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Performance
Management
System
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.
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
Results-based Per formance Management System
TA B L E O F
CONTENTS
Introduction 2
3
3 The Portfolio Assessment Process
3.1 What is the Portfolio Assessment Process?
19
20
3.1.1 Pre-Assessment 20
3.1.2 Assessment 24
3.1.2.1 How do you compute the Portfolio Rating? 31
3.1.2.2 How do you assess the Competencies? 39
3.1.3 Post-Assessment 41
4
4 Professional Re ections Through Annotations
4.1 What are annotations?
45
46
4.2 What is the importance of annotations? 47
4.3 What do you annotate? 47
4.4 How do you write annotations? 47
5
5 E ective Coaching and Giving Performance Feedback
5.1 What is coaching?
49
50
5.1.1 What is the di erence between and among coaching, mentoring
and counselling? 50
5.1.2 What is the Coaching Model for DepEd? 51
5.1.3 What are the Four (4) Step Processes of Coaching? 53
5.2 What is Performance Feedback? 57
5.2.1 Why do we give feedback? 59
5.2.2 What is the STAR Feedback Model? 60
5.2.3 What are the bene ts of the STAR Feedback Model? 61
5.2.4 What is the Feedback Process? 65
6
6 Tools within the RPMS Cycle
6.1 Self-Assessment Tools in the RPMS Cycle
67
68
6.1.1 What are the Self-Assessment Tools-RPMS (SAT-RPMS)? 71
6.1.2 What are the parts of the SAT-RPMS? 72
6.1.3 How do you take the SAT-RPMS? 74
6.1.4 What are the uses of the SAT-RPMS? 76
6.2 Classroom Observation Tools in the RPMS Cycle 78
6.2.1 What are the Classroom Observation Tools-RPMS (COT-RPMS)? 81
6.2.2 What are the COT-RPMS Forms? 85
6.2.3 What are the roles and responsibilities of teachers and observers? 92
6.2.4 What are the processes and protocols in Classroom Observation? 93
7
7 Glossary of Terms/Acronyms 97
8
8 Appendices
Appendix A: Professional Standards for Teachers in the Philippines
103
104
Appendix B: RPMS Tool for Teacher I-III (Pro cient Teachers) 135
Appendix C: RPMS Tool for Master Teacher I-IV (Highly Pro cient Teachers) 158
Appendix D.1: Individual Performance Commitment and
Review Form (IPCRF) for Teacher I-III 183
Appendix D.2: Individual Performance Commitment and
Review Form (IPCRF) for Master Teacher I-IV 192
Appendix D.3: IPCRF-Part II: Competencies 199
Appendix D.4: Part IV of the IPCRF: Development Plans 200
Appendix E: Mid-year Review Form 201
Appendix F: Performance Monitoring and Coaching Form (PMCF) 202
Appendix G: Self-Assessment Tool for Teacher I-III (Pro cient Teachers) 203
Appendix H: Self-Assessment Tool for Master
Teacher I-IV (Highly Pro cient Teachers) 207
Appendix I.1: COT-RPMS for Teacher I-III (Pro cient Teachers) 211
Appendix I.2: COT-RPMS Rating Sheet (Teacher I-III) 223
Appendix I.3: Inter-Observer Agreement Form (Teacher I-III) 224
Appendix J.1: COT-RPMS for Master Teacher I-IV (Highly Pro cient Teachers) 225
Appendix J.2: COT-RPMS Rating Sheet (Master Teacher I-IV) 233
Appendix J.3: Inter-Observer Agreement Form (Master Teacher I-IV) 234
Appendix K: COT-RPMS Observation Notes Form 235
Appendix L: Annotation Template 236
9
8 Acknowledgements 237
Re s ul 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
cien r I-
t Tea III
chers
)
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
THE 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
e orts 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 Maria Leonor 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.
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
1
M l
S Too er I-IV
R PM ch
ea
aster T
for M
T1-3
RPMS Tool
for Teacher I-III
(Proficient Teachers)
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
THE RPMS MANUAL
Ratees are the teachers from all career stages, Teacher I-III and Master Teacher
I-IV, who submit their portfolios as evidence of their teaching performance.
Senior High School teachers, including those who are in probationary status,
shall use the tools corresponding to their current rank/position, regardless of
the years in service.
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 speci c objectives
to attain the KRAs. Each tool also presents in detail the various Means of Veri cation
(MOV) that serve as proof of the attainment of speci c objectives alongside performance
indicators, from outstanding to poor performance, to help both Ratees and Raters in the
assessment process.
4
THE RPMS TOOLS FOR TEACHERS
5
THE RPMS MANUAL
1.3.1 Job Summary. This part shows the position and the competency pro le of
the ratee.
1.3.2 Quali cation Standards. This part lists the Civil Service Commission (CSC)
requirements and other preferred requirements for the particular position.
6
THE RPMS TOOLS FOR TEACHERS
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.
1.3.4 Key Result Areas. They refer to the general outputs or outcome–
the mandate or the functions of the o ce and/or the individual
employee. The KRAs are the very reasons why an o ce and/or a job
exists (D.O. No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the Domains of
the PPST – a document that de nes teacher quality in the country.
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.
7
THE RPMS MANUAL
8
THE RPMS TOOLS FOR TEACHERS
1.3.6 Means of Veri cation (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/modi ed daily lesson logs (DLLs);
instructional materials; formative and summative assessment tools;
compilations of student outputs; certi cates 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.
1.3.7 Performance Indicators. This part provides the exact quanti cation
of objectives, which shall serve as the assessment tool that gauges
whether performance is positive or negative (D.O. No. 2 s. 2015).
9
THE RPMS MANUAL
10
THE RPMS TOOLS FOR TEACHERS
CATEGORY DEFINITION
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
E ciency quantity of waste, expense, or unnecessary e ort.
The performance indicators need not have all three (3) categories. Some
performance may only be rated on quality and e ciency, some on quality
and timeliness and others on e ciency only. Figure 1.9 illustrates how the
performance measures are embedded in the performance indicators of the
RPMS Tools.
11
12
THE RPMS MANUAL
Figure 1.9. Performance Indicators of RPMS Tool for Master Teacher I-IV with QET
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
PREPARATION OF
DOCUMENTS AND ORGANIZATION OF TEACHER
RPMS PORTFOLIO
2
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
THE RPMS MANUAL
14
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO
2. Refer to the MOV column for the checklist of the relevant documents needed.
3. Gather documents required by the tool. Label and organize them accordingly.
The MOV collected after Phase 3 on the last week of April, e.g. Brigada
Eskwela documentations, certi cates from seminars/workshops,
may be included in your Portfolio for the next rating period.
15
THE RPMS MANUAL
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.
16
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO
E. Have the photocopied 6. Provide a cover page in your Portfolio indicating the
documents in A4,
following: name of your school, name of Principal/Rater
long bond paper
and current school year. See Figure 2.4 on the next page.
or whatever size
available.
7. Prepare a second copy of your Portfolio for submission to
F. Label properly all the your Rater. A x your signature on top of your name on the
documents for easy cover page of your Portfolio. The Rater will need the original
reference. documents to authenticate the photocopied documents.
Objective 1:
H. Keep your Portfolio MOV1: COT on Solving Two-Step Word Problems
simple yet MOV2: Instructional Materials for Solving Two-Step Word Problems
presentable.
Objective 2:
MOV1: COT in Visualization of Multiplication of Fractions
MOV2: LP in Visualization of Multiplication of Fractions
17
THE RPMS MANUAL
S.Y. 2016-2017
18
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
THE PORTFOLIO
ASSESSMENT
PROCESS
3
RPM
for T S Tool
(Pro each
cien er I-III
t Tea
cher
s)
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
THE RPMS MANUAL
3.1.1 Pre-Assessment
Step 1: Review the Philippine
Professional Standards for
Teachers.
Familiarize yourself 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 ve KRAs in the RPMS Figure 3.1. A Rater reading the Philippine
Tools for Teachers. Professional Standards for Teachers (PPST)
20
Portfolio Assessment Process
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
(Pro cient Teachers) 2 - Unsatisfactory Evaluation
• RPMS Tool for Master 1- Poor (Documents/
Teacher I-IV (Highly Forms: Teacher (Documents/
Pro cient 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.
21
THE PORTFOLIO ASSESSMENT PROCESS
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). Teachers
need to be clear about the various elements and the language of the tool, so you can
guide them in understanding the following elements:
• objectives to be met per KRA;
• speci c performance rating from Outstanding to Poor performance;
• performance indicators per level; and
• MOV to prove the level of performance
22
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
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
23
THE PORTFOLIO ASSESSMENT PROCESS
THE RPMS MANUAL
3.1.2 Assessment
24
THE PORTFOLIO ASSESSMENT PROCESS
Embedded in the performance indicators of the RPMS Tools for Teachers are
relevant dimensions of performance measures required by the D.O. No. 2, s. 2015.
Figure 3.6 shows the de nition of these performance measures, namely, quality/
e ectiveness, e ciency and timeliness.
Performance Measures
CATEGORY DEFINITION
The extent to which time or resources is used for the intended task or
purpose. Measures whether targets are accomplished with a minimum
E ciency amount of quantity of waste, expense, or unnecessary e ort.
25
26
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 OUT DURING PLANNING TO BE FILLED DURING EVALUATION
THE RPMS MANUAL
Figure 3.8. 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
DLL, a set of instructional material used, performance tasks/test materials and results of
assessment. She also got a rating of 5 for E ciency having submitted the required number of
MOV. The computation is shown below:
Figure 3.9 Sample computation of Teacher Grace’s rating based on the submitted MOV
27
THE RPMS MANUAL
Teacher Adelyn gets an average rating of 3.000 (Satisfactory) for KRA 4 Objective 11.
Why?
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 formative assessment tool with Not valid because it
• Formative/summative TOS and frequency of errors lacked a list of identi ed
assessment tools with TOS least mastered skills
and frequency of errors with • A class record Valid
identi ed least mastered
skills • A DLL showing index of mastery Valid
• Class records/grading
sheets
• Lesson plans/modi ed DLLs
showing index of mastery
• Others (Please specify and
provide annotations)
Figure 3.10. 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 E ciency. 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:
Figure 3.11. Sample computation of Teacher Adelyn’s rating based on the submitted MOV
28
THE PORTFOLIO ASSESSMENT PROCESS
• 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
(Highly Pro cient Teachers)
COT Rating Sheet 1 7 5
29
THE RPMS MANUAL
To help the Ratees enrich their Portfolios, provide reasons for your rating and
suggest strategies in improving the quality of the Portfolios.
A sample feedback on a Teacher Portfolio appears below.
30
THE PORTFOLIO ASSESSMENT PROCESS
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.
31
THE RPMS MANUAL
32
THE PORTFOLIO ASSESSMENT PROCESS
Figure 3.23. Sample Computation Table with Final Rating and its Equivalent.
You may use the suggested summary sheet below in the computation of
the numerical rating of your RPMS Portfolio. See Figure 3.24 below.
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 OUT DURING PLANNING TO BE FILLED DURING EVALUATION
THE RPMS MANUAL
Figure 3.26. Sample accomplished IPCRF with overall rating for accomplishments
35
THE PORTFOLIO ASSESSMENT PROCESS
THE RPMS MANUAL
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 October
or 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 nal 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 3.28 on page 38 for the suggested Mid-year Review
Form (MRF). You may write appropriate feedback/reflection notes to
give reasons for your initial ratings.
36
PERFORMANCE MONITORING AND COACHING FORM
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 identi ed 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.
37
THE PORTFOLIO ASSESSMENT PROCESS
38
Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position: Name of Rater:
Bureau/Center/Service/Division: Position:
Date of Review:
THE RPMS MANUAL
Rating Period:
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
Scale De nition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
See Figure 3.30 for the sample assessment of the core behavioral
competencies.
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.
39
40
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. Understands personal actions and behavior that are clear 2. Promotes collaboration and removes barrier to teamwork and goal
and 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.
THE RPMS MANUAL
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 chants, 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. Demonstrate the values and behavior enshrined in the Norms and 1. Can explain and articulate organizational directions, issues and
Conduct and Ethical Standards for Public O cials and Employees (RA problems.
6713). 2. Takes personal responsibility for dealing with and/or correcting
2. Practice 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 o ce vision, mission, mandates and
4. Makes personal sacri ces to meet the organization’s needs. strategies based on DepEd strategies and directions.
5. Act 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 simpli ed procedures that will further enhance service delivery.
e ectiveness.
Results Focus Innovation
1. Achieves results with optimal use of time and resources most of 1. Examines the root cause of problems and suggests e ective
the time. solutions. Foster new ideas, processes and suggests better ways to
2. Avoids rework, mistakes and wastage through e ective work do things (cost and/or operational
methods by placing organizational needs before personal needs. e ciency).
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 ine ciency. 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 speci c 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 e ciently, or improving quality, customer minimal resources.
satisfaction, morale, without setting any speci c goal.
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 re ect 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.
As indicated in D.O. No. 2, s. 2015, 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.
41
42
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Action Plan
(Recommended Resources
Strengths Development Needs Timeline
THE RPMS MANUAL
Developmental Needed
Intervention)
A. Teaching Competencies (PPST)
Objective 3, KRA 1 Objective 3, KRA 1 Applying new learning Learning and
To apply a range of teaching To apply a range of teaching from attending courses/ Development
strategies to develop critical strategies to develop critical seminars/workshops/
and creative thinking, as well and creative thinking, as Learning Action Cells Team
as other higher-order thinking well as other higher-order (LAC)/ E-learning
skills. thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old
practice School Heads /
Master
Coaching and mentoring Teachers
Local Funds
B. Core Behavioral Competencies (DepEd)
• Professionalism and Ethics Innovation particularly on • Coaching • Regular HRTD Funds
• Teamwork conceptualizing “Out of the • Incorporating in coaching
• Service Orientation Box” ideas/approach the next in-service • In-
• Results Focus training (INSET) service
the training on training in
conceptualization April and
of innovative and May
ingenious methods
and solutions
The Rater and the Ratee and the Human Resource (HR) shall also ensure
that the action plans and interventions for employee development 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
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%
43
THE RPMS MANUAL
44
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
ANNOTATIONS
4
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
THE RPMS MANUAL
ake
s m
way e
I al , th
CBI, I plan
w s
follo less
on
ten
t
n I the c on
Whe t i n o f s is
tha n
u re e gr atio c t area n
s int bje t a
s on o s s su e tha
fo c u ac r t i m
and any ill
y w
wi t
hin a t at
s , the
h as
o t y cl
r. S s m
clea v i si t
rver is.
obse f th
e n ce o
evid
see was to
e a n t to do lly
at I m eci ca
l e s s on, wh s p o r ts, sp
In thi
s e of en t
owledg o curr
r p o r ate kn l i n k this t n e
inc o , and lippi
b a l l / soccer h o w t he Phi o od
foot about p a g
i n s ports p u t ting u in
news s bee n teams
a l l t eam ha e x p e r ienced e d
footb the mo
re
a. I n
otic
ainst d Kore
ght ag s Jap a n a n
f t eh
i a , such a w e r e fans o their
A s udent s se of
o m e s t m a k e u
that s am. I
can lesson
.
Figure 4.1. i l i p p ine Te t h e m in the r sports
Ph e ngage n d othe
Sample Annotations st t o cor e s a
intere game s ation
of
u s s i ng the o o d applic sons
Dis c
c a n be a g
p l a n my l se
tic s If I ath
statis cepts. with M
e M a th con o n , along ties.
simp l
s i n tegrat
i
t h e acti i v
valu e ed i n
well, includ
. E . , can be
and P
46
PROFESSIONAL REFLECTIONS THROUGH ANNOTATIONS
47
48
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 speci cally 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/modi ed DLLs developed attention to the sports news
teaching highlighting integration of content about how the Philippine team
areas knowledge within and across subject had been putting up a good
areas ght against more experienced
Instructional materials highlighting teams in Asia, such as Japan
mastery of content and its integration and Korea. To apply Math
in other subject areas concepts, I led the class in
Performance tasks/test material(s) discussing the game scores
highlighting integration of content and other sports statistics. My
knowledge within and across subject students were engaged. I was
areas able to deliver my lesson in
Others (Please specify and provide Math with an interesting focus
annnotations) on sports.
Figure 4.2. Sample Annotation Template for Teacher I-III (Pro cient Teachers)
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
EFFECTIVE COACHING
& PERFORMANCE FEEDBACK
5
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
THE RPMS MANUAL
How do
you feel I feel that
I need to
about your
improve
progress on...
so far?
