Related Articles about Results – Based Performance Management System- Philippine

Professional Standards for Teachers (RPMS –PPST)

RPMS-PPST: Helping teachers improve delivery of quality basic education

PASIG CITY, September 21, 2018 – The Department of Education (DepEd) underscored anew
the importance of the Results-Based Performance Management System (RPMS) that is aligned
with the Philippine Professional Standards for Teachers (PPST) in ensuring the delivery of
quality, accessible, relevant, and liberating basic education in the country.

Understanding RPMS, PPST

The RPMS is being implemented in consonance with the Civil Service Commission’s (CSC)
Strategic Performance Management System (SPMS). It follows the four-phase cycle of SPMS
prescribed in CSC Memorandum Circular No. 6, s. 2012 and aims to ensure that both teaching
and non-teaching personnel focus work efforts toward achieving the Department’s vision,
mission, values, and strategic priorities. As stipulated in DepEd Order No. 2, s. 2015 (Guidelines
on the Establishment and Implementation of RPMS in DepEd), RPMS is a systemic mechanism
to manage, monitor and measure performance, and identify human resource and organizational
development needs to enable continuous work improvement and individual growth.

Furthermore, the changes introduced by various national and global frameworks such as the K to
12 law, ASEAN integration, globalization, and other changing character of the 21st century
learners necessitate the improvements and call for the rethinking of the National Competency-
Based Teacher Standards (NCBTS) which resulted in the development of the PPST. This is
enclosed in the DepEd Order No. 42, s. 2017, otherwise known as National Adoption and
Implementation of the Philippine Professional Standards for Teachers.

Over 10,000 pre- and in-service teachers, principals, supervisors, regional directors and
educators, and representatives from government agencies and non-government organizations
were consulted and involved in the development and validation of the PPST.
The PPST outlines the required skills and competencies of quality teachers, enabling them to
cope with the emerging global frameworks. If the required skills and competencies are not met,
various professional development interventions will be given to them. PPST helps assure parents
and guardians that their children receive quality basic education from qualified professionals
whose competencies are abreast with changes and advancements in the information age.

https://www.deped.gov.ph/2018/10/03/rpms-ppst-helping-teachers-improve-delivery-of-quality-
basic-education/
DepEd reaffirms commitment to PPST-aligned RPMS

September 26, 2018

THE Department of Education (DepEd) reaffirmed that the alignment of the Results-Based
Performance Management System (RPMS) with the Philippine Professional Standards for
Teachers (PPST) is the result of the Focus Group Workshops conducted between March and
April 2015 across 17 regions in the country including Central Luzon.

The participants in the workshop expressed the need for teachers to focus on teaching, and
therefore recommended for the immediate alignment of the RPMS and PPST.

To respond to these demands from the field, the Philippine National Research Center for Teacher
Quality (RCTQ), in coordination with the Bureau of Human Resource and Organizational
Development (BHROD), National Educators Academy of the Philippines (NEAP), Teacher’s
Education Council (TEC) and the Basic Education Sector Transformation (BEST) program,
conducted a two-phase project on the development and validation of the RPMS Tools.

This led to the development of the RPMS Manual for Teachers and School Heads that is aligned
with PPST. This contains the RPMS Tools and its associated tools –Classroom Observation
Tools (COT) and Self-Assessment Tools (SAT) – and performance appraisals forms such as
Individual Performance Commitment and Review Form (IPCRF), Midyear Review Form, and
Performance Monitoring and Coaching Form.

The Manual provides school heads and other raters 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.

The Manual also guides the teachers through the basics in preparing, organizing and completing
the Portfolio/RPMS documents, and introduces the concept of annotations to guide teachers
through critical reflection of their practices for their continuous improvement.
Over 400 teachers, master teachers, principals, supervisors, DepEd regional directors and other
educators across all regions in the country were involved in the development and validation of
the RPMS Tools and Manual over three years. It can also be noted that the PPST was developed
and validated by over 10,000 pre- and in-service teachers, principals, supervisors, regional
directors and other educators, and representatives from government agencies and non-
government organizations.

