Indicator List to check which indicators are expected to be observed
within the observation period.
Figure 6.27. Rating Sheet of the COT-RPMS
• If possible, a subject expert is expected to rate Indicator 1 (Apply knowledge of content within and across
curriculum content areas).
• Elementary teachers are “generalists”, any observer may rate Indicator 1.
• It is highly recommended that 2-3 observers sit for an observation. However, if challenges like schedules
and availabilty of observers hinder a school to follow this recommendation, one (1) observer will be
enough.
106
6.2.2.4 Inter-Observer Agreement Form
Observer(s) use(s) this form. It serves as the final rating form used during the
Inter-Observer Agreement Exercise.
To arrive at a final rating, each observer discusses and justifies the rating(s)
given to the observed teacher. The final rating is not the average of the ratings
given but the rating agreed upon by all the observers.
In case there is only one observer, i.e. the School Head, his or her rating is
the final rating.
Figure 6.28. Inter-Observer Agreement Form
• This form is used when there are 2-3 observers.

• The observers meet with the teacher to discuss the results of the observation. This aims to help the
teacher improve his or her performance through constructive feedback.
• When this form is used as Main MOV, the individual COT rating sheets should no longer be
submitted.
107
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6.2.3 What are the roles and responsibilities of

Teachers and Observers?
6.2.3.1 Teachers are Teacher I-III or Master
Teacher I-IV who will be observed
Teachers are expected to:

1. review the Classroom Observation Rubric appropriate to their
career stage.
2. understand the observation process.
3. prepare for and participate in each step of the observation
process.
4. prepare and provide the lesson plan for the observation.
6.2.3.2 Observers are Principals/School

Heads, Assistant Principals, Head
Teachers, and Master Teachers
Observers are expected to:
1. review the observation process and ensure that all steps are correctly
followed.
2. review and understand the Classroom Observation Rubric and the
different forms to be used at different stages in the observation:
Observation Notes Form, Rating Sheet, and Inter-Observer
Agreement Form (to be used if there are more than one observers).
3. rate the teacher using the Rating Sheet. Identify the teacher’s
strengths and areas for improvement then make recommendations
for improving performance, as guided by the COT-RPMS rubric.
4. ensure that the Classroom Observation Forms (Observation Notes
Form, Rating Sheet, and Inter-Observer Agreement Form) contain
accurate information about the teacher and the class observed.
5. meet with the teacher after the observation to discuss the results of
the observation.
It is highly encouraged that 2-3 observers participate

in the observation.However, if challenges like schedules
and availability of observers hinder a school to follow this
recommendation, one (1) observer will be enough.
108
6.2.4 What are the processes in Classroom

Observation?
At the beginning of the RPMS cycle, the Rater and the Ratee must
plan and agree on the schedule of classroom observations for the whole
rating period. In the event that the agreed observation did not push
through due to unforeseen circumstance, they must reschedule the
soonest possible time.
6.2.4.1 Pre-Observation
Observer Teacher
1. Reviews the COT-RPMS Rubric 1. Reviews the COT-RPMS
appropriate to the level of the Rubric appropriate to his or
teacher he or she will observe. her position.
• It is highly recommended that 2. Refers to the Indicator List
2-3 observers participate in expected to be observed in
the observation, whenever each quarter/observation
possible. period in order to plan well for
However, if challenges like the observation.
schedules and availability of 3. Plans his or her lesson
observers hinder a school to according to the indicators
follow this recommendation, expected for the particular
one (1) observer will be observation period.
enough. 4. Provides the observers with
2. Refers to the list of indicators the lesson plan.
expected to be observed in each
observation period.
Note:
If there are multiple observations
within a day, it is recommended that
an observer undertakes no more than
three (3) observations per day.
Figure 6.29. Protocols in Pre-observation process
6.2.4.2 Actual Observation

Observer Teacher
1. Sits at available chairs. Multiple 1. Delivers the lesson.
observers are expected to sit
apart.
2. Uses the Observation Notes
Form to record comments and
observations on the teacher’s
performance.
3. If there are multiple observers,
avoid engaging in any
discussion with one another.
Showing any feedback on
the teacher’s performance
using facial expression is also
discouraged.
4. Observes the entire class
period.
Figure 6.30. Processes and protocols in the Actual Observation process
109
UPDATED RPMS MANUAL
6.3.4.3 Post-Observation
Observer Teacher
1. Thanks the teacher and leaves
the room immediately after
observation.
2. Individual rating
Rates the teacher using the
COT-RPMS Rubric appropriate
to the teacher’s level. Only
those indicators expected to
be observed in an observation
period, as specified in the table of
list of indicators, must be given
rating.
• If there are multiple
observers, only the subject
specialist is expected to rate
Indicator 1.
• If there is only one observer,
he or she rates Indicator 1.
• Elementary teachers are
generalists; all observers are
expected to rate Indicator 1.
3. Inter-Observer Agreement
Exercise (in case of multiple
observers)
Meets all other observers to
discuss the individual ratings
given. In case of different ratings,
come up with a final rating. The
final rating is not an average; it is
a final rating based on reasoned
and consensual judgment.
4. Meets with the teacher to discuss
the results of the observation.
Figure 6.31. Processes and protocols in Post-observation process
110
OBSERVERS TOOL NEEDED TEACHER

• Review the COT- • Reviews the
RPMS Rubric COT-RPMS Rubric
PRE-OBSERVATION appropriate for appropriate to his
the rank of the or her rank
teacher to be • Plans the lesson
RUBRIC
observed. • Refers to the
• Refer to the INDICATOR LIST indicator list for
indicator list for the prescribed
the prescribed indicator to plan
indicator to be the lesson
rated
• Arrive at the
designated
classroom a few
minutes before
the observation
• Sit at any available • Delivers the

OBSERVATION
seats in the lesson

classroom
• Multiple observers
OBSERVATION
are to sit apart
• Record all NOTES FORM
comments on
the Observation
Notes Form
• Rate the teacher RATING SHEET

POST-OBSERVATION
In case of multiple
observers:
• Discuss the rating INTER-OBSERVER
with the fellow AGREEMENT
observers
FORM
• Decide on the final
rating
The observers and the teacher meet to discuss

the results of the observation. The teacher and observer(s)
affix their signature on the COT rating sheet/inter-
observer agreement form.
Figure 6.32. Graphical representation of the Classroom Observation Process
111
112
UPDATED RPMS MANUAL
Figure 6.33. Graphical representation of the Classroom Observation Process

Re sul t s-ba s ed P er f or ma nc e RESOURCE LIBRARY
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The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Research Center
for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
113
UPDATED RPMS MANUAL
7 RESOURCE LIBRARY
This section provides you a list of support materials that can further help you in
understanding the RPMS, its tools and processes.
7.1 PPST Resource Package
This resource package:

• serves as your guidebook towards
becoming better acquainted with
the PPST;
• comprises 12 modules
corresponding to the 12 indicators
that are aligned with the Results-
based Performance Management
System (RPMS); and
• contains illustrative and instructive
information that you will find
realistic, sensible and workable
and can help you achieve the
target indicators across curriculum
teaching areas and key stages of
learners’ education.
These materials can be accessed through:

http://deped.in/PPSTResourcePackages
7.2 RPMS Facilitator’s Guide
This RPMS Facilitators’ Guide aims

to assist RPMS regional, division, and
school facilitators in conducting RPMS
orientation for School Year 2019-
2020. It provides detailed instructions,
presentations with presenter notes,
and other relevant documents and
support materials.
114
RESOURCE LIBRARY
7.3 Illustrated FAQs
This comic strip provides answers to the most frequently asked questions
(FAQs) on the Results-based Performance Management System (RPMS).
Information, Education and Communication (IEC) materials are also regularly

released through official Facebook pages and website of the Department of Education
(e.g., DepEd-BHROD, DepEd Tayo, Department of Education - Philippines).
115
UPDATED RPMS MANUAL
7.4 RPMS SY 2019-2020 Google Drive
This Google Drive contains all the The file can be accessed through:
materials related to the RPMS for S.Y. http://deped.in/RPMSPPSTSY20192020
2019-2020. This includes:
• RPMS Manual and Facilitator’s
Guide
• PPST Resource Package
• Module Slides for S.Y. 2019-2020
• RPMS Forms (word file and Excel
file versions)
• Electronic Self-Assessment Tool
(e-SAT) Package
• Materials related to D.O. 42, s.
2017
• Classroom Observation
Simulation Materials
7.5 Supplementary Guides
Supplementary guides were also developed to assist teachers, school heads

and other users of Excel-based forms/tools within the RPMS.
7.5.1 Electronic Self-Assessment Tool (e-SAT) Guide

Th e-SAT Guides assist the teachers, school head and school ICT coordinator in
the administration and accomplishment of the Excel-based Self-Assessment Tool.
The guides can be accessed through: http://deped.in/eSATPackage.
Result s-based Per formance Management S ys tem Result s-based Per formance Management S ys tem
Manual for Teachers and School Heads Manual for Teachers and School Heads
ELECTRONIC ELECTRONIC
SELF-ASSESSMENT TOOL SELF-ASSESSMENT TOOL
(E-SAT) (E-SAT)
Guide for School ICT Coordinators 2019 Guide for Teachers and Master Teachers 2019
Result s-based Per formance Management S ys tem
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National
ELECTRONIC
Research Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program. Research Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
© Department of Education - Bureau of Human Resource and Organizational Development © Department of Education - Bureau of Human Resource and Organizational Development
SELF-ASSESSMENT TOOL Philippine National

RESEARCH CENTER
Philippine National
RESEARCH CENTER
(E-SAT)
FOR TEACHER QUALITY FOR TEACHER QUALITY
Guide for School Heads 2019
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
116
RESOURCE LIBRARY
7.5.2 IPCRF Data Collection and Result s-based Per formance Management S ys tem
Consolidation Guide for School Manual for Teachers and School Heads
Head and Human Resource
Personnel
This Manual contains screenshots of

Excel-based data gathering forms to
guide you on how to use them.
It also provides step-by-step process Individual Performance Commitment
on: i) setting up and opening the and Review Form (IPCRF)
IPCRF data gathering forms; ii) DATA COLLECTION
collection of teacher’s IPCRF ratings;
iii) consolidation and submission of
AND CONSOLIDATION
IPCRF data at different governance
Guide for School Heads and Other
levels; and iv) use and analysis of the
Human Resource Personnel
consolidated data. 2019
The guides can be accessed

through: http://deped.in/
IPCRFDataForms. The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
7.6 Excel-based RPMS Tools and Forms

The DepEd also developed Excel-based version of the RPMS Tools, e.g., the
electronic Self-Assessment Tool and the Individual Performance Commitment and
Review Form for Teachers and Master Teachers. Excel-based IPCRF data gathering
7.6.1 Electronic Self-Assessment Tool
An electronic version of the

SAT is provided through http://
deped.in/eSATPackage. The
system supports schools in
analyzing school-wide SAT
data of teachers to help plan
for teachers’ professional
development.
117
UPDATED RPMS MANUAL
7.6.2 Excel-based IPCRF Data Gathering Forms
To facilitate the collection and consolidation of IPCRF data of teachers across

governance levels, Excel-based data gathering forms were developed.
There are two types of Excel-based data gathering forms:
1. IPCRF Rating Collection Form, which is used to collect individual IPCRF
ratings of teachers. The form changes accordingly based on the position of
the teacher whose data is being encoded.
2. IPCRF Data Consolidation Forms, which is used to consolidate
data submitted at school, division and regional levels. There are two
consolidation forms: one for elementary schools; and one for secondary
schools.
The forms can be accessed at http://deped.in/IPCRFDataForms.
118
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120
UPDATED RPMS MANUAL
Philippine Professional Standards for Teachers 1

CONTENTS
Table of Contents i
Introduction ii
Role of teachers ii
Professional standards for teachers ii
Teacher quality in the Philippines iii
Career Stages vi
Glossary of Terms 16
References 19
Acknowledgements 20
The Philippine Professional Standards for Teachers (2017) was

developed through the Research Center for Teacher Quality
(RCTQ) with support from the Australian Government.
© 2017. Department of Education - Teacher Education Council.
Philippine Professional Standards for Teachers i
121
APPENDICES
122
INTRODUCTION
Role of teachers
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values,
equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education vision
of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
UPDATED RPMS MANUAL
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.
The changes brought about by various national and global frameworks, such as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners, necessitate the improvement and adaptability of education, and a call for rethinking of the current teacher
standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers who are properly equipped and prepared to assume the roles and functions of a K
to 12 teacher.
Philippine Professional Standards for Teachers ii

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined Domains, Strands, and Indicators
that provide measures of professional learning, competent practice, and effective engagement. This set of standards makes explicit what teachers should
know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The Philippine Professional Standards for Teachers,
therefore, becomes a public statement of professional accountability that can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At the same time, the standards allow for teachers’ growing understanding, applied
with increasing sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st century in the Philippines. Quality teachers
in the Philippines:
 recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in physical and virtual spaces. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of
high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
Philippine Professional Standards for Teachers iii
123
APPENDICES
 interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners
124
and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a
range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.
They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with
the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment
processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative
UPDATED RPMS MANUAL
process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of
the wider school community and other key stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability
and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the
dignity of teaching, such as caring attitude, respect and integrity. They value personal and professional reflection and learning to improve their
practice. They assume responsibility for personal growth and professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
Philippine Professional Standards for Teachers iv

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning processes
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts
125
Philippine Professional Standards for Teachers
APPENDICES
2. Engagement of parents and the wider school community in the educative process
126
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
UPDATED RPMS MANUAL
5. Professional development goals
Career stages
Teacher professional development takes place in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning,
the Philippine Professional Standards for Teachers recognizes the significance of a standards framework that articulates developmental progression as
teachers develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the
st
21 century. They comprise descriptors that have been informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills and
values that support the teaching and learning process. They manage learning programs and have strategies that promote learning based on the learning
needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process. They
provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning
Philippine Professional Standards for Teachers vi

programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement. They
are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth
and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptional
capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession, and initiators
of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional
advancement and relevance in pursuit of teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders for
the improvement of education provision in the Philippines.
Philippine Professional Standards for Teachers vii
127
APPENDICES
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
128
CAREER STAGES
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the
qualifications recognized for entry into independent in the application of skills display a high level of performance in highest standard for teaching grounded in
the teaching profession. vital to the teaching and learning their teaching practice. global best practices.
process.
They have a strong understanding of They manifest an in-depth and They exhibit exceptional capacity to
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the subjects/areas in which they are They provide focused teaching sophisticated understanding of the improve their own teaching practice and
trained in terms of content knowledge programs that meet curriculum and teaching and learning process. that of others.
and pedagogy. assessment requirements.
They have high education-focused They are recognized as leaders in
They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession
skills and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and
teaching and learning process. programs. opportunities gained from experience. partnerships.
They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of
have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.
based on the learning needs of their community and other stakeholders for development, as well as work
students. mutual growth and advancement. collaboratively with them to enhance They consistently seek professional
the learning and practice potential of advancement and relevance in pursuit of
They seek advice from experienced They are reflective practitioners who their colleagues. teaching quality and excellence.
colleagues to consolidate their continually consolidate the
teaching practice. knowledge, skills and practices of They continually seek to develop their They exhibit commitment to inspire the
Career Stage 1 teachers. professional knowledge and practice by education community and stakeholders
reflecting on their own needs, and those for the improvement of education
of their colleagues and students. provision in the Philippines.

DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES
Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound
and critical understanding of the application of theories and principles of teaching and learning. This Domain encompasses teachers’ ability to apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino and
English in the teaching and learning process, as well as needed skills in the use of communication strategies, teaching strategies, and technologies to promote high-
quality learning outcomes.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary
Content knowledge and its knowledge and its application content within and across applications of content practice to improve
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across applications of content
curriculum areas teaching areas. curriculum teaching areas. knowledge within and across
curriculum teaching areas.
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based knowledge and understanding of research- knowledge and principles of colleagues in the conduct and advancement of the art and
principles of teaching and based knowledge and principles teaching and learning to application of research to enrich science of teaching, based on
learning of teaching and learning. enhance professional practice. knowledge of content and their comprehensive
pedagogy. knowledge of research and
pedagogy.
Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and strategies in the positive use of implementation of policies to
teaching and learning process. learning process. ICT to facilitate the teaching and ensure the positive use of ICT
learning process. within or beyond the school.
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APPENDICES
Strand 1.4 1.4.1 Demonstrate knowledge 1.4.2 Use a range of teaching 1.4.3 Evaluate with colleagues 1.4.4 Model a comprehensive
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Strategies for promoting literacy of teaching strategies that strategies that enhance learner the effectiveness of teaching selection of effective teaching
and numeracy promote literacy and numeracy achievement in literacy and strategies that promote learner strategies that promote
skills. numeracy skills. achievement in literacy and learner achievement in literacy
numeracy. and numeracy.
Strand 1.5 1.5.1 Apply teaching strategies 1.5.2 Apply a range of teaching 1.5.3 Develop and apply 1.5.4 Lead colleagues in
Strategies for developing critical that develop critical and strategies to develop critical effective teaching strategies to reviewing, modifying and
and creative thinking, as well as creative thinking, and/or other and creative thinking, as well as promote critical and creative expanding their range of
other higher-order thinking skills higher-order thinking skills. other higher-order thinking thinking, as well as other teaching strategies that
skills. higher-order thinking skills. promote critical and creative
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thinking, as well as other

higher-order thinking skills.
Strand 1.6 1.6.1 Use Mother Tongue, 1.6.2 Display proficient use of 1.6.3 Model and support 1.6.4 Show exemplary skills in
Mother Tongue, Filipino and Filipino and English to facilitate Mother Tongue, Filipino and colleagues in the proficient use and advocate the use of
English in teaching and learning teaching and learning. English to facilitate teaching of Mother Tongue, Filipino and Mother Tongue, Filipino and
and learning. English to improve teaching and English in teaching and
learning, as well as to develop learning to facilitate learners’
learners’ pride of their language, cognitive and
language, heritage and culture. academic development and to
foster pride of their language,
heritage and culture.
Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective verbal and 1.7.3 Display a wide range of 1.7.4 Exhibit exemplary
Classroom communication understanding of the range of non-verbal classroom effective verbal and non-verbal practice in the use of effective
strategies verbal and non-verbal communication strategies to classroom communication verbal and non-verbal
classroom communication support learner understanding, strategies to support learner classroom communication
strategies that support learner participation, engagement and understanding, participation, strategies to support learner
understanding, participation, achievement. engagement and achievement. understanding, participation,
engagement and achievement. engagement and achievement
in different learning contexts.

Domain 2. Learning Environment
Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement. This Domain centers on creating an environment that is learning-focused and in which teachers efficiently manage learner behavior in physical and virtual
spaces. It highlights the need for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.
Strand 2.1 2.1.1 Demonstrate knowledge 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security of policies, guidelines and learning environments to that ensure safe and secure knowledge of, and act as a
procedures that provide safe enhance learning through the learning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation
procedures. policies, guidelines and of safe and secure learning
procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage
learning.
Strand 2.3 2.3.1 Demonstrate knowledge 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management of classroom of managing classroom structure to engage learners, model and share effective practices in the management
structure and activities structure that engages learners, individually or in groups, in techniques in the management of classroom structure and
individually or in groups, in meaningful exploration, of classroom structure to activities, and lead colleagues
meaningful exploration, discovery and hands-on engage learners, individually or at the whole-school level to
discovery and hands-on activities within a range of in groups, in meaningful review and evaluate their
activities within the available physical learning environments. exploration, discovery and practices.
physical learning environments. hands-on activities within a
range of physical learning
environments.
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APPENDICES
Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain supportive 2.4.3 Work with colleagues to 2.4.4 Facilitate processes to
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Support for learner participation understanding of supportive learning environments that share successful strategies that review the effectiveness of the
learning environments that nurture and inspire learners to sustain supportive learning school’s learning environment
nurture and inspire learner participate, cooperate and environments that nurture and to nurture and inspire learner
participation. collaborate in continued inspire learners to participate, participation.
learning. cooperate and collaborate in
continued learning.
Strand 2.5 2.5.1 Demonstrate knowledge 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of purposive learning of learning environments that successful strategies that strategies and support colleagues in promoting
motivate learners to work maintain learning environments colleagues in promoting learning environments that
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productively by assuming that motivate learners to work learning environments that effectively motivate learners to
responsibility for their own productively by assuming effectively motivate learners to achieve quality outcomes by
learning. responsibility for their own work productively by assuming assuming responsibility for
learning. responsibility for their own their own learning.
learning.
Strand 2.6 2.6.1 Demonstrate knowledge 2.6.2 Manage learner behavior 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management of learner behavior of positive and non-violent constructively by applying constructive behavior applying a wide range of
discipline in the management of positive and non-violent management skills by applying strategies in the
learner behavior. discipline to ensure learning- positive and non-violent implementation of positive and
focused environments. discipline to ensure learning- non-violent discipline
focused environments. policies/procedures to ensure
learning-focused
environments.