Figure 5.1. The coach and the teacher discuss on issues and how they can be addressed.
50
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
Coach
for Maximum
Performance
Coach
for Work
Improvement
Coach
to Strengthen
Skills,
Competencies
Application and Behavior
Opportunities
Figure 5.2. Coaching Model for DepEd
51
THE RPMS MANUAL
Causes Description
Personal Problems
52
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
53
THE RPMS MANUAL
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 speci c date.
• Thank him or her and express con dence that he or she can do it.
Assure him or her of your support.
• Shake hands and smile, while maintaining eye contact.
54
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
Why follow-up?
• It provides opportunities to remind employees about goals and the
importance of these goals.
• Periodic checks give you a chance to o er positive feedback about the good
things that employees 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 signi cant incidents through the use of the
Performance Monitoring and Coaching Form (PMCF) shown in Figure 3.27 on page
37 of this Manual.
Telling Exploring
Directing Facilitating
Authority Partnership
• a one-time process
• fault- nding and does not put the employee down
• giving advice and does not involve the coach sharing his or her
personal experience or opinions/beliefs
55
THE RPMS MANUAL
Mutual Trust
• Develop mutual trust by demonstrating concern for the Coachee’s
well-being and success. Showing empathy, genuine interest,
consultation, providing opportunities for the Coachee to move ahead are
demonstrations of concern.
• Experience in the matter at hand. Trust can be gained when the coach 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 Coachee’s desire for con dentiality
56
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
57
THE RPMS MANUAL
58
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
Type 1: Reinforce
This type of feedback identi es job-related behavior and performance
that contribute to individual, group and organizational goals. This
encourages the employee to repeat and develop them.
Type 2: Redirect
This type of feedback identi es job related behavior and performance
that do not contribute to individual, group and organizational goals and
helps the employee develop alternative strategies.
59
THE RPMS MANUAL
A – Action
• Speci c response of sta to the situation or task
• What sta said or did
• Can be multiple actions
• Can also be non-action
R – Result
• What happened due to the sta ’s action
• Can be e ective or ine ective
• Can be concrete (e.g., report, written feedback from
client, extended processing time, etc.)
• Can be less tangible (e.g., low morale,
misunderstanding, etc.)
60
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
STAR - AR
Alternative Action
What could be done better or di erently next time?
Alternative Result
What could be the probable result or impact of the
alternative action?
61
THE 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
62
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
63
THE RPMS MANUAL
facts
PRINCIPAL
64
EFFECTIVE COACHING AND GIVING PERFORMANCE 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
65
THE RPMS MANUAL
66
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
TOOLS WITHIN
THE RPMS CYCLE
- COT T1-3
SAT
RPMS
TOOLS
RPMS
M
ol
S To I
RPMacher I-hIIers)
e
for T ient Tea
(Pro
fic
I-IV
6
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
THE RPMS MANUAL
68
TOOLS WITHIN THE RPMS CYCLE
I PERFORMANCE PLANNING
AND COMMITMENT
re niz S, P
ex iz r
T
e n an pa
pa ati ort
a
th rg re
ra on foli
before the opening of
RP
e
y
for d O io P
tc
tio
M
l
classes
yc
tc
an tfol
n
Output : Development Plans based
ex
th
o
for
TA
TA
D
L&
onal Standa
L&
s i rd
D
s
fe
II
PERFORMANCE PERFORMANCE
IV REWARDING AND
sf MONITORING AND
ro
DEVELOPMENT COACHING
Philippine P
or
PLANNING Teachers Activity : Mid-year Review and
Activity : Ways Forward Development
Planning
Teacher Assessment
Tool(s)/ : RPMS Tools + IPCRF + SAT +
Quality
Tool(s)/ : IPCRF-Development Plans Form(s) IPCRF-Development Plans
Form(s) using Performance Monitoring
Timeline : April, 1st Friday & Coaching Form (PMCF)
Output : Reward, Recognition, Timeline : Oct - Nov, End of 1st Semester
IPCRF-DP Output : Agreements based on IPCRF,
IPCRF-Development Plans &
L&
Portfolio
&D
D
L
TA
TA
To
)
ols
DP
F-
e I DP
/F nd li
III
CR
o
as RF-
V
Po
rm O o
IP
a tfo
PERFORMANCE REVIEW
F,
s: r
CR
Ph, IPC
r
C
AND EVALUATION
IP
,
O
g T-R
F
io l
CR tfo Pr ani PMS
o : Por
, IP for Activity : Year-End Review & ep za , P
liols
(To tfo n Assessment, Evaluation of ar tio ortf
or atio at n olio
: P Portfolio & Computation of ion
ols ar
To rep Final Rating
Tool(s)/ : RPMS Tools + IPCRF + SAT +
P
Form(s) IPCRF-Development Plans
using Performance Monitoring
& Coaching Form (PMCF)
Timeline : April 1st week - A week after
graduation
Output : IPCRF w/ Computed Final
Rating
Legend:
69
THE RPMS MANUAL
I PERFORMANCE PLANNING
AND COMMITMENT
re niz S, P
ex iz r
e n an pa
T
cl
pa ati ort
Timeline : May - last week, a week
a
th rg re
ra on folio
-R
e
y
tc
PM
tio
l
yc
classes
an tfoli
tc
n
Output : Development Plans based
ex
en
r
th
for
TA
TA
D
L&
onal Standa
L&
s i rd
D
s
fe
II
PERFORMANCE PERFORMANCE
IV REWARDING AND
sf
MONITORING AND
ro
DEVELOPMENT COACHING
Philippine P
PLANNING or
Teachers Activity : Mid-year Review and
Activity : Ways Forward Development
Planning
Teacher Assessment
Tool(s)/ : RPMS Tools + IPCRF + SAT +
Tool(s)/
Form(s)
: IPCRF-Development Plans
Portfolio
&D
D
L
TA
TA
P
IV F-D
To
)
DP
ols
s e CR
F-
III
/F d i o
CR
a IP
Po
IP
an tfo
PERFORMANCE REVIEW
Ph CRF,
rm Or
F,
CR
r
s:
AND EVALUATION
o IP
IP
,
g OT
o,
lio
l
i
tfo ol Pr ani -RPM
r
f :P
o r
ortf Activity : Year-End Review & ep za S,
l s P n
Assessment, Evaluation of
o ar tio Por
s: io (To
m at at n tfo
Portfolio & Computation of
r
Fo ar ion lio
ls/ p
Too Pre Final Rating
Tool(s)/ : RPMS Tools + IPCRF + SAT +
Form(s) IPCRF-Development Plans
using Performance Monitoring
& Coaching Form (PMCF)
Timeline : April 1st week - A week after
graduation
Output : IPCRF w/ Computed Final
Rating
Legend:
70
TOOLS WITHIN THE RPMS CYCLE
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 on and on what areas where they need coaching and mentoring.
71
THE RPMS MANUAL
72
TOOLS WITHIN THE RPMS CYCLE
Figure 6.6. Part II: Performance Indicators of SAT-RPMS for Teacher I-III
73
THE RPMS MANUAL
74
TOOLS WITHIN THE RPMS CYCLE
Figure 6.8. Screenshot of the box on the bottom of the SAT-RPMS Page
Figure 6.9
A graphical representation of a teacher (Ratee) and a principal (Rater) discussing
the Development Plan based on the teachers’ SAT-RPMS results
75
THE RPMS MANUAL
76
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Action Plan
(Recommended Resources
Strengths Development Needs Timeline Needed
Developmental
Intervention)
A. Teaching Competencies (PPST)
Objective 3, KRA 1 Objective 3, KRA 1 Applying new learning Learning and
To apply a range of teaching To apply a range of teaching from attending courses/ Development
strategies to develop critical strategies to develop critical seminars/workshops/
and creative thinking, as well and creative thinking, as Learning Action Cells Team
as other higher-order thinking well as other higher-order (LAC)/ E-learning
skills thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old
practice School Heads /
Master
Coaching and mentoring Teachers
Local Funds
B. Core Behavioral Competencies (DepEd)
• Professionalism and Ethics Innovation particularly on • Coaching • Regular HRTD Funds
• Teamwork conceptualizing “Out of the • Incorporating in coaching
• Service Orientation Box” ideas/approach the next in-service • In-
• Results Focus training (INSET) service
the training on training in
conceptualization April and
of innovative and May
ingenious methods
and solutions
77
TOOLS WITHIN THE RPMS CYCLE
THE RPMS MANUAL
Figure 6.11. Classroom Observation Tools and Forms in the RPMS Cycle
78
TOOLS WITHIN THE RPMS CYCLE
Figure 6.12. Classroom Observation Tools and Forms in the RPMS Cycle
79
THE RPMS MANUAL
I PERFORMANCE PLANNING
AND COMMITMENT
re niz S, P
ex iz r
T
e n an pa
pa ati ort
a
th rg re
ra on foli
before the opening of
RP
e
y
for d O io P
tc
tio
M
l
classes
yc
tc
an tfol
n
Output : Development Plans based
ex
th
o
for
TA
TA
D
L&
al Stand
sion
L&
ard
D
s
fe
II
PERFORMANCE PERFORMANCE
IV REWARDING AND
sf
MONITORING AND
ro
DEVELOPMENT COACHING
Philippine P
or
PLANNING
Teachers
Activity : Mid-year Review and
Activity : Ways Forward Development
Planning
Teacher Assessment
Tool(s)/ : RPMS Tools + IPCRF + SAT +
Quality
Tool(s)/ : IPCRF-Development Plans Form(s) IPCRF-Development Plans
Form(s) using Performance Monitoring
Timeline : April, 1st Friday & Coaching Form (PMCF)
Output : Reward, Recognition, Timeline : Oct - Nov, End of 1st Semester
IPCRF-DP Output : Agreements based on IPCRF,
IPCRF-Development Plans &
L&
Portfolio
&D
D
L
TA
TA
To
)
ols
DP
F-
e I DP
/F nd li
III
CR
o
as RF-
V
Po
rm O o
IP
a tfo
PERFORMANCE REVIEW
F,
s: r
CR
Ph, IPC
r
C
AND EVALUATION
IP
,
O
g T-R
F
lio
CR
tfo Pr ani PMS
,
lio f
IP or :P
or
Activity : Year-End Review & ep za , P
ols
tfo on r i (To Assessment, Evaluation of ar tio ortf
at n olio
Po t
ls: ara Portfolio & Computation of ion
Final Rating
o
To ep
Pr Tool(s)/ : RPMS Tools + IPCRF + SAT +
Form(s) IPCRF-Development Plans
using Performance Monitoring
& Coaching Form (PMCF)
Timeline : April 1st week - A week after
graduation
Output : IPCRF w/ Computed Final
Rating
Legend:
80
TOOLS WITHIN THE RPMS CYCLE
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 6.15 and 6.16 for the mapped RPMS objectives and the
COT indicators.
81
82
RPMS COT
Objective Objectives Indicator Indicators
Number Number
Applied knowledge of content within and across Applies knowledge of content within and across
THE RPMS MANUAL
Figure 6.15. Mapped RPMS Objectives and COT Indicator for Teacher I-III
RPMS COT
Objective Objectives Indicator Indicators
Number Number
Modeled e ective applications of content Applies knowledge of content within and across
1 knowledge within and across curriculum teaching 1 curriculum teaching areas
areas.
Developed and applied e ective teaching Applies 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 Manages classroom structure to engage learners,
e ective 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 e ective and constructive behavior Manages 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 e ective strategies in the Plans, manages and implements 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 6.16. Mapped RPMS Objectives and COT Indicator for Master Teacher I-IV
83
TOOLS WITHIN THE RPMS CYCLE
THE RPMS MANUAL
The check mark in the table below signi es that the indicator has to be shown in
the observation period.
84
TOOLS WITHIN THE RPMS CYCLE
For Highly Pro cient level, all indicators are expected to be ob-
served per observation period.
85
THE 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.
86
TOOLS WITHIN THE RPMS CYCLE
87
THE RPMS MANUAL
88
TOOLS WITHIN THE RPMS CYCLE
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.
89
THE RPMS MANUAL
Note:
• If possible, a subject expert is expected to rate Indicator 1 (Applies 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.
90
TOOLS WITHIN THE RPMS CYCLE
Observer(s) use(s) this form. It serves as the final rating form used during the
Inter-Observer Agreement Exercise.
To arrive at an agreed rating, each observer discusses and justifies the
rating(s) given to the observed teacher. The agreed 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 Principal, his or her rating is the
final rating.
Note:
• 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.
91
THE RPMS MANUAL
92
TOOLS WITHIN THE RPMS CYCLE
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 availabilty 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/DLP/DLL.
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.
93
THE 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 speci ed 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 di erent ratings,
the observers must resolve the
di erences and assign an agreed
rating. The agreed rating is not an
average; it is a nal rating based
on reasoned and consensual
judgment.
4. Meets with the teacher to discuss
the results of the observation.