PPST-aligned RPMS tools

The RPMS tools pertain to the two different teacher performance assessment instruments, one
for Teacher I to III (Proficient Teachers) and another for Master Teacher I to IV (Highly
Proficient Teachers).

Each tool describes 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. It further presents 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.

IPCRF-ready

These tools are practical to use, give preference to quality over quantity, ensure teacher
effectiveness, and motivate professional growth and development. This set of RPMS tools were
made by and for the teachers, resolving the issues of teachers having difficulty coming up with
their IPCRF and compiling irrelevant and voluminous MOVs, and ensuring that their
performance and practice of teaching are measured through standardized and objective manner.

It is important to note that with the development of these tools, teachers shall no longer
craft/develop their own Individual Performance and Commitment Review Form (IPCRF) in view
of the developed RPMS tools in the Manual allowing them to focus on teaching. (PR)
Source: https://www.sunstar.com.ph/article/1766302
PPST-RPMS new cycle starts

Sun.Star Baguio
27 May 2019
Ricelene Sacayanan
AS school year 20192020 is about to start, PPST-RPMS new cycle has started a week before the
opening of classes as teachers are busy having an in-service education and training (In-Set)
especially on the Philippine Professional Standards for Teachers and Result Based Performance
Management System (PPST-RPMS) in reference to D.O. 2, s 2015, “Guidelines on the
Establishment and Implementation of the Results-Based Performance Management System
(RPMS) in the Department of Education.”
The PPST-RPMS is use as a basis for all learning and development program for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It also
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.
PPST-RPMS cycle composed of four phases which is equivalent to one school year in DepEd.
Phase one which is the performance planning and commitment. In this phase, the teacher or ratee
takes the electronic self-assessment tool (e-SAT), based from the result, he/she then
accomplishes the Individual Performance Commitment and Review Form or IPCRF-
Development Plan and discuss with his/her school head or rater including the activities in
Portfolio Preparation and Organization and its timeline.
Phase two which is performance monitoring and coaching. This phase is done throughout the
school year. Both the rater and the ratee are responsible to agree to track and record the actual
events and behaviors through the use of performance monitoring and commitment form (PMCF)
which will be served as a basis for rating. Coaching shall be provided by the rater and shall be
sought by the ratee to improve work performance and behavior. At the end of the first semester,
all ratees (teachers) must have had two classroom observations, then a mid-year review is
prescribed to determine the progress in achieving the objectives and to inform the teachers’
performance so that appropriate interventions shall be provided if necessary. Classroom
observations must resume for the second semester to complete the four observations.
Phase three is the end of performance cycle wherein year-end review and assessment, evaluation
of portfolio & computation of final rating is done to assess teachers’ performance level based on
commitments and measures as contained in the signed IPCRF.
Phase four is performance rewarding and development planning. The rater shall discuss and
provide qualitative comments, observations, recommendations, strengths and development needs
based in the ratee’s performance commitment, competency assessment and significant incidents
which shall be used as a basis for training and professional development for the future. These can
be written under the strengths and development needs column of the IPCRF-DP (development
plan).
RPMS is a cycle, therefore in every end of the cycle both the ratees and raters shall now prepare
for the next cycle. Enjoy this journey fellow teachers which will help us improve our
performance each year.

Source: https://www.pressreader.com/
Teachers' perception on RPMS-PPST implementation