Domain 3. Diversity of Learners
Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain underscores the
importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. It encourages the celebration of diversity in classrooms and the need for teaching practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
Learners’ gender, needs, and understanding of developmentally appropriate share differentiated, evaluate differentiated
strengths, interests and differentiated teaching to suit learning experiences to address developmentally appropriate strategies to enrich teaching
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address practices that address learners’
strengths, interests and strengths, interests and learners’ differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths, interests and strengths, interests and
experiences. experiences.
Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learner- 3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary
Learners’ linguistic, cultural, strategies that are responsive to centered culture by using culture that promotes success teaching practices that
socio-economic and religious learners’ linguistic, cultural, teaching strategies that respond by using effective teaching recognize and affirm diverse
backgrounds socio-economic and religious to learners’ linguistic, cultural, strategies that respond to linguistic, cultural, socio-
backgrounds. socio-economic and religious learners’ linguistic, cultural, economic and religious
backgrounds. socio-economic and religious backgrounds to promote
backgrounds. learner success.
Strand 3.3 3.3.1 Use strategies responsive 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
Learners with disabilities, to learners with disabilities, implement teaching strategies design, adapt and implement designing, adapting and
giftedness and talents giftedness and talents. that are responsive to learners teaching strategies that are implementing teaching
with disabilities, giftedness and responsive to learners with strategies that are responsive
talents. disabilities, giftedness and to learners with disabilities,
talents. giftedness and talents.
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APPENDICES
Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver teaching 3.4.3 Evaluate with colleagues 3.4.4 Model a range of high
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Learners in difficult understanding of the special strategies that are responsive to teaching strategies that are level skills responsive to the
circumstances educational needs of learners in the special educational needs of responsive to the special special educational needs of
difficult circumstances, learners in difficult educational needs of learners in learners in difficult
including: geographic isolation; circumstances, including: difficult circumstances, circumstances, including:
chronic illness; displacement geographic isolation; chronic including: geographic isolation; geographic isolation; chronic
due to armed conflict, urban illness; displacement due to chronic illness; displacement illness; displacement due to
resettlement or disasters; child armed conflict, urban due to armed conflict, urban armed conflict, urban
abuse and child labor practices. resettlement or disasters; child resettlement or disasters; child resettlement or disasters; child
abuse and child labor practices. abuse and child labor practices. abuse and child labor
practices.
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Strand 3.5 3.5.1 Demonstrate knowledge 3.5.2 Adapt and use culturally 3.5.3 Develop and apply 3.5.4 Show comprehensive
Learners from indigenous groups of teaching strategies that are appropriate teaching strategies teaching strategies to address skills in delivering culturally
inclusive of learners from to address the needs of learners effectively the needs of learners appropriate teaching strategies
indigenous groups. from indigenous groups. from indigenous groups. to address effectively the
needs of learners from
indigenous groups.

Domain 4. Curriculum and Planning
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain encompasses their ability to translate
curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. It expects teachers to apply their
professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons. These lesson sequences and associated
learning programs should be contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. The Domain expects teachers
to communicate learning goals to support learner participation, understanding and achievement.
Strand 4.1 4.1.1 Prepare developmentally 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
Planning and management of sequenced teaching and implement developmentally effective strategies in the practice and lead colleagues in
teaching and learning processes learning processes to meet sequenced teaching and planning and management of enhancing current practices in
curriculum requirements. learning processes to meet developmentally sequenced the planning and management
curriculum requirements and teaching and learning processes of developmentally sequenced
varied teaching contexts. to meet curriculum teaching and learning
requirements and varied processes.
teaching contexts.
Strand 4.2 4.2.1 Identify learning outcomes 4.2.2 Set achievable and 4.2.3 Model to colleagues the 4.2.4 Exhibit high-level skills
Learning outcomes aligned with that are aligned with learning appropriate learning outcomes setting of achievable and and lead in setting achievable
learning competencies competencies. that are aligned with learning challenging learning outcomes and challenging learning
competencies. that are aligned with learning outcomes that are aligned with
competencies to cultivate a learning competencies towards
culture of excellence for all the cultivation of a culture of
learners. excellence for all.
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APPENDICES
Strand 4.3 4.3.1 Demonstrate knowledge 4.3.2 Adapt and implement 4.3.3 Work collaboratively with 4.3.4 Provide advice on the
136
Relevance and responsiveness of of the implementation of learning programs that ensure colleagues to evaluate the design and implementation of
learning programs relevant and responsive relevance and responsiveness design of learning programs relevant and responsive
learning programs. to the needs of all learners. that develop the knowledge and learning programs that
skills of learners at different develop the knowledge and
ability levels. skills of learners at different
ability levels.
Strand 4.4 4.4.1 Seek advice concerning 4.4.2 Participate in collegial 4.4.3 Review with colleagues, 4.4.4 Lead colleagues in
Professional collaboration to enrich strategies that can enrich discussions that use teacher and teacher and learner feedback to professional discussions to
teaching practice teaching practice. learner feedback to enrich plan, facilitate, and enrich plan and implement strategies
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teaching practice. teaching practice. that enrich teaching practice.
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, organize 4.5.3 Advise and guide 4.5.4 Model exemplary skills
Teaching and learning resources selection, development and use and use appropriate teaching colleagues in the selection, and lead colleagues in the
including ICT of a variety of teaching and and learning resources, organization, development and development and evaluation of
learning resources, including including ICT, to address use of appropriate teaching and teaching and learning
ICT, to address learning goals. learning goals. learning resources, including resources, including ICT, for
ICT, to address specific learning use within and beyond the
goals. school.

Domain 5. Assessment and Reporting
Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs. It concerns teachers providing learners with the necessary feedback about learning outcomes. This feedback informs the reporting cycle and
enables teachers to select, organize and use sound assessment processes.
Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the
Design, selection, organization of the design, selection, and use diagnostic, formative colleagues to review the design, evaluation of assessment
and utilization of assessment organization and use of and summative assessment selection, organization and use policies and guidelines that
strategies diagnostic, formative and strategies consistent with of a range of effective relate to the design, selection,
summative assessment curriculum requirements. diagnostic, formative and organization and use of
strategies consistent with summative assessment effective diagnostic, formative
curriculum requirements. strategies consistent with and summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on and
Monitoring and evaluation of of monitoring and evaluation of learner progress and monitoring and evaluation mentor colleagues in the
learner progress and learner progress and achievement using learner strategies of attainment data to effective analysis and use of
achievement achievement using learner attainment data. support learner progress and learner attainment data.
attainment data. achievement.
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Strand 5.3 5.3.1 Demonstrate knowledge 5.3.2 Use strategies for 5.3.3 Use effective strategies for 5.3.4 Exhibit exemplary skills
138
Feedback to improve learning of providing timely, accurate providing timely, accurate and providing timely, accurate and and lead initiatives to support
and constructive feedback to constructive feedback to constructive feedback to colleagues in applying
improve learner performance. improve learner performance. encourage learners to reflect on strategies that effectively
and improve their own learning. provide timely, accurate and
constructive feedback to
learners to improve learning
achievement.
Strand 5.4 5.4.1 Demonstrate familiarity 5.4.2 Communicate promptly 5.4.3 Apply skills in the effective 5.4.4 Share with colleagues a
Communication of learner with a range of strategies for and clearly the learners’ needs, communication of learner wide range of strategies that
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needs, progress and communicating learner needs, progress and achievement to needs, progress and ensure effective
achievement to key stakeholders progress and achievement. key stakeholders, including achievement to key communication of learner
parents/guardians. stakeholders, including needs, progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data to 5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of inform the modification of colleagues to analyze and utilize explore, design and implement
enhance teaching and learning assessment data as feedback in teaching and learning practices assessment data to modify effective practices and
practices and programs teaching and learning practices and programs. practices and programs to programs using information
and programs. further support learner progress derived from assessment data.
and achievement.

Domain 6. Community Linkages and Professional Engagement
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as the community’s
engagement in the educative process. This Domain expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to the
experiences, interests and aspirations of the wider school community and other key stakeholders. It concerns the importance of teachers’ understanding and fulfilling
their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools
and the wider community.
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and evaluate 6.1.4 Model exemplary practice
Establishment of learning understanding of knowledge of environments that are learning environments that are and empower colleagues to
environments that are learning environments that are responsive to community responsive to community establish and maintain effective
responsive to community responsive to community contexts. contexts. learning environments that are
contexts contexts. responsive to community
contexts.
Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of parents and the strategies that build parents/guardians and the strengthen relationships with networks that strengthen
wider school community in the relationships with wider school community to parents/guardians and the relationships with
educative process parents/guardians and the facilitate involvement in the wider school community to parents/guardians and the
wider community. educative process. maximize their involvement in wider school community to
the educative process. maximize their involvement in
the educative process.
Strand 6.3 6.3.1 Demonstrate awareness 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the
Professional ethics of existing laws and regulations teaching practice using existing teaching and learning practices regular review of existing codes,
that apply to the teaching laws and regulations that apply that apply existing codes, laws laws and regulations that apply
profession, and become familiar to the teaching profession and and regulations applicable to to the teaching profession, and
with the responsibilities the responsibilities specified in the teaching profession, and the the responsibilities as specified
specified in the Code of Ethics the Code of Ethics for responsibilities specified in the in the Code of Ethics for
for Professional Teachers. Professional Teachers. Code of Ethics for Professional Professional Teachers.
Teachers.
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APPENDICES
Strand 6.4 6.4.1 Demonstrate knowledge 6.4.2 Comply with and 6.4.3 Exhibit commitment to 6.4.4 Evaluate existing school
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School policies and procedures and understanding of school implement school policies and and support teachers in the policies and procedures to
policies and procedures to procedures consistently to implementation of school make them more responsive to
foster harmonious relationships foster harmonious relationships policies and procedures to the needs of the learners,
with the wider school with learners, parents, and foster harmonious relationships parents and other stakeholders.
community. other stakeholders. with learners, parents and other
stakeholders.
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Domain 7. Personal Growth and Professional Development
Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for the profession by
maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain values personal and professional reflection and
learning to improve practice. It recognizes the importance of teachers assuming responsibility for personal growth and professional development for lifelong learning.
Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-centered
Philosophy of teaching philosophy of teaching that is philosophy of teaching that is centered teaching philosophy in teaching philosophy through
learner-centered. learner-centered. various aspects of practice and teaching practices that
support colleagues in enhancing stimulate colleagues to engage
their own learner-centered in further professional learning.
teaching philosophy.
Strand 7.2 7.2.1 Demonstrate behaviors 7.2.2 Adopt practices that 7.2.3 Identify and utilize 7.2.4 Act as a role model and
Dignity of teaching as a that uphold the dignity of uphold the dignity of teaching personal professional strengths advocate for upholding the
profession teaching as a profession by as a profession by exhibiting to uphold the dignity of dignity of teaching as a
exhibiting qualities such as qualities such as caring attitude, teaching as a profession to help profession to build a positive
caring attitude, respect and respect and integrity. build a positive teaching and teaching and learning culture
integrity. learning culture within the within and beyond the school.
school.
Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in professional 7.3.3 Contribute actively to 7.3.4 Take a leadership role in
Professional links with establish professional links with networks to share knowledge professional networks within supporting colleagues’
colleagues colleagues. and to enhance practice. and between schools to engagement with professional
improve knowledge and to networks within and across
enhance practice. schools to advance knowledge
and practice in identified areas
of need.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
Professional reflection and understanding of how professional improvement plan reflections and promote within and across school
learning to improve practice professional reflection and based on reflection of one’s learning opportunities with contexts in critically evaluating
colleagues to improve practice. practice and setting clearly
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APPENDICES
learning can be used to improve practice and ongoing defined targets for professional
142
practice. professional learning. development.
Strand 7.5 7.5.1 Demonstrate motivation 7.5.2 Set professional 7.5.3 Reflect on the Philippine 7.5.4 Lead reforms in enhancing
Professional development goals to realize professional development goals based on Professional Standards for professional development
development goals based on the Philippine Professional Teachers to plan personal programs based on an in-depth
the Philippine Professional Standards for Teachers. professional development goals knowledge and understanding
Standards for Teachers. and assist colleagues in of the Philippine Professional
planning and achieving their Standards for Teachers.
own goals.
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GLOSSARY OF TERMS
Assessment Data Learner data obtained from diagnostic, formative and/or summative assessment practices
Classroom Structure The physical set-up of the learning environment, which generally includes the arrangement of chairs,
tables, and other equipment in the classroom designed to maximize learning
Content Knowledge Competencies that teachers are expected to master for them to teach efficiently and effectively
Culturally-appropriate teaching strategies Teaching strategies that respect cultural differences between and among students and teachers
Curriculum Areas Different learning/subject areas taught and learned in the basic education curriculum
Creative thinking skills Thinking skills that involve exploring ideas, generating possibilities and looking for many right answers
rather than just one.
Critical thinking skills High-level thinking skills such as analysis, evaluation, interpretion, or synthesis of information and
application of creative thought to form an argument, solve a problem, or reach a conclusion.
Developmentally Appropriate Learning Teaching and learning activities and tasks suited to the needs, abilities, skills, and developmental levels of
Experiences learners
Diagnostic assessment Assessment that gauges what the learner knows prior to instruction. It can also identify the nature of
difficulties and misconceptions that the learner might have, which, if undiagnosed, might affect their
learning of newer concepts. Based on DepEd Order No. 8, s. 2015, there are only two types of classroom
assessment, namely, formative and summative. Formative assessment already covers diagnostic
assessment.
Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products suited to the
various learning needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of
professional standards for teachers
Formative assessment Assesment used to conduct in-process evaluations of student comprehension, learning needs, and
academic progress during a lesson, unit, or course. Formative assessment helps teachers identify concepts
that students are struggling to understand, skills they are having difficulty acquiring, or learning standards
they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and
academic support. (Please also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition.)
Higher Order Thinking Skills Complex thinking processes which include analysis, evaluation, synthesis, reflection and creativity.
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Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in the
144
Indigenous groups Peoples who have, under claims of ownership since time immemorial, occupied, possessed and utilized
ancestral territories, shared common bonds of language, customs, traditions, and other unique cultural
traits (RA 8371: IPRA)
Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in various assessment
results, portfolios, class records and report cards
Learner interests Student’s personal preferences, likes or dislikes, which must be considered in the teaching-learning process.
Learner needs Observable gaps between a learner's present knowledge or competence and the curriculum standards
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identified as necessary for the grade level.

Learner strengths Pre-existing knowledge or competence that helps a learner meet required standards.
Learning experiences Any interaction, course, program, or other involvements in which learning takes place, whether it occurs in
traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations,
outdoor environments), or whether it includes traditional educational interactions (students learning from
teachers and professors) or nontraditional interactions (students learning through games and interactive
software applications).
Learning Focused Instructional and assessment strategies that target meaningful learning
Learning goals Long-term objectives that articulate the specific knowledge, skills, attitudes and values stated as
curriculum competencies that learners must develop as a result of the teaching-learning process
Learning Outcomes Products and performance targets through which learners demonstrate the knowledge, skills and
attitudes they have learned
Learning Programs Organized and sequenced set of strategies, activities and tasks that effect learning
Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which learners learn from instruction
Local curriculum Educational curriculum content that is informed by and responsive to the “cultural and socioeconomic
realities” (UNESCO, 2012; 31) of local populations
Mother tongue The native language or the first language the learner learns as a child
National curriculum Subjects or topics taught in schools as prescribed by the Department of Education

Non-verbal communication Communication that does not involve the use of words, e.g., facial expressions, gestures, and tone of
voice
Non-violent discipline Discipline that avoids the use of punishment such as spanking, verbal abuse and humiliation (see Positive
discipline)
Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope in everyday life
Philosophy of teaching A teacher’s views, understandings and conceptualization of teaching and learning
Physical space/physical learning Any area conducive to learning which usually includes a safe classroom with appropriate devices for
environment teaching and learning
Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or managing learner behavior
through dialogue and counseling instead of punishment (see Non-violent discipline)
Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning
Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the teaching-learning
practice
Professional learning Learning that develops professional knowledge and/or practice.
Professional network A connected community of educators. The community may exist online e.g. LinkedIn.
Professional reflection Thoughtful consideration in action (while teaching) and on action (after teaching)
Philippine Professional Standards for Public document that defines teacher quality in the Philippines through well-defined Domains, Strands,
Teachers and Indicators that provide measures of professional learning, competent practice, and effective
engagement
Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic investigation and logical study
School/learning/community context See learning context
Strand Specific dimensions of teacher practice under every domain in the Philippine Professional Standards for
Teachers
Summative assessment Assessment of student learning, skill acquisition, and academic achievement at the conclusion of a defined
instructional period—typically at the end of a project, unit, quarter, semester, program, or school year.
(See DepEd Order No. 8, s. 2015, pp. 2-3 for additional description of summative assessment.)
145
APPENDICES
Teaching and learning resources Teaching aids and other materials that teachers use to enhance teaching and learning, and to assist learners
146
to meet the expectations for learning as defined by the curriculum.
Verbal communication strategies Oral or spoken means of transmitting information and meaning
Virtual space An online environment in which people can interact
Wider school community Internal and external stakeholders, including teachers, school administrators, parents, guardians,
community members, local business leaders, local authorities and elected officials, among others.
REFERENCES
UPDATED RPMS MANUAL
Commission on Higher Education. (2007). Addendum to CMO 30, Series of 2004 Entitled “Revised Policies and Standards for Undergraduate Teacher
Education Curriculum.” CHED Memorandum No. 52, s. 2007.
Department of Education. (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Department Order No. 8, s. 2015
Department of Education. (2009). National Adoption and Implementation of NCBTS-TSNA and IPPD for Teachers, and Integration of its System Operations in
the Overall Program for Continuing Teacher Capacity Building. Department Order No. 32, s. 2009.
Department of Education. (2013). Our Department of Education Vision, Mission and Core Values (DepEd VMV). Department Order No. 36, s. 2013.
Republic of the Philippines. Congress. Senate. (2013). RA 10533. An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes. Philippines.
Republic of the Philippines. Congress. Senate. (1997). RA 8371. An Act to Recognize, Protect and Promote the Rights of Indigenous Cultural
Communities/Indigenous Peoples, Creating a National Commission on Indigenous Peoples, Establishing Implementing Mechanisms, Appropriating
Funds Therefor, and for Other Purposes. Philippines.