94
TOOLS WITHIN THE RPMS CYCLE
In case of multiple
observers:
• Discuss the rating INTER-OBSERVER
with the fellow AGREEMENT
observers
FORM
• Decide on the nal
rating
95
THE RPMS MANUAL
96
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
GLOSSARY OF TERMS
/ ACRONYMS
7
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
THE RPMS MANUAL
98
GLOSSARY OF TERMS/ACRONYMS
99
THE RPMS MANUAL
100
GLOSSARY OF TERMS/ACRONYMS
ACRONYMS
COT Classroom Observation Tools
DLL Daily Lesson Log
IM Instructional Materials
IPCRF Individual Performance Commitment and Review Form
IPPD Individual Plan for Professional Development
KRA Key Result Areas
L&D Learning and Development
MOV Means of Veri cation
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
101
THE RPMS MANUAL
102
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
APPENDICES
8
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
104
THE RPMS MANUAL
h e r ess a ta ar s r eachers 1
CONTENTS
a e te ts
tr ct
e teachers
r ess a sta ar s r teachers
eacher a t the h es
areer ta es
h e r ess a ta ar s r eachers
ssar er s
e ere ces
c e e e ts
h e r ess a ta ar s r eachers i
105
APPENDICES
106
INTRODUCTION
Role of teachers
ea t the at ‡ ˆe ‰ˆ Šr er ‹ ‚ Œ • s‚ Œ€‚
he • t e r ‚ ‚ “ŒŒ€ Œ has cha e the a sca e teacher a t re re e ts the h es‚ he re r r cess arra ts
a e ae ts rt e c s teacher a t – h h a t teachers h are r er e e a re are t ass e the r es a ct s a •
t teacher‚
h e r ess a ta ar s r eachers ii
he Philippine Professional Standards for Teachers h ch s t c e e ts the re r t at es teacher a t r re ser ce
e cat t ser ce tra t art c ates hat c st t tes teacher a t the t €e r thr h e e e a s tra s a cat rs
that r e eas res r ess a ear c ete t ract ce a e ect e e a e e t h s set sta ar s a es e• c t hat teachers sh
ea et a a e t ach e e c ete ce r e st e t ear tc es a e e t a a t e cat t s e teach
h s h es ear er ce tere ess e ear a c s t ‚ c s e ess a thers he Philippine Professional Standards for Teachers
there re ec es a c state e t r ess a acc ta t that ca he teachers re ect a assess the r ract ces as the as re r
ers a r th a r ess a e e e t
he Philippine Professional Standards for Teachers e es teacher a t the h es he sta ar s escr e the e• ectat s teachers’
creas e es e e ract ce a r ess a e a e e t ƒt the sa e t e the sta ar s a r teachers’ r ersta a e
th creas s h st cat acr ss a r a er a re c e• ra e teach ‚ ear s t at s
st
he escr es the rea th „ a s that are re re teachers t e e ect e the ce t r the h es … a t teachers
the h es†
rec ‡e the rta ce aster c te t e ea ts terc ecte ess th a acr ss c rr c areas c e th a s a
cr t ca ersta the a cat the r es a r c es teach a ear he a e e e ta a r r ate a ea
e a r e c te t e e a c rre t research he s a r ce c ˆ ther e ‰ a sh t ac tate the
teach a ear r cess as e as e•h t the ee e s s the se c cat strate es teach strate es a tech es t
r te h h a t ear tc es
r e ear e r e ts that are sa e sec re a r a s rt e r er t r te ear er res s t a ach e e e t he create a
e r e t that s ear c se a the e c e t a a e ear er eha r h s ca a rt a s aces he t ‡e a ra e res rces
a r e te ect a cha e a st at act t es t e c ra e c str ct e c assr teract s eare t ar s the atta e t
h h sta ar s ear
esta sh ear e r e ts that are res s e t ear er ers t he res ect ear ers’ erse character st cs a e• er e ces as ts t
the a a es ear rt t es he e c ra e the ce e rat ers t the c assr a the ee r teach ract ces
that are ere t ate t e c ra e a ear ers t e s ccess c t ‡e s a cha ca a a e r e t
107
APPENDICES
teract th the at a a ca c rr c re re e ts he tra s ate c rr c c te t t ear act t es that are re e a t t ear ers
108
a ase the r c es e ect e teach a ear he a the r r ess a e e t a a es a r
c a rat th c ea es e str ct re a se e ce ess s that are c te t a re e a t res s e t ear ers’ ee s a c r rate a
ra e teach a ear res rces he c cate ear ast s rt ear er art c at ersta a ach e e e t
a a ar et assess e t t s a strate es t r e a at c e t a re rt ear ers’ ee s r ress a ach e e e t
he se assess e t ata a ar et a st r a e ha ce the teach a ear r cess a r ra s he r e ear ers th
the ecessar ee ac a t ear tc es that r s the re rt c c e a e a es teachers t se ect r a e a se s assess e t
THE RPMS MANUAL
r cesses
esta sh sch c t art ersh s a e at e r ch the ear e r e t as e as the c t ’s e a e e t the e cat e
r cess he e t a res t rt t es that teach a ear the c assr t the e er e ces terests a as rat s
the er sch c t a ther e sta eh ers he ersta a the r at s h r ess a eth cs acc ta t
a tra s are c t r te r ess a a har s re at sh s th ear ers are ts sch s a the er c t
a e ers a r th a r ess a e e e t a e h t h h ers a re ar r the r ess a ta a t es that h the
t teach s ch as car att t e res ect a te r t he a e ers a a r ess a re ect a ear t r e the r
ract ce he ass e res s t r ers a r th a r ess a e e e t r e ear
h e r ess a ta ar s r eachers iv
†a r ear e r e t
…a a e e t c assr str ct re a act t es
‚ rt r ear er art c at
ƒ r t r s e ear
„ …a a e e t ear er eha r
h e r ess a ta ar s r eachers v
109
APPENDICES
a e e t are ts a the er sch c t the e cat e r cess
110
r ess a eth cs
ch c es a r ce res
r ess a s th c ea es
‚ r ess a re ect a ear t r e ract ce
ƒ r ess a e e e t as
Career stages
arr Sta r nnn ars ha e a e the a cat s rec e r e tr t the teach r ess he ha e a str
ersta the s ‹ectsŒareas h ch the are tra e ter s c te t e ea e a he ssess the re s te e e s sa
a es that s rt the teach a ear r cess he a a e ear r ra s a ha e strate es that r te ear ase the ear
ee s the r st e ts he see a ce r e er e ce c ea es t c s ate the r teach ract ce
arr Sta r rnt ars are r ess a e e e t the a cat s s ta t the teach a ear r cess he
r e c se teach r ra s that eet c rr c a assess e t re re e ts he s a s s a e e t a a a ear
h e r ess a ta ar s r eachers vi
r ra s he act e e a e c a rat e ear th the r ess a c t a ther sta eh ers r t a r th a a a ce e t he
are re ect e ract t ers h c t a c s ate the e e s sa ract ces areer ta e teachers
arr Sta r rnt ars c s ste t s a ah h e e er r a ce the r teach ract ce he a est a e th
a s h st cate ersta the teach a ear r cess he ha e h h e cat c se s t at c t are re a e t r e
s a t e rt t es a e r e er e ce areer ta e eachers r c a rat e th c ea es a r e the s rt a
e t r t e ha ce the r ear a ract ce he c t a see t e e the r r ess a e ea ract ce re ect the r
ee s a th se the r c ea es a st e ts
arr Sta r stnsd ars e the h hest sta ar r teach r e a est ract ces he e h t e ce t a
ca ac t t r e the r teach ract ce a that thers he are rec e as ea ers e cat c tr t rs t the r ess a t at rs
c a rat s a art ersh s he create e act the es c ea es st e ts a thers he c s ste t see r ess a
a a ce e t a re e a ce rs t teach a t a e ce e ce he e h t c t e tt s re the e cat c t a sta eh ers r
the r e e t e cat r s the h es
111
APPENDICES
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
112
CAREER STAGES
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
e eachers ha e a e the r c e t eachers are r ess a ‚ h r c e t eachers c s ste t ƒ st she eachers e the
a cat s rec e r e tr t e e e t the a cat s s s a ah h e e er r a ce h hest sta ar r teach r e
THE RPMS MANUAL
the teach r ess ta t the teach a ear the r teach ract ce a est ract ces
r cess
he ha e a str ersta he a est a e th a he e h t e ce t a ca ac t t
the s €ects•areas h ch the are he r e c se teach s h st cate ersta the r e the r teach ract ce a
tra e ter s c te t e e r ra s that eet c rr c a teach a ear r cess that thers
a e a assess e t re re e ts
he ha e h h e cat c se he are rec e as ea ers
he ssess the re s te e e he s a s s a s t at c t are re a e t e cat c tr t rs t the r ess
s sa a es that s rt the e e t a a a ear r e s a t e a t at rs c a rat s a
teach a ear r cess r ra s rt t es a e r e er e ce art ersh s
h e r ess a ta ar s r eachers 1
DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
h e r ess a ta ar s r eachers 2
113
APPENDICES
tra e strate e e se a ra e teach a ate th c ea es e ac rehe s e
114
trate es r r t terac teach strate es that strate es that e ha ce ear er the e ect e ess teach se ect e ect e teach
a erac r te terac a erac ach e e e t terac a strate es that r te ear er strate es that r te
s s erac s s ach e e e t terac a ear er ach e e e t terac
erac a erac
tra teach strate es a ra e teach e e a a €ea c ea es
trate es r e e cr t ca that e e cr t ca a strate es t e e cr t ca e ect e teach strate es t re e a
a creat e th as e as creat e th a r ther a creat e th as e as r te cr t ca a creat e e• a the r ra e
THE RPMS MANUAL
h e r ess a ta ar s r eachers 3
Domain 2. Learning Environment
a h h hts the r e teachers t r e ear e r e ts that are sa e sec re a r a s rt e r er t r te ear er res s† t a
ach e e e t h s a ce ters creat a e r e t that s ear c se a h ch teachers e c e t a a e ear er †eha r h s ca a rt a
s aces t h h hts the ee r teachers t t e a ra e res rces a r e te ect a cha e a st at act t es t e c ra e c str ct e
c assr teract s eare t ar s the atta e t h h sta ar s ear
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
h e r ess a ta ar s r eachers 4
115
APPENDICES
tra €ƒ €ƒ e strate € ƒ € a ta s rt e €ƒ‚† r th c ea es t € ƒ ƒ ac tate r cesses t
116
rt r ear er art c at ersta s rt e ear e r e ts that share s ccess strate es that re e the e ect e ess the
ear e r e ts that rt re a s re ear ers t s sta s rt e ear sch ’s ear e r e t
rt re a s re ear er art c ate c erate a e r e ts that rt re a t rt re a s re ear er
art c at c a rate c t e s re ear ers t art c ate art c at
ear c erate a c a rate
c t e ear
h e r ess a ta ar s r eachers 5
Domain 3. Diversity of Learners
a e has es the ce tra r e teachers esta sh ear e r e ts that are res s e t ear er ers t h s a ersc res the
rta ce teachers’ e ea ersta as e as res ect r ear ers’ erse character st cs a e€ er e ces as ts t the a a es
ear rt t es •t e c ra es the ce e rat ers t c assr s a the ee r teach ract ces that are ere t ate t e c ra e a ear ers t e
s ccess c t e s a cha ca a a e r e t
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
h e r ess a ta ar s r eachers 6
117
APPENDICES
tra e strate a a e er teach a ate th c ea es e a ra e h h
118
ear ers c t ersta the s ec a strate es that are res s et teach strate es that are e e s s res s e t the
c rc sta ces e cat a ee s ear ers the s ec a e cat a ee s res s e t the s ec a s ec a e cat a ee s
c t c rc sta ces ear ers c t e cat a ee s ear ers ear ers c t
c e ra h c s at c rc sta ces c c t c rc sta ces c rc sta ces c
chr c ess s ace e t e ra h c s at chr c c e ra h c s at e ra h c s at chr c
e t ar e c ct r a ess s ace e t e t chr c ess s ace e t ess s ace e t e t
resett e e t r sasters ch ar e c ct r a e t ar e c ct r a ar e c ct r a
THE RPMS MANUAL
h e r ess a ta ar s r eachers 7
Domain 4. Curriculum and Planning
a a resses teachers’ e e a teract th the at a a ca c rr c re• re e ts €h s a e c asses the r a t t tra s ate
c rr c c te t t ear act t es that are re e a t t ear ers a ase the r c es e ect e teach a ear ‚t eƒ ects teachers t a the r
r ess a e et a a es a r c a rat th c ea es e „str ct re a se• e ce ess s €hese ess se• e ces a ass c ate
ear r ra s sh e c teƒt a re e a t res s e t ear ers’ ee s a c r rate a ra e teach a ear res rces €he a eƒ ects teachers
t c cate ear ast s rt ear er art c at ersta a ach e e e t
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
h e r ess a ta ar s r €eachers 8
119
APPENDICES
tra e strate e e a ta e e t † r c a rat e th r e a ce the
120
…e e a ce a res s e ess the e e tat ear r ra s that e s re c ea es t e a ate the es a e e tat
ear r ra s re e a t a res s e re e a ce a res s e ess es ear r ra s re e a t a res s e
ear r ra s t the ee s a ear ers that e e the e ea ear r ra s that
s s ear ers at ere t e e the e ea
a t e es s s ear ers at ere t
a t e es
tra ee a ce c cer art c ate c e a …e e th c ea es ea c ea es
THE RPMS MANUAL
h e r ess a ta ar s r €eachers 9
Domain 5. Assessment and Reporting
a ˆ re ates t r cesses ass c ate th a ar et assess e t t s a strate es se teachers t r e a at c e t a re rt
ear ers’ ee s r ress a ach e e e t h s a c cer s the se assess e t ata a ar et a st r a e ha ce the teach a ear
r cess a r ra s •t c cer s teachers r ear ers th the ecessar ee ac a t ear tc es h s ee ac r s the re rt c cea
e a es teachers t se ect r a e a se s assess e t r cesses
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
h e r ess a ta ar s r eachers 10
121
APPENDICES
tra ˆ ˆ e strate e e ˆ ƒse strate es r ˆ ƒse e ect e strate es r ˆ … €h t e€e ar s s
122
Šee ac t r e ear r t e acc rate r t e acc rate a r t e acc rate a a ea t at es t s rt
a c str ct e ee ac t c str ct e ee ac t c str ct e ee ac t c ea es a
r e ear er er r a ce r e ear er er r a ce e c ra e ear ers t re ect strate es that e ect e
a r e the r ear r e t e acc rate a
c str ct e ee ac t
ear ers t r e ear
ach e e e t
THE RPMS MANUAL
h e r ess a ta ar s r eachers 11
Domain 6. Community Linkages and Professional Engagement
a Œ a r s the r e teachers esta sh sch c t art ersh s a e at e r ch the ear e r e t as e as the c t ’s
e a e e t the e cat e r cess h s a e€ ects teachers t e t a res t rt t es that teach a ear the c assr t the
e€ er e ces terests a as rat s the er sch c t a ther e sta eh ers •t c cer s the rta ce teachers’ ersta a
the r at s h r ess a eth cs acc ta t a tra s are c t r te r ess a a har s re at sh s th ear ers are ts sch s
a the er c t
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
h e r ess a ta ar s r eachers 12
123
APPENDICES
tra Œ… Œ… e strate e e Œ… th a Œ… €h t c t e tt Œ … … a ate e€ st sch
124
ch c es a r ce res a ersta sch e e t sch c es a a s rt teachers the c es a r ce res t
c es a r ce res t r ce res c s ste t t e e tat sch a e the re res s et
ster har s re at sh s ster har s re at sh s c es a r ce res t the ee s the ear ers
th the er sch th ear ers are ts a ster har s re at sh s are ts a ther sta eh ers
c t ther sta eh ers th ear ers are ts a ther
sta eh ers
THE RPMS MANUAL
h e r ess a ta ar s r eachers 13
Domain 7. Personal Growth and Professional Development
a c ses teachers’ ers a r th a r ess a e e e t •t acce t ates teachers’ r er a h h ers a re ar r the r ess
a ta ‰ a t es that h the t teach s ch as car att t e res ect a te r t h s a a es ers a a r ess a re ect a
ear t r e ract ce •t rec es the rta ce teachers ass res s t r ers a r th a r ess a e e e t r e ear
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
h e r ess a ta ar s r eachers 14
125
APPENDICES
ear ca e se t r e ract ce a e e tar ets r r ess a
126
ract ce r ess a ear e e e t
tra ‰ ‰ e strate t at ‰ et r ess a ‰ …e ect the Philippine ‰ ea re r s e ha c
r ess a e e e t a s t rea ˆe r ess a e e e t a s ase Professional Standards for r ess a e e e t
e e e t a s ase the Philippine Professional Teachers t a ers a r ra s ase a „ e th
the Philippine Professional Standards for Teachers r ess a e e e t as e ea ersta
Standards for Teachers. a ass st c ea es the Philippine Professional
a a ach e the r Standards for Teachers.