Sun.Star Pampanga
27 Jun 2019
Rizaldy M. Lebaste
THE implementation of the Results-based Performance Management System – Philippine
Professional Standard for Teachers (RPMS-PPST) is one of the interventions that support the
realization of the Vision/ Mission of Department of Education. The goal is to improve the access
to quality of basic education that will produce functional, literate Filipinos with 21st century
skills.
Based on the RPMS Guidelines that each tool describes 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. It further presents 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.
These tools are practical to use, give preference to quality over quantity, ensure teacher
effectiveness, and motivate professional growth and development. This set of RPMS tools were
made by and for the teachers, resolving the issues of teachers having difficulty coming up with
their IPCRF and compiling irrelevant and voluminous MOVs, and ensuring that their
performance and practice of teaching are measured through standardized and objective manner.
The PPST shall be used as a basis for all learning and development programs for teachers to
ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can
also be used for the selection and promotion of teachers. All performance appraisals for teachers
shall be based on this set of standards.
However, some of group of teachers opposes the implementation of the RPMS – noting that its
requirements are “ridiculous.” Teachers are essentially being asked to prove that we worked the
entire year through various means of verification identified by the PPST – which supposedly
ensure that teachers comply with a set of standards.
Some are reacted “As teachers, our first duty is to teach – not gather documents, accomplish
forms, photograph every move, please observers in demos, complete excessive lesson plans, and
report to school on Saturday”.
Some teachers reacted according to their plight, “as much as they to give quality education to
students, they also want to give quality living to their family, which their humble income cannot
afford”..
Despite clamour from public school teachers to act against “excessive” paperwork and systems,
the Department of Education (DepEd) maintained all its requirements were legal and necessary
for the improvement of basic education.
We all know that the RPMS is being implemented in consonance with the Civil Service
Commission’s (CSC) Strategic Performance Management System (SPMS). It follows the four-
phase cycle of SPMS prescribed in CSC Memorandum Circular No. 6, s. 2012 and “aims to
ensure that both teaching and nonteaching personnel focus work efforts toward achieving the
Department’s vision, mission, values, and strategic priorities.”
Through DepEd Number 42, s. 2017, Philippine Professional Standards for Teachers (PPST) has
been developed and nationally validated as part of reform initiatives on teacher quality. PPST set
the standards on what teachers should know, be able to do and value to achieve competence,
improved student learning outcomes and eventually quality education. It also articulated what
constitutes teacher quality through well-defined domains, strands and indicators that provide
measures of professional accountability that could help teachers reflect on and assess their own
practices as they aspire for professional growth and development.
We have to embrace the changes that intervene the needs of nation and willingly welcoming
attitude to make this program of huge success
--oo0oo-
The author is Teacher II at San Nicolas Elementary School, Masantol Pampanga

Source:
https://www.pressreader.com/philippines/sunstar-pampanga/20190627/281719796121840
Teachers’ group laments heavy paperwork imposed by DepEd

Updated April 12, 2019, 5:00 PM

By Merlina Hernando-Malipot

Instead of enjoying the summer break, a group of teachers on Friday alleged that there are still
those who report to their respective schools to finish the “unnecessarily heavy paperwork”
required by the “burdensome evaluation system” implemented by the Department of Education
(DepEd).

The Alliance of Concerned Teachers (ACT) once again lamented the “burdensome, unnecessary,
and unjust” evaluation system for public school teachers and urged the DepEd to junk the
implementation of the Results-based Performance Management System (RPMS) and the
Philippine Professional Standard for Teachers (PPST).

Both systems, ACT alleged, “compel teachers to render unpaid work” beyond April 5 which was
the last day of School Year (AY) 2018–2019.

“Instead of enjoying the summer vacation, teachers are still reporting to their schools to finish
the unnecessarily heavy paperwork demanded by the RPMS-PPST and to complete their IPCRF
[Individual Performance Commitment and Review Form],” ACT National Chairperson Joselyn
Martinez said. “We of course will not be compensated for such by DepEd,” she added.

‘Ridiculous’ requirements

For the ACT, summer vacation is teachers’ “only time for rest and reinvigoration as public
school teachers are not entitled to sick and vacation leave credits for the whole school year,
unlike other public and private employees who enjoy these benefits throughout the year.”

“These requirements are ridiculous!” said Martinez. “We are essentially being asked to prove
that we worked the entire year through various means of verification identified by the PPST,”
she added. This system, ACT alleged, is supposedly to ensure that teachers “comply with a set of
standards recommended” by the Asian Development Bank.
Meanwhile, ACT questioned DepEd’s use of the RPMS-PPST framework and tools like the
IPCRF to “measure teachers’ performance and productivity.” For the group, tools like these are
“geared towards ensuring maximum profit at a minimum cost.” The teachers’ federation also
argued that such is “not appropriate for government institutions and for service-oriented
professions such as teaching.”