ACKNOWLEDGEMENTS TECHNICAL WORKING GROUP REFERENCE PANEL *Abelardo B. Medes
Chief Education Program
THE PROJECT TEAM Allen U. Bautista, Ed.D. Ms. Hazel D. Aniceto (Chair) Specialist, Education Assessment
Jennifer E. Lopez Portfolio Manager, Australian Division, Department of
Research Center for Teacher Leana D. S. Patungan Embassy Education
Quality (RCTQ) Chinita A. Tolentino
Amelia A. Biglete, Ph.D. *Clodualdo V. Paiton
Gina O. Gonong, Ph.D. RESEARCH OFFICERS Director IV, Office for Program Technical Specialist, Bureau of
Director and Project Leader and Standards Development Curriculum Development,
Victoria J. Delos Santos Commission on Higher Department of Education
Jennie V. Jocson, Ph.D. Donna Marie B. De Mesa Education
Senior Program Manager Maria Arsenia C. Gomez *Fernando M. Pantino
Ma. Concepcion B. Montenegro Purita B. Bilbao, Ed.D. Senior Education Program
Marilyn U. Balagtas, Ph.D. Favian L. Noche Chairperson, CHED Technical Specialist, Bureau of Secondary
Former Director Marla C. Papango Panel for Teacher Education Education, Department of
Michael Wilson I. Rosero Education
Teresita T. Rungduin, Ph.D. Malvin R. Tabajen Azucena P. Esleta
Senior Program Manager (represented by Ms. Ma. Paz Maria Lourdes D. Pantoja
SUPPORT STAFF Felyn Cruz-Tayag) Director IV, Bureau of Human
SiMERR National Research Director IV, Civil Service Resource and Organization
Centre Michael Jove B. Ablaza Commission Human Resource Development
Roaima Lynn B. Antonio Policies and Standards Office
John Pegg, Ph.D. Richard Jay J. Arias Yolanda B. Quijano, Ph.D.
Director Ranie B. Catimbang Fe A. Hidalgo, Ph.D. Former Undersecretary,
Zhanina U. Custodio President, Foundation for Department of Education
Joy Hardy, Ph.D. Ezra B. de Jesus Upgrading the Standard of
Deputy Director Jonathan B. Erfe Education Chito B. Salazar, Ph.D.
Beverly E. Estocapio President, Philippine Business
Ken Vine, Ph.D. Shiela Marie V. Gimeno Atty. Teresita R. Manzala for Education
Principal Research Adviser Dr. Rachelle B. Lintao (represented by Dr. Paraluman
Cheryl C. Lualhati R. Giron) Ethel Agnes P. Valenzuela, Ed.D.
Greg McPhan, Ph.D. Ian Kenneth D. Magabilin Chairperson, Professional Deputy Director for Programme
Principal Research Manager Rossanna A. Mendiogarin Regulation Commission and Development, SEAMEO
Ryan Anthony A. Olalia Secretariat
Ma. Luz V. Rantael
Jessa P. Reynoso *Representing the Directors of
Jerreld M. Romulo DepED Bureaus
20
147
APPENDICES
Special thanks to: COMMISSION ON HIGHER UNIVERSITY OF NEW ENGLAND DEPARTMENT OF EDUCATION –
148
EDUCATION (CHED) - AUSTRALIA CENTRAL OFFICE
AUSTRALIAN EMBASSY – Dr. Rebecca Spence
Manila Dr. Minella C. Alarcon Br. Armin A. Luistro, FSC,
Commissioner Former Secretary
Robyn Biti, Minister Counselor, DEPARTMENT OF EDUCATION
Australian Agency for Dr. Maria Cynthia Rose B. (DepEd) Atty. Nepomuceno A. Malaluan,
International Development Bautista, Commissioner Assistant Secretary and Chief of
TEACHER EDUCATION COUNCIL Staff
Felicity Lee, First Secretary PHILIPPINE NORMAL (TEC)
UPDATED RPMS MANUAL
(Development) UNIVERSITY Jesus Lorenzo R. Mateo,

Leonor M. Briones Undersecretary for Planning and
Quintin G. Atienza II Dr. Ester B. Ogena, President Secretary, Department of Field Operations
Romelia I. Neri Education
Dr. Wilma S. Reyes, Vice Ex-officio Chair, TEC Dr. Dina Joana S. Ocampo,
BASIC EDUCATION SECTOR President for Research, Planning Former Undersecretary for
TRANSFORMATION PROGRAM and Quality Assurance Runvi V. Manguerra, Ph.D. Curriculum and Instruction
(BEST) Executive Director II
Marivilla Lydia B. Aggarao Rizalino D. Rivera, Former
Dr. Greg-Ryan Gadsden, Team Emilio F. Aguinaldo Jayson A. Peñafiel Undersecretary for Regional
Leader Gerry C. Areta Education Program Supervisor Operations
Gregorio B. Borines
Dr. Peter Grimes, Senior Josephine M. Calamlam John Arnold S. Siena, Director
Specialist for Teacher Erwin R. Callo IV, National Educators Academy
Development Vic Marie I. Camacho of the Philippines
Shirley N. Cerbo
Krupskaya M. Añonuevo Maribel C. Gerundio DEPARTMENT OF EDUCATION-
Dr. Nemah N. Hermosa Glinore S. Morales ARMM
Soledad T. Lecaroz Mary Leigh Ann C. Perez
Dr. Twila G. Punsalan Maria Ruth M. Regalado Atty. Jamar M. Kulayan, Former
Dr. Rita B. Ruscoe Regional Secretary
Joemar D. Sajona
Myla Zenaida C. Torio
Marilou M. Ubiña
Lordinio A. Vergara

DEPARTMENT OF EDUCATION - SENIOR OFFICIALS Bervy C. Domingo, EPS, Region II Management and Development
REGIONAL OFFICES Quality Assurance Division Section
Regional Directors/Assistant Dr. Flordeliza A. Alquiza, EPS,
Regional Directors Officer-in-Charge, Quality Dr. Emiliano B. Elnar, Jr., Chief Macrino A. Raymundo, EPS,
Assurance Division, NCR (retired) Education Program Supervisor, Region II
Luz S. Almeda, Ph.D. Region VII Curriculum and
Ramon Fiel G. Abcede Dr. Bernadette J. Atienza, EPS, Learning Management Division Dr. Judith V. Romaguera, Chief
Arturo B. Bayocot, Ph.D. Region III Quality Assurance Education Program Supervisor,
Isabelita M. Borres, Ph.D. Division Dr. Cynthia D. Jacob, Chief, Region IX Human Resource
Estela L. Cariño, Ed.D. Region V Human Resource Development Division
Atty. Shirley O. Chatto Dr. Erlinda A. Atienza, Chief Development Division
Rebecca V. Delapuz, Ph.D. Education Program Supervisor, Laurente A. Samala, EPS, Region
Lorna D. Dino, Ph.D. Region XIII Human Resource Sammy C. Legaspi, Information IV-MIMAROPA Quality
Ellen B. Donato, Ed.D. Development Division Technology Officer I, Region I Assurance Division
May B. Eclar, Ph.D.
Atty. Alberto T. Escobarte Ariel M. Azuelo, Administrative Dr. Leoncio P. Lumaban, Chief Jerry B. Sario, Officer-in-Charge,
Allan G. Farnazo, Ph.D. Officer V, Region IV- Education Supervisor, Region II Region II Human Resource
Malcolm S. Garma, CESO V CALABARZON Public Affairs Unit Quality Assurance Division Development Division
Juliet A. Jeruta, Ph.D.
Gemma M. Ledesma, CESO V Dr. Leonardo C. Canlas, Chief Gertrudes L. Malabanan, EPS, Dr. Susan D. Severino, EPS,
Ponciano A. Menguito. Ed.D. Education Program Supervisor, Region IV-CALABARZON Region VI Human Resource
Rizalino Jose T. Rosales Region III Policy, Planning and Development Division
Gilbert T. Sadsad, Ph.D. Research Division Dr. Joy C. Mangubat, EPS,
Diosdado M. San Antonio, Ph.D. Region X All teachers, principals/school
Ruby Alma C. Torio, Ed.D. Angelina B. Castillo, EPS, Region heads, supervisors,
Beatriz G. Torno, Ph.D. IV-CALABARZON Lorna F. Mapinogos, Chief superintendents, pre-service
Teresita M. Velasco, Ph.D. Education Program Supervisor, teachers, and educators who
Luisa B. Yu, Ph.D. Dr. Jerome A. Chavez, EPS, Region XI Human Resource took part in the development
Region IV-CALABARZON Development Division work
Regan B. Dagadas, EPS II, Region Dr. Luz E. Osmeña, Chief, Region
XII IV-CALABARZON Human
Resource Development Division
Dr. Hja Jaliha Diwallay, Region
IX Jose Sario E. Poblete, EPS,
Region II Learning Resource
149
APPENDICES

150
24 Philippine Professional Standards for Teachers UPDATED RPMS MANUAL
DEPARTMENT OF EDUCATION
DepEd Complex
Meralco Ave., Pasig City
TEACHER EDUCATION COUNCIL

Rooms 228-229 Mabini Bldg.,
DepEd Complex, Meralco Ave., Pasig City
(T) 638-61-70
(F) 638-61-72

RPMS Tool for Teacher I-III Appendix B
S.Y. 2019-2020
PCP No. ______ Revision Code: 00

POSITION AND COMPETENCY PROFILE
Department of Education
Position Title Teacher I - III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Position Title Teacher I Teacher II Teacher III
Education For Elementary School – Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education, or
Bachelor in Secondary Education, or its equivalent
For Secondary School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with
appropriate major or Bachelor in Secondary Education, or its equivalent
Experience None required 1 year relevant experience 2 years relevant experience
Eligibility RA 1080 RA 1080 RA 1080
Trainings None required None required None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET/BLEPT Passer
Trainings In-service training
151
APPENDICES
S.Y. 2019-2020 | Proficient Teachers

152
DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
UPDATED RPMS MANUAL
3. Manages an environment conducive to learning

4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
RPMS Tool for S.Y. 2019-2020 | Proficient Teachers
2
KRA 1: Content Knowledge and Pedagogy
PERFORMANCE INDICATOR
MEANS OF Very
OBJECTIVE Outstanding Satisfactory Unsatisfactory Poor
VERIFICATION QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied Main MOV: Showed Showed Showed Showed No
knowledge of Classroom knowledge of knowledge of knowledge of knowledge of acceptable
content within Observation Tool content and its content and its content and its content and its evidence was
and across (COT) rating sheets integration within integration within integration within integration within shown
curriculum and/or inter-observer and across and across and across and across
teaching areas agreement forms on subject areas as subject areas as subject areas as subject areas as
knowledge of content shown in the shown in the shown in the shown in the
within and across Main MOV with Main MOV with a Main MOV with a Main MOV with a
Quality
curriculum teaching a rating of 7 rating of 6 rating of 5 rating of 4
areas
Supporting MOV:
Any 1 used during
observation that
highlights application
of knowledge of
content within and Submitted 4 Submitted 3 Main Submitted 2 Main Submitted 1 Main No
across curriculum Main MOV, each MOV, each with MOV, each with MOV with any 1 acceptable
teaching areas with any 1 of the any 1 of the any 1 of the of the Supporting evidence was
• Lesson plan Supporting MOV Supporting MOV Supporting MOV MOV shown
• Instructional
material Efficiency
• Performance
task
• Test material
• Activity sheet
• Others (Please
specify and
provide Timeliness
annotations)
153
APPENDICES
154
MEANS OF Very
(5) (3) (2) (1)
(4)
2. Used a Main MOV: Facilitated using Facilitated using Facilitated using Facilitated using No
range of Classroom Observation different teaching different teaching different teaching different teaching acceptable
teaching Tool (COT) rating strategies that strategies that strategies that strategies that evidence
strategies that sheets and/or inter promote reading, promote reading, promote reading, promote reading, was shown
enhance observer agreement writing and/or writing and/or writing and/or writing and/or
learner forms on the use of numeracy skills numeracy skills numeracy skills numeracy skills
UPDATED RPMS MANUAL
achievement teaching strategies that as shown in the as shown in the as shown in the as shown in the
in literacy and promote literacy and/or Quality Main MOV with a Main MOV with a Main MOV with a Main MOV with a
numeracy numeracy skills rating of 7 rating of 6 rating of 5 rating of 4
skills
Supporting MOV:
Any 1 used during
observation that
highlights the use of
teaching strategies that
promote literacy and/or
numeracy skills Submitted 4 Main Submitted 3 Main Submitted 2 Main Submitted 1 Main No
• Lesson plan MOV, each with MOV, each with MOV, each with MOV with any 1 acceptable
• Instructional any 1 of the any 1 of the any 1 of the of the Supporting evidence
material Supporting MOV Supporting MOV Supporting MOV MOV was shown
Efficiency
• Performance task
• Test material
• Activity sheet
• Others (Please
specify and
provide Timeliness
annotations)

MEANS OF Very
(5) (3) (2) (1)
(4)
3. Applied a Main MOV: Used different Used different Used different Used different No
range of Classroom Observation teaching teaching teaching teaching acceptable
teaching Tool (COT) rating strategies that strategies that strategies that strategies that evidence
strategies to sheets and/or inter develop critical develop critical develop critical develop critical was shown
develop observer agreement and/or creative and/or creative and/or creative and/or creative
critical and forms on teaching thinking, as well thinking, as well thinking, as well thinking, as well
creative strategies to develop as other HOTS as as other HOTS as as other HOTS as as other HOTS as
thinking, as critical and/or creative shown in the shown in the shown in the shown in the
well as other thinking, as well as Quality Main MOV with a Main MOV with a Main MOV with a Main MOV with a
other higher-order
higher-order rating of 7 rating of 6 rating of 5 rating of 4
thinking skills
thinking skills
Supporting MOV:
Any 1 used during
observation that
highlights application of
teaching strategies to
develop critical and/or
Submitted 4 Main Submitted 3 Main Submitted 2 Main Submitted 1 Main No
creative thinking, as
MOV, each with MOV, each with MOV, each with MOV with any 1 acceptable
well as other higher-
any 1 of the any 1 of the any 1 of the of the Supporting evidence
order thinking skills
Supporting MOV Supporting MOV Supporting MOV MOV was shown
• Lesson plan
• Instructional Efficiency
material
• Test material
• Activity sheet
• Others (Please
specify and
provide Timeliness
annotations)

155
APPENDICES
156
KRA 2: Learning Environment & Diversity of Learners
MEANS OF Very
(5) (3) (2) (1)
(4)
4. Managed Main MOV: Used classroom Used classroom Used classroom Used classroom No
classroom Classroom Observation management management management management acceptable
structure to Tool (COT) rating strategies that strategies that strategies that strategies that evidence
engage sheets and/or inter- engage learners engage learners engage learners engage learners was shown
learners, observer agreement in activities/tasks in activities/tasks in activities/tasks in activities/tasks
individually or forms on management as shown in the as shown in the as shown in the as shown in the
UPDATED RPMS MANUAL
in groups, in of classroom structure Main MOV with a Main MOV with a Main MOV with a Main MOV with a
meaningful in meaningful rating of 7 rating of 6 rating of 5 rating of 4
exploration, exploration, discovery Quality
and hands-on activities
discovery and
hands-on
Supporting MOV:
activities
Any 1 used during
within a range observation that
of physical highlights management
learning of classroom structure
environments in meaningful
exploration, discovery Submitted 4 Main Submitted 3 Main Submitted 2 Main Submitted 1 Main No
and hands-on activities MOV, each with MOV, each with MOV, each with MOV with any 1 acceptable
• Lesson plan any 1 of the any 1 of the any 1 of the of the Supporting evidence
• Instructional Supporting MOV Supporting MOV Supporting MOV MOV was shown
material
• Test material Efficiency
• Activity sheet
• Others (Please
specify and
provide
annotations)
Timeliness

MEANS OF Very
(5) (3) (2) (1)
(4)
5. Managed Classroom observation Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
learner tool (COT) rating sheets management management management management evidence was
behavior and/or inter-observer strategies of strategies of strategies of strategies of shown
constructively agreement forms on learner behavior learner behavior learner behavior learner behavior
by applying teacher management of that promote that promote that promote that promote
positive and learner behavior using positive and positive and positive and positive and
non-violent strategies including but Quality non-violent non-violent non-violent non-violent
discipline to not limited to: discipline as discipline as discipline as discipline as
ensure • Providing shown in the shown in the shown in the shown in the
learning- motivation MOV with a MOV with a MOV with a MOV with a
focused • Praising the rating of 7 rating of 6 rating of 5 rating of 4
environments learners/Giving
positive feedback Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
• Setting house COT rating COT rating COT rating COT rating evidence was
rules/guidelines sheets/inter- sheets/inter- sheets/inter- sheet/inter- shown
• Ensuring learners’ observer observer observer observer
active participation agreement agreement agreement agreement form
• Allowing learners to Efficiency forms, each with forms, each with forms, each with with any 1 of the
express their 4 strategies as 4 strategies as 4 strategies as given strategies
ideas/opinions noted in the noted in the noted in the as noted in the
• Giving equal comment comment comment comment
opportunities to section section section section
learners
• Encouraging
learners to ask Timeliness
questions

157
APPENDICES
158
MEANS OF Very
(5) (3) (2) (1)
(4)
6. Used Main MOV: Applied Applied Applied Applied No acceptable
differentiated, Classroom Observation differentiated differentiated differentiated differentiated evidence shown
developmentally Tool (COT) rating sheets teaching teaching teaching teaching
appropriate and/or inter-observer strategies to strategies to strategies to strategies to
agreement forms on the
learning address learner address learner address learner address learner
use of differentiated,
experiences to developmentally diversity as diversity as diversity as diversity as
address shown in the shown in the shown in the shown in the
UPDATED RPMS MANUAL
appropriate learning Quality

learners’ experiences to address Main MOV with a Main MOV with Main MOV with Main MOV with
gender, needs, learners’ gender, needs, rating of 7 a rating of 6 a rating of 5 a rating of 4
strengths, strengths, interests and
interests and experiences
experiences
Supporting MOV:
Any 1 used during
observation that
highlights the use of
Submitted 2 Submitted 2 Submitted 2 Submitted 1 No acceptable
differentiated, Main MOV with 4 Main MOV with Main MOV with Main MOV with evidence was
developmentally differentiated 3 differentiated 2 differentiated 1 differentiated shown
appropriate learning teaching teaching teaching teaching
experiences to address strategies as strategies as strategies as strategy as
learners’ gender, needs, observed in 2 observed in 2 observed in 2 observed in 1
strengths, interests and Efficiency lessons, each lessons, each lessons, each lesson with any
experiences with any 1 of the with any 1 of the with any 1 of the 1 of the
• Lesson plan Supporting MOV Supporting MOV Supporting Supporting MOV
• Instructional MOV
material
• Test material
• Activity sheet
• Others (Please
specify and provide Timeliness
annotations)

KRA 3: Curriculum and Planning
MEANS OF Very
(5) (3) (2) (1)
(4)
7. Planned, Main MOV: Planned and Planned and Planned and Planned and No
managed and Classroom implemented implemented implemented implemented acceptable
implemented Observation Tool developmentally developmentally developmentally developmentally evidence
developmentally (COT) rating sheets sequenced sequenced sequenced sequenced was shown
and/or inter observer
sequenced teaching and teaching and teaching and teaching and
agreement forms on
teaching and developmentally learning process learning process learning process learning process
learning sequenced teaching as shown in the as shown in the as shown in the as shown in the
processes to and learning processes Main MOV with a Main MOV with a Main MOV with a Main MOV with a
meet curriculum to meet curriculum Quality rating of 7 rating of 6 rating of 5 rating of 4
requirements requirements and
and varied varied teaching
teaching contexts
contexts
Supporting MOV:
Any 1 used during
observation that
highlights
developmentally
sequenced teaching Submitted 4 Main Submitted 3 Main Submitted 2 Main Submitted 1 Main No
and learning processes MOV, each with MOV, each with MOV, each with MOV with any 1 acceptable
to meet curriculum any 1 of the any 1 of the any 1 of the of the Supporting evidence
requirements and
Supporting MOV Supporting MOV Supporting MOV MOV was shown
varied teaching
contexts
• Lesson plan Efficiency
• Instructional
materials
• Test material
• Activity sheet
• Others (Please
specify and
provide
Timeliness
annotations)

159
APPENDICES
160
MEANS OF Very
(5) (3) (2) (1)
(4)
8. Participated in • Personal notes of Consistently Frequently Occasionally Rarely No
collegial teachers on LAC participated in participated in participated in participated in acceptable
discussions that sessions/FGDs/ LAC sessions LAC sessions LAC sessions LAC sessions evidence
use teacher and meetings to enrich /FGDs/ /FGDs/ /FGDs/ /FGDs/ meetings was shown
learner feedback teaching practice meetings to meetings to meetings to to discuss
to enrich with proof of discuss discuss discuss teacher/learner
UPDATED RPMS MANUAL
Quality
teaching practice attendance teacher/learner teacher/learner teacher/learner feedback to
• Minutes of LAC feedback to feedback to feedback to enrich instruction
sessions/FGDs/ enrich enrich enrich as shown in the
meetings on use of instruction as instruction as instruction as MOV submitted
teacher and learner shown in the shown in the shown in the
feedback to enrich MOV submitted MOV submitted MOV submitted
teaching practice Efficiency Participated in 4 Participated in 3 Participated in 2 Participated in 1 No
with proof of LAC sessions LAC sessions LAC sessions LAC sessions acceptable
attendance /FGDs/ /FGDs/ /FGDs/ /FGD/ meeting on evidence
• Others (Please meetings on meetings on meetings on teacher/learner was shown
specify and provide teacher/learner teacher/learner teacher/learner feedback as
annotations) feedback as feedback as feedback as evidently shown
evidently shown evidently shown evidently shown in the MOV
in the MOV in the MOV in the MOV submitted
submitted submitted submitted
Timeliness
10