THE RPMS MANUAL
as
h e r ess a ta ar s r €eachers 15
GLOSSARY OF TERMS
Assessment Data ear er ata ta e r a st c r at e a Š r s at e assess e t ract ces
Classroom Structure €he h s ca set„ the ear e r e t h ch e era c es the arra e e t cha rs
ta es a ther e• e t the c assr es e t aƒ ˆe ear
Content Knowledge ‡ ete c es that teachers are eƒ ecte t aster r the t teach e c e t a e ect e
Culturally-appropriate teaching strategies €each strate es that res ect c t ra ere ces et ee a a st e ts a teachers
Curriculum Areas ere t ear Šs ‹ect areas ta ht a ear e the as c e cat c rr c
Creative thinking skills €h s s that e eƒ r eas e erat ss t es a r a r ht a s ers
rather tha ‹ st e
Critical thinking skills Œ h„ e e th s s s ch as a a s s e a at ter ret r s thes s r at a
a cat creat e th ht t r a ar e t s ea r e r reach a c c s
Developmentally Appropriate Learning €each a ear act t es a tas s s te t the ee s a t es s s a e e e ta e e s
Experiences ear ers
Diagnostic assessment ssess e t that a es hat the ear er s r rt str ct ‚t ca a s e t the at re
c t es a sc ce t s that the ear er ht ha e h ch a se ht a ect the r
ear e er c ce ts •ase e Žr er • • s ‘ there are t t es c assr
assess e t a e r at e a s at e “ r at e assess e t a rea c ers a st c
assess e t
Differentiated Teaching €each „ ear r cesses a e ar et teƒts tas s r cesses a r cts s te t the
ar s ear ee s erse st e ts
Domain •r a c ce t a s here teach a ear ract ces e e s ec c stra s the set
r ess a sta ar s r teachers
Formative assessment sses e t se t c ct „ r cess e a at s st e t c rehe s ear ee s a
aca e c r ress r a ess t r c rse “ r at e assess e t he s teachers e t c ce ts
that st e ts are str t ersta s s the are ha c t ac• r r ear sta ar s
the ha e t et ach e e s that a ‹ st e ts ca e a e t ess s str ct a tech • es a
aca e c s rt ” ease a s re er t e Žr er • • s ‘ ts „ ara ra h e t •
Higher Order Thinking Skills ‡ eƒ th r cesses h ch c e a a s s e a at s thes s re ect a creat t
127
h e r ess a ta ar s r €eachers 16
APPENDICES
Indicators ‡ crete ser a e a eas ra e teacher eha rsŠ ract ces c ere e er stra the
128
Philippine Professional Standards for Teachers
Indigenous groups e es h ha e er c a s ersh s ce t e e r a cc e ssesse a t ˆe
a cestra terr t r es share c s a a e c st s tra t s a ther • e c t ra
tra ts ”… • ‰ ‚ … •
Learner Attainment Data e ce ear r ress r ach e e e t ear er er r a ce re ecte ar s assess e t
res ts rt s c ass rec r s a re rt car s
THE RPMS MANUAL
Learner interests t e t’s ers a re ere ces es r s es h ch st e c s ere the teach „ ear r cess
Learner needs Ž ser a e a s et ee a ear er s rese t e e rc ete ce a the c rr c sta ar s
e t e as ecessar r the ra e e e
Learner strengths re e st e e rc ete ce that he s a ear er eet re re sta ar s
Learning experiences teract c rse r ra r ther e e ts h ch ear ta es ace hether t cc rs
tra t a aca e c sett s sch s c assr s r tra t a sett s ts e sch cat s
t re r e ts r hether t c es tra t a e cat a teract s st e ts ear r
teachers a r ess rs r tra t a teract s st e ts ear thr h a es a teract e
s t are a cat s
h e r ess a ta ar s r €eachers 17
Non-verbal communication ‡ cat that es t e the se r s e ac a e ress s est res a t e
ce
Non-violent discipline • sc e that a s the se sh e t s ch as s a er a a se a h at see st e
sc e
Numeracy and literacy skills Žea rt a athe at ca s s ee e t c e e er a e
Philosophy of teaching teacher’s e s ersta s a c ce t a at teach a ear
Physical space/physical learning area c c e t ear h ch s a c es a sa e c assr th a r r ate e ces r
environment teach a ear
Positive discipline … e t res ect a at c ea s sc a ear er r a a ear er eha r
thr h a ea c se stea sh e t see … e t sc e
Positive use of ICT Žes s e eth ca r a r r ate se ‡ t ach e e a re rce ear
Professional collaboration eachers r t ether th c ea es a ther sta eh ers t e r ch the teach ear
ract ce
Professional learning ear that e e s r ess a e e a € r ract ce
Professional network c ecte c t e cat rs he c t a e st ee e
Professional reflection h ht c s erat act h e teach a act a ter teach
Philippine Professional Standards for c c e t that e es teacher a t the h es thr h e e e • a s †tra s
Teachers a cat rs that r e eas res r ess a ear c ete t ract ce a e ect e
e a e e t
Purposive learning • e e a s s ac s t es e th a c ear r se a r ect e
Research-based knowledge r at e e r ata ac re thr h s ste at c est at a ca st
School/learning/community context †ee learning context
Strand † ec c e s s teacher ract ce er e er a the Philippine Professional Standards for
Teachers
Summative assessment ssess e t st e t ear s ac s t a aca e c ach e e e t at the c c s a e e
str ct a er t ca at the e a r ect t arter se ester r ra r sch ear
ee e r er s r a t a escr t s at e assess e t
129
APPENDICES
Teaching and learning resources •each a s a ther ater a s that teachers se t e ha ce teach a ear a t ass st ear ers
130
t eet the e‚ ectat s r ear as e e ƒ the c rr c
REFERENCES
ˆ ss ‰ her cat Š … e t ˆ‹ er es Œ t t e •Že se € c es a ta ar s r• er ra ate •eacher
cat ˆ rr c • ˆ‰ ‹e ra s Š
e art e t cat Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program e art e t r er s
e art e t cat ‘ 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 e art e t r er s ‘
e art e t cat Our Department of Education Vision, Mission and Core Values (DepEd VMV). e art e t r er ’ s
Že ƒ c the €h es ˆ ress e ate 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. €h es
Že ƒ c the €h es ˆ ress e ate ‘‘Š 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. €h es
€h e €r ess a ta ar s r •eachers 19
ACKNOWLEDGEMENTS TECHNICAL WORKING GROUP REFERENCE PANEL ŒAbelardo B. Medes
he cat r ra
THE PROJECT TEAM e a t sta Ms. Hazel D. Aniceto ˆ ha r‰ ec a st cat ssess e t
e er e rt a a er stra a s e art e t
Research Center for Teacher ea a at a ‚ass„ cat
Quality (RCTQ) h ta e t
Amelia A. Biglete, Ph.D. ŒClodualdo V. Paiton
Gina O. Gonong, Ph.D. RESEARCH OFFICERS rect r € ‡ ce r r ra ech ca ec a st rea
rect r a €r ect “ea er a ta ar s e e e t rr c e e e t
ct r a e s a t s ss Š her e art e t cat
Jennie V. Jocson, Ph.D. a ar e e esa cat
e r €r ra ‹a a er ar a rse a e ŒFernando M. Pantino
a ce c te e r Purita B. Bilbao, Ed.D. e r cat r ra
Marilyn U. Balagtas, Ph.D. a a che ha r ers Š ech ca ec a st rea ec ar„
” r er rect r ar a a a a e r eacher cat cat e art e t
chae s € • ser cat
Teresita T. Rungduin, Ph.D. a • a‚aƒe Azucena P. Esleta
e r €r ra ‹a a er ˆre rese te ‚„ s a a Maria Lourdes D. Pantoja
SUPPORT STAFF e „ r ‹ a„a ‰ rect r € rea Š a
SiMERR National Research rect r € er ce •es rce a ‡r a at
Centre chae e ‚a a ss Š a •es rce e e e t
• a a „ t c es a ta ar s ‡ ce
John Pegg, Ph.D. • char a„ r as Yolanda B. Quijano, Ph.D.
rect r •a e at ‚a Fe A. Hidalgo, Ph.D. r er ersecretar„
…ha a st res e t at r e art e t cat
Joy Hardy, Ph.D. ra e es s ra the ta ar
e t rect r atha re cat Chito B. Salazar, Ph.D.
e er „ st ca res e t h e s ess
Ken Vine, Ph.D. h e a ar e e Atty. Teresita R. Manzala r cat
€r c a Žesearch … ser r •ache e ta ˆre rese te ‚„ r ara a
her„ a hat • r ‰ Ethel Agnes P. Valenzuela, Ed.D.
Greg McPhan, Ph.D. €a †e eth a a‚ ha r ers r ess a e t„ rect r r r ra e
€r c a Žesearch ‹a a er • ssa a e ar •e at ss a e e e t ‡
•„a th „ ‡ a a ecretar at
a •a tae
essa •e„ s *Representing the Directors of
erre • DepED Bureaus
€h e €r ess a ta ar s r •eachers 20
131
APPENDICES
Special thanks to: COMMISSION ON HIGHER UNIVERSITY OF NEW ENGLAND DEPARTMENT OF EDUCATION –
132
EDUCATION (CHED) - AUSTRALIA CENTRAL OFFICE
AUSTRALIAN EMBASSY – r e‡ecca e ce
Manila Dr. Minella C. Alarcon Br. Armin A. Luistro, FSC,
ss er „ r er ecretar
Robyn Biti, ster se r DEPARTMENT OF EDUCATION
stra a e c„ r Dr. Maria Cynthia Rose B. (DepEd) Atty. Nepomuceno A. Malaluan,
€ ter at a e e e t Bautista ss er ss sta t ecretar a he
THE RPMS MANUAL
h e r ess a ta ar s r eachers 21
DEPARTMENT OF EDUCATION - SENIOR OFFICIALS Bervy C. Domingo e †a a e e t a e e e t
REGIONAL OFFICES a t ss ra ce s ect
Regional Directors/Assistant Dr. Flordeliza A. Alquiza,
Regional Directors cer har e a t Dr. Emiliano B. Elnar, Jr h e Macrino A. Raymundo
ss ra ce s ret re cat r ra er s r e
e a h e ‚ rr c a
a „e ‡ce e Dr. Bernadette J. Atienza, ear †a a e e t s Dr. Judith V. Romaguera h e
rt r ‚ ‚a c t h e a t ss ra ce cat r ra er s r
†sa‡e ta ‚ rres h s Dr. Cynthia D. Jacob h e e € • a es rce
ƒste a ar ƒ e ‚ • a es rce e e e t s
tt h r e • hatt Dr. Erlinda A. Atienza, h e e e e t s
e‡ecca ea h cat r ra er s r Laurente A. Samala, e
r a h e € • a es rce Sammy C. Legaspi r at ‚†† a t
ƒ e ‚ at ƒ e e e t s ‡ech cer e ss ra ce s
a ‚ ƒc ar h
tt ‡ert ƒsc ‡arte Ariel M. Azuelo, strat e Dr. Leoncio P. Lumaban, h e Jerry B. Sario cer har e
a „ar a h cer ‚ e ‚ cat er s r e e • a es rce
ac ar a ƒ • ƒ „ c a rs … t a t ss ra ce s e e e t s
… et …er ta h
e a e es a ƒ • Dr. Leonardo C. Canlas, h e Gertrudes L. Malabanan, Dr. Susan D. Severino
ca e € t ƒ cat r ra er s r e ‚ ƒ e ‚ • a es rce
a … se sa es e c a a e e e t s
‡ert a sa h esearch s Dr. Joy C. Mangubat
s a a t h e € All teachers, principals/school
‡ a r ƒ Angelina B. Castillo, e heads, supervisors,
‚eatr r h ‚ ƒ Lorna F. Mapinogos h e superintendents, pre-service
eres ta e asc h cat r ra er s r teachers, and educators who
sa h Dr. Jerome A. Chavez, e € • a es rce took part in the development
e ‚ ƒ e e e t s work
133
22
APPENDICES
h e r ess a ta ar s r eachers
134
24 r eachers ar s a ta e r ess h THE RPMS MANUAL
DEPARTMENT OF EDUCATION
e e€
†era c ‡ e as t
h e r ess a ta ar s r eachers 24
Appendix B
Appendix B
o e ision ode
POSITION AND COMPETENCY PROFILE
epart ent of ducation
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)
osition itle eac er eac er eac er
ducation or le entar c ool ac elor of le entar ducation d or ac elor’s degree plus professional units in ducation or
ac elor in econdar ducation or its e ui alent
or econdar c ool ac elor of econdar ducation d or ac elor’s degree plus professional units in ducation it
appropriate a or or ac elor in econdar ducation or its e ui alent
perience one re uired ear rele ant e perience € ears rele ant e perience
ligi•ilit ‚ ‚ ‚
rainings one re uired one re uired one re uired
B. Preferred Qualifications
ducation d ollege ƒraduate it ducation units € at least M‚ units
perience
ligi•ilit „ asser
rainings n ser ice training
135
APPENDICES
136
DUTIES AND RESPONSIBILITIES
THE RPMS MANUAL
pplies aster of content no ledge and its application across learning areas
acilitates learning using appropriate and inno ati e teac ing strategies and classroo anage ent practices
Manages an en iron ent conduci e to learning
ddresses learner di ersit
ple ents and super ises curricular and co curricular progra s to support learning
Monitors and e aluates learner progress and underta es acti ities to i pro e learner perfor ance
Maintains updated records of learners’ progress
ounsels and guides learners
or s it rele ant sta e olders ot internal and e ternal to pro ote learning and i pro e sc ool perfor ance
nderta es acti ities to ards personal and professional gro t
oes related or
Major Final Outputs Key Result Areas
Objectives Means of Verification (MOV)
(MFOs) (KRAs)
pplied no ledge of content lassroo o ser ation tool rating s eet
it in and across curriculu and or inter o ser er agree ent for a out
teac ing areas no ledge of content it in and across
curriculu teac ing areas
esson plans odified s de eloped
ig lig ting integration of content no ledge
it in and across su ect areas
nstructional aterials ig lig ting aster of
content and its integration in ot er su ect
areas
erfor ance tas s test aterial s ig lig ting
Content Knowledge and integration of content no ledge it in and
Pedagogy across su ect areas
t ers lease specif and pro ide
annotations
sed a range of teac ing lassroo o ser ation tool rating
strategies t at en ance learner s eet and or inter o ser er agree ent for
ac ie e ent in literac and a out teac ing strategies t at en ance learner
nu erac s ills ac ie e ent in literac and nu erac s ills
esson plans odified s used in teac ing
ig lig ting learner centered strategies t at
pro ote literac and or nu erac s ills
nstructional aterials ig lig ting learner
centered strategies t at pro ote literac
and or nu erac s ills
137
APPENDICES
138
erfor ance tas s test aterial s used in
teac ing
esults of assess ent used in teac ing
t ers lease specif and pro ide
annotations
THE RPMS MANUAL
139
APPENDICES
140
t ers lease specif and pro ide
annotations
lanned anaged and lassroo o ser ation tool rating
i ple ented de elop entall s eet and or inter o ser er agree ent for
se uenced teac ing and learning a out using de elop entall se uenced
THE RPMS MANUAL
141
APPENDICES
142
Monitored and e aluated learner o pilation of a learner’s ritten or it
progress and ac ie e ent using su ar of results and it signature of
learner attain ent data parents
or ati e su ati e assess ent tools it
and fre uenc of errors it identified
THE RPMS MANUAL
143
APPENDICES
144
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
„sed a range of lassroo o ser ation tool ualit …acilitated …acilitated …acilitated …acilitated ‚o
teac ing strategies rating s eet and or using different using different using different using different accepta le
t at en ance inter o ser er agree ent for teac ing teac ing teac ing teac ing e idence
learner a out teac ing strategies t at strategies t at strategies t at strategies t at strategies t at as s o n
ac ie e ent in en ance learner ac ie e ent pro ote pro ote pro ote pro ote
literac and in literac and nu erac s ills reading† riting reading† riting reading† riting reading† riting
nu erac s ills esson plans odified s and or and or and or and or
used in teac ing ig lig ting nu erac s ills nu erac s ills nu erac s ills nu erac s ills
learner centered strategies as s o n in as s o n in as s o n in as s o n in
t at pro ote literac and or M € it a M € it a M € it a M € it a
nu erac s ills rating of • rating of rating of rating of
nstructional aterials ƒfficienc u itted at u itted u itted u itted ‚o
ig lig ting learner centered least learner learner learner learner accepta le
strategies t at pro ote centered centered centered centered e idence
literac and or nu erac s ills lessons as lessons as lessons as lesson as as s o n
erfor ance tas s test e identl e identl e identl e identl
aterial s used in teac ing s o n in M € s o n in M € s o n in M € s o n in an of
esults of assess ent used in and and and t e gi en M €
teac ing supported supported supported
t ers lease specif and an of t e an of t e an of t e
pro ide annotations ot er M € ot er M € ot er M €
gi en gi en gi en
i eliness
145
APPENDICES
146
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
… ‚pplied a range lassroo o•ser ation tool ualit „sed different „sed different „sed different „sed different ‚o
of teac ing ‡ rating s eet and or teac ing teac ing teac ing teac ing accepta le
strategies to inter o•ser er agree ent for strategies t at strategies t at strategies t at strategies t at e idence
de elop critical and a•out teac ing strategies to de elop critical de elop critical de elop critical de elop critical as s o n
creati e t in†ing as de elop critical and creati e and creati e and creati e and creati e and creati e
ell as ot er t in†ing as ell as ot er t in ing and or t in ing and or t in ing and or t in ing and or
ig er order ig er order t in†ing s†ills ot er ‡ as ot er ‡ as ot er ‡ as ot er ‡ as
t in†ing s†ills € „esson plans odified ˆ„„s s o n in M € s o n in M € s o n in M € s o n in M €
used in teac ing ig lig ting it a rating it a rating it a rating it a rating
different teac ing strategies of • of of of
t at de elop critical and
creati e t in†ing and or ot er ƒfficienc u itted at u itted u itted u itted ‚o
‡ least lessons lessons as lessons as lesson as accepta le
… nstructional aterials as e idenced e idenced e idenced e idenced e idence
ig lig ting different teac ing M € and M € and M € and an of t e as s o n
strategies t at de elop critical supported supported supported gi en M €
and creati e t in†ing and or an of t e an of t e an of t e
ot er ‡ ot er gi en ot er gi en ot er gi en
‰ erfor ance tas†s test M € M € M €
aterial s used in
de onstration teac ing
Š esults of assess ent used in
teac ing
‹ ‡t ers lease specif and i eliness
pro ide annotations
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
Managed lassroo o ser ation tool ualit „sed „sed „sed „sed ‚o
classroo structure rating s eet and or classroo classroo classroo classroo accepta le
to engage learners† inter o ser er agree ent for anage ent anage ent anage ent anage ent e idence
indi iduall or in a out anaging classroo strategies t at strategies t at strategies t at strategies t at as s o n
groups† in structure t at engages engage engage engage engage
eaningful learners in arious acti ities learners in learners in learners in learners in
eˆploration† esson plans odified s acti ities tas s acti ities tas s acti ities tas s acti ities tas s
disco er and ig lig ting arious as s o n in as s o n in as s o n in as s o n in
ands on acti ities classroo anage ent M € it a M € it a M € it a M € it a
it in a range of strategies t at engage rating of • rating of rating of rating of
p sical learning learners in acti ities tas s in
en iron different p sical learning ƒfficienc u itted at u itted u itted u itted ‚o
ents en iron ents least lessons lessons lessons lesson accepta le
t ers lease specif and supported supported supported supported e idence
pro ide annotations M € and M € and M € and an of t e as s o n
an of t e an of t e an of t e accepta le
ot er ot er ot er M €
accepta le accepta le accepta le
M € M € M €
i eliness
147
APPENDICES
148
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
Managed learner lassroo o ser ation tool ualit pplied teac er pplied pplied teac er pplied teac er ‚o
e a ior rating s eet and or inter o ser er anage ent teac er anage ent anage ent accepta le
constructi el agree ent for a out teac er strategies of anage ent strategies of strategies of e idence
appl ing positi e anage ent of learner e a ior learner strategies of learner learner as s o n
and non iolent using t e follo ing strategies‰ e a ior t at learner e a ior t at e a ior t at
discipline to ensure ro iding oti ation pro ote e a ior t at pro ote pro ote
learning focused raising t e learners Ši ing positi e and pro ote positi e and positi e and
en iron ents positi e feed ac non iolent positi e and non iolent non iolent
etting ouse discipline as non iolent discipline as discipline as
rules guidelines s o n in M € discipline as s o n in M € s o n in M €
ƒnsuring learners’ acti e su itted it s o n in M € su itted it su itted it
participation a rating of • su itted it a rating of a rating of
llo ing learners to eˆpress a rating of
t eir ideas opinions ƒfficienc u itted at u itted at u itted at u itted an ‚o
Ši ing e‹ual opportunities to least of t e least of t e least of t e of t e gi en accepta le
learners gi en strategies gi en gi en strategies as e idence
• ƒncouraging learners to as as o ser ed in strategies as strategies as o ser ed in as s o n
‹uestions at least o ser ed in o ser ed in onl lesson