ACT noted that DepEd – for its part – “insists that the stringent evaluation system is aimed at
improving the quality of teaching and, therefore, of education in the country.” For this, the group
lambasted DepEd’s reasoning – saying that this “fails to account the dismal and neglected state
of public education in the Philippines, and puts the entire burden of providing quality education
on teachers.”

“DepEd is trying to veer the blame away from the major reason behind the declining quality of
education in the country, which is no less than the problematic K to 12 program,” Martinez
argued. She furthered that the RPMS-PPST “misses the multiple other hats teachers are forced to
wear due to staff shortage, which include that of medical workers, social workers, guidance
counselor, clerk, janitor, security guard, and many others.”

“DepEd has effectively reduced our profession to reams of useless forms and paper works, which
disregard the indispensable work we do as teachers,” Martinez lamented. “We care for these
children like they are our own, and have dedicated our lives to ensuring that the youth gets a
proper education despite very little support from the government [but] we deserve better than to
be treated like this,” she added.

Aside from the immediate scrapping of the RPMS-PPST, ACT further urged the DepEd to
“jointly work with teachers in crafting mechanisms for evaluation that give justice to the
teaching profession.”

Source: https://news.mb.com.ph/2019/04/12/teachers-group-laments-heavy-paperwork-imposed-
by-deped/
 DEPED TEACHERS UNION POSITION ON
THE RESULTS-BASED PERFORMANCE MANAGEMENT SYTEM (RPMS)
AND PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)

With School Year 2018-2019 drawing to a close, there has yet to be any new issuance from the
Department of Education regarding the Results-based Performance Management System
(RPMS) and the Philippine Professional Standards for Teachers (PPST) despite the outcry of
teachers nationwide. And while DepEd acknowledges the important role our teachers have in our
society and the importance of giving them ample support, it is these kinds of policies that stand
contrary to this message.

DepEd Order No. 2, s. 2015 and DepEd Order No. 42, s. 2017 have taken up much of the time of
our teachers better spent preparing for their lessons. While it is clear that these policies are meant
to measure the manner of teaching, it goes against the goal of measuring the output of teaching.
After all, isn’t that what “Results-Based” is supposed to mean?

The DepEd Teachers Union (DTU) understands the importance of performance assessment – the
continuous improvement of our education should be based on facts and evidence. However,
these methods should not

be cumbersome and hinder our teachers from effectively fulfilling their mandate of teaching.
Simplicity is key in any assessment.

We urge the Department of Education to revisit the “Performance Appraisal System for
Teachers” or PAST, perhaps with a few modifications to better reflect the current environment
and situation. DTU is open to be part of any

exploratory discussion together with DepEd to find a suitable assessment method that is effective
and convenient, and one that will ultimately reflect well on our learners.

SCRAP THE RPMS-PPST!

Source: https://dtu.org.ph/2019/04/08/press-statement/
 Petisyon para Ibasura ang RPMS-PPST

ACT-Alliance of Concerned Teachers started this petition to Department of

Education and 2 others

Petisyon para Ibasura ang RPMS-PPST

Kami, mga guro sa pampublikong paaralan ay nananawagan na agarang ibasura ang pabigat,
walang saysay at hindi makatarungang performance evaluation system na ipinapatupad ng
Department Education sa hanay ng kaguruan, ang Results-based Performance Management
System at Philippine Professional Standards for Teachers (RPMS-PPST).

Pabigat

Mabigat na pasanin sa kaguruan na tugunan ang mga kahingian ng RPMS-PPST. Itinakda ng

patakaran ang pagsalang ng bawat guro sa apat na beses na obserbasyon sa buong taon.
Hinihiling din nitong isa-dokumento, tipunin sa isang portfolio at isumite ng kaguruan ang daan-
daang pahina ng patunay na nagampanan ng guro ang itinakdang 5 Key Result Areas at 13
layunin ng RPMS-PPST. Inaagaw nito ang mahalagang oras na sana’y inilalaan sa paghahanda
ng leksyon, pagpapahusay ng pedagohiya at aktwal na pagtuturo, maging ang summer vacation
na tanging pahinga ng kaguruan mula sa 10 buwan na paggampan ng gawain. Nakikihati pa sa
karampot na sweldo ng kaguruan ang gastos sa mga materyales at photocopying para sa
portfolio.
Lubhang mabigat din para sa mga master teacher at principal ang tungkuling upuan ang lahat ng
obserbasyon at i-evaluate ang mga isinumiteng portfolio na dagdag pa sa mga orihinal nilang
tungkulin at sariling teaching load.