MEANS OF Very
(5) (3) (2) (1)
(4)
9. Selected, Main MOV: Developed and Developed and Developed and Developed and No acceptable
developed, Classroom Observation used varied used varied used varied used varied evidence was
organized and Tool (COT) rating sheet teaching and teaching and teaching and teaching and shown
used or inter-observer learning learning learning learning
appropriate agreement form on the resources, resources, resources, resources,
teaching and use of appropriate including ICT, to including ICT, to including ICT, to including ICT, to
learning teaching and learning address learning address address learning address learning
resources, resources, including ICT, Quality goals as shown learning goals goals as shown goals as shown
including ICT, to address learning goals in the Main as shown in the in the Main in the Main
to address MOV with a Main MOV with MOV with a MOV with a
learning goals Supporting MOV: rating of 7 a rating of 6 rating of 5 rating of 4
Lesson plan with
appropriate teaching and
learning resources used
during the observation
Examples: Submitted 1 Submitted 1 Submitted 1 Submitted 1 No acceptable
• Instructional Main MOV with Main MOV with Main MOV with Main MOV with evidence was
material 4 varied 3 varied 2 varied 1 teaching and shown
• Performance task teaching and teaching and teaching and learning
• Test material learning learning learning resource,
• Activity sheet resources, resources, resources, including ICT,
Efficiency
• Others (Please including ICT, including ICT, including ICT, as shown in 1
specify and provide as shown in 1 as shown in 1 as shown in 1 Supporting MOV
annotations) Supporting MOV Supporting Supporting MOV
MOV
Timeliness
11

161
APPENDICES
KRA 4: Assessment and Reporting
162
Very
OBJECTIVE MEANS OF VERIFICATION Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Designed, Main MOV: Designed, Designed, Designed, Designed, No
selected, Classroom Observation selected, selected, selected, selected, acceptable
organized and Tool (COT) rating sheet or organized and organized and organized and organized and evidence was
used inter observer agreement used diagnostic, used diagnostic, used diagnostic, used diagnostic, shown
diagnostic, form on diagnostic, formative and formative and formative and formative and
formative and formative and summative summative summative summative summative
UPDATED RPMS MANUAL
summative assessment strategies assessment assessment assessment assessment

assessment consistent with curriculum strategies strategies strategies strategies
Quality
strategies requirements consistent with consistent with consistent with consistent with
consistent curriculum curriculum curriculum curriculum
with Supporting MOV: requirements as requirements as requirements as requirements as
curriculum Any 1 used during shown in the shown in the shown in the shown in the
requirements observation that highlights Main MOV with Main MOV with MOV with a Main MOV with
diagnostic, formative and a rating of 7 a rating of 6 rating of 5 a rating of 4
summative assessment
strategies consistent with
curriculum requirements Submitted 1 Main Submitted 1 Main Submitted 1 Main Submitted 1 Main No
• Lesson plan MOV with 4 MOV with 3 MOV with 2 MOV with 1 acceptable
varied varied varied assessment evidence was
• Instructional material
assessment assessment assessment strategy as shown shown
• Performance task with
strategies as strategies as strategies as in any Supporting
rubrics shown in any shown in any shown in any MOV
• Test material with TOS Efficiency Supporting MOV Supporting MOV Supporting MOV
reviewed by superior:
Ø Diagnostic test
Ø Summative test
• Activity sheet
• Others (Please specify
and provide
annotations)
Timeliness
12

MEANS OF Very
(5) (3) (2) (1)
(4)
11. Monitored • Compilation of a Consistently Frequently Occasionally Rarely No
and evaluated learner’s written work monitored and monitored and monitored and monitored and acceptable
learner with summary of results evaluated evaluated evaluated evaluated evidence was
progress and and with signature of learner progress learner progress learner progress learner progress shown
parents
achievement and and and and
• Formative assessment
using learner achievement achievement achievement achievement
tool
attainment using learner using learner using learner using learner
• Diagnostic/Summative
data assessment tool with Quality attainment data attainment data attainment data attainment data
TOS and frequency of as shown in the as shown in the as shown in the as shown in the
errors with identified MOV submitted MOV submitted MOV submitted MOV submitted
least mastered skills
• Class record/grading
sheet
• Lesson plan showing
index of mastery
Submitted 4 Submitted 3 Submitted 2 Submitted any 1 No
and provide annotations)
different kinds of different kinds of different kinds of of the acceptable
acceptable MOV acceptable acceptable MOV acceptable MOV evidence was
Efficiency MOV shown
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed acceptable
across 4 across 3 across 2 in only 1 quarter Evidence was
Timeliness
quarters quarters quarters shown
13

163
APPENDICES
164
MEANS OF Very
(5) (3) (2) (1)
(4)
12. Communicated • At least 4 samples of Consistently Frequently Occasionally Rarely showed No
promptly and corrected test papers of showed prompt showed prompt showed prompt prompt and acceptable
clearly the a learner in a learning and clear and clear and clear clear evidence
learners’ needs, area with parent’s or communication communication communication communication was shown
progress and guardian’s signature of the learners’ of the learners’ of the learners’ of the learners’
achievement to and date of receipt in all needs, progress needs, progress needs, progress needs, progress
UPDATED RPMS MANUAL
key stakeholders, quarters and and and and

including • Minutes of PTA achievement to achievement to achievement to achievement to
parents/guardians meetings or Parent-
key key key key
Quality stakeholders, stakeholders, stakeholders, stakeholders,
Teacher conferences in
including including including including
all quarters with proof
parents/ parents/ parents/ parents/
of parent’s/guardian’s
guardians as guardians as guardians as guardians as
attendance
shown in the shown in the shown in the shown in the
• Report card with MOV submitted MOV submitted MOV submitted MOV submitted
parent’s or guardian’s
signature in all quarters
supported by minutes
of meeting
• Communication with Submitted 4 Submitted 3 Submitted 2 Submitted any 1 No
parents/guardians different kinds of different kinds of different kinds of of the acceptable
using various acceptable MOV acceptable MOV acceptable MOV acceptable evidence
Efficiency MOV was shown
modalities
• Anecdotal record
showing entries per
quarter Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
• Other documents were distributed were distributed were distributed was completed acceptable
showing learners’ across 4 across 3 across 2 in only 1 quarter evidence
Timeliness quarters quarters quarters was shown
needs, progress and
achievement submitted
to other stakeholders
14

KRA 5: Plus Factor
MEANS OF Very
(5) (3) (2) (1)
(4)
13. Performed • Certificate of Consistently Frequently Occasionally Rarely No
various related Recognition or performed performed performed performed acceptable
works/activities Participation various related various related various related various related evidence
that contribute • Certificate of Training work/activities work/activities work/activities work/activities was shown
to the teaching • Certificate of that contribute to that contribute to that contribute to that contribute
learning Speakership the teaching the teaching the teaching to the teaching
process Quality learning process learning process learning process learning process
as shown in the as shown in the as shown in the as shown in the
Proof of: MOV submitted MOV submitted MOV submitted MOV submitted
• committee
involvement
• advisorship of co-
curricular activities
• book or journal
authorship/co- Submitted 4 Submitted 3 Submitted 2 Submitted any 1 No
authorship/ different kinds of different kinds of different kinds of of the acceptable
contributorship
acceptable MOV acceptable MOV acceptable MOV acceptable evidence
MOV was shown
• coordinatorship/
chairpersonship Efficiency
• coaching and
mentoring of learners
in competitions
• mentoring of pre
service/in-service
teachers
• Others (Please Timeliness
specify and provide
annotations)
15

165
APPENDICES
166

UPDATED RPMS MANUAL
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
23
Appendix C

RPMS Tool for Master Teacher I-IV
(Highly Proficient Teachers)
S.Y. 2019-2020

POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00

Department of Education

Position Title Master Teacher I-IV Salary Grade

Parenthetical Title

Office Unit Effectivity Date

Reports to Page/s

Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS

A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)

Position Title Master Teacher I Master Teacher II Master Teacher III Master Teacher IV

Education For Elementary School - For Elementary School - Completion of academic Completion of academic

Bachelor of Elementary Bachelor of Elementary requirements for a Master’s requirements for a Master’s

Education (BEEd) or Education (BEEd) or degree in Education or its degree in Education or its

Bachelor’s degree plus 18 Bachelor’s degree plus 18 equivalent equivalent

professional units in professional units in Education;

Education; and 18 units for a and 24 units for a Master’s

Master’s degree in Education degree in Education or its

or its equivalent equivalent

For Secondary School - For Secondary School - Completion of academic Completion of academic

Bachelor of Secondary Bachelor of Secondary requirements for a Master’s requirements for a Master’s
S.Y. 2019-2020 | Highly Proficient Teachers
167
APPENDICES
168
Education (BSEd) or Education (BSEd) or degree in Education or its degree in Education or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 equivalent equivalent
professional units in Education professional units in Education;
with appropriate major; and 18 and 24 units for a Master’s
units for a Master’s degree in degree in Education or its
Education or its equivalent equivalent
UPDATED RPMS MANUAL
Experience 3 years relevant experience 1 year as Master Teacher I or 1 year as Master Teacher II or 1 year as Master Teacher III or
4 years as Teacher III 5 years as Teacher III 5 years as Teacher III
Eligibility RA 1080 RA 1080 RA 1080 RA 1080
Trainings None required 4 hours relevant training 8 hours of relevant training 16 hours of relevant training
B. Preferred Qualifications
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Eligibility PBET/LET/BLEPT Passer
Trainings Relevant trainings
RPMS Tool for S.Y. 2019-2020 | Highly Proficient Teachers

2
DUTIES AND RESPONSIBILITIES
1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across
learning areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement
of the teaching and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and
observation, organizing/leading/serving as trainers/facilitators in teacher quality circles/learning action cells
169
APPENDICES
3
170
MEANS OF Very
(5) (3) (2) (1)
(4)
1. Modeled Main MOV: Modeled Modeled Modeled Modeled No acceptable
effective Classroom Observation effective effective effective effective evidence was
applications of Tool (COT) rating applications of applications of applications of applications of shown
content sheets and/or inter content content content content
knowledge observer agreement knowledge knowledge knowledge knowledge
within and forms on content within and within and within and within and
UPDATED RPMS MANUAL
across knowledge within and across across across across

curriculum across curriculum curriculum curriculum curriculum curriculum
teaching areas teaching areas, with teaching areas teaching areas teaching areas teaching areas
Quality
proof of attendance of as shown in the as shown in the as shown in the as shown in the
colleague/s Main MOV with Main MOV with Main MOV with Main MOV with
a rating of 8 a rating of 7 a rating of 6 a rating of 5
Supporting MOV:
Any 1 used during
classroom
demonstration
teaching that highlights
application of content
knowledge within and Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
across curriculum Main MOV, Main MOV, Main MOV, Main MOV with evidence was
teaching areas each with any 1 each with any 1 each with any 1 any 1 of the shown
• Lesson plan of the of the of the Supporting
• Instructional Supporting MOV Supporting MOV Supporting MOV MOV
Efficiency
material
• Test material
• Activity sheet
• Others (Please
specify and
provide Timeliness
annotations)

4
MEANS OF Very
(5) (3) (2) (1)
(4)
2. Collaborated • Copy of the Conducted, Conducted and Conducted Proposed action No
with colleagues research proposal completed and Completed action research research with acceptable
in the conduct focused on disseminated action research with colleagues colleagues evidence
and application enriching knowledge action research with colleagues was shown
of research to of content and Quality with colleagues
enrich knowledge pedagogy
of content and • Proof of participation
pedagogy and/or contribution
to a collaborative
research (e.g. e-
mail, actual output Submitted any 4 Submitted any 3 Submitted any 2 Submitted any 1 No
submitted, terms of of the of the of the of the acceptable
reference, etc.) acceptable acceptable MOV acceptable MOV acceptable MOV evidence
• Certified completed MOV was shown
Efficiency
collaborative
research focused on
enriching knowledge
of content and
pedagogy
• Proof of Presented the Completed the Conducted the Proposed the No
dissemination of research report research report research report research report acceptable
within the rating within the rating within the rating within the rating evidence
research findings
period period period period was shown
with colleagues
• Proof of utilization of Timeliness
research findings
• Others (Please
specify and provide
annotations)

5
171
APPENDICES
172
MEANS OF Very
(5) (3) (2) (1)
(4)
3. Developed Main MOV: Demonstrated Demonstrated Demonstrated Demonstrated No acceptable
and applied Classroom Observation effective effective effective effective evidence was
effective Tool (COT) rating sheets teaching teaching teaching teaching shown
teaching and/or inter observer strategies to strategies to strategies to strategies to
strategies to agreement forms on promote critical promote critical promote critical promote critical
promote teaching strategies to and/or creative and/or creative and/or creative and/or creative
UPDATED RPMS MANUAL
critical and promote critical and/or thinking, as well thinking, as well thinking, as well thinking, as well
creative creative thinking, as well as other higher- as other higher- as other higher- as other higher-
thinking, as as other higher-order order thinking order thinking order thinking order thinking
thinking skills, with proof Quality
well as other skills as shown skills as shown skills as shown skills as shown
of attendance of
higher-order in the Main in the Main in the Main in the Main
colleague/s
thinking skills MOV with a MOV with a MOV with a MOV with a
Supporting MOV: rating of 8 rating of 7 rating of 6 rating of 5
Any 1 used during
classroom
demonstration
teaching that highlights
teaching strategies to
promote critical and/or Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
creative thinking, as well Main MOV, Main MOV, Main MOV, Main MOV with evidence was
as other higher-order each with any 1 each with any 1 each with any 1 any 1 of the shown
thinking skills of the of the of the Supporting
• Lesson plan Supporting MOV Supporting MOV Supporting MOV MOV
• Instructional Efficiency
material
• Test material
• Activity sheet
• Others (Please
annotations)
6
MEANS OF Very
(5) (3) (2) (1)
(4)
4. Worked with Main MOV: Modeled and Modeled and Modeled and Modeled and No
colleagues to Classroom Observation shared effective shared effective shared effective shared effective acceptable
model and Tool (COT) rating sheets classroom classroom classroom classroom evidence
share effective and/or inter observer management management management management was shown
techniques in agreement forms on strategies that strategies that strategies that strategies that
the management of engage learners engage learners engage learners engage learners
management of classroom structure to in activities/ in activities/ in activities/ in activities/
classroom engage learners within a tasks done in tasks done in tasks done in tasks done in
structure to range of physical different different different different
learning environments,
engage Quality physical physical physical physical
with proof of attendance
learners, learning learning learning learning
of colleague/s
individually or environments as environments as environments as environments as
in groups, in Supporting MOV: shown in the shown in the shown in the shown in the
meaningful Any 1 on the Main MOV with Main MOV with Main MOV with Main MOV with
exploration, classroom a rating of 8 a rating of 7 a rating of 6 a rating of 5
discovery and demonstration
hands-on teaching that highlights
activities within management of
a range of classroom structure to
physical engage learners within a Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
learning range of physical Main MOV, Main MOV, Main MOV, Main MOV with evidence was
environments learning environments
each with any 1 each with any 1 each with any 1 any 1 of the shown
• Lesson plan of the of the of the Supporting MOV
• Instructional Supporting MOV Supporting MOV Supporting
material Efficiency
MOV
• Test material
• Activity sheet
• Minutes of LAC
session
• Others (Please
specify and provide
Timeliness
annotations)
7
173
APPENDICES
174
MEANS OF Very
(5) (3) (2) (1)
(4)
5. Exhibited Classroom observation Exhibited Exhibited Exhibited Exhibited No acceptable
effective and tool (COT) rating sheet effective and effective and effective and effective and evidence shown
constructive and/or inter-observer constructive constructive constructive constructive
behavior agreement form (with behavior behavior behavior behavior
management proof of attendance of management management management management
skills by colleague/s) from skills by skills by skills by skills by
classroom applying positive applying positive applying applying positive
UPDATED RPMS MANUAL
applying
positive and demonstration teaching and non-violent and non-violent positive and and non-violent
on effective teacher Quality
non-violent discipline to discipline to non-violent discipline to
management of learner
discipline to ensure learning- ensure learning- discipline to ensure learning-
behavior using
ensure learning- focused focused ensure learning- focused
strategies including but
focused environments environments focused environments
not limited to:
environments shown in the shown in the environments shown in the
• Providing
motivation
MOV with a MOV with a shown in the MOV with a
• Praising the
rating of 8 rating of 7 MOV with a rating of 5
learners/Giving rating of 6
positive feedback Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
• Setting house COT rating COT rating COT rating COT rating evidence was
rules/guidelines sheets/inter- sheets/inter- sheets/inter- sheet/inter- shown
• Ensuring learners’ observer observer observer observer
active participation agreement agreement agreement agreement form
• Allowing learners Efficiency forms, each with forms, each with forms, each with with any 1 of the
to express their 7 strategies as 7 strategies as 7 strategies as given strategies
ideas/opinions noted in the noted in the noted in the as noted in the
• Giving equal comment comment comment comment
opportunities to section section section section
learners
• Encouraging
learners to ask Timeliness
questions
8
MEANS OF Very
(5) (3) (2) (1)
(4)
6. Worked with Main MOV: Worked with Worked with Worked with Worked with No
colleagues to Minutes of LAC colleagues at colleagues in colleagues in colleagues but acceptable
share session/s, highlighting least in the the school level the department no evidence of evidence
differentiated, one’s sharing of district/cluster to share or grade level to sharing shown
developmentally strategies on level to share differentiated, share differentiated,
appropriate differentiated and differentiated, developmentally differentiated, developmentally
opportunities to developmentally developmentally appropriate developmentally appropriate
address appropriate opportunities appropriate opportunities to appropriate opportunities to
learners’ to address learners’ Quality opportunities to address opportunities to address
differences in differences address learners’ address learners’
gender, needs, learners’ differences learners’ differences with
strengths, Supporting MOV: differences differences others
interests and Any 1 that highlights
experiences strategies on
differentiated and
developmentally
appropriate opportunities
to address learners’
Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
differences
Main MOV, Main MOV, Main MOV, Main MOV with acceptable
• Lesson plan
each with any 1 each with any 1 each with any 1 any 1 of the evidence was
• Instructional
of the of the of the Supporting MOV shown
material
Efficiency Supporting MOV Supporting Supporting MOV
• Performance task MOV
• Test material
• Activity sheet
• Others (e.g.
testimonial, write-up
from colleagues of
the lessons/insights
gained from the Timeliness
Master Teacher’s
sharing)
9
175
APPENDICES
176
MEANS OF Very
(5) (3) (2) (1)
(4)
7. Developed and Main MOV: Developed and Developed and Developed and Developed and No
applied effective Classroom Observation applied effective applied effective applied effective applied effective acceptable
strategies in the Tool (COT) rating sheets strategies strategies strategies strategies evidence
planning and and/or inter observer showing showing showing showing was shown
management of agreement forms on developmentally developmentally developmentally developmentally
developmentally developmentally sequenced sequenced sequenced sequenced
sequenced teaching and teaching and teaching and teaching and teaching and
UPDATED RPMS MANUAL
sequenced
teaching and learning processes to Quality learning process learning process learning process learning process
learning meet curriculum as shown in the as shown in the as shown in the as shown in the
processes to requirements and varied Main MOV with Main MOV with Main MOV with Main MOV with
meet curriculum teaching contexts, with a rating of 8 a rating of 7 a rating of 6 a rating of 5
requirements and proof of attendance of
varied teaching colleague/s
contexts
Supporting MOV:
Any 1 used during Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
classroom Main MOV, Main MOV, Main MOV, Main MOV with acceptable
demonstration teaching each with any 1 each with any 1 each with any 1 any 1 of the evidence
that highlights of the of the of the Supporting was shown
developmentally Supporting MOV Supporting MOV Supporting MOV MOV
Efficiency
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts
• Lesson plan
• Instructional material
• Test material
Timeliness
• Activity sheet
• Others (Please
specify and provide
annotations)
10
MEANS OF Very
(5) (3) (2) (1)
(4)
8. Reviewed Main MOV: Consistently Frequently led Occasionally Rarely led No acceptable
with Implemented LAC/FGD led collaborative led collaborative evidence was
colleagues, Plan on the collaborative collaborative reviews of collaborative reviews of shown
teacher and review of teacher and reviews of teacher and reviews of teacher and
learner learner feedback teacher and learner teacher and learner
feedback to learner feedback as learner feedback as
Quality
plan, facilitate Supporting MOV: feedback as evidenced by feedback as evidenced by
and enrich Any 1 that highlights evidenced by the MOV evidenced by the MOV
teaching collaborative review of the MOV submitted the MOV submitted
practice teacher and learner submitted submitted
feedback to plan,
facilitate and enrich
teaching practice Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
• Minutes of Main MOV, Main MOV, Main MOV, Main MOV with evidence was
LAC/FGD session each with any each with any each with any any 1 of the shown
with proof of 1 of the 1 of the 1 of the Supporting MOV
attendance Supporting Supporting Supporting
• Others (Please MOV MOV MOV
specify and provide
annotations)
Timeliness
11
177
APPENDICES
178
MEANS OF Very
(5) (3) (2) (1)
(4)
9. Advised and • Teaching and Consistently Frequently Occasionally Rarely advised No
guided learning advised advised advised colleagues in acceptable
colleagues in resources colleagues in the colleagues in the colleagues in the selection, evidence was
the selection, developed by selection, selection, the selection, organization, shown
organization, colleagues and organization, organization, organization, development
development critiqued on their development and development and development and appropriate
UPDATED RPMS MANUAL
and use of alignment to appropriate use appropriate use and appropriate use of teaching
appropriate learning goals of teaching and of teaching and use of teaching and learning
Quality
teaching and • Lesson plans by learning learning and learning resources as
learning colleagues resources as resources as resources as shown in the
resources, critiqued in terms shown in the shown in the shown in the MOV submitted
including ICT, to of the alignment MOV submitted MOV submitted MOV submitted
address specific of the teaching
learning goals and learning
resources to the
indicated learning
goals and Submitted 4 of Submitted 3 of Submitted 2 of Submitted 1 of No
appropriateness the acceptable the acceptable the acceptable the acceptable acceptable
to the target MOV MOV MOV MOV evidence was
learners shown
• Others (Please Efficiency
specify and
provide
annotations)
Timeliness
12
MEANS OF Very
(5) (3) (2) (1)
(4)
10. Worked • Any proof of Consistently Frequently Occasionally Rarely reviewed No
collaboratively collaborative review if reviewed reviewed reviewed collaboratively acceptable
with colleagues the test is designed collaboratively collaboratively collaboratively assessment evidence
to review the based on its purpose assessment assessment assessment tools with was shown
design, (e.g. diagnostic, tools with tools with tools with colleagues as
selection, formative and Quality colleagues as colleagues as colleagues as shown in the
organization summative) shown in the shown in the shown in the MOV submitted
and use of a • Any proof of MOV MOV submitted MOV
range of collaborative review submitted submitted
effective of the alignment of
diagnostic, the test with the
formative and curriculum Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
summative Ø formative test assessment assessment assessment assessment tool acceptable
assessment attached to a tools as tools as tools as as evidently evidence
strategies lesson plan evidently evidently shown evidently shown in any of was shown
consistent with Ø summative Efficiency shown in any in any of the shown in any the acceptable
curriculum assessment of the acceptable MOV of the MOV
requirements with TOS acceptable acceptable
Ø diagnostic test MOV MOV
with its TOS
• Others (Please
annotations)