Œ t ers lease specif and lessons lessons lessons
pro ide annotations
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
• ‚sed lassroo o ser ation tool „ualit pplied pplied pplied pplied ‡o
differentiated rating s eet and or differentiated differentiated differentiated differentiated accepta le
de elop entall inter o ser er agree ent for teac ing teac ing teac ing teac ing e idence
appropriate learning a out using differentiated strategies to strategies to strategies to strategies to s o n
e periences to de elop entall appropriate address learner address address learner address learner
address learners’ learning e periences di ersit as learner di ersit as di ersit as
gender needs esson plans odified s s o n in M … di ersit as s o n in M … s o n in M …
strengt s interests de eloped ig lig ting it a rating s o n in M … it a rating it a rating
and e periences differentiation in content of † it a rating of of
product process learning of •
en iron ent or ot ers ˆfficienc u itted at u itted u itted u itted an ‡o
according to learners’ gender least differentiated differentiated differentiated accepta le
needs strengt s interests differentiated teac ing teac ing teac ing e idence
and e periences teac ing strategies in at strategies in strateg in onl s o n
ƒnstructional aterials strategies in at least lessons as lesson as ‡o
de eloped ig lig ting least lessons as e idenced e identl accepta le
differentiation in content lessons as e idenced M … and s o n in an e idence
product process learning e idenced M … and supported of t e as s o n
en iron ent or ot ers M … and supported an of t e accepta le
according to learners’ gender supported an of t e ot er M …
needs strengt s interests an of t e ot er accepta le
and e periences ot er accepta le M …
t ers lease specif and accepta le M …
pro ide annotations M …
i eliness
149
APPENDICES
150
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
† lanned lassroo o ser ation tool „ualit lanned and lanned and lanned and lanned and ‡o
anaged and rating s eet and or i ple ented i ple ented i ple ented i ple ented accepta le
i ple ented inter o ser er agree ent for de elop ental de elop ental de elop ental de elop entall e idence
de elop entall a out using de elop entall l se uenced l se uenced l se uenced se uenced as s o n
se uenced teac ing se uenced teac ing and teac ing and teac ing and teac ing and teac ing and
and learning learning process learning learning learning learning
processes to eet esson plans odified s process as process as process as process as
curriculu ig lig ting de elop entall s o n in M … s o n in M … s o n in M … s o n in M …
re uire ents and se uenced instruction t at it a rating it a rating it a rating it a rating
aried teac ing eet curriculu goals and of † of • of of
conte ts aried teac ing conte ts ˆfficienc u itted at u itted u itted u itted ‡o
ƒnstructional aterials used to least de elop ental de elop ental de elop ental accepta le
i ple ent de elop entall de elop ental l se uenced l se uenced l se uenced e idence
se uenced teac ing and l se uenced teac ing and teac ing and teac ing and as s o n
learning process to eet teac ing and learning learning learning
curriculu re uire ents and learning process as process as process as
aried teac ing conte ts process as e identl e identl e identl
t ers lease specif and e identl s o n in M … s o n in M … s o n in an
pro ide annotations s o n in M … and and of t e gi en
and supported supported M …
supported an of t e an of t e
an of t e ot er gi en ot er gi en
ot er gi en M … M …
M …
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
‰ articipated in ersonal notes of teac ers on „ualit onsistentl re uentl ccasionall €arel ‡o
collegial s Š s eetings it participated in participated in participated in participated in accepta le
discussions t at proof of attendance s Š s s Š s s Š s Š e idence
use teac er and Minutes of Š sessions eetings to eetings to eetings to eeting to as s o n
learner feed ac to on use of teac er and learner discuss discuss discuss discuss
enric teac ing feed ac to enric teac ing teac er learner teac er learner teac er learner teac er learner
practice practice it proof of feed ac to feed ac to feed ac to feed ac to
attendance enric enric enric enric
t ers lease specif and instruction as instruction as instruction as instruction as
pro ide annotations s o n in t e s o n in t e s o n in t e s o n in t e
M … su itted M … M … su itted M … su itted
su itted
i eliness
151
APPENDICES
152
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
‹ elected lassroo o ser ation tool „ualit e eloped and e eloped and e eloped and e eloped and ‡o
de eloped rating s eet and or used aried used aried used aried used aried accepta le
organiŒed and used inter o ser er agree ent for teac ing and teac ing and teac ing and teac ing and e idence
appropriate a out using appropriate learning learning learning learning as s o n
teac ing and teac ing and learning resources resources resources resources
learning resources resources including ƒ including ƒ including ƒ including ƒ including ƒ
including ƒ to ˆ a ples to address to address to address to address
address learning cti it s eets tas learning goals learning goals learning goals learning goals
goals s eets or s eets as s o n in as s o n in as s o n in as s o n in
o er oint presentations M … it a M … it a M … it a M … it a
…ideo clips rating of † rating of • rating of rating of
Module ˆfficienc u itted at u itted u itted u itted an ‡o
ƒMs trategic ƒnter ention least aried aried teac ing aried teac ing teac ing and accepta le
Materials teac ing and and learning and learning learning e idence
t ers learning resources resources resource as s o n
esson plans odified s resources including ƒ including ƒ including ƒ
it appropriate instructional including ƒ as e identl as e identl as e identl
aterials appended as e identl s o n in M … s o n in M … s o n in an of
t ers lease specif and s o n in M … and and t e accepta le
pro ide annotations and supported supported M …
supported an of t e an of t e
an of t e accepta le accepta le
accepta le M … M …
M …
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
• esigned lassroo o ser ation tool „ualit esigned esigned esigned esigned ‡o
selected organiŒed rating s eet and or selected selected selected selected accepta le
and used inter o ser er agree ent for organiŒed and organiŒed and organiŒed and organiŒed and e idence
diagnostic a out using diagnostic used used used used as s o n
for ati e and for ati e and su ati e diagnostic diagnostic diagnostic diagnostic
su ati e assess ent strategies for ati e and for ati e and for ati e and for ati e and
assess ent repared lesson su ati e su ati e su ati e su ati e
strategies plans odified s assess ent assess ent assess ent assess ent
consistent it ig lig ting appropriate use of strategies strategies strategies strategies
curriculu for ati e assess ent consistent it consistent it consistent it consistent it
re uire ents strategies curriculu curriculu curriculu curriculu
e eloped diagnostic tests re uire ents re uire ents re uire ents re uire ents
a it re ie ed as s o n in as s o n in as s o n in as s o n in
superior it sa ple M … it a M … it a M … it a M … it a
acco plis ed rating of † rating of • rating of rating of
uestionnaire ans er s eets ˆfficienc u itted at u itted u itted u itted ‡o
e eloped su ati e tests least aried aried aried assess ent accepta le
a it re ie ed assess ent assess ent assess ent tool as e idence
superior it sa ple tools as tools as tools as e identl as s o n
acco plis ed e identl e identl e identl s o n in an of
uestionnaire ans er s eets s o n in an s o n in an s o n in an t e accepta le
e eloped perfor ance tas s of t e of t e of t e M …
a it ru rics re ie ed accepta le accepta le accepta le
superior it sa ple M … M … M …
acco plis ed ru rics
• t ers lease specif and i eliness
pro ide annotations
153
APPENDICES
154
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
155
APPENDICES
156
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
i eliness
is ool as de eloped t roug t e ilippine ƒational „esearc enter for eac er …ualit „ … it support fro t e ustralian
o ern ent t roug t e †asic ‡ducation ˆector ransfor ation †‡ˆ rogra
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
157
APPENDICES
Appendix C
Appendix C
158
RPMS Tool for Master Teacher I-IV
(Highly Proficient Teachers)
THE RPMS MANUAL
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)
osition itle Master eacher Master eacher Master eacher Master eacher
ducation or le entar chool or le entar chool o pletion of acade ic o pletion of acade ic
Bachelor of le entar Bachelor of le entar re uire ents for a Master’s re uire ents for a Master’s
ducation B d or ducation B d or degree in ducation or its degree in ducation or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 e ui alent e ui alent
professional units in professional units in ducation
ducation and 18 units for a and units for a Master’s
Master’s degree in ducation degree in ducation or its
or its e ui alent e ui alent
or econdar chool or econdar chool o pletion of acade ic o pletion of acade ic
Bachelor of econdar Bachelor of econdar re uire ents for a Master’s re uire ents for a Master’s
ducation B d or ducation B d or degree in ducation or its degree in ducation or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 e ui alent e ui alent
professional units in ducation professional units in ducation
ith appropriate a or and 18 and units for a Master’s
units for a Master’s degree in degree in ducation or its
ducation or its e ui alent e ui alent
perience ears rele ant e perience 1 ear as Master eacher or 1 ear as Master eacher or 1 ear as Master eacher or
ears as eacher ears as eacher ears as eacher
ligi ilit 1 8 1 8 1 8 1 8
rainings one re uired hours rele ant training 8 hours of rele ant training 1 hours of rele ant training
B. Preferred Qualifications
ducation Master’s egree raduate
perience ears in ser ice as eacher
ligi ilit icensure a ination for eachers
rainings ele ant trainings
159
APPENDICES
160
DUTIES AND RESPONSIBILITIES
THE RPMS MANUAL
1 Models e e plar practice in the application of content no ledge and pedagog sho ing its integration ithin and across learning
areas
onducts in depth studies or action researches on teaching learning inno ations
or s ith colleagues to create learning focused en iron ents that pro ote learner responsi ilit and achie e ent
ssists colleagues to i ple ent differentiated teaching strategies that are responsi e to learner di ersit
eads in the preparation and enrich ent of curriculu
nitiates progra s and pro ects that can enhance the curriculu and its i ple entation
eads colleagues in the design e aluation interpretation and utili ation of different t pes of assess ent tools for the i pro e ent of
the teaching and learning process
8 pdates parents guardians on learner needs progress and achie e ent
trengthens school co unit partnerships to enrich engage ent of internal and e ternal sta eholders in the educati e process
1 sta lishes lin s ith colleagues through attendance and e ership in professional organi ations for self gro th and ad ance ent
11 ro ides technical assistance through de onstration teaching entoring coaching class onitoring and o ser ation
organi ing leading ser ing as trainers facilitators in teacher ualit circles learning action cells
1 €oes related or
Major Final Outputs Key Result Areas
Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1 Modeled effecti e applications of 1 lassroo o ser ation tool rating sheet
content no ledge ithin and across and or inter o ser er agree ent for a out
curriculu teaching areas effecti e applications of content no ledge
ithin and across curriculu teaching areas
esson plans odified s used in
de onstration teaching highlighting integration
of content no ledge ithin and across su ect
areas
nstructional aterials de eloped highlighting
effecti e application of content no ledge
ithin and across su ect areas
erfor ance tas s test aterial s used in
de onstration teaching highlighting integration
Content Knowledge and of content no ledge ithin and across su ect
Pedagogy areas
esults of assess ent used in de onstration
teaching highlighting aster of lessons
learned
thers lease specif and pro ide
annotations
olla orated ith colleagues in the 1 op of the research proposal focused on
conduct and application of research enriching no ledge of content and pedagog
to enrich no ledge of content and roof of participation and or contri ution to a
pedagog colla orati e research e g e ail actual
output su itted ter s of reference etc
ertified co pleted colla orati e research
focused on enriching no ledge of content and
pedagog
161
APPENDICES
162
roof of disse ination of research findings ith
colleagues
roof of utili ation of research findings
thers lease specif and pro ide
THE RPMS MANUAL
annotations
e eloped and applied effecti e 1 lassroo o ser ation tool rating sheet
teaching strategies to pro ote critical and or inter o ser er agree ent for a out
and creati e thin ing as ell as other using effecti e teaching strategies to pro ote
higher order thin ing s ills critical and creati e teaching as ell as other
higher order thin ing s ills
esson plans odified s used in
de onstration teaching highlighting different
teaching strategies that de elop critical and
creati e thin ing and or other
nstructional aterials highlighting different
teaching strategies that de elop critical and
creati e thin ing and or other
erfor ance tas s test aterial s used in
de onstration teaching
esults of assess ent used in the
de onstration teaching
thers lease specif and pro ide
annotations
or ed ith colleagues to odel 1 lassroo o ser ation tool rating sheet
and share effecti e techni ues in the and or inter o ser er agree ent for a out
Learning Environment and anage ent of classroo structure sharing effecti e techni ues in the
to engage learners indi iduall or in anage ent of classroo structure
Diversity of Learners
groups in eaningful e ploration esson plans odified s used in
disco er and hands on acti ities de onstration teaching highlighting effecti e
classroo anage ent strategies that engage
ithin a range of ph sical learning learners in acti ities tas s in different ph sical
en iron ents learning en iron ents
Minutes of highlighting the sharing on
effecti e classroo anage ent techni ues
nstructional aterials used in de onstration
teaching
€thers lease specif and pro ide
annotations
•hi‚ited effecti e and lassroo o‚ser ation tool € rating sheet
constructi e ‚eha ior anage ent and or inter o‚ser er agree ent for a‚out
s ills ‚ appl ing positi e and non effecti e teacher anage ent of learner ‚eha ior
iolent discipline to ensure learning using the follo ing strategies
focused en iron ents 1 ro iding oti ation
raising the learners ƒi ing positi e feed‚ac
etting house rules guidelines
nsuring learners’ acti e participation
llo ing learners to e•press their
ideas opinions
„ ƒi ing e ual opportunities to learners
… ncouraging learners to as uestions
8 €thers lease specif and pro ide
annotations
„ †or ed ith colleagues to share 1 Minutes of session s‡ highlighting one’s
differentiated‡ de elop entall sharing of strategies on differentiated and
appropriate opportunities to address de elop entall appropriate opportunities to
learners’ differences in gender‡ address learners’ differences
needs‡ strengths‡ interests and esson plans odified ˆ s highlighting
e•periences strategies on differentiated and
de elop entall appropriate opportunities to
address learners’ differences
163
APPENDICES
164
orresponding instructional aterials sho ing
differentiated and de elop entall appropriate
opportunities to address learners’ differences
€thers e g testi onial‡ rite up fro
THE RPMS MANUAL
165
APPENDICES
166
1 pplied s ills in the effecti e 1 …a ple agree ent for learners at ris signed
co unication of learner needs parents and corresponding e idence of
progress and achie e ent to e i pro e ent
sta eholders including ecord of dialogue and or parent teacher
THE RPMS MANUAL
167
APPENDICES
168
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
1 Modeled effecti e 1 lassroo o ser ation tool ualit Modeled Modeled Modeled Modeled o
applications of content rating sheet and or inter effecti e effecti e effecti e effecti e accepta le
no ledge ithin and o ser er agree ent for a out applications of applications of applications applications of e idence
across curriculu effecti e applications of content content content of content content as sho n
teaching areas no ledge ithin and across no ledge no ledge no ledge no ledge
curriculu teaching areas ithin and ithin and ithin and ithin and
esson plans odified s used across across across across
in de onstration teaching curriculu curriculu curriculu curriculu
highlighting integration of content teaching areas teaching teaching teaching areas
no ledge ithin and across as sho n in areas as areas as as sho n in
su ect areas M 1 ith a sho n in sho n in M 1 ith a
nstructional aterials de eloped rating of 8 M 1 ith a M 1 ith a rating of
highlighting effecti e application rating of rating of
of content no ledge ithin and fficienc u itted at u itted u itted u itted 1 o
across su ect areas least lessons lessons as lessons as lesson as accepta le
erfor ance tas s test as e idenced e idenced e idenced e idenced e idence
aterial s used in de onstration M 1 and M 1 fro M 1 fro M 1 fro as sho n
teaching highlighting integration supported colleagues colleagues colleagues and
of content no ledge ithin and an 1 of the and supported and supported
across su ect areas other M an 1 of supported an 1 of the
esults of assess ent used in gi en the other an 1 of the other M
de onstration teaching M gi en other M gi en
highlighting aster of lessons gi en
learned
thers lease specif and
pro ide annotations i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
olla orated ith 1 op of the research proposal ualit onducted onducted onducted roposed o
colleagues in the focused on enriching no ledge co pleted and and action action research accepta le
conduct and of content and pedagog disse inated co pleted research ith ith colleagues e idence
application of research roof of participation and or action action colleagues as sho n
to enrich no ledge of contri ution to a colla orati e research ith research ith
content and research e g e ail actual colleagues colleagues
pedagog output su itted ter s of
reference etc
ertified co pleted colla orati e
research focused on enriching
no ledge of content and
pedagog
roof of disse ination of fficienc u itted at u itted an u itted u itted an o
research findings ith colleagues least of the of the an M 1 M accepta le
roof of utili ation of research gi en M accepta le e idence
findings M as sho n
thers lease specif and
pro ide annotations
169
APPENDICES
170
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
e eloped and 1 lassroo o ser ation tool ualit e onstrated e onstrated e onstrated e onstrated o
applied effecti e rating sheet and or inter effecti e effecti e effecti e effecti e accepta le