Walang-saysay

Wala saysay ang RPMS-PPST sa pagsukat sa paggampan ng guro sa kanyang mga tungkulin.
Ang mga hinihiling na ebidensya ng RPMS-PPST ay mga rekord, ulat at dokumentong naipakita
o naisumite na ng guro sa bawat markahan. Sapat nang patunay ang mga ito sa buong taong
pagtatrabaho ng guro at walang katuturuan na muling ipatipon at ipasumite ang mga ito sa
pagtatapos ng taon.

Hindi kayang salaminin at sukatin sa isang bungkos ng dokumento ang mga hirap at
sakripisyong ipinuhunan ng guro upang gampanan ang kanilang mga tungkulin. Hinihiling ng
RPMS-PPST na isadokumento ang bawat gawain na saklaw ng 13 layunin nito ngunit bulag ito
sa napakarami pang gawaing pinapasan ng kaguruan dahil sa kawalan ng kailangang kawani sa
paaralan tulad ng clerk, librarian, custodian, guidance counselor, nars, janitor at iba pa. Hindi rin
nito isinasaalang-alang ang dagdag na gawain at mga kalakip na ulat para sa deworming, feeding
program, 4Ps at iba pa na gawain na ng ibang ahensya.

Lalong walang saysay ang RPMS-PPST sa aspeto ng pagpapahusay ng kalidad ng pagtuturo at

ng edukasyon. Ang mga isinumiteng portfolio ay tumatambak lamang sa mga opisina. Sa halip,
sagabal ang dagdag-trabahong hatid ng RPMS-PPST sa pagpokus ng guro sa kanyang pagtuturo.

Hindi makatarungan

Nagtatakda ang RPMS-PPST ng napakataas na istandard sa kaguruan na hindi nakalapat sa

realidad ng sistema ng edukasyon sa bansa. Hinihiling nito sa guro na ibigay ang de-kalidad na
edukasyon at matugunan ang iba’t ibang pangangailangan ng mag-aaral nang walang
pagsasaalang-alang na bumibilang ng 50 hanggang 60 ang laki ng mga klase. Hinihiling na
gumamit ang guro ng information-communication technology sa pagtuturo samantalang walang
sapat na kagamitan sa mga klasrum. Ipinapapasan nito sa guro ang mga problema at kakulangan
ng sistema ng edukasyon at nilalapatan sila ng istriktong panukat upang pigain ang guro ng
kanilang talino at lakas. Sa gayon, guro din ang sinisisi kung manatiling mababa ang kalidad ng
edukasyon sa bansa.

Sapilitang naipapatupad ang RPMS-PPST sa kaguruan dahil nakatali dito ang mga benepisyong
inaasahan na pangdagdag sa kulang na sweldo. Panakot din ang mga kaso at parusang maaaring
harapin ng sinumang sumuway sa patakaran.

Hindi akma ang RPMS-PPST sa pampublikong guro sa bansa. Nakasunod ito sa balangkas ng
Results-based Management Framework Business Model na ipinanukala ng Asian Development
Bank sa gobyerno ng Pilipinas. Ang RPMS naman ay aktwal na dinebelop at pinondohan sa
pamamagitan Australian Aid. Hinuhulma ng mga dayuhang panukalang ito ang pampublikong
serbisyo sa balangkas ng pribadong negosyo-- pigain sa maksimum ang lakas ng manggagawa sa
minimum na gastos. Kung kaya, gayun na lamang ang walang pakundangang pagkakarga ng
trabaho sa kaguruan nang walang pagsasaalang-alang sa kanilang karapatan at kagalingan.