13
179
APPENDICES
180
MEANS OF Very
(5) (3) (2) (1)
(4)
11. Interpreted • Collaborative Consistently Frequently Occasionally Rarely No
collaboratively interpretation of the collaborated collaborated collaborated collaborated acceptable
monitoring and index of mastery with colleagues with colleagues with colleagues with colleagues evidence
evaluation obtained from 1 in the in the in the in the was shown
strategies of class interpretation of interpretation of interpretation of interpretation of
attainment data • Collaborative assessment assessment assessment assessment
UPDATED RPMS MANUAL
to support interpretation of item Quality data as shown data as shown data as shown data as shown
learner progress analysis of quarterly in the MOV in the MOV in the MOV in the MOV
and achievement examination submitted submitted submitted submitted
• Collaborative
interpretation of
results of
performance
Submitted 2 Submitted 3 of Submitted 2 of Submitted any 1 No
assessment
different types the same kind of the same kind of of the MOV acceptable
• Others (Please
of MOV MOV MOV evidence
specify and provide
Efficiency was shown
annotations)
Timeliness
14
Very Unsatisfactor
OBJECTIVE MEANS OF VERIFICATION Outstanding Satisfactory Poor
QET Satisfactory y
(5) (3) (1)
(4) (2)
12. Applied skills • Sample agreement for a Consistently Frequently Occasionally Rarely applied No
in the effective learner at risk signed by applied skills in applied skills in applied skills in skills in the acceptable
communication of parent and the effective the effective the effective effective evidence
learner needs, communication communication communication communication was shown
corresponding evidence
progress and of learner of learner of learner of learner
achievement to of improvement needs and needs and needs and needs and
key stakeholders, • Record of dialogue progress to progress to progress to progress to
including and/or parent-teacher parents/ parents/ parents/ parents/
parents/guardians conferences and guardians as guardians as guardians as guardians as
corresponding evidence Quality shown in the shown in the shown in the shown in the
MOV MOV MOV MOV
of improvement
submitted submitted submitted submitted
• Anecdotal record
communicated to and
signed by the learner
and/or parent with
of improvement
• Sample of learner’s test Submitted 4 of Submitted 3 of Submitted 2 of Submitted 1 of No
results signed by the acceptable the acceptable the acceptable the acceptable acceptable
parents and MOV MOV MOV MOV evidence
corresponding evidence was shown
of improvement Efficiency
• Sample of accomplished
rubrics given for
performance task and
of improvement
• Attendance Timeliness
sheet/minutes of parent-
teacher conference
15
181
APPENDICES
• Signed report cards of a
182
learner at risk with
of improvement
• Correspondence
notebook/letters/proof of
communication using
other modalities (e.g. e-
mail, SMS, etc.) and
of improvement
UPDATED RPMS MANUAL
• Learner’s performance
record
and provide annotations)
16
KRA 5: Plus Factor
Very
OBJECTIVE MEANS OF VERIFICATION Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Performed • Certificate of recognition Consistently Frequently Occasionally Rarely No
various related or participation in performed performed performed performed acceptable
works/activities trainings, seminars or special tasks special tasks special tasks special tasks evidence
that contribute and/or and/or and/or and/or was shown
workshops
to the teaching assignments assignments assignments assignments as
learning • Certificate of speakership as shown in as shown in as shown in shown in the
process the MOV the MOV the MOV MOV submitted
Proof of: submitted submitted submitted
• service as reliever of
classes in the absence of Quality
teachers
• service as OIC in the
absence of the principal
• representation in
meetings and conferences
in the absence of the
principal
• observation of classes of
Teacher I-III Submitted 4 of Submitted 3 of Submitted 2 of Submitted 1 of No
the acceptable the acceptable the acceptable the acceptable acceptable
• assistance in the school
MOV MOV MOV MOV evidence
selection committee in the was shown
evaluation of credentials
Efficiency
when hiring or promoting
teachers
• committee involvement
• advisorship of co-
curricular activities
• book or journal
Timeliness
authorship/co-authorship/
contributorship
17
183
APPENDICES
184
Appendix D.1

UPDATED RPMS MANUAL
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
23
Appendix D.1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Position: Position:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Weight Rating
Very Actual
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Score
QET Satisfactory Results
KRA (5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Applied knowledge 22.5% Quality Showed Showed Showed Showed No acceptable
Education Knowledge and of content within and knowledge of knowledge of knowledge of knowledge of evidence was
Services Pedagogy across curriculum content and its content and its content and its content and its shown
teaching areas. integration integration integration integration
within and within and within and within and
across subject across subject across subject across subject
areas as shown areas as shown areas as shown areas as shown
in the Main in the Main in the Main in the Main
MOV with a MOV with a MOV with a MOV with a
rating of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
Main MOV, Main MOV, Main MOV, Main MOV with evidence was
of the of the of the Supporting MOV
Supporting Supporting Supporting
MOV MOV MOV
Timeliness
Basic 2. Used a range of Quality Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
Education teaching strategies different different different different evidence was
Services that enhance learner teaching teaching teaching teaching shown
achievement in strategies that strategies that strategies that strategies that
literacy and numeracy promote promote promote promote
skills. reading, writing reading, writing reading, writing reading, writing
and/or and/or and/or and/or
numeracy skills numeracy skills numeracy skills numeracy skills
Main MOV with Main MOV with Main MOV with Main MOV with
185
APPENDICES
186
Weight Rating
Very Actual
KRA (5) (3) (2) (1) Q E T Ave
(4)
MOV MOV MOV
UPDATED RPMS MANUAL
Timeliness
Basic 3. Applied a range of Quality Used different Used different Used different Used different No acceptable
Education teaching strategies to teaching teaching teaching teaching evidence was
Services develop critical and strategies that strategies that strategies that strategies that shown
creative thinking, as develop critical develop critical develop critical develop critical
well as other higher- and/or creative and/or creative and/or creative and/or creative
order thinking skills. thinking, as well thinking, as well thinking, as well thinking, as well
as other HOTS as other HOTS as other HOTS as other HOTS
MOV MOV MOV
Timeliness
Basic 2. Learning 4. Managed 22.5% Quality Used classroom Used classroom Used classroom Used classroom No acceptable
Education Environment and classroom structure to management management management management evidence was
Services Diversity of engage learners, strategies that strategies that strategies that strategies that shown
Learners individually or in engage learners engage learners engage learners engage learners
groups, in meaningful in in in in
exploration, discovery activities/tasks activities/tasks activities/tasks activities/tasks
and hands-on as shown in the as shown in the as shown in the as shown in the
activities within a Main MOV with Main MOV with Main MOV with Main MOV with
range of physical a rating of 7 a rating of 6 a rating of 5 a rating of 4
Weight Rating
Very Actual
KRA (5) (3) (2) (1) Q E T Ave
(4)
learning Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
environments. Main MOV, Main MOV, Main MOV, Main MOV with evidence was
MOV MOV MOV
Timeliness
Basic 5. Managed learner Quality Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
Education behavior management management management management evidence was
Services constructively by strategies of strategies of strategies of strategies of shown
applying positive and learner behavior learner behavior learner behavior learner behavior
non-violent discipline that promote that promote that promote that promote
to ensure learning- positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline as discipline as discipline as discipline as
COT rating COT rating COT rating COT rating evidence was
sheets/inter- sheets/inter- sheets/inter- sheet/inter- shown
observer observer observer observer
agreement agreement agreement agreement form
forms, each with forms, each with forms, each with any 1 of the
4 strategies as 4 strategies as with 4 strategies given strategies
noted in the noted in the as noted in the as noted in the
comment comment comment comment
section section section section
Timeliness
Basic 6. Used differentiated, Quality Applied Applied Applied Applied No acceptable
Education developmentally differentiated differentiated differentiated differentiated evidence was
Services appropriate learning teaching teaching teaching teaching shown
experiences to strategies to strategies to strategies to strategies to
address learners’ address learner address learner address learner address learner
gender, needs, diversity as diversity as diversity as diversity as
strengths, interests shown in the shown in the shown in the shown in the
and experiences. Main MOV with Main MOV with Main MOV with Main MOV with
187
APPENDICES
188
Weight Rating
Very Actual
KRA (5) (3) (2) (1) Q E T Ave
(4)
Main MOV with Main MOV with Main MOV with Main MOV with evidence was
UPDATED RPMS MANUAL
4 differentiated 3 differentiated 2 differentiated 1 differentiated shown

teaching teaching teaching teaching
strategies as strategies as strategies as strategy as
observed in 2 observed in 2 observed in 2 observed in 1
lessons, each lessons, each lessons, each lesson with any
with any 1 of the with any 1 of the with any 1 of 1 of the
Supporting Supporting the Supporting Supporting MOV
MOV MOV MOV
Timeliness
Basic 3. Curriculum 7. Planned, managed 22.5% Quality Planned and Planned and Planned and Planned and No acceptable
Education and Planning and implemented implemented implemented implemented implemented evidence was
Services developmentally developmentally developmentally developmentally developmentally shown
sequenced teaching sequenced sequenced sequenced sequenced
and learning teaching and teaching and teaching and teaching and
processes to meet learning learning learning learning process
curriculum process as process as process as as shown in the
requirements and shown in the shown in the shown in the Main MOV with
varied teaching Main MOV with Main MOV with Main MOV with a rating of 4
contexts. a rating of 7 a rating of 6 a rating of 5
MOV MOV MOV
Timeliness
8. Participated in Quality Consistently Frequently Occasionally Rarely No acceptable
collegial discussions participated in participated in participated in participated in evidence was
that use teacher and LAC sessions LAC sessions LAC sessions LAC sessions shown
learner feedback to /FGDs/ /FGDs/ /FGDs/ /FGDs/
enrich teaching meetings to meetings to meetings to meetings to
practice. discuss discuss discuss discuss
teacher/learner teacher/learner teacher/learner teacher/learner
feedback to feedback to feedback to feedback to
enrich enrich enrich enrich
Weight Rating
Very Actual
KRA (5) (3) (2) (1) Q E T Ave
(4)
instruction as instruction as instruction as instruction as
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Participated in 4 Participated in 3 Participated in 2 Participated in 1 No acceptable
LAC sessions/ LAC sessions/ LAC sessions/ LAC session/ evidence was
FGDs/meetings FGDs/meetings FGDs/meetings FGD/meeting on shown
on teacher/ on teacher/ on teacher/ teacher/learner
learner learner learner feedback as
feedback as feedback as feedback as evidently shown
evidently shown evidently shown evidently shown in the MOV
in the MOV in the MOV in the MOV submitted
Timeliness
Basic 9. Selected, Quality Developed and Developed and Developed and Developed and No acceptable
Education developed, organized used varied used varied used varied used varied evidence was
Services and used appropriate teaching and teaching and teaching and teaching and shown
teaching and learning learning learning learning learning
resources, including resources, resources, resources, resources,
ICT, to address including ICT, to including ICT, to including ICT, to including ICT, to
learning goals. address address address address learning
learning goals learning goals learning goals goals as shown
as shown in the as shown in the as shown in the in the Main
Main MOV with Main MOV with Main MOV with MOV with a
a rating of 7 a rating of 6 a rating of 5 rating of 4
4 varied 3 varied 2 varied 1 teaching and shown
teaching and teaching and teaching and learning
learning learning learning resource,
resources, resources, resources, including ICT,
including ICT, including ICT, as shown in 1
including ICT,
as shown in 1 as shown in 1 Supporting MOV
as shown in 1
Supporting Supporting
Supporting MOV MOV
MOV
Timeliness
189
APPENDICES
190
Weight Rating
Very Actual
KRA (5) (3) (2) (1) Q E T Ave
(4)
Basic 4. Assessment 10. Designed, 22.5% Quality Designed, Designed, Designed, Designed, No acceptable
Education and Reporting selected, organized selected, selected, selected, selected, evidence was
UPDATED RPMS MANUAL
Services and used diagnostic, organized and organized and organized and organized and shown
formative and used diagnostic, used diagnostic, used diagnostic, used diagnostic,
summative formative and formative and formative and formative and
assessment summative summative summative summative
strategies consistent assessment assessment assessment assessment
with curriculum strategies strategies strategies strategies
requirements. consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
requirements as requirements as requirements as requirements as
Main MOV with Main MOV with MOV with a Main MOV with
a rating of 7 a rating of 6 rating of 5 a rating of 4
4 varied 3 varied 2 varied 1 assessment shown
assessment assessment assessment strategy as
strategies as strategies as strategies as shown in any
shown in any shown in any shown in any Supporting MOV
MOV MOV MOV
Timeliness
Basic 11. Monitored and Quality Consistently Frequently Occasionally Rarely No acceptable
Education evaluated learner monitored and monitored and monitored and monitored and evidence was
Services progress and evaluated evaluated evaluated evaluated shown
achievement using learner progress learner progress learner learner progress
learner attainment and and progress and and
data. achievement achievement achievement achievement
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted any 1 No acceptable
different kinds different kinds different kinds of the evidence was
of acceptable of acceptable of acceptable acceptable MOV shown
MOV MOV MOV
Weight Rating
Very Actual
KRA (5) (3) (2) (1) Q E T Ave
(4)
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
were distributed were distributed were distributed was completed
across 4 across 3 across 2 in only 1 quarter Evidence was
quarters quarters shown
quarters
Basic 12. Communicated Quality Consistently Frequently Occasionally Rarely showed No acceptable
Education promptly and clearly showed prompt showed prompt showed prompt prompt and evidence was
Services the learners’ needs, and clear and clear and clear clear shown
progress and communication communication communication communication
achievement to key of the learners’ of the learners’ of the learners’ of the learners’
stakeholders, needs, progress needs, progress needs, progress needs, progress
including and and and and
parents/guardians. achievement to achievement to achievement to achievement to
key key key key
stakeholders, stakeholders, stakeholders, stakeholders,
including including including including
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
were distributed were distributed were distributed was completed evidence was
across 4 across 3 across 2 in only 1 quarter shown
quarters quarters quarters
191
APPENDICES
192
Weight Rating
Very Actual
KRA (5) (3) (2) (1) Q E T Ave
(4)
Basic 5. Plus Factor 13. Performed various 10% Quality Consistently Frequently Occasionally Rarely No acceptable
Education related performed performed performed performed evidence was
UPDATED RPMS MANUAL
Services works/activities that various related various related various related various related shown
contribute to the work/activities work/activities work/activities work/activities
teaching-learning that contribute that contribute that contribute that contribute
process. to the teaching to the teaching to the teaching to the teaching
learning learning learning learning process
process as process as process as as shown in the
shown in the shown in the shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
MOV MOV MOV
Timeliness
RATING
FOR
OVERALL
ACCOMPLI
SH-MENTS

ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor

Appendix D.2
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV
Position: Position:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Weight Rating
Actual
MFOs KRAs Objectives Timeline per Very Score
QET Outstanding Satisfactory Unsatisfactory Poor Results
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Modeled effective Quality Modeled Modeled Modeled Modeled No acceptable
Education Knowledge and applications of effective effective effective effective evidence was
Services Pedagogy content knowledge applications of applications of applications of applications of shown
within and across content content content content
curriculum teaching knowledge knowledge knowledge knowledge
areas. within and within and within and within and
across across across across
curriculum curriculum curriculum curriculum
teaching areas teaching areas teaching areas teaching areas
of the of the of the Supporting
Supporting Supporting Supporting MOV
MOV MOV MOV
Timeliness
Basic 2. Collaborated with Quality Conducted, Conducted and Conducted Proposed action No acceptable
Education colleagues in the completed and Completed action research research with evidence was
Services conduct and disseminated action research with colleagues colleagues shown
application of action research with colleagues
research to enrich with colleagues
knowledge of content Efficiency Submitted any 4 Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
of the of the of the of the evidence was
and pedagogy.
acceptable acceptable acceptable acceptable shown
MOV MOV MOV MOV
Timeliness Presented the Completed the Conducted the Proposed the No acceptable
research report research report research report research report evidence was
within the rating within the rating within the rating within the rating shown
period period period period
193
APPENDICES
194
Weight Rating
Actual
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 3. Developed and Quality Demonstrated Demonstrated Demonstrated Demonstrated No acceptable
UPDATED RPMS MANUAL
Education applied effective effective effective effective effective evidence was