teaching strategies to o ser er agree ent for a out teaching teaching teaching teaching e idence
pro ote critical and using effecti e teaching strategies to strategies to strategies to strategies to as sho n
creati e thin ing as strategies to pro ote critical and pro ote pro ote pro ote pro ote critical
ell as other higher creati e teaching as ell as critical and critical and critical and and creati e
order thin ing s ills other higher order thin ing s ills creati e creati e creati e thin ing as
esson plans odified s used thin ing as thin ing as thin ing as ell as other
in de onstration teaching ell as other ell as other ell as other higher order
highlighting different teaching higher order higher order higher order thin ing s ills
strategies that de elop critical thin ing s ills thin ing s ills thin ing s ills as sho n in
and creati e thin ing and or other as sho n in as sho n in as sho n in M 1 ith a
M 1 ith a M 1 ith a M 1 ith a rating of
€nstructional aterials rating of 8 rating of rating of
highlighting different teaching fficienc u itted or u itted u itted u itted 1 o
strategies that de elop critical ore lessons lessons as lessons as lesson as accepta le
and creati e thin ing and or other as e identl e identl e identl e identl e idence
sho n in M sho n in sho n in sho n in M as sho n
erfor ance tas s test 1 and M 1 and M 1 and 1 and
aterial s used in de onstration supported supported supported supported
teaching an 1 of the an 1 of the an 1 of the an of the other
•esults of assess ent used in other M other M other M M gi en
the de onstration teaching gi en gi en gi en
thers lease specif and i eliness
pro ide annotations
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
‚or ed ith 1 lassroo o ser ation tool ualit Modeled and Modeled and Modeled and Modeled and o
colleagues to odel rating sheet and or inter shared shared shared shared accepta le
and share effecti e o ser er agree ent for a out effecti e effecti e effecti e effecti e e idence
techniƒues in the sharing effecti e techniƒues in classroo classroo classroo classroo as sho n
anage ent of the anage ent of classroo anage ent anage ent anage ent anage ent
classroo structure to structure strategies that strategies that strategies that strategies that
engage learners esson plans odified s used engage engage engage engage
indi iduall or in in de onstration teaching learners in learners in learners in learners in
groups in eaningful highlighting effecti e classroo acti ities tas s acti ities acti ities acti ities tas s
e„ploration disco er anage ent strategies that done in tas s done in tas s done in done in
and hands on engage learners in acti ities tas s different different different different
acti ities ithin a in different ph sical learning ph sical ph sical ph sical ph sical
range of ph sical en iron ents learning learning learning learning
learning en iron ents Minutes of … highlighting the en iron ents en iron ents en iron ents en iron ents
sharing on effecti e classroo as sho n in as sho n in as sho n in as sho n in
anage ent techniƒues M 1 ith a M 1 ith a M 1 ith a M 1 ith a
€nstructional aterials used in rating of 8 rating of rating of rating of
de onstration teaching fficienc u itted at u itted u itted u itted an o
thers lease specif and least lessons lessons lessons 1 of the accepta le
pro ide annotations supported supported supported accepta le e idence
M 1 and M 1 and M 1 and M as sho n
an 1 of the an 1 of the an 1 of the
other other other
accepta le accepta le accepta le
M M M
i eliness
171
APPENDICES
172
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
„hi ited effecti e lassroo o ser ation tool ualit „hi ited „hi ited „hi ited „hi ited o
and constructi e rating sheet and or inter o ser er effecti e and effecti e and effecti e and effecti e and accepta le
eha ior anage ent agree ent for a out effecti e constructi e constructi e constructi e constructi e e idence
s ills appl ing teacher anage ent of learner eha ior eha ior eha ior eha ior sho n
positi e and non eha ior using the follo ing anage ent anage ent anage ent anage ent
iolent discipline to strategies† s ills s ills s ills s ills
ensure learning 1 ro iding oti ation appl ing appl ing appl ing appl ing
focused en iron ents raising the learners ‡i ing positi e and positi e and positi e and positi e and
positi e feed ac non iolent non iolent non iolent non iolent
etting house rules guidelines discipline to discipline to discipline to discipline to
nsuring learners’ acti e ensure ensure ensure ensure
participation learning learning learning learning
…llo ing learners to e„press their focused focused focused focused
ideas opinions en iron ents en iron ents en iron ents en iron ents
‡i ing eƒual opportunities to sho n in M sho n in sho n in sho n in M
learners 1 ith a rating M 1 ith a M 1 ith a 1 ith a rating
ncouraging learners to as of 8 rating of rating of of
ƒuestions fficienc …pplied at …pplied at …pplied at …pplied an of o
8 thers lease specif and least of the least of the least of the the gi en accepta le
pro ide annotations gi en gi en gi en strategies as e idence
strategies as strategies as strategies as o ser ed in sho n
o ser ed in at o ser ed in o ser ed in onl 1 lesson
least lessons lessons lessons
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
‚or ed ith 1 Minutes of … session s ualit ‚or ed ith ‚or ed ith ‚or ed ith ‚or ed ith o
colleagues to share highlighting one’s sharing of colleagues at colleagues in colleagues in colleagues ut accepta le
differentiated strategies on differentiated and least in the the school the no e idence of e idence
de elop entall de elop entall appropriate district cluster le el to share depart ent or sharing ith sho n
appropriate opportunities to address learners’ le el to share lesson grade le el to others
opportunities to differences lesson share lesson
address learners’ esson plans odified s
differences in gender highlighting strategies on
needs strengths differentiated and
interests and de elop entall appropriate
e„periences opportunities to address learners’ fficienc u itted at u itted at u itted at u itted at o
differences least 1 lesson least 1 lesson least 1 lesson least 1 lesson accepta le
orresponding instructional as e identl as e identl as e identl as e idenced e idence
aterials sho ing differentiated sho n in M sho n in sho n in either M sho n
and de elop entall appropriate 1 and M 1 and M 1 and or ut no
opportunities to address learners’ supported supported supported e idence of
differences an an an sharing ith
thers e g testi onial rite up accepta le accepta le accepta le others
fro colleagues of the M M M
lessons insights gained fro the
Master eacherˆs sharing
i eliness
173
APPENDICES
174
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
e eloped and 1 lassroo o ser ation tool ualit e eloped and e eloped e eloped e eloped and o
applied effecti e rating sheet and or inter o ser er applied and applied and applied applied accepta le
strategies in the agree ent for a out using effecti e effecti e effecti e effecti e e idence
planning and effecti e strategies in strategies strategies strategies strategies as sho n
anage ent of i ple enting de elop entall sho ing sho ing sho ing sho ing
de elop entall seƒuenced teaching and learning de elop entall de elop enta de elop enta de elop entall
seƒuenced teaching process seƒuenced ll seƒuenced ll seƒuenced
and learning •esults of learners’ assess ent teaching and teaching and seƒuenced teaching and
processes to eet during the actual teaching learning learning teaching and learning
curriculu esson plans odified s used process as process as learning process as
reƒuire ents and in de onstration teaching sho n in M sho n in process as sho n in M
aried teaching highlighting de elop entall 1 ith a rating M 1 ith a sho n in 1 ith a rating
conte„ts seƒuenced teaching learning of 8 rating of M 1 ith a of
process rating of
€nstructional aterials sho ing fficienc u itted at u itted u itted 1 u itted 1 o
effecti e strategies in least lessons lessons as lesson as lesson as accepta le
de elop entall seƒuenced as e idenced e idenced e idenced e idenced e idence
teaching and learning process M 1 and M 1 and sho n in an 1 of the as sho n
erfor ance tas s test and and supported M 1 and or accepta le
aterial s used in de onstration supported an 1 of and M
teaching an 1 of the the other supported
thers lease specif and other accepta le an 1 of the
pro ide annotations accepta le M other
M accepta le
M
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
8 •e ie ed ith 1 € ple ented … ‰‡ lan ualit onsistentl ‰reƒuentl led ccasionall •arel led o
colleagues teacher Minutes of … ‰‡ sessions on led colla orati e led colla orati e accepta le
and learner feed ac use of teacher and learner colla orati e re ie s of colla orati e re ie s of e idence
to plan facilitate and feed ac to enrich teaching re ie s of teacher and re ie s of teacher and as sho n
enrich teaching practice ith proof of attendance teacher and learner teacher and learner
practice thers lease specif and learner feed ac as learner feed ac as
pro ide annotations feed ac as e idenced feed ac as e idenced
e idenced the M e idenced the M
the M su itted the M su itted
su itted su itted
fficienc u itted u itted u itted u itted 1 o
colla orati e colla orati e colla orati e colla orati e accepta le
re ie s of re ie s of re ie s of re ie of e idence
teacher and teacher and teacher and teacher and as sho n
learner learner learner learner
feed ac as feed ac as feed ac as feed ac as
e identl e identl e identl e identl
sho n in M sho n in sho n in sho n in an of
1 and M 1 and M 1 and the accepta le
supported supported supported M
an 1 of the an 1 of the an 1 of the
accepta le accepta le accepta le
M M M
i eliness
175
APPENDICES
176
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
Š …d ised and guided 1 eaching and learning resources ualit onsistentl ‰reƒuentl ccasionall •arel ad ised o
colleagues in the de eloped colleagues and ad ised ad ised ad ised colleagues in accepta le
selection critiƒued on their align ent to colleagues in colleagues in colleagues in the selection e idence
organi ation learning goals the selection the selection the selection organi ation as sho n
de elop ent and use esson plans colleagues organi ation organi ation organi ation de elop ent
of appropriate critiƒued in ter s of the align ent de elop ent de elop ent de elop ent and appropriate
teaching and learning of the teaching and learning and and and use of teaching
resources including resources to the indicated appropriate appropriate appropriate and learning
€ to address learning goals and use of use of use of resources as
specific learning goals appropriateness to the target teaching and teaching and teaching and sho n in the
learners learning learning learning M su itted
thers lease specif and resources as resources as resources as
pro ide annotations sho n in the sho n in the sho n in the
M M M
su itted su itted su itted
fficienc u itted at u itted u itted u itted 1 o
least teaching and teaching and teaching and accepta le
teaching and learning learning learning e idence
learning resources as resources as resource as as sho n
resources as e idenced e idenced e idenced
e idenced at least 1 of at least 1 of an of the
at least 1 of the the accepta le
the accepta le accepta le accepta le M
M M M
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1‹ ‚or ed 1 …n proof of colla orati e re ie ualit onsistentl ‰reƒuentl ccasionall •arel o
colla orati el ith if the test is designed ased on re ie ed re ie ed re ie ed re ie ed accepta le
colleagues to re ie its purpose e g diagnostic colla orati el colla orati el colla orati el colla orati el e idence
the design selection for ati e and su ati e assess ent assess ent assess ent assess ent as sho n
organi ation and use …n proof of colla orati e re ie tools ith tools ith tools ith tools ith
of a range of effecti e of the align ent of the test ith colleagues as colleagues as colleagues as colleagues as
diagnostic for ati e the curriculu sho n in the sho n in the sho n in the sho n in the
and su ati e 1 for ati e test attached to a M M M M su itted
assess ent strategies lesson plan su itted su itted su itted
consistent ith su ati e assess ent ith
curriculu
reƒuire ents diagnostic test ith its
thers lease specif and fficienc u itted at u itted u itted u itted 1 o
pro ide annotations least assess ent assess ent assess ent accepta le
assess ent tools as tools as tool as e idence
tools as e identl e identl e identl as sho n
e identl sho n in an sho n in an sho n in an of
sho n in an of the of the the accepta le
of the accepta le accepta le M
accepta le M M
M
i eliness
177
APPENDICES
178
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
11 €nterpreted 1 olla orati e interpretation of the ualit onsistentl ‰reƒuentl ccasionall •arel o
colla orati el inde„ of aster o tained fro 1 colla orated colla orated colla orated colla orated accepta le
onitoring and class ith ith ith ith colleagues e idence
e aluation strategies olla orati e interpretation of colleagues in colleagues in colleagues in in the as sho n
of attain ent data to ite anal sis of ƒuarterl the the the interpretation of
support learner e„a inations interpretation interpretation interpretation assess ent
progress and olla orati e interpretation of of assess ent of assess ent of data as sho n
achie e ent results of perfor ance data as sho n data as sho n assess ent in the M
assess ent in the M in the M data as su itted
thers lease specif and su itted su itted sho n in the
pro ide annotations M
su itted
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1 …pplied s ills in 1 a ple agree ent for learners at ualit onsistentl ‰reƒuentl ccasionall •arel applied o
the effecti e ris signed parents and applied s ills in applied s ills applied s ills s ills in the accepta le
co unication of corresponding e idence of the effecti e in the effecti e in the effecti e e idence
learner needs i pro e ent co unication co unicatio effecti e co unication as sho n
progress and •ecord of dialogue and or parent of learner n of learner co unicatio of learner
achie e ent to e teacher conferences and needs and needs and n of learner needs and
sta eholders corresponding e idence of progress to progress to needs and progress to
including i pro e ent parents parents progress to parents
parents guardians …necdotal record co unicated guardians as guardians as parents guardians as
to and signed the learners sho n in the sho n in the guardians as sho n in the
and or parents ith corresponding M M sho n in the M su itted
e idence of i pro e ent su itted su itted M
a ple of learners’ test results su itted
signed parents and
corresponding e idence of
i pro e ent
a ple of acco plished ru rics
gi en for perfor ance tas and
corresponding e idence of
i pro e ent
…ttendance sheet inutes of
parent teacher conference
igned report cards of students at
ris ith corresponding e idence
of i pro e ent
179
APPENDICES
180
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
i eliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1 erfor ed arious 1 er ed as relie er of classes in ualit onsistentl ‰reƒuentl ccasionall •arel o
related or s acti ities the a sence of teachers perfor ed perfor ed perfor ed perfor ed accepta le
that contri ute to the er ed as € in the a sence of special tas s special tas s special tas s special tas s e idence
teaching learning the principal and or and or and or and or as sho n
process •epresented the principal in assign ents assign ents assign ents assign ents as
eetings and conferences as sho n in as sho n in as sho n in sho n in the
ser ed classes of eachers € the M the M the M M su itted
€€€ su itted su itted su itted
…ssisted the school selection
co ittee in the e aluation of
credentials hen hiring or
pro oting teachers
ertificate of •ecognition or
articipation
ertificate of raining
8 ertificate of pea ership
Š o ittee in ol e ent
181
APPENDICES
182
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
i eliness
Appendix D.1
is ool as de eloped t roug t e ilippine ‡ational €esearc enter for eac er „ualit € „ it support fro t e ustralian
Šo ern ent t roug t e Žasic ˆducation ector ransfor ation Žˆ rogra
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
183
APPENDICES
184
Appendix D.1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
THE RPMS MANUAL
Performance Indicators
Weight Rating
Very
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Actual Results Score
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Applied knowledge Quality Showed Showed Showed Showed No
Education Knowledge and of content within and knowledge of knowledge of knowledge of knowledge of acceptable
Services Pedagogy across curriculum content and its content and its content and its content and its evidence
teaching areas. integration integration integration integration was shown
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 MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 lessons lessons using lessons using of the given acceptable
using MOV 1 MOV 1 and MOV 1 and MOV evidence
and supported supported by supported by was shown
by any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
Timeliness
Basic 2. Used a range of Quality Facilitated using Facilitated using Facilitated using Facilitated using No
Education teaching strategies different different different different acceptable
Services that enhance learner teaching teaching teaching teaching evidence
achievement in strategies that strategies that strategies that strategies that was shown
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
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Performance Indicators
Weight Rating
Very
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Actual Results Score
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 learner- learner- learner- learner-centered acceptable
centered centered centered lesson as evidence
lessons as lessons as lessons as evidently shown was shown
evidently shown evidently shown evidently shown in any of the
in MOV 1 and in MOV 1 and in MOV 1 and given MOV
supported by supported by supported by
any 1 of the any 1 of the any 1 of the
other MOV other MOV other MOV
given given given
Timeliness
Basic 3. Applied a range of Quality Used different Used different Used different Used different No
Education teaching strategies to teaching teaching teaching teaching acceptable
Services develop critical and strategies that strategies that strategies that strategies that evidence
creative thinking, as develop critical develop critical develop critical develop critical was shown
well as other higher- and creative and creative and creative and creative
order thinking skills. thinking and/or thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV shown in MOV shown in MOV shown in MOV 1
1 with a rating 1 with a rating 1 with a rating with a rating of 4
of 7 of 6 of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons lessons as lessons as lesson as acceptable
as evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
supported by supported by supported by given MOV