Ang saysay ng performance evaluation system ay tulungan ang mga guro na mapahusay ang
pagbibigay ng de-kalidad na edukasyon. Malinaw na hindi ito ang nararanasan ng kaguruan sa
ilalim ng RPMS-PPST. Marapat na agaran itong ibasura. Sa halip, dapat buuin ng DepEd ang
isang evaluation system na kasama ang kaguruan upang matiyak na magiging epektibo ito sa
layuning pataasin ang kalidad ng pagtuturo at magiging katanggap-tanggap ito sa kaguruan.
Pansamantala, dapat na gamitin na muna ang dati at mas simpleng sistema ng ebalwasyon na
Performance Appraisal System for Teachers.

Higit dito, dapat pangunahing akuin ng pamahalaan ang responsibilidad sa paghahatid ng de-
kalidad na edukasyon sa pamamagitan ng pagpuno sa mga kakulangan sa bilang ng guro at
kawani, pasilidad at kagamitan, aklat at iba pang materyales. Dapat na palayain ang kaguruan sa
hikahos na kalagayan at kalingain sila sa pamamagitan ng pagbibigay ng makabuluhang dagdag
na sweldo at benepisyo upang mapataas ang kanilang produktibidad sa paghahatid ng de-kalidad
na edukasyon.
Sources: https://www.change.org/p/department-of-education-petisyon-para-ibasura-ang-rpms-
ppst
Mga guro nananawagan sa pagbasura ng gabundok na trabaho mula sa DepEd

April 14, 2019 Fernan Gianan Philippine News, PHILIPPINES

Mga imahe mula sa TeacherPH Facebook account

Sa halip na nag-e-enjoy sa bakasyon, marami pa ring mga guro ang pumapasok sa kanilang mga
paaralan upang tapusin ang gabundok na trabaho na ipinatutupad ng Department of Education
(DepEd).

Ayon sa ulat ng Manila Bulletin, muling nanaghoy ang Alliance of Concerned Teachers (ACT)
dahil sa mga “burdensome, unnecessary, and unjust” na evaluation system sa mga public school
teachers at hinimok na ibasura na ng DedEd ang pagpapatupad ng Results-based Performance
Management System (RPMS) at Philippine Professional Standard for Teachers (PPST).

Imahe mula sa TeacherPH Facebook account

Abril 5 ang simula ng bakasyon sa mga paaralan ngunit napipilitan pa rin ang mga guro na
pumasok dahil sa dami ng trabaho.

“Instead of enjoying the summer vacation, teachers are still reporting to their schools to finish
the unnecessarily heavy paperwork demanded by the RPMS-PPST and to complete their IPCRF
[Individual Performance Commitment and Review Form],” ayon kayACT National Chairperson
Joselyn Martinez.

“We of course will not be compensated for such by DepEd,” dagdag pa nito.

Naniniwala ang ACT na ang summer vacation ay: “only time for rest and reinvigoration as
public school teachers are not entitled to sick and vacation leave credits for the whole school
year, unlike other public and private employees who enjoy these benefits throughout the year.”

“These requirements are ridiculous!” ani Martinez.

“We are essentially being asked to prove that we worked the entire year through various means
of verification identified by the PPST,” dagdag pa nito.

Ayon sa ACT, tinitiyak lamang na nakasusunod ang mga guro sa itinakdang pamantayan na
inirekomenda diumano ng Asian Development Bank.

Kinuwestyon din ACT ang RPMS-PPST framework at tools tulad ng IPCRF upang masukat ang
performance ng mga guro.

“DepEd is trying to veer the blame away from the major reason behind the declining quality of
education in the country, which is no less than the problematic K to 12 program,” ani Martinez.

Source :

Manila Bulletin, Sunstar, DepEd

Sources/ References:

https://www.deped.gov.ph/2018/10/03/rpms-ppst-helping-teachers-improve-delivery-of-quality-
basic-education/

https://www.sunstar.com.ph/article/1766302
https://www.pressreader.com/
https://www.pressreader.com/philippines/sunstar-pampanga/20190627/281719796121840
Source: https://news.mb.com.ph/2019/04/12/teachers-group-laments-heavy-paperwork-imposed-
by-deped/
Source: https://dtu.org.ph/2019/04/08/press-statement/
Source: https://dtu.org.ph/2019/04/08/press-statement/