Services teaching strategies to teaching teaching teaching teaching shown
promote critical and strategies to strategies to strategies to strategies to
creative thinking, as promote critical promote critical promote critical promote critical
well as other higher- and/or creative and/or creative and/or creative and/or creative
thinking, as well thinking, as well thinking, as well thinking, as well
order thinking skills.
as other higher- as other higher- as other higher- as other higher-
order thinking order thinking order thinking order thinking
skills as shown skills as shown skills as shown skills as shown
in the Main in the Main in the Main in the Main
MOV MOV MOV
Timeliness
Basic 2. Learning 4. Worked with Quality Modeled and Modeled and Modeled and Modeled and No
Education Environment and colleagues to model shared effective shared effective shared effective shared effective
Services Diversity of and share effective classroom classroom classroom acceptable
Learners techniques in the management Classroom management management
management evidence
management of strategies that strategies that strategies that
engage learners strategies that engage learners engage learners
classroom structure to was shown
in activities/ engage learners in activities/ in activities/
engage learners, in activities/
tasks done in tasks done in tasks done in
individually or in tasks done in
different different different
groups, in meaningful physical different physical physical
exploration, discovery learning physical learning learning
and hands-on environments learning environments environments
activities within a as shown in the environments as shown in the as shown in the
range of physical Main MOV with as shown in the Main MOV with Main MOV with
learning a rating of 8 Main MOV with a rating of 6 a rating of 5
environments. a rating of 7
Weight Rating
Actual
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
MOV MOV MOV
Timeliness
Basic 5. Exhibited effective Quality Exhibited Exhibited Exhibited Exhibited No acceptable
Education and constructive effective and effective and effective and effective and evidence
Services behavior constructive constructive constructive constructive shown
management skills by behavior behavior behavior behavior
applying positive and management management management management
non-violent discipline skills by skills by skills by skills by
applying applying applying applying
to ensure learning-
positive and positive and positive and positive and
focused
non-violent non-violent non-violent non-violent
environments. discipline to discipline to discipline to discipline to
ensure learning- ensure learning- ensure learning- ensure learning-
focused focused focused focused
environments environments environments environments
COT rating COT rating COT rating COT rating evidence was
sheets/inter- sheets/inter- sheets/inter- sheet/inter- shown
observer observer observer observer
agreement agreement agreement agreement form
forms, each with forms, each with forms, each with with any 1 of the
7 strategies as 7 strategies as 7 strategies as given strategies
noted in the noted in the noted in the as noted in the
comment comment comment comment
section section section section
Timeliness
195
APPENDICES
196
Weight Rating
Actual
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 6. Worked with Quality Worked with Worked with Worked with Worked with No acceptable
UPDATED RPMS MANUAL
Education colleagues to share colleagues at colleagues in colleagues in colleagues but evidence

Services differentiated, least in the the school level the department no evidence of shown
developmentally district/cluster to share or grade level to sharing
appropriate level to share differentiated, share differentiated,
opportunities to differentiated, developmentally differentiated, developmentally
developmentally appropriate developmentally appropriate
address learners’
appropriate opportunities to appropriate opportunities to
differences in gender,
opportunities to address opportunities to address
needs, strengths, address learners’ address learners’
interests and learners’ differences learners’ differences with
experiences. differences differences others
MOV MOV MOV
Timeliness
Basic 3. Curriculum 7. Developed and Quality Developed and Developed and Developed and Developed and No acceptable
Education and Planning applied effective applied effective applied effective applied effective applied effective evidence was
Services strategies in the strategies strategies strategies shown
planning and showing strategies showing showing
developmentally showing developmentally developmentally
management of
sequenced developmentally sequenced sequenced
developmentally
teaching and sequenced teaching and teaching and
sequenced teaching teaching and
learning learning learning
and learning learning
process as process as process as
processes to meet shown in the process as shown in the shown in the
curriculum Main MOV with shown in the Main MOV with Main MOV with
requirements and a rating of 8 Main MOV with a rating of 6 a rating of 5
varied teaching a rating of 7
contexts. Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
MOV MOV MOV
Timeliness
Weight Rating
Actual
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
8. Reviewed with Quality Consistently led Frequently led Occasionally led Rarely led No acceptable
colleagues, teacher collaborative collaborative collaborative collaborative evidence was
and learner feedback reviews of reviews of reviews of reviews of shown
to plan, facilitate and teacher and teacher and teacher and teacher and
enrich teaching learner learner learner learner
practice. feedback as feedback as feedback as feedback as
evidenced by evidenced by evidenced by
evidenced by
the MOV the MOV the MOV
the MOV
submitted

MOV MOV MOV
Timeliness
Basic 9. Advised and guided Quality Consistently Frequently Occasionally Rarely advised No acceptable
Education colleagues in the advised advised advised colleagues in evidence was
Services selection, colleagues in colleagues in colleagues in the selection, shown
organization, the selection, the selection, the selection, organization,
development and use organization, organization, organization, development
of appropriate development development development and appropriate
and appropriate and appropriate and appropriate use of teaching
teaching and learning
use of teaching use of teaching use of teaching and learning
resources, including
and learning and learning and learning resources as
ICT, to address resources as resources as resources as shown in the
specific learning shown in the shown in the shown in the MOV submitted
goals. MOV submitted MOV submitted MOV submitted
Efficiency Submitted 4 of Submitted 3 of Submitted 2 of Submitted 1 of No acceptable

the acceptable the acceptable the acceptable the acceptable evidence was
MOV MOV MOV MOV shown
Timeliness
197
APPENDICES
198
Weight Rating
Actual
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 4. Assessment 10. Worked Quality Consistently Frequently Occasionally Rarely reviewed No acceptable
UPDATED RPMS MANUAL
Education and Reporting collaboratively with reviewed reviewed reviewed collaboratively evidence was
Services colleagues to review collaboratively collaboratively collaboratively assessment shown
the design, selection, assessment assessment assessment tools with
organization and use tools with tools with tools with colleagues as
of a range of effective colleagues as colleagues as colleagues as shown in the
shown in the shown in the shown in the MOV submitted
diagnostic, formative
MOV submitted MOV submitted MOV submitted
and summative
assessment assessment assessment assessment assessment tool evidence was
strategies consistent tools as tools as tools as as evidently shown
with curriculum evidently shown evidently shown evidently shown shown in any of
requirements. in any of the in any of the in any of the the acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
Basic 11. Interpreted Quality Consistently Frequently Occasionally Rarely No acceptable
Education collaboratively collaborated collaborated collaborated collaborated evidence was
Services monitoring and with colleagues with colleagues with colleagues with colleagues shown
evaluation strategies in the in the in the in the
of attainment data to interpretation of interpretation of interpretation of interpretation of
support learner assessment assessment assessment assessment
data as shown data as shown data as shown data as shown
progress and
in the MOV in the MOV in the MOV in the MOV
achievement.
submitted submitted submitted submitted
Efficiency Submitted 2 Submitted 3 of Submitted 2 of Submitted any 1 No acceptable
different types the same kind the same kind of the MOV evidence was
of MOV of MOV of MOV shown
Timeliness
Basic 12. Applied skills in Quality Consistently Frequently Occasionally Rarely applied No acceptable
Education the effective applied skills in applied skills in applied skills in skills in the evidence was
Services communication of the effective the effective the effective effective shown
learner needs, communication communication communication communication
progress and of learner needs of learner needs of learner needs of learner needs
achievement to key and progress to and progress to and progress to and progress to
stakeholders,
Weight Rating
Actual
KRA Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
including Efficiency Submitted 4 of Submitted 3 of Submitted 2 of Submitted 1 of No acceptable
parents/guardians. the acceptable the acceptable the acceptable the acceptable evidence was
Timeliness
Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally Rarely No acceptable
Education related performed performed performed performed evidence was
Services works/activities that special tasks special tasks special tasks special tasks shown
contribute to the and/or and/or and/or and/or
teaching-learning assignments as assignments as assignments as assignments as
process. shown in the shown in the shown in the shown in the
Efficiency Submitted 4 of Submitted 3 of Submitted 2 of Submitted 1 of No acceptable
the acceptable the acceptable the acceptable the acceptable evidence was
Timeliness
RATING FOR
OVERALL
ACCOMPLIS
H-MENTS

ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor
199
APPENDICES
Appendix D.3
200
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Undertakes personal actions and behavior that are clear and purposive 2. Promotes collaboration and removes barrier to teamwork and goal
UPDATED RPMS MANUAL
and takes into account personal goals and values congruent to that of the accomplishment across the organization.
organization. 3. Applies negotiation principles in arriving at win-win agreements.
3. Displays emotional maturity and enthusiasm for and is challenged by higher 4. Drives consensus and team ownership of decisions.
goals. 5. Works constructively and collaboratively with others and across organizations to
4. Prioritizes work tasks and schedules (through Gantt chants, checklists, etc.) accomplish organization goals and objectives.
to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics Service Orientation
1. Demonstrates the values and behavior enshrined in the Norms and Conduct 1. Can explain and articulate organizational directions, issues and problems.
and Ethical Standards for public officials and employees (RA 6713). 2. Takes personal responsibility for dealing with and/or correcting customer
2. Practices ethical and professional behavior and conduct taking into account service issues and concerns.
the impact of his/her actions and decisions. 3. Initiates activities that promote advocacy for men and women empowerment.
3. Maintains a professional image: being trustworthy, regularity of attendance 4. Participates in updating office vision, mission, mandates and strategies based
and punctuality, good grooming and communication. on DepEd strategies and directions.
4. Makes personal sacrifices to meet the organization’s needs. 5. Develops and adopts service improvement program through simplified
5. Acts with a sense of urgency and responsibility to meet the organization’s procedures that will further enhance service delivery.
needs, improve system and help others improve their effectiveness.
Results Focus Innovation
1. Achieves results with optimal use of time and resources most of the time. 1. Examines the root cause of problems and suggests effective solutions.
2. Avoids rework, mistakes and wastage through effective work methods by Foster new ideas, processes and suggests better ways to do things (cost and/or
placing organizational needs before personal needs. operational
3. Delivers error-free outputs most of the time by conforming to standard efficiency).
operating procedures correctly and consistently. Able to produce 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
very satisfactory quality work in terms of usefulness/acceptability and improving personal productivity to create higher value and results.
completeness with no supervision required. 3. Promotes a creative climate and inspires co-workers to develop original ideas or
4. Expresses a desire to do better and may express frustration at waste or solutions.
inefficiency. May focus on new or more precise ways of meeting goals set. 4. Translates creative thinking into tangible changes and solutions that improve the
5. Makes specific changes in the system or in own work methods to improve work unit and organization.
performance. Examples may include doing something better, faster, at a lower 5. Uses ingenious methods to accomplish responsibilities. Demonstrates
cost, more efficiently, or improving quality, customer satisfaction, morale, resourcefulness and the ability to succeed with minimal resources.
without setting any specific goal.
Note that the assessment in the demonstration of competencies shall not be reflected in the final rating. These competencies are monitored to inform professional
development plans (DepEd Order No. 2, s. 2015, p. 9).
A soft copy of this form can be accessed at: http:deped.in/IPCRForms.
Appendix D.4
PART III: SUMMARY OF RATINGS FOR DISCUSSION

FINAL PERFORMANCE RESULTS RATING ADJECTIVAL RATING
Accomplishments of KRAs and Objectives
RATER-RATEE AGREEMENT
The signatures below confirm that the employee and his/her superior have agreed on content of this appraisal form
and the performance rating.
Name of Employee Name of Superior
Signature Signature
Date Date
201
APPENDICES
Appendix D.4
202
Action Plan
(Recommended Developmental
Strengths
Development Needs Intervention) Timeline Resources Needed

Learning
Intervention
Objectives
UPDATED RPMS MANUAL


Feedback:

RATEE RATER APPROVING AUTHORITY
Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position: Name of Rater:
Bureau/Center/Service/Division: Position:
Rating Period: Date of Review:
Mid-year Review/Rating
Weight Performance Ratee (Teacher) Rater (Principal)
MFOs KRAs Objectives Timeline MOV Mid-Year Review Results
per KRA Target
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
174
203
APPENDICES

204
Appendix F
PERFORMANCE MONITORING AND COACHING FORM
IMPACT ON JOB/ACTION SIGNATURE

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)
UPDATED RPMS MANUAL

175
APPENDICES
Appendix G
205
UPDATED RPMS MANUAL
206
APPENDICES
207
UPDATED RPMS MANUAL
208
APPENDICES
209
UPDATED RPMS MANUAL
210 210
APPENDICES
Appendix H
211
UPDATED RPMS MANUAL
212
APPENDICES
213
UPDATED RPMS MANUAL
214
APPENDICES
215
UPDATED RPMS MANUAL
216
Appendix
Appendix J.1I.1
S.Y. 2019-2020
217
APPENDICES
218
RUBRIC LEVEL SUMMARY
UPDATED RPMS MANUAL
LEVEL LEVEL NAME DESCRIPTION
The teacher demonstrates a limited range of loosely-associated pedagogical aspects of

3 ORGANIZING
the indicator.
The teacher demonstrates a range of associated pedagogical aspects of the indicator

4 DEVELOPING
that sometimes align with the learners’ developmental needs.

5 APPLYING
that usually align with the learners’ developmental needs.
The teacher uses well-connected pedagogical aspects of the indicator consistently

6 CONSOLIDATING
aligned with student development that supports students to be successful learners.
The teacher uses well-connected pedagogical aspects of the indicator to create an

7 INTEGRATING
environment that addresses individual and group learning goals.

3 4 5 6 7
appropriate.
awareness of other ideas of the concepts and makes no comprehensive understanding knowledge of content. knowledge of content beyond his/her
same discipline that are content errors. of the concepts and structure area of specialization.
connected to the lesson but of the disciplines. 2. The teacher addresses content
does not make solid connection. 2. The content appears to be accurately, and its focus is investigate the content area to
accurate and its focus shows 2. The teacher presents congruent with the big ideas expand their knowledge and satisfy
2. The teacher makes few content awareness of the ideas and conceptual knowledge of the and/or structure of the their natural curiosity.
errors in presenting the lesson structure of the discipline. subject and makes connection discipline.
but does not affect entirely the within the discipline. 3. The teacher cites intra and
learning process. 3. The teacher demonstrates interdisciplinary content relationship.
connect content across pedagogy in delivering the lesson.
disciplines.
CLARIFICATIONS
different learning/subject areas taught and learned in content is free from errors
IN-DEPTH KNOWLEDGE
Kindergarten, Special Education, Alternative Learning curriculum guide of a specific learning area and grade
BROAD KNOWLEDGE
integration of expertise and teaching skill for a making meaningful connections and including
learning areas in any grade level presenting the lesson
PEDAGOGY
3
219
APPENDICES
220
INDICATOR 2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
3 4 5 6 7
The teacher uses loosely The teacher occasionally applies The teacher frequently applies The teacher consistently applies The teacher integrates well-
connected teaching strategies to teaching strategies that address relevant strategies that enhance relevant strategies that enhance connected teaching strategies that
address learners’ literacy and/or learners’ literacy and/or learners’ literacy and/or numeracy learners’ literacy and/or numeracy promote individual and group
numeracy needs. skills. skills. learners’ critical literacy and/or
numeracy needs.
critical numeracy skills.
UPDATED RPMS MANUAL
1. The teacher defines general 1. In some parts of the lesson, 1. The teacher uses activities 1. The teacher provides activities to 1. The teacher employs activities
terms in the lesson but fails to the teacher provides that enhance literacy and/or enhance learners’ literacy and/or that enhance and support
define specific terms needed activities which address numeracy in almost all numeracy skills in all aspects of learners’ higher level of literacy
to develop learners’ full learners’ literacy and/or aspects of the lesson. the lesson. and/or numeracy skills as a
understanding of literacy numeracy needs but fails to significant part of his/her
and/or numeracy concepts. do so in some critical parts instruction.
of the lesson where either or
both skills are necessary.
CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may include
awareness of sounds of language, awareness of print, and the
OCCASIONALLY
relationship between letters and sounds. Other skills such as CRITICAL LITERACY
irregularly occurs in the duration of the lesson
creating knowledge through writing as well as developing media analyzing and evaluating the meaning of text as it relates
and technology are part of literacy skills. to global issues to inform a critical stance, response,
FREQUENTLY
and/or action
often occurs in the duration of the lesson
NUMERACY SKILLS
skills which consist of comprehending and applying fundamental CRITICAL NUMERACY
CONSISTENTLY
arithmetic operations like addition, subtraction, multiplication, ability to effectively use mathematical concepts in applying,
constantly occurs in the duration of the lesson
and division. Numeracy skills may also include the ability to analyzing, evaluating and creating ideas
reason with mathematical concepts like interpreting data, charts,
RELEVANT STRATEGIES
and diagrams; to process information; to solve problems; and to LOOSELY CONNECTED TEACHING STRATEGIES
teaching approaches which are moderately associated with the
make decisions based on logical thinking and reasoning. teaching approaches which are mismatched in
learners’ developmental needs to enhance literacy and/or
addressing literacy and/or numeracy needs
numeracy skills
Examples of numeracy skills in SPED classrooms: up-down
movement in brushing of teeth; counting the number of boys
and girls; folding of clothes using numbered pattern
4
Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
INDICATOR 3
thinking skills
3 4 5 6 7
The teacher provides The teacher uses questions and The teacher employs a range of The teacher challenges learners to The teacher provides a broad
straightforward questions and activities that mostly require the targeted follow-up questions and justify their thinking and range of questions and activities,
activities which lead learners learners to interpret, explain, or activities that encourage learners successfully engages most learners including those of higher-order,
through a single path of inquiry. describe ideas learned. to explain, demonstrate, and use in the discussion using well-directed that challenge learners to analyze
ideas learned. questions and activities. their thinking to promote deeper
understanding.
1. The teacher asks questions that 1. The teacher makes some 1. The teacher employs a range 1. The teacher challenges 1. The teacher gives opportunities
require rote-type responses such attempts to engage learners of strategies to ensure that learners cognitively to advance for learners to initiate comparing
as Who, What, Where, When. in genuine discussion rather most learners are given high-level thinking and and contrasting of ideas.
than simple, factual, or rote- opportunities to give opinions discourse in interactive
Examples of rote-type questions vs. type discussion. about the lesson and to react exchange of views. 2. The teacher gives opportunities
high-order questions: to the opinions of others. for learners to synthesize or
a. “Who is the author?” vs. “Who 2. The teacher asks, “Can you 2. The teacher ensures that all summarize information within or
is the persona?” please explain this idea?” 2. The teacher creates a genuine learners contribute in the across disciplines.
b. “What are the given?” vs. discussion among learners, discussion.
“What will you do to solve the providing adequate time for
problem?” them to respond, as well as to
c. “Saang kontinente step aside when doing so is
matatagpuan ang bansang appropriate.
Indonesia?” vs. “Saang
kaugnay na lokasyon
matatagpuan ang Indonesia?”
2. The teacher accepts all

contributions without processing
the learners’ answers.
CLARIFICATIONS
CRITICAL THINKING SKILLS

high-level thinking skills such as analysis, evaluation, interpretation, or synthesis of information and application of creative thought
to form an argument, solve a problem, or reach a conclusion
CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities, and looking for many right answers rather than just one
HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity
5
221
APPENDICES
Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
222
INDICATOR 4
discovery, and hands-on activities within a range of physical learning environments
3 4 5 6 7
The teacher manages classroom The teacher manages classroom The teacher manages classroom The teacher manages classroom The teacher organizes and
structure and engages only some structure and engages majority of structure and engages most structure and engages all maintains classroom structure and
learners in discovery or hands-on the learners in discovery and learners in meaningful exploration, learners in meaningful engages learners individually or in
learning activities within a range of hands-on learning activities within discovery and hands-on learning exploration, discovery and hands- groups, in meaningful exploration,
physical learning environments. a range of physical learning activities within a range of on learning activities within a discovery and hands-on activities
environments. physical learning environments. range of physical learning within a range of physical learning
environments. environments.
UPDATED RPMS MANUAL
1. The teacher involves some 1. The teacher structures a 1. The teacher structures the 1. The teacher keeps the 1. The teacher sustains proactive
learners to work productively simple classroom layout and classroom layout and uses the learning environment free classroom structure
within the allotted time, physical uses the available resources available resources that are from congestion and management practices to
space, and resources. that are somewhat suitable for generally suitable for different facilitates activities support flexible movement of
different learning activities learning activities which appropriate within the the learners in all learning
which involve majority of the involve most of the learners. physical learning environment activities by providing optimal
learners to work productively. for all the learners to work space and time appropriate to
productively within the their needs.
allotted time.
CLARIFICATIONS
PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES SOME