any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
Timeliness
Basic 2. Learning 4. Managed Quality Used classroom Used classroom Used classroom Used classroom No
Education Environment and classroom structure to management management management management acceptable
Services Diversity of engage learners, strategies that strategies that strategies that strategies that evidence
Learners individually or in engage learners engage learners engage learners engage learners was shown
groups, in meaningful in activities/ in activities/ in activities/ in activities/
exploration, discovery tasks as shown tasks as shown tasks as shown tasks as shown
and hands-on in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
activities within a rating of 7 rating of 6 rating of 5 rating of 4
185
APPENDICES
186
Performance Indicators
Weight Rating
Very
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Actual Results Score
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
range of physical Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
learning least 4 lessons lessons lessons lesson acceptable
environments. supported by supported by supported by supported by evidence
THE RPMS MANUAL
MOV 1 and any MOV 1 and any MOV 1 and any any of the was shown
1 of the other 1 of the other 1 of the other acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
Basic 5. Managed learner Quality Applied teacher Applied teacher Applied teacher Applied teacher No
Education behavior management management management management acceptable
Services constructively by strategies of strategies of strategies of strategies of evidence
applying positive and learner behavior learner behavior learner behavior learner behavior was shown
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
shown in MOV shown in MOV shown in MOV shown in MOV
submitted with a submitted with a submitted with a submitted with a
rating of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No
least 4 of the least 4 of the least 4 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in as observed in as observed in observed in only was shown
at least 4 3 lessons 2 lessons 1 lesson
lessons
Timeliness
Basic 6. Used differentiated, Quality Applied Applied Applied Applied No
Education developmentally differentiated differentiated differentiated differentiated acceptable
Services appropriate learning teaching teaching teaching teaching evidence
experiences to strategies to strategies to strategies to strategies to shown
address learners’ address learner address learner address learner address learner
gender, needs, diversity as diversity as diversity as diversity as
strengths, interests shown in MOV shown in MOV shown in MOV shown in MOV 1
and experiences. 1 with a rating 1 with a rating 1 with a rating with a rating of 4
of 7 of 6 of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 differentiated differentiated differentiated acceptable
differentiated teaching teaching teaching evidence
teaching strategies in at strategies in 2 strategy in only shown
Performance Indicators
Weight Rating
Very
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Actual Results Score
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
strategies in at least 2 lessons lessons as 1 lesson as No
least 2 lessons as evidenced by evidenced by evidently shown acceptable
as evidenced by MOV 1 and MOV 1 and in any 1 of the evidence
MOV 1 and supported by supported by acceptable was shown
supported by any 1 of the any 1 of the MOV
any 1 of the other other
other acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Basic 3. Curriculum 7. Planned, managed Quality Planned and Planned and Planned and Planned and No
Education and Planning and implemented implemented implemented implemented implemented acceptable
Services developmentally developmental- developmental- developmental- developmentally evidence
sequenced teaching ly sequenced ly sequenced ly sequenced sequenced was shown
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
requirements and shown in MOV shown in MOV shown in MOV MOV 1 with a
varied teaching 1 with a rating 1 with a rating 1 with a rating rating of 4
contexts. of 7 of 6 of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 developmental- developmental- developmental- acceptable
developmental- ly sequenced ly sequenced ly sequenced evidence
ly sequenced teaching and teaching and teaching and was shown
teaching and learning learning learning process
learning process as process as as evidently
process as evidently shown evidently shown shown in any 1
evidently shown in MOV 1 and in MOV 1 and of the given
in MOV 1 and supported by supported by MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
187
APPENDICES
188
Performance Indicators
Weight Rating
Very
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Actual Results Score
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
8. Participated in Quality Consistently Frequently Occasionally Rarely No
collegial discussions participated in participated in participated in participated in acceptable
that use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
THE RPMS MANUAL
189
APPENDICES
190
Performance Indicators
Weight Rating
Very
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Actual Results Score
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
Efficiency Submitted a Submitted a Submitted a Submitted 1 No
combination of combination of combination of acceptable acceptable
at least 4 of the 3 of the 2 of the MOV evidence
THE RPMS MANUAL
191
APPENDICES
192
Appendix D.2
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
THE RPMS MANUAL
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Modeled effective Quality Modeled Modeled Modeled Modeled No
Education Knowledge and applications of effective effective effective effective acceptable
Services Pedagogy content knowledge applications of applications of applications of applications of evidence
within and across content content content content was shown
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
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 8 rating of 7 rating of 6 rating of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons lessons as lessons as lesson as acceptable
as evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
supported by colleagues and colleagues and colleagues and
any 1 of the supported by supported by supported by
other MOV any 1 of the any 1 of the any 1 of the
given other MOV other MOV other MOV
given given given
Timeliness
Basic 2. Collaborated with Quality Conducted, Conducted and Conducted Proposed action No
Education colleagues in the completed and completed action research research with acceptable
Services conduct and disseminated action research with colleagues colleagues evidence
application of action research with colleagues was shown
research to enrich with colleagues
knowledge of content Efficiency Submitted at Submitted any 3 Submitted any 2 Submitted any 1 No
and pedagogy. least 4 of the of the MOV MOV acceptable
given MOV acceptable evidence
MOV was shown
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Timeliness Presented the Completed the Conducted the Proposed the No
research report research report research report research report acceptable
within the rating within the rating within the rating within the rating evidence
period period period period was shown
Basic 3. Developed and Quality Demonstrated Demonstrated Demonstrated Demonstrated No
Education applied effective effective effective effective effective acceptable
Services teaching strategies to teaching teaching teaching teaching evidence
promote critical and strategies to strategies to strategies to strategies to was shown
creative thinking, as promote critical promote critical promote critical promote critical
well as other higher- and creative and creative and creative and 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 MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 8 rating of 7 rating of 6 rating of 5
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
more lessons as lessons as lessons as lesson as acceptable
evidently shown evidently shown evidently shown evidently shown evidence
in MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and was shown
supported by supported by supported by supported by
any 1 of the any 1 of the any 1 of the any of the other
other MOV other MOV other MOV MOV given
given given given
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 acceptable
Services Diversity of and share effective classroom classroom classroom classroom evidence
Learners techniques in the management management management management was shown
management of strategies that strategies that strategies that strategies that
classroom structure to engage learners engage learners engage learners engage learners
in activities/ in activities/ in activities/ in activities/
engage learners,
tasks done in tasks done in tasks done in tasks done in
individually or in different different different different
groups, in meaningful physical physical physical physical
exploration, discovery learning learning learning learning
and hands-on environments environments environments environments
activities within a as shown in as shown in as shown in as shown in
range of physical MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 8 rating of 7 rating of 6 rating of 5
193
APPENDICES
194
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
learning Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
THE RPMS MANUAL
195
APPENDICES
196
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
learner learner learner learner
THE RPMS MANUAL
197
APPENDICES
198
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally Rarely No
THE RPMS MANUAL
OVERALLCOMPETENCY RATING
199
Appendix D.4
200
Appendix G
PART IV: DEVELOPMENT PLANS
THE RPMS MANUAL
Feedback:
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
174
201
APPENDICES
202
Appendix F
APPENDICES
Appendix G
203
THE RPMS MANUAL
204
APPENDICES
205
THE RPMS MANUAL
206
APPENDICES
Appendix H
207
THE RPMS MANUAL
208
APPENDICES
209
THE RPMS MANUAL
210
Appendix
Appendix J.1I.1
211
APPENDICES
212
RUBRIC LEVEL SUMMARY
THE RPMS MANUAL
3 4 5 6 7
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level
minor content errors either in accurate knowledge of key accurate and in-depth accurate, in-depth and broad knowledge of content and
the presentation of the lesson concepts both in the presentation knowledge of most concepts knowledge of all concepts in pedagogy that creates a
or in responding to learners’ of the lesson and in responding to in the presentation of the the presentation of the lesson conducive learning
questions or comments. The learners’ questions or comments. lesson and in responding to and in responding to learners’ environment that enables an
lesson content displays learners’ questions in a questions in a manner that is in-depth and sophisticated
simple coherence. The lesson content displays manner that attempts to be responsive to learner‘s understanding of the teaching
coherence. responsive to student developmental needs and and learning process to meet
developmental learning promotes learning. individual or group learning
needs. needs within and across
The teacher attempts to make curriculum content areas.
connections across curriculum The teacher makes
content areas if appropriate. The teacher makes connections meaningful connections
across curriculum content areas across curriculum content
if appropriate. areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher indicates some 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays 1. The teacher applies
awareness of other ideas of concepts and makes no content comprehensive extensive knowledge of extensive knowledge of
the same discipline that are errors. understanding of the content. content beyond his/her
connected to the lesson but concepts and structure of area of specialization.
does not make solid 2. The content appears to be the disciplines. 2. The teacher cites intra-
connection. accurate and its focus shows and interdisciplinary 2. The teacher motivates
awareness of the ideas and 2. The teacher addresses content relationships. learners to investigate
structure of the discipline. content accurately and the content area to
makes connections across 3. The teacher addresses expand their knowledge
3. The teacher demonstrates disciplines. content accurately and its and satisfy their natural
factual knowledge of subject 3. focus is congruent with the curiosity.
matter and attempts to connect big ideas and/or structure of
content across disciplines. the discipline.
CLARIFICATIONS
KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE
SIMPLE COHERENCE
central ideas of the topic or lesson content is free from errors knowledge within and across
a basic logic in the sequence of the
curriculum content areas
lesson with one part linked to the
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE
next
different learning/subject areas foundational knowledge and finer details HIGH-LEVEL KNOWLEDGE
taught and learned in the basic and within the curriculum content complex content knowledge within
MINOR CONTENT ERRORS
secondary education curriculum area and across curriculum areas
lesser degree of errors in the content
of the lesson
213
APPENDICES
Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
214
INDICATOR 2
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
address learners’ literac and or learners’ literac and/or numeracy learners’ literac and or learners’ literacy and/or that promote individual and
THE RPMS MANUAL
numeracy needs. needs. numeracy skills. numeracy skills. group learners’ critical literac
and/or critical numeracy skills.
FEATURES OF PRACTICE
1. The teacher defines general 1. In some parts of the lesson, 1. The teacher routinely 1. The teacher employs
1. The teacher uses activities
terms in the lesson but fails the teacher provides activities provides activities to enhance structured activities that
that enhance literacy
to define specific terms ic address learners’ learners’ literac and or enhance and support
and/or numeracy in almost
needed to develop learners’ literacy and/or numeracy numeracy skills in all aspects learners’ ig er level o
all aspects of the lesson.
needs but fails to do so in of the lesson. literacy and/or numeracy
full understanding of literacy some critical parts of the skills as a significant part
and/or numeracy concepts. lesson where either or both of his/her instruction.
skills are necessary.
Example: The teacher
defines fraction but fails to
define/explain numerator and
denominator.
CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may
LOOSELY-CONNECTED TEACHING STRATEGIES OCCASIONALLY include
teaching approaches which are mismatched in occurs irregularly in the duration of the lesson awareness of sounds of language, awareness of print
addressing literacy and/or numeracy needs and the relationship between letters and sounds. Other
FREQUENTLY skills such as creating knowledge through writing as
CRITICAL LITERACY occurs often times in the duration of the lesson well as developing media and technology are part of
critically analyzing and evaluating the meaning literacy skills.
of text as it relates to global issues to inform CONSISTENTLY
a critical stance, response and/or action occurs constantly in the duration of the lesson NUMERACY SKILLS
skills which consist of comprehending and applying
CRITICAL NUMERACY RELEVANT fundamental arithmetic operations like addition,
ability to effectively use mathematical concepts in teaching approaches which are moderately subtraction, multiplication, and division. Numeracy
applying, analyzing, evaluating and creating ideas asso iated with the learners’ developmental needs to skills may also include the ability to reason with
enhance literacy and/or numeracy skills mathematical concepts like interpreting data, charts,
and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.
Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 3
higher-order thinking skills
3 4 5 6 7
The teacher provided The teacher uses questions and The teacher employs a range of The teacher challenges The teacher provides a broad
straightforward questions and activities that mostly require the targeted follow-up questions learners to justify their thinking range of questions and
activities which lead learners learners to interpret, explain, or and activities that encourage and successfully engages most activities, including those of
through a single path of inquiry. describe ideas learned. learners to explain, learners in the discussion using higher-order that challenge
demonstrate, and use ideas well-directed questions and learners to analyze their thinking
learned. activities. to promote deeper
understanding.
FEATURES OF PRACTICE
1. e teac er as s o as 1. The teacher makes some 1. The teacher employs a 1. The teacher challenges 1. Learners compare
an idea a out t is e attempt to engage learners in range of strategies to learners cognitively to and contrast ideas.
usual same learners offer genuine discussion rather ensure that most learners advance high-level thinking
comments. than simple, factual, or rote- are given opportunities to and discourse. 2. Learners synthesize or
type discussion. give opinions to the lesson summarize information
2. Many questions require and to react to the opinions 2. Learners extend the within or across
rote-type responses. e teac er as s an ou of others. discussion by inviting disciplines.
please e plain t is idea comments from their
2. The teacher creates a classmates during the
genuine discussion among discussion and challenge
learners, providing adequate one anot er’s t in ing.
time for them to respond; as
well as to step aside when 3. Learners, themselves,
doing so is appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTION
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
215
APPENDICES
Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
216
INDICATOR 4
discovery and hands-on activities within a range of physical and learning environments
3 4 5 6 7
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and
The teacher manages
classroom structure and structure and engages the classroom structure and maintains classroom structure
classroom structure and
engages only some learners in majority of the learners in engages all learners in and engages learners,
THE RPMS MANUAL
CLARIFICATIONS
3 4 5 6 7
The teacher rarely manages The teacher occasionally manages The teacher frequently The teacher consistently The teacher constructively
misbehavior against established misbehavior against established manages misbehavior against manages misbehavior against manages learner behavior by
rules of conduct. rules of conduct and the majority established rules of conduct established rules of conduct applying positive and non-
of the learners follow such rules. and most learners follow such and all learners follow such violent discipline to ensure
rules. rules. learning-focused environment.