any area where learning takes place activities that require learners to draw on their past experiences less than half of the learners
and existing knowledge to discover facts, relationships, and new
CLASSROOM STRUCTURE knowledge to be learned MAJORITY
includes the arrangement of chairs, tables, and other equipment more than half of the learners
HANDS-ON LEARNING ACTIVITIES
MEANINGFUL EXPLORATION activities that require physical participation of learners to MOST
activities that lead to learners’ full understanding of concepts construct, consolidate or explain concepts almost all, approaching 100% of the learners
and how they relate to other concepts
6
Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-
INDICATOR 5
focused environments
3 4 5 6 7
The teacher rarely manages The teacher occasionally The teacher frequently manages The teacher consistently manages The teacher constructively manages
misbehavior against established manages misbehavior against misbehavior against established misbehavior against established learners’ behavior by applying
rules of conduct. established rules of conduct and rules of conduct and most rules of conduct and all learners positive and non-violent discipline to
majority of the learners follow learners follow such rules. follow such rules. ensure a learning-focused
such rules. environment.
1. The teacher seems to have set 1. The teacher’s standards of 1. The teacher implements 1. The teacher responds 1. The teacher encourages the
rules of conduct, but they are not conduct are inconsistently appropriate classroom appropriately to learners’ learners to take responsibility of
clear to all students. enforced resulting in some management system which behavior without any loss of their behavior.
interference in student learning are responsive to classroom instructional time.
2. The teacher communicates a and some loss of instructional and individual needs of 2. The teacher evidently implements
prescribed process to address time. learners. 2. The teacher evidently a well-established procedure for
learner misconduct but are not establishes standards of conduct learners to self-monitor their own
clear and require repeated 2. The teacher sets clear 2. The teacher’s standards of that are clear to all learners and classroom behavior.
prompting, which delays or standards of conduct, but behavior are consistently with impact on student learning.
disrupts the quality of student learners need to be prompted reinforced and are clear to 3. The teacher closely monitors the
learning. repeatedly. most learners. The learners learners so that misbehavior is
require little prompting, detected early before it involves
3. The teacher’s responses to 3. The teacher establishes resulting in little or no many learners or becomes a
learner misbehavior are appropriate expectations for interference with their serious disruption.
inconsistent: sometimes harsh, behavior but some of these learning.
other times lenient. are unclear or do not address
the needs of most learners. 3. The teacher moves to the
misbehaving learner and
gives verbal or non-verbal
signal to stop the
misbehavior.
CLARIFICATIONS
CONSTRUCTIVE RARELY
POSITIVE DISCIPLINE
positive and helpful responses on learners’ behavior seldom occurs in the duration of the lesson
effective way to manage misbehaving learners rather than
using punishments and rewards
BEHAVIOR OCCASIONALLY
manner in which learners act; either positive or negative irregularly occurs in the duration of the lesson
NON-VIOLENT DISCIPLINE
Immediate action in a peaceful and harmless manner
MAJORITY FREQUENTLY
more than half of the learners often occurs in the duration of the lesson
ESTABLISHED RULES
MOST CONSISTENTLY
an existing set rules of conduct imposed in the learning
almost all, approaching 100% of the learners constantly occurs in the duration of the lesson
environment
7
223
APPENDICES
Use differentiated, developmentally appropriate learning experiences to address learners’ gender, needs,
224
INDICATOR 6
strengths, interests, and experiences
3 4 5 6 7
The teacher provides a limited The teacher provides The teacher provides The teacher provides differentiated The teacher provides differentiated
range of differentiated learning differentiated or developmentally differentiated and developmentally and developmentally appropriate and developmentally appropriate
experiences to address the appropriate learning experiences appropriate learning experiences learning experiences to address the learning experiences to address the
learning needs of some learners. to address the learning needs of to address the learning needs of learning needs of different groups diverse learning needs.
most learners. most learners. of learners.
UPDATED RPMS MANUAL
1. The teacher relies on a 1. The teacher addresses the 1. The teacher addresses the 1. The teacher supports the 1. The teacher provides
single strategy or some developmental levels of developmental levels of learners’ needs through a appropriate instructional
strategies to accommodate learners by providing learning learners in the classroom and variety of strategies, materials, adaptation for diverse learners
learners’ differences and experiences that enable most makes use of the different and/or pacing that make that allows them to have
developmental needs but learners to progress toward ways they learn by providing learning accessible and opportunities to actively engage
fails to meet the intended meeting intended outcomes. differentiated learning challenging for different groups in various realistic and effective
outcomes for most learners. experiences that enable most of learners. learning activities.
2. The teacher makes use of learners to progress toward
differentiated learning meeting intended outcomes. 2. The teacher uses differentiated
experiences to enable most strategies that motivate and
learners to progress toward engage groups of learners at
meeting intended outcomes. their cognitive levels, allowing
them to achieve the learning
outcomes.
CLARIFICATIONS
LEARNERS’ NEEDS
LEARNING NEEDS
observable gaps between a learner’s present knowledge or
comprise both essential learning tools (literacy, oral expression,
DIFFERENTIATED LEARNING EXPERIENCES competence and the curriculum standards identified as
numeracy, and problem solving) and the basic learning content
teaching and learning activities that are suited to the various necessary for the grade level
(knowledge, skills, values, and attitudes) required by human
learning needs of diverse learners
beings to be able to survive, to develop their full capacities, to
LEARNERS’ STRENGTHS
live and work in dignity, to participate fully in development, to
DEVELOPMENTALLY APPROPRIATE LEARNING pre-existing knowledge or competence that helps a learner
improve the quality of their lives, to make informed decisions,
EXPERIENCES meet required standards
and to continue learning (UNESCO)
teaching and learning activities and tasks suited to the needs,
abilities, skills, and developmental level of learners LEARNERS’ INTERESTS
LEARNERS’ GENDER
learners’ personal preferences, likes or dislikes, which must be
social attributes and opportunities associated with being male
considered in the teaching-learning process
and female and the relationships between women and men and
girls and boys, as well as the relationships between women and
LEARNERS’ EXPERIENCES
those between men
skill or knowledge that a learner gets from doing something
8
Plan, manage and implement developmentally sequenced teaching and learning processes to meet
INDICATOR 7
curriculum requirements and varied teaching contexts
3 4 5 6 7
The teacher implements the The teacher implements the The teacher implements the The teacher manages well- The teacher manages well-
lessons but only with some lessons but with inappropriate lessons with appropriate elements structured lessons with structured lessons with emphasis on
elements of developmentally elements of developmentally of developmentally sequenced developmentally sequenced explicit connections between
sequenced teaching and learning sequenced teaching and learning teaching and learning processes. teaching and learning processes to previous learning and new concepts
processes. processes. meet curriculum requirements and and skills.
varied teaching contexts.
1. The teacher does not 1. The teacher demonstrates 1. The teacher connects 1. The teacher’s sequence of 1. The teacher’s progression
demonstrate understanding of inaccurate or incomplete outcomes from previous and activities purposefully from the warm-up to the main
the prerequisite relationships knowledge of prerequisite future learning, and transitions scaffolds learners toward activity is thoughtfully
when planning, and transitions relationships, and transitions between activities are smooth. achieving the lesson’s planned. The review of basic
between activities are too between activities are objectives. concepts and the activities
abrupt. present but may disrupt the 2. The teacher’s sequence of the that followed are effective in
flow of the sequence. learning activities generally 2. The teacher’s sequence of the taking the application of this
2. The teacher’s sequence of the keeps learners engaged and learning activities keeps knowledge to the next level of
learning activities demonstrates 2. The teacher presents minor moving from one portion to learners engaged in the exploration.
some structure but there are organizational issue and the next in a reasonable content and has a clear sense
some problems with the missed opportunities during manner. They understand the of purpose throughout the
organization that negatively the lesson that affected purpose of the lesson and class period but lacks in-depth
impacted learning. learning time. what they are to do to processing of the activities.
accomplish the purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES

refer to the order of activities that keeps learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives
by maximizing allotted class time. These include:
• Lesson objectives expectations from learners at the end of the lesson

• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
9
225
APPENDICES
Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address
226
INDICATOR 8
learning goals
3 4 5 6 7
The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher integrates extensive
resources, including ICT, which are resources, including ICT, which resources, including ICT, which resources, including ICT, which and multidisciplinary learning
loosely aligned with the learning are occasionally aligned with the are generally aligned with the are consistently aligned with the resources, including ICT, which are
goals. learning goals. learning goals. learning goals. appropriate and aligned with the
learning goals.
UPDATED RPMS MANUAL
1. The teacher utilizes a variety 1. The teacher utilizes a variety 1. The teacher utilizes a variety 1. The teacher utilizes a variety of 1. The teacher skillfully manages
of materials and resources of instructional materials and of instructional materials and instructional materials and diverse instructional materials
that do not support the resources but is not able to resources that are aligned resources that are aligned with that encompass other disciplines
learning goals. maximize their purpose to with the instructional purposes the instructional purposes which which consistently support the
support the learning goals. which usually support the always support the learning learning goals.
learning goals. goals.
CLARIFICATIONS
TEACHING AND LEARNING RESOURCES

refer to resources used in the teaching and learning process, LOOSELY ALIGNED
which may include: are substantially mismatched with the learning goals
 Curriculum guides, teacher’s manual OCCASIONALLY ALIGNED

 Chalkboard, whiteboard, Manila paper, cartolina, charts, manipulatives, models, are sometimes matched with the learning goals
flashcards, meta-cards, graphic organizers
GENERALLY ALIGNED
 Printed materials such as books, periodicals, worksheets, activity sheets
are usually matched with the learning goals
 ICT resources such as calculators, computers, audio visual equipment, slide presentation,
multimedia products, social media, web-based applications, instructional software, email, CONSISTENTLY ALIGNED
distance learning programs, e-books and other digital resources are always matched with the learning goals
 Tools and equipment (in cookery, dressmaking, beauty and care, agriculture, carpentry,
EXTENSIVE LEARNING RESOURCES
among others)
wide range of learning resources
 Assistive devices such as braille systems, large print books, audio devices, screen readers
for computers, hearing aids, electronic speech output devices MULTIDISCIPLINARY LEARNING RESOURCES
 Localized instructional materials learning resources which can be used in various subject areas
 Indigenized instructional materials
10
Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with
INDICATOR 9
curriculum requirements
3 4 5 6 7
The teacher provides a limited The teacher provides a range The teacher provides a range of The teacher provides assessment The teacher integrates
range of assessment strategies of assessment strategies but assessment strategies that strategies consistent with the assessment strategies that
but fails to address the learning only some are aligned with the address most of the learning curriculum requirements. engage learners in self- and
goals. learning goals. goals. peer-assessment.
1. The teacher uses assessment 1. The teacher uses a variety 1. The teacher uses a repertoire 1. The teacher predominantly 1. The teacher uses assessment
procedures focused on task of assessment strategies, of assessment strategies uses assessment strategies strategies that engage learners
completion and/or compliance but some do not measure which are aligned with the which are embedded as an to use assessment criteria to
rather than learner the intended learning intended learning goals. integral part of the lesson and self-monitor and reflect on their
achievement of lesson outcomes. are aligned with the intended own progress.
purpose/objective. 2. The teacher uses assessment instructional goals or consistent
2. The teacher uses procedures that draw out with the content standards. 2. The teacher prompts learners
procedures that yield only evidence of whether learners to frequently assess their own
some evidence of learning. have learned the intended 2. The teacher encourages the work and the work of their
learning outcomes. learners to assess and monitor peers using assessment
the quality of their own work criteria embedded in the
against the assessment criteria teacher-learners-generated
and performance standards. rubrics, peer reviews, and/or
reflection logs.
CLARIFICATIONS
ASSESSMENT STRATEGIES:
DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge, and skills prior to instruction,
e.g., pretest, drills, review, anticipation guide, content knowledge boxes
FORMATIVE
assessment used to identify the parts of the lesson where learners need improvement,
e.g., recitation (show of hands, response cards, happy/sad face), activities (games, tableau, exit cards), and seat works (reflection journal, exercises and practice)
SUMMATIVE
assessment used to identify learner achievement of the objectives of the lesson,
e.g., written works (quizzes, essays), performance tasks (skills demonstration, group presentations, oral work)
11
227
APPENDICES
228
UPDATED RPMS MANUAL
© Department of Education - Bureau of Human Resources and Organizational Development
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
APPENDICES
Appendix I.2
229
UPDATED RPMS MANUAL
Appendix I.3
230
Appendix J.1
Appendix K.1
S.Y. 2019-2020
231
APPENDICES
232
RUBRIC LEVEL SUMMARY
LEVEL LEVEL NAME DESCRIPTION

UPDATED RPMS MANUAL
The teacher demonstrates a range of associated pedagogical aspects of the

4 DEVELOPING indicator
that sometimes align with the learners’ developmental needs.

5 APPLYING
that usually align with the learners’ developmental needs.
The teacher uses well-connected pedagogical aspects of the indicator consistently

6 CONSOLIDATING
aligned with student development that supports students to be successful learners.
The teacher uses well-connected pedagogical aspects of the indicator to create an

7 INTEGRATING
environment that addresses individual and group learning goals.
The teacher applies deep knowledge and understanding of the indicator discriminately
8 DISCRIMINATING to contextualize teaching and learning processes within the discipline to meet individual
and group learning goals.
COT-RPMS for Master Teacher I-IV | S.Y. 2019-2020

4 5 6 7 8
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level The teacher applies high-level
accurate knowledge of key accurate and in-depth knowledge accurate and in-depth knowledge knowledge of content and knowledge of content within and
concepts both in the presentation of most concepts in the of all concepts in the presentation pedagogy that creates a conducive across curriculum content areas to
of the lesson and in responding to presentation of the lesson and in of the lesson and in responding to learning environment that enables empower learners to acquire and
learners’ questions or comments. responding to learners’ questions learners’ questions in a manner an in-depth and sophisticated apply successful learning strategies
in a manner that attempts to be that is responsive to learners’ understanding of the teaching and to assist in their development as
The lesson content displays responsive to student developmental needs and learning process to meet individual independent learners.
coherence. developmental learning needs. promotes learning. or group learning needs within and
connections across curriculum across curriculum content areas, connections across curriculum
content areas, if appropriate. if appropriate. content areas, if appropriate.
1. The teacher clearly explains 1. The teacher displays 1. The teacher displays extensive 1. The teacher applies extensive 1. The teacher applies extensive
concepts and makes no comprehensive understanding knowledge of content. knowledge of content beyond and complex content knowledge
content errors. of the concepts and structure his/her area of specialization. to support learners in acquiring
of the disciplines. 2. The teacher addresses 2. The teacher motivates learners to successful learning strategies in
2. The content appears to be content accurately, and its investigate the content area to other areas of the learning.
accurate and its focus shows 2. The teacher presents focus is congruent with the expand their knowledge and satisfy
awareness of the ideas and conceptual knowledge of the big ideas and/or structure of their natural curiosity. 2. The teacher extends
structure of the discipline. subject and makes connection the discipline. knowledge of subject
within the discipline. 3. The teacher cites intra and beyond content in his/her
interdisciplinary content
3. The teacher demonstrates teaching specialty and
relationship.
factual knowledge of subject stimulates learners’ curiosity
matter and attempts to connect 4. The teacher shows expertise of the beyond the required course
content across disciplines. content and uses appropriate work.
CLARIFICATIONS
ACCURATE KNOWLEDGE
WITHIN CURRICULUM CONTENT AREA content is free from errors
CURRICULUM CONTENT AREAS inclusion of appropriately chosen intra-disciplinary KEY CONCEPTS
different learning/subject areas taught and learned in topics and enabling learning competencies within the central ideas of the topic or lesson IN-DEPTH KNOWLEDGE
the basic education curriculum including content for curriculum guide of a specific learning area and grade foundational knowledge and finer details within the
Kindergarten, Special Education, Alternative Learning level COHERENCE curriculum content area
ACROSS CURRICULUM CONTENT AREA presenting the lesson BROAD KNOWLEDGE
KNOWLEDGE OF CONTENT AND PEDAGOGY making meaningful connections and including knowledge across curriculum content areas
particular subject; appropriateness of the PEDAGOGY
competencies cited in the curriculum guide of other HIGH-LEVEL KNOWLEDGE
pedagogy to content area learning areas in any grade level method and practice of teaching accurate, in-depth, and broad knowledge within and
COT-RPMS for Master Teacher I-IV | S.Y. 2019-2020 3

233
APPENDICES
Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order
234
INDICATOR 2
thinking skills
4 5 6 7 8
The teacher uses questions and The teacher employs a range of The teacher challenges learners The teacher provides a broad The teacher provides, at the
activities that mostly require the targeted follow-up questions and to justify their thinking and range of questions and activities, appropriate times, a learning
learners to interpret, explain, or activities that encourage learners successfully engages most including those of higher-order, that environment for higher-order
describe ideas learned. to explain, demonstrate, and use learners in the discussion using challenge learners to analyze their thinking skills that enable learners
ideas learned. well-directed questions and thinking to promote deeper to evaluate their thinking and to
activities. understanding. seek constructive feedback from
peers and the teacher.
UPDATED RPMS MANUAL
1. The teacher makes some 1. The teacher employs a range 1. The teacher challenges 1. The teacher gives opportunities 1. The teacher leads learners to
attempts to engage learners in of strategies to ensure that learners cognitively to for learners to initiate judge or evaluate situations,
genuine discussion rather than most learners are given advance high-level thinking comparing and contrasting of problems in resolving
simple, factual, or rote-type opportunities to give opinions and discourse in interactive ideas. issues/concerns that may arise
discussion. about the lesson and to react exchange of views. in the discussion.
to the opinions of others. 2. The teacher gives opportunities
2. The teacher asks, “Can you 2. The teacher ensures that all for learners to synthesize or 2. The teacher extends the
please explain this idea?” 2. The teacher creates a learners contribute in the summarize information within discussion by inviting learners
genuine discussion among discussion. or across disciplines. to give comments to other’s
learners, providing answers/output during the
adequate time for them to discussion.
respond, as well as to step
aside when doing so is
appropriate.
CLARIFICATIONS
CRITICAL THINKING SKILLS

high-level thinking skills such as analysis, evaluation, interpretation, or synthesis of information and application of creative thought
to form an argument, solve a problem, or reach a conclusion
CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities and looking for many right answers rather than just one
HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity

Manage classroom structure to engage learners, individually or in groups, in meaningful exploration,
INDICATOR 3
discovery, and hands-on activities within a range of physical learning environments
4 5 6 7 8
The teacher manages classroom The teacher manages classroom The teacher manages classroom The teacher organizes and The teacher adapts and adjusts
structure and engages majority of structure and engages most structure and engages all learners maintains classroom structure and classroom structure according to
the learners in discovery and learners in meaningful in meaningful exploration, engages learners individually or in learners’ needs and encourages
hands-on learning activities within a exploration, discovery and hands- discovery and hands-on learning groups, in meaningful exploration, learners to explore other learning
range of physical learning on learning activities within a activities within a range of discovery and hands-on activities activities that support the
environments. range of physical learning physical learning environments. within a range of physical learning achievement of learning goals.
environments. environments.
1. The teacher structures a 1. The teacher structures the 1. The teacher keeps the learning 1. The teacher sustains proactive 1. The teacher modifies classroom
simple classroom layout and classroom layout and uses environment free from classroom structure structure and resources
uses the available resources the available resources that congestion and facilitates management practices to effectively in a manner that
that are somewhat suitable are generally suitable for activities appropriate within the support flexible movement of the acknowledges the learning needs
for different learning activities different learning activities physical learning environment learners in all learning activities of the learners.
which involve majority of the which involve most of the for all the learners to work by providing optimal space and
learners to work productively. learners. productively within the allotted time appropriate to their needs. 2. The teacher facilitates well-
time. planned learning activities
appropriate to individual and
group needs within the available
physical space and resources.
CLARIFICATIONS
PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES

any area where learning takes place activities that require learners to draw on their past experiences
MAJORITY
and existing knowledge to discover facts, relationships, and new
more than half of the learners
CLASSROOM STRUCTURE knowledge to be learned
includes the arrangement of chairs, tables, and other equipment
MOST
HANDS-ON LEARNING ACTIVITIES
almost all, approaching 100% of the learners
MEANINGFUL EXPLORATION activities that require physical participation of learners to
activities that lead to learners’ full understanding of concepts and construct, consolidate or explain concepts
how they relate to other concepts

235
APPENDICES
Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-
236
INDICATOR 4
focused environments
4 5 6 7 8
The teacher occasionally manages The teacher frequently manages The teacher consistently manages The teacher constructively The teacher enables learners to
misbehavior against established misbehavior against established misbehavior against established manages learners’ behavior by take control of their own behavior
rules of conduct and majority of the rules of conduct and most rules of conduct and all learners applying positive and non-violent against rules of conduct in which
learners follow such rules. learners follow such rules. follow such rules. discipline to ensure a learning- learners are aware of the impact of
focused environment. their behavior.
UPDATED RPMS MANUAL
1. The teacher’s standards of 1. The teacher implements 1. The teacher responds 1. The teacher encourages the 1. The teacher enforces clear
conduct are inconsistently appropriate classroom appropriately to learners’ learners to take responsibility of standards of conduct to all
enforced resulting in some management system which behavior without any loss of their behavior. learners who respectfully
interference in student learning are responsive to classroom instructional time. intervene with classmates at
and some loss of instructional and individual needs of 2. The teacher evidently appropriate moments to
time. learners. 2. The teacher evidently implements a well-established ensure compliance with
establishes standards of procedure for learners to self- standards of conduct.
2. The teacher sets clear 2. The teacher’s standards of conduct that are clear to all monitor their own classroom
standards of conduct, but behavior are consistently learners and with impact on behavior.
learners need to be prompted reinforced and are clear to student learning.
repeatedly. most learners. The learners 3. The teacher closely monitors
require little prompting, the learners so that
3. The teacher establishes resulting in little or no misbehavior is detected early
appropriate expectations for interference with their before it involves many
behavior but some of these learning. learners or becomes a serious
are unclear or do not disruption.
address the needs of most 3. The teacher moves to the
learners. misbehaving learner and
gives verbal or non-verbal
signal to stop the
misbehavior.
CLARIFICATIONS
POSITIVE DISCIPLINE CONSTRUCTIVE

effective way to manage misbehaving learners rather than using positive and helpful responses on learners’ behavior
OCCASIONALLY
punishments and rewards
irregularly occurs in the duration of the lesson
BEHAVIOR
NON-VIOLENT DISCIPLINE manner in which learners act; either positive or negative
FREQUENTLY
immediate action in a peaceful and harmless manner
often occurs in the duration of the lesson
MAJORITY
ESTABLISHED RULES more than half of the learners
CONSISTENTLY
an existing set rules of conduct imposed in the learning
constantly occurs in the duration of the lesson
environment MOST
almost all, approaching 100% of the learners

Plan, manage and implement developmentally sequenced teaching and learning processes to meet
INDICATOR 5
curriculum requirements and varied teaching contexts
4 5 6 7 8
The teacher implements the The teacher implements the The teacher manages well- The teacher manages well- The teacher reflects an
lessons but with inappropriate lessons with appropriate structured lessons with structured lessons with emphasis understanding of the
elements of developmentally elements of developmentally developmentally sequenced on explicit connections between prerequisite relationships among
sequenced teaching and learning sequenced teaching and learning teaching and learning processes previous learning and new concepts the important contents,
processes. processes. to meet curriculum requirements and skills. concepts, as well as multiple
and varied teaching contexts. pathways for learning depending
on learners’ needs.
1. The teacher demonstrates 1. The teacher connects 1. The teacher’s sequence of 1. The teacher’s progression from 1. The teacher structures the lesson
inaccurate or incomplete outcomes from previous activities purposefully the warm-up to the main that takes into account or builds
knowledge of prerequisite and future learning, and scaffolds learners toward activity is thoughtfully planned. prior knowledge of the topic and
relationships, and transitions transitions between achieving the lesson’s The review of basic concepts is well paced with a thoughtfully
between activities are present activities are smooth. objectives. and the activities that followed chosen sequence of learning
but may disrupt the flow of the are effective in taking the activities.
sequence. 2. The teacher’s sequence of 2. The teacher’s sequence of application of this knowledge to
the learning activities the learning activities keeps the next level of exploration. 2. The teacher has anticipated the
2. The teacher presents minor generally keeps learners learners engaged in the pedagogical approaches that
organizational issues and engaged and moving from content and has a clear would be most effective in
missed opportunities during the one portion to the next in a sense of purpose throughout engaging the learners throughout
lesson that affected learning reasonable manner. They the class period but lacks in- the entire class period.
time. understand the purpose of depth processing of the
the lesson and what they are activities.
to do to accomplish the
purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES

refer to the order of activities that keeps learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives
by maximizing allotted class time. These include:
• Lesson objectives expectations from learners at the end of the lesson

• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LEARNING

different ways of presenting the lesson and activities suited to various learner needs
237
APPENDICES
238
UPDATED RPMS MANUAL
© Department of Education - Bureau of Human Resources and Organizational Development
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
APPENDICES
Appendix J.2
239
UPDATED RPMS MANUAL
Appendix J.3
240
APPENDICES
Appendix K
241
Appendix L
242
Annotation Template
Description of the MOV

Objectives Means of Verification Annotations
Presented
UPDATED RPMS MANUAL
Re Re
s ulstul
s-Bt s-Ba
a s eds ed
P erPfer
orfmorama
nc encMe aMnagemen
a nagemen
t Sty sS tyem
s t em
ManualforforTeachers
Manual Teachersand
andSchool
SchoolHeads
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ACKNOWLEDGEMENTS
ACKNOWLEDGEMENTS
Research
Research
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Results-based
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for Teacher
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Performance
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(RCTQ)
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Management
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support
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System
fromfrom
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(RPMS)
the Australian
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the Australian
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© Department
© Department
for Teachers
for Teachers
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of Education
of Education
and School
and School
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Heads
the Basic
the Basic
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- Bureau
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was was
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of Human
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developed
Education
Sector
Resource
Resource
through
through
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the Philippine
the Philippine
Transformation
Transformation
and Organizational
and Organizational
(BEST)
(BEST)
National
National
Program.
Program.
Development
Development
RESEARCH
Philippine
Philippine NationalNational
RESEARCH CENTER
CENTER
FOR TEACHER
FOR TEACHER QUALITY
QUALITY
UPDATED RPMS MANUAL
DEPARTMENT OF EDUCATION
Bureau of Human Resource National Educators Academy

and Organizational Development (BHROD) of the Philippines (NEAP)

Dir. Maria Lourdes D. Pantoja Dir. John Arnold S. Siena
BUREAU OF HUMAN RESOURCE AND ORGANIZATIONAL DEVELOPMENT
Cecille A. Anyayahan Earl Ryan A. Losito

Project Development Officer IV Project Development Officer III
Joanna Christina Sta. Isabel Allan Jerome Gutierrez

Ma. Fatima Luzviminda B. Angeles Leonardo G. Bautista, Jr.
Millie Jane T. Fudolig Administrative Assistant II
Erika Marie E. Daza
Michael Joseph P. Cabauatan Reynier B. Cruz
Ruby Chanda J. Crisostomo Cynthia M. Sabando
Project Development Officer III Administrative Support
THE PROJECT TEAM

RPMS MANUAL AND TOOLS
Gina O. Gonong, Ph.D.

Director and Project Leader, RCTQ
John Pegg, Ph.D.

Director, UNE-SiMERR National Research Centre
Ken Vine, Ph.D.

Principal Research Adviser, UNE-SiMERR National Research Centre
Michael Wilson I. Rosero

Favian L. Noche
Senior Research Officers, RCTQ
Alwaleed Alssamani
Web Programmer, UNE-SiMERR National Research Centre
CLASSROOM OBSERVATION TOOL-RPMS
Jennie V. Jocson, Ph.D.

Deputy Director and Project Leader, RCTQ
Ian Kenneth D. Magabilin

Jerreld M. Romulo
Research Officers, RCTQ
RCTQ and UNE-SiMERR TEAM

Joy Hardy, Ph.D.
Deputy Director, UNE-SiMERR National Research Centre
Allan S. Reyes
Senior Program Manager, RCTQ
Marilyn U. Balagtas, Ph.D.

Greg McPhan Ph.D.
244
ACKNOWLEDGEMENTS
TECHNICAL WORKING GROUPS
RPMS Manuals and Tools COT-RPMS

Allen U. Bautista, Ed.D. Noemi Baysa Orlando I. Guerrero
Chinita A. Tolentino Leticia V. Catris, Ph.D Evangeline F. Golla, Ph.D.
Jennifer E. Lopez Jovita B. De Castro Marion A. Mallorca
Ma. Concepcion B. Montenegro Mel Greg O. Concepcion, Ph.D Ervin L. Oamil, Ph.D.
Marla C. Papango Rosemarievic V. Diaz, Ph.D Diane C. Tomaneng
Mana C. Estakio Atkinson F. Tudlong
Erminda C. Fortes, Ph.D Marilou M. Ubiña
GRAPHIC ARTISTS
Aris L. Solis Dennis A. Santos Raymond S. Bermudez
SUPPORT GROUP
Adelyn R. Bartolome Gerlie C. Lopez
Rene R. Belecina, Ph.D. Reynaldo V. Nanong
Vivian I. Buhain, Ed.D. Sheila Niña Rea-Santes
Ma. Arsenia C. Gomez Grace Urbien-Salvatus
Ma. Victoria C. Hermosisima Bernadette S. Sumagui
Mark Anthony P. Idang Milagros E. Vinluan
Angeline R. Libunao
SUPPORT STAFF
Lizette Anne L. Carpio
Beverly E. Estocapio Guillen M. Nabong
Ruby Ann G. Gantalao Jessa P. Reynoso
Ezra D. de Jesus Webster C. Ferrer
Denesse Marie B. Handumon Cheryl C. Lualhati
Ma. Izella D. Lampos Geroldine P. Tabigne
BASIC EDUCATION SECTOR TRANSFORMATION (BEST)
Peter Grimes, Ph.D. Nemah N. Hermosa, Ph.D.

Senior Teacher Education Specialist Teacher Development Specialist
Twila G. Punsalan, Ph.D. Soledad T. Lecaroz
Pre-service Lead Teacher Development Adviser
Krupskaya Añonuevo Maria Gabrielle Bordado
Project Team Coordinator Raquel B. Cabrieto
Jenelle Pagdanganan
Regina Pasion
Technical Officers
Project Officer
DEPARTMENT OF FOREIGN AFFAIRS AND TRADE

Lea Neri
Senior Program Officer
245
UPDATED RPMS MANUAL
PARTICIPANTS IN THE DEVELOPMENT AND VALIDATION

OF THE RPMS TOOLS AND MANUAL FOR TEACHERS AND SCHOOL HEADS
Acedera, Lina S. Borbon, Fredesminda A. de Castro, Gracia Frigillana, Cheryl A.

Agunday, Engelbert B. Borromeo, George B. Degamo, Francisco O. Gaffud, Marissa S.
Alesna, Memvie L. Bose, Helen R. De Jesus, Ma. Lea U. Galay, Florpina B.
Alicda, Sandra Lyne G. Bron, Irene B. De La Paz, Norwin C. Galera, Jhon D.
Almario, Irma Y. Buac, Francis J. De Lara, Onuorich T. Gamboa, Ma. Theresa G.
Amaflor Casi Alde Bucad, Daryl C. De Mesa, Amelita P. Gareza, Marina A.
Amit, Arnulfo S. Bugas, Roberta B. De Ocampo, Aivy Rose N. Gilpo, Eden G.
Amoranto, Kaye Anne B. Buladas, Vilma A. De Rojas, Belen G. Gloduve, Perlinita L.
Anacay, Rosalia Bulagao, Maria Aileen E. De Vera, Marissa Gloria, Sorina
Apellido, Ricky B. Bunag, Mary Antonette T. Decena, May Grace Gonzaga, Elena P.
Apuli, Manuel R. Cabarteja, Flora L. Dela Cruz, Jesusa L. Gozum, Alvin G.
Arbinoya, Laine L. Canatuan, Edita M. Delgado, Michelle H. Gutierrez, Joseph V.
Aroco, Lily T. Cabantan, Ida F. Descalsota, Maerwin D. Halina, Dina B.
Avinante, Myrna O. Cabral, Wilfredo E. Desuyo, Pamela Hernandez, Alma L.
Axalan, Marizel V. Cacena, Rommel C. Dimaculangan, Mena O. Honrado, Charisma U.
Ayeras, Nemencia B. Capuno, Maria Amor A. Dime, Emily Hualde, Ma. Cecilia P.
Bacani, William G. Care, Olivia C. Dioko, Rosario Ibanez, Alejandro G.
Bacong, April Abegail C. Cariño, Laila G. Dizon, Charles A. Idang, Mark Anthony
Bagunu, Manolo Y. Carreon, Ma. Teresa S. Dolormente, Helen P. Domingo Iledan, Jude Thaddeus I.
Balan, Emma M. Castro, Gracia M. De C. Bruno Jr. Iya, Abdul-Aziz H.
Balete, Rochelle S. Castro, Ma. Venus Rosario Ecija, Crisanto A. Javier, Katherine O.
Barcelon, Heidi M. Celestial, Karina Angela C. Egipto, Maria Virginia E. Kasilag, Adrian O.
Bargamento, Lisel B. Celo, Marlene R. Enriquez, Janice P. Labasan, Rene Rose M.
Bartolome, Adelyn R. Cepe, Augustines, E. Epley, Ceana Lala, Fatima D.
Basio, Glenne DT. Chavez, Lynie B. Eppie, Christian George Lansangan, Edwina G.
Bautista, Karen Comia, Racquel S. Escalera, Jay L. Lasala, Roselyn T.
Bayagna, Margie M. Consuela, Cecilia R. Estillore, James L. Lastimosa, Cecilia L.
Bayan, Elena P. Corpuz, Melencio L. Estoquia, Leopoldo P. Lazares, Rogelito L.
Bayarcal, Clote B. Cosuco, Melanie M. Evangelista, Bianca Dianne P. Libunao, Angelene R.
Baybay, Kristine B. Cruz, Gina T. Facun, Arlyn B. Libutaque, Ruben C.
Bayubay, Zeresh Anne J. Cuaresma, Ferdinand Felipe, Mario C. Lico, Darwin B.
Bermudez, Leah Cunanan, June D. Felipe, Renato N., Jr Licup, Marvin C.
Berdin, Sinfronia R. Daiz, Esteban S. Ferrer, Hederlyn L. Lim, Shelly B.
Bobadilla, Gloria Dal, Marino O. Fiel, Dexter Jones D. Lipaopao, Lodelin C.
Boquite, Diosdado David, Joseph S. Francisco, Agnes A. Litana, Jeniffer A.
246
ACKNOWLEDGEMENTS
Litilit, Esther K. Morales, Milagros B. Regis, Kerwin M. Taclibon, Julius D.

Lapuz, Novaleta P. Mulitas, Morena L. Remandaban, Ryan A. Tacoy, Leny R.
Larida, Augustus R. Munoz, Amparo M. Remolacio, Mary Joy Tadeo, Sharon O.
Llamas III, Carlos B. Nacino, Natividad V. Reyes, Maxima C. Tamio, Nelia
Lopez, Gerlie C. Nanong, Reynaldo V. Rigor, Juanito L. Traspe, Maricris B.
Lopez, Mary Jane Y. Napoles, Matty B. Ricafort, Tesa Gaila M. Trongco, Felicino C.
Lubi, Cristeta O. Nonan, Jeaneveve P. Roferos, Jay B. Tumambing, Lenie R.
Lubigan, Magdaleno R. Noveno, Myla M. Romen, Marites Upam, Labi Jr. L.
Lucero, Catherine Nuyda, Kristine Joy Rondilla, Aida H. Ustaris, Venus C.
Lumanlan, Amelia Y. Olaivar, Rose Marie S. Rosales, Milagros B. Valledor, Glenn
Maala, Taciana P. Pacleb, Evelyn Rubio, Maria Corazon Valmoria, Margie R.
Macalalad, Delia A. Paclibare, Elvierira O. Rubio, Rafael C. Velasquez, Rosemarie M.
Macaraig, Teresa B. Pacon, Joanna Joy M. Ruelan, Jaime P. Verallo, Jessica T.
Macatangay, Maria Teresa Palmitos, Rhodafel R. Sabado, Cristina R. Vergara, Marites Q.
Macawile, Josephine Pambid, Babylyn Sabbaluca, Marsette D. Verola, Winesa C.
Maderazo, Ricky P. Pangilinan, Dexter E. Salinas, Irene R. Vidal, Maria Angela
Magabo, Conchita L. Paraguison, Mark Anthony S. Samonte, Emyleen C. Villaester, Carlos
Malabanan, Arlene Paraguya, Maricris E. Sanchez, Ma. Liven M. Villanueva, Evelyn P.
Malabanan, Jenneefer T. Patricio, Ma. Rowena A. Sandoval, Kathleen Jane Villanueva, Loida
Maliwat, Fredelma Ellaine T. Pedrezuela, Theo Arsenia S. Santos, Jayson M. Villaroya, Janet
Manalo, Gregorio P. Pendo, Corazon J. Santos, Zita U. Villaruel, Anicia
Manarang, Maricel N. Perez, Gilberto Selgas, Ayren V. Villazor, Ranne Boy E.
Manas, Bianca Perico, Cartesa M. Severino, Susan D. Villenas, Jocelyn
Manipon, Mary Grace B. Pesigan, Fely R. Sillos, Josephine B. Vinluan, Milagros E.
Manlapig, Maria Salome Pineda, Edna L. Silva, Mina B. Yadao, Marlou B.
Maralit, Marian Rae Pingil, Nestor Paul Simene, Regina R. Ygona, Geronimo G.
Marino, Rosita R. Plaza, Teodoro N. Sinson, Carmelita A. Yumul, Lea M.
Mativo, Jeanie L. Pornobi, Joe Mar Levi Sinson, June Hayden R. Zapanta, Leonardo D.
Mercado, Medardo T. Posadas, Corazon R. Soliman, Florinda M. Zara, Glenda S.
Medina, Gina E. Pureza, Abner Solidum, Gilbert D. Zinampan, Jenifer Z.
Mendoza, Sarah Racho, Corazon D. Somera, Charito O.
Menor, Mercuria T. Ramos, Myra T. Somera, Jonathan
Mercado, Jennifer Realo, Gemma A. Suasba, Marissa E.
Mercado, Medardo T. Recile, Merlobenda Y. Sumagui, Bernadette S.
Merle, Juanito Redondo, Marites L. Sunas, Maria Shella
247

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Results-based Performance

Management System (RPMS)

© Department of Education - Bureau of Human Resource and Organizational Development

Manual for Teachers and School Heads

4 4 Professional Reflections Through Annotations 57

5 5 Effective Coaching and Giving Performance Feedback 61

6 Tools within the RPMS Cycle 79

Manual for Teachers and School Heads

© Department of Education - Bureau of Human Resource and Organizational Development

Manual for Teachers and School Heads

Annotations Self-reflection, explanation, or presentational mark-up attached to/

Pre-Observation The preliminary phase of the observation process in which

Manual for Teachers and School Heads

THE RPMS TOOLS

© Department of Education - Bureau of Human Resource and Organizational Development

The RPMS Cycle

Activity : Discussion /Issuance of Po

Output : Signed IPCRF-Development

IV REWARDING AND MONITORING AND

PLANNING Activity : Performance Monitoring and

MRF, updated IPCRF-DP and

L&D - Learning and Development RPMS - Results-based Performance Management System

10 Figure 1.1. The Tools within the RPMS Cycle

1.1 Who uses the RPMS Tools?

Raters refer to the School Heads (e.g. Principals, designated Teachers-in-

1.2 What are the RPMS Tools?

1.2.1 RPMS Tool for Teacher I-III

They are expected to be proficient in their practice and

• actively engage in collaborative learning with the professional

Figure 1.2. RPMS Tool for Teacher I-III

1.2.2 RPMS Tool for Master Teacher I-IV

• manifest an in-depth and sophisticated understanding of the

Figure 1.3. RPMS Tool for Master Teachers I-IV

1.3. What are the parts of the RPMS Tools?

1.3.2 Qualification Standards. This part lists the qualifications prescribed by

1.3.3 Duties and Responsibilities. This section presents all the

Duties and Responsibilities

1.3.5 Objectives. They are specific tasks that an office and/or

In the RPMS Tools, teachers target thirteen (13) objectives to

Figure 1.5. Key Result Areas of RPMS Tool Teacher I-III

Figure 1.6. Objectives of Teacher I-III

Figure 1.7. MOV (RPMS Tool for Teacher I-III)

1.3.7 Performance Indicators. This part provides the exact quantification

In the RPMS Tools, the performance indicators provide descriptions

• Very Satisfactory performance means that the Ratee has

Figure 1.8. Performance Indicators of Teacher I-III

The performance indicators of the RPMS Tools for Teachers operationalize

The extent to which actual performance compares with targeted performance.

In management, efficiency relates to doing the things right.

Measures whether the deliverable was done on time based on the

Figure 1.9. Performance Measures (D.O. No. 2, s. 2015)

Manual for Teachers and School Heads

© Department of Education - Bureau of Human Resource and Organizational Development

2.1 How do you gather and organize documents

The RPMS Tool for Master Teacher I-IV (Highly

Figure 2.1. RPMS Tools for Teachers

Position Forms/Tools to be Used

Figure 2.3. MOV of the RPMS Tool for Teacher I-III

2. Refer to the MOV column for the checklist of the relevant

For easy organization, you may have a folder or envelope to

3. Gather documents required by the tool. Label and organize

In some cases, you gather/keep documents that you may not

i. Match your documents with the objectives, the