FEATURES OF PRACTICE
1. Standards of conduct appear 1. e teac er’s standards o 1. The classroom 1. The teacher responds 1. Learners are actively
to have been established, but conduct are inconsistently management system has appropriately to encouraged to take
learners violate the rules. enforced resulting in some been implemented misbehavior of learners at responsibility for their
interference in learning and appropriately which is all times without any loss of behavior.
2. A prescribed process to some loss of instructional time. responsive to classroom instructional time.
address learner misconduct is and individual needs of 2. Well-established
communicated, but is not 2. Standards of conduct are clear learners. 2. Clear expectations for procedures for learners to
clear and requires repeated to some learners and may learner behavior are self-monitor their own
prompting, which delays or require repeated prompting. 2. e teac er’s standards o evident. Standards of classroom behavior are
disrupts the quality of behavior are consistently conduct are clear to all evident.
learning. 3. Appropriate expectations for reinforced resulting in little learners and with modest
behavior are established, but or no interference with impact on learning.
. e teac er’s responses to some of these are unclear, or do learning. They are clear to
learners’ e avior are not address the needs of most most learners and require
inconsistent: sometimes learners. little prompting.
harsh, sometimes lenient.
CLARIFICATIONS
217
APPENDICES
ses di erentiated developmentally appropriate learning e perien es to address learners’
218
INDICATOR 6
gender, needs, strengths, interests and experiences
3 4 5 6 7
The teacher provides a limited The teacher provides The teacher provides The teacher provides The teacher provides
range of differentiated learning differentiated or developmentally differentiated and differentiated and differentiated and
experiences to address the appropriate learning experiences developmentally appropriate developmentally appropriate developmentally appropriate
THE RPMS MANUAL
learning needs of some to address the learning needs of learning experiences to learning experiences to learning experiences to address
learners. most learners. address the needs of most address the learning needs of the diverse learning
learners. different groups of learners. needs.
FEATURES OF PRACTICE
1. The teacher relies on a 1. The teacher makes use of the 1. The teacher makes use of 1. The teacher supports the 1. The teacher provides
single strategy or some learners’ developmental levels developmental levels of learners’ needs t roug a thoughtful and appropriate
strategies allowing some or ways of learning to address learners in the classroom variety of strategies, instructional adaptation for
learners to achieve the their learning needs. and the different ways they materials, and/or pacing individual learner needs. The
instructional outcomes. learn by providing that make learning adaptation of instruction is
differentiated learning accessible and challenging realistic and effective. Diverse
2. The teacher provides experiences that enable for different groups of learners have opportunities to
activities for all learners but most learners to progress learners. actively engage in various
does not enable most of toward meeting intended learning activities.
them to meet the intended outcomes. 2. The teacher uses
outcomes. differentiated strategies that
motivate and engage
groups of learners at their
cognitive levels, allowing
them to achieve the
learning outcomes.
CLARIFICATIONS
LEARNING NEEDS
learners’ di erent a grounds gender needs, strengths, interests and experiences
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 structured lessons with structured lessons with
elements of developmentally elements of developmentally elements of developmentally developmentally emphasis on explicit
sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and connections between previous
learning processes. learning processes. learning processes to meet learning and new concepts and
learning processes.
curriculum requirements
skills.
and varied teaching
contexts.
FEATURES OF PRACTICE
1. The teacher does not 1. e teac er’s demonstration o 1. The teacher connects 1. The sequence of activities 1. The progression from the
demonstrate knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main
understanding of the pre- relationships are inaccurate or future learning. Transitions learners toward achieving activity was thoughtfully
requisite relationships incomplete and transitions between activities are t e lesson’s o ectives. planned to review same
when planning and between activities are present smooth. basic concepts, followed by
transitions between but may catch learners off guard 2. The sequence of learning the activities that would take
activities are too abrupt. or disrupt the flow of the 2. The lesson sequence activities keeps learners the application of this
sequence. generally kept learners engaged in the content knowledge to the next level
2. The sequence of the engaged and moving from and had a clear sense of of exploration.
lesson demonstrated 2. There may have been a minor one portion to the next in a purpose throughout the
some structure but there missed opportunity or minor reasonable manner. They vast majority of the class
were some problems organizational issue present seemed to understand the time.
with the organization that during the lesson that affected purpose of the lesson and
negatively impacted learning time. what they were to do to
learning. accomplish the purpose.
CLARIFICATIONS
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
219
APPENDICES
220
Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT,
INDICATOR 8
to address 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
THE RPMS MANUAL
resources, including ICT, resources, including ICT, which resources, including ICT, which resources, including ICT, which extensive and multidisciplinary
which are loosely-aligned with are occasionally aligned with the are generally aligned with the are consistently aligned with learning resources, including
the learning goals. learning goals. learning goals. the learning goals. ICT, which are appropriate and
aligned with the learning goals.
FEATURES OF PRACTICE
1. Instructional materials and 1. Instructional materials and 1. Instructional materials and 1. All instructional 1. Instructional materials are
resources are minimally resources are incompletely resources are fairly aligned materials and resources diverse and are consistently
aligned with the learning aligned with the instructional with the instructional are aligned with the aligned with the
goals. purposes. purposes. instructional purposes. instructional purposes.
CLARIFICATIONS
3 4 5 6 7
The teacher provides a The teacher provides a range The teacher provides a range of The teacher provides The teacher integrates
limited range of assessment of assessment strategies but assessment strategies that assessment strategies assessment strategies
strategies but fails to address only some are aligned with address most of the learning consistent with the curriculum engages learners in self- and
the learning goals. the learning goals. goals. requirements. peer-assessment.
FEATURES OF PRACTICE
1. The assessment procedures 1. The teacher uses a variety of 1. The teacher uses a repertoire 1. The teacher predominantly 1. The teacher uses
focus on task completion assessment strategies which of assessment strategies uses assessment strategies assessment strategies
and/or compliance rather than are partially congruent to the which are aligned with the which are embedded as an which engage learners in
learner achievement of lesson intended learning outcomes. intended learning goals. integral part of the lesson assessment criteria to self-
purpose/ objective. and are aligned with the monitor and reflect on their
2. The teacher uses procedures 2. The teacher uses intended instructional or own progress.
that yield only some evidence of assessment procedures that consistent with the content
learning. draw out evidence of whether standards. 2. Learners frequently assess
learners have learned most their own work and the work
of the intended learning 2. Learners are encouraged to of their peers using
outcomes. assess and monitor the assessment criteria
quality of their own work embedded in the teacher-
against the assessment learners-generated rubrics,
criteria and performance peer reviews, and/or
standards that make active reflection logs.
use of that information in
their learning.
CLARIFICATIONS
ASSESSMENT STRATEGIES:
DIAGNOSTIC
assessment used to identi y ea h learner’s strengths wea nesses nowledge and s ills prior to instru tion
FORMATIVE
assessment used to identify the parts of the lesson where learners need improvement,
e.g. recitation, activities and seatworks
SUMMATIVE
assessment used to identify learner achievement, e.g. quizzes and tests
221
APPENDICES
222
THE RPMS MANUAL
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
223
THE RPMS MANUAL
Appendix I.3
224
Appendix J.1
Appendix K.1
225
APPENDICES
226
RUBRIC LEVEL SUMMARY
THE RPMS MANUAL
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.
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
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, in-depth and broad knowledge of content and knowledge of content within
concepts both in the of most concepts in the knowledge of all concepts in the pedagogy that creates a and across curriculum content
presentation of the lesson and presentation of the lesson and in presentation of the lesson and conducive learning environment areas to empower learners to
in responding to learners’ responding to learners’ questions in responding to learners’ that enables an in-depth and acquire and apply successful
questions or comments. questions in a manner that is sophisticated understanding of learning strategies to assist in
in a manner that attempts to responsive to learner the teaching and learning their development as
The lesson content displays be responsive to learner developmental needs and processes to meet individual or independent learners.
coherence. developmental learning promotes learning. group learning needs within
needs. and across curriculum content
The teacher attempts to The teacher makes
make connections across The teacher makes connections areas.
meaningful connections
curriculum content areas if across curriculum content areas if across curriculum content
appropriate. appropriate. areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher clearly 1. The teacher displays 1. The teacher displays 1. The teacher applies 1. The teacher applies extensive
explains concepts and comprehensive understanding extensive knowledge of extensive knowledge of and complex content knowledge
makes no content errors. of the concepts and structure of content. content beyond his/her to support learners in acquiring
the disciplines. area of specialization. successful learning strategies in
2. The content appears to be 2. The teacher cites intra- other areas of the learning.
accurate and its focus 2. The teacher addresses content and interdisciplinary 2. The teacher motivates
shows awareness of the accurately and makes content relationships. learners to investigate the 2. The teacher extends
ideas and structure of the connections across disciplines. content area to expand their knowledge of subject beyond
discipline. 3. The teacher addresses knowledge and satisfy their
content accurately and its content in his/her teaching
natural curiosity. specialty and stimulates
3. The teacher demonstrates focus is congruent with the
factual knowledge of subject big ideas and/or structure of learners’ curiosity beyond the
matter and attempts to connect the discipline. required course work.
content across disciplines.
CLARIFICATIONS
227
APPENDICES
228
Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 2
higher-order thinking skills
4 5 6 7 8
The teacher uses questions The teacher employs a range of The teacher challenges learners The teacher provides a broad The teacher provides, at the
THE RPMS MANUAL
and activities that mostly targeted follow-up questions and to justify their thinking and range of questions and appropriate times, a learning
require the learners to activities that encourage learners successfully engages most of activities, including those of environment for higher-order
interpret, explain, or describe to explain, demonstrate, and use them in the discussion using higher-order that challenge thinking skills that enables
ideas learned. learners to analyze their learners to evaluate their
ideas learned. well-directed questions and
activities. thinking to promote deeper thinking and to seek
understanding. constructive feedback from
peers and the teacher.
FEATURES OF PRACTICE
1. The teacher makes some 1. The teacher employs a range of 1. The teacher challenges 1. Learners compare and 1. Learners judge or evaluate
attempt to engage learners strategies to ensure that most learners cognitively to contrast ideas. situations, problems, or
in genuine discussion rather learners are given opportunities advance high-level thinking issues.
to give opinions to the lesson 2. Learners synthesize or
than simple, factual, or rote- and discourse.
type discussion. and to react to the opinions of summarize information within
2. Learners extend the or across disciplines. 2. Learners invite comments
others.
2. he teacher as s an you discussion by inviting from their classmates
please e plain this idea comments from their during discussion and
2. The teacher creates a genuine classmates during the challenge one another’s
discussion among learners, discussion and challenge thinking.
providing adequate time for one another’s thin ing
them to respond; as well as to
step aside when doing so is 3. Learners, themselves,
appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTIONS
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
Manages classroom structure to engage learners, individually or in groups, in meaningful
INDICATOR 3 exploration, discovery and hands-on activities within a range of physical and learning
environments
4 5 6 7 8
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and The teacher adapts and
classroom structure and structure and engages most classroom structure and maintains classroom structure adjusts classroom structure
engages the majority of the learners in meaningful exploration, engages all learners in and engages learners, according to learners’ needs
learners in discovery and discovery and hands-on learning meaningful exploration, individually or in groups, in and encourages learners to
hands-on learning activities activities within a range of physical discovery and hands-on meaningful exploration, explore other learning
within a range of physical learning environments. learning activities within a range discovery and hands-on activities that support the
learning environments. of physical learning learning activities within a achievement of learning
environments. range of physical learning goals.
environments.
FEATURES OF PRACTICE
1. The classroom layout and 1. The classroom layout and 1. The teacher keeps the 1. The teacher utilizes 1. The teacher modifies
available resources are available resources are learning environment free proactive classroom classroom structure and
simple and somewhat generally suitable for different from congestion and management practices resources effectively in a
suitable for different learning facilitates activities to support flexible manner that acknowledges
learning activities.
appropriate within the movement of the the needs of learners.
activities.
2. Most learners work physical learning learners in all learning
2. Majority of the learners productively within the environment. activities. 2. The teacher facilitates
work productively within the allotted time, physical well-planned learning
allotted time and physical 2. All learners work 2. Learners are fully activities appropriate to
space and resources.
productively within the engaged in all activities individual and group needs
space, using the available
allotted time, physical by utilizing optimal within the available
resources. space and resources. space and time, physical space and
appropriate to their resources.
needs.
CLARIFICATIONS
229
APPENDICES
230
Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 4
ensure learning-focused environments
4 5 6 7 8
THE RPMS MANUAL
The teacher occasionally The teacher frequently manages The teacher consistently The teacher constructively The teacher enables learners
manages misbehavior against misbehavior against established manages misbehavior against manages learner behavior by to take control of their own
established rules of conduct and rules of conduct and most learners established rules of conduct applying positive and non- behavior against rules of
the majority of the learners follow such rules. and all learners follow such violent discipline to ensure conduct in which learners are
follow such rules.
rules. learning-focused environment. aware of the impact of their
behavior.
FEATURES OF PRACTICE
1. The teacher’s standards o 1. The classroom management 1. The teacher responds 1. Learners are actively 1. Standards of conduct are
conduct are inconsistently system has been appropriately to misbehavior encouraged to take clear to all learners.
enforced resulting in some implemented appropriately of learners at all times without responsibility for their Learners respectfully
interference in learning and which is responsive to any loss of instructional time. behavior. intervene with classmates
some loss of instructional classroom and individual at appropriate moments to
time. needs of learners. 2. Clear expectations for 2. Well-established ensure compliance with
learner behavior are procedures for standards of conduct.
2. Standards of conduct are 2. he teacher’s standards o evident. Standards of learners to self-
clear to some learners behavior are consistently conduct are clear to all monitor their own
and may require repeated reinforced resulting in little or no learners and with modest classroom behavior
prompting. interference with learning. They impact on learning. are evident.
3. Appropriate expectations are clear to most learners and
for behavior are require little prompting.
established, but some of
these are unclear, or do
not address the needs of
most learners.
CLARIFICATIONS
CONSTRUCTIVE FREQUENTLY
positive and help ul responses on learners’ ehavior occurs often times in the duration of the lesson
MAJORITY CONSISTENTLY
more than half of the learners occurs constantly in the duration of the lesson
MOST BEHAVIOR
almost all, approaching 100% of the learners manner in which learners act; either positive or negative
Plans, manages and implements 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 elements structured lessons with structured lessons with understanding of the
elements of developmentally of developmentally sequenced developmentally sequenced emphasis on explicit prerequisite relationships
sequenced teaching and teaching and learning processes. teaching and learning connections between previous among the important content,
learning processes. processes to meet curriculum concepts, as well as multiple
learning and new concepts
requirements and varied pathways for learning
and skills.
teaching contexts. depending on learners’ needs.
FEATURES OF PRACTICE
1. The teacher’s demonstration 1. The teacher connects 1. The sequence of activities 1. The progression from the 1. The lesson was structured to
of knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main take into account or build
relationships are inaccurate future learning. Transitions learners toward achieving activity was thoughtfully prior knowledge of the topic
or incomplete and transitions between activities are smooth. the lesson’s objectives. planned to review same and was well paced with a
between activities are present basic concepts, followed by thoughtfully chosen
but may catch learners off 2. The lesson sequence 2. The sequence of learning the activities that would sequence of learning
guard or disrupt the flow of generally kept learners activities keeps learners take the application of this activities, and the teacher
the sequence. engaged and moving from one engaged in the content knowledge to the next level had anticipated the
portion to the next in a and had a clear sense of of exploration. pedagogical approaches that
would be most effective in
2. There may have been a reasonable manner. They purpose throughout the
engaging the learners
minor missed opportunity or seemed to understand the vast majority of the class
throughout the entire class
minor organizational issue purpose of the lesson and time.
period.
present during the lesson what they were to do to
that affected learning time. accomplish the purpose.
CLARIFICATIONS
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
231
APPENDICES
232
THE RPMS MANUAL
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
233
THE RPMS MANUAL
Appendix J.3
234
APPENDICES
Appendix K
235
Appendix L
Annotation Template
236
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
ACKNOWLEDGEMENTS
9
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
THE RPMS MANUAL
DEPARTMENT OF EDUCATION
Alwaleed Alssamani
Web Programmer, UNE-SiMERR National Research Centre
Allan S. Reyes
Senior Program Manager, RCTQ
238
ACKNOWLEDGEMENTS
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
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THE RPMS MANUAL
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ACKNOWLEDGEMENTS
241