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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
TABLE OF
CONTENTS
Introduction 2
4
4 Professional Reflections 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 Effective Coaching and Giving Performance Feedback
5.1 What is coaching?
49
50
5.1.1 What is the difference 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 benefits 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 (Proficient Teachers) 135
Appendix C: RPMS Tool for Master Teacher I-IV (Highly Proficient 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 (Proficient Teachers) 203
Appendix H: Self-Assessment Tool for Master
Teacher I-IV (Highly Proficient Teachers) 207
Appendix I.1: COT-RPMS for Teacher I-III (Proficient 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 Proficient 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
R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
INTRODUCTION
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
efforts toward quality education.
To complement reform initiatives on teacher quality, the Philippine
Professional Standards for Teachers (PPST) has been developed and nationally
validated. This was signed into policy by Department of Education (DepEd)
Secretary 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.
R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
aster
forM
T1-3
RPMS Tool
for Teacher I-III
(Proficient Teachers)
1
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 specific objectives
to attain the KRAs. Each tool also presents in detail the various Means of Verification
(MOV) that serve as proof of the attainment of specific objectives alongside performance
indicators, from outstanding to poor performance, 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 profile of
the ratee.
1.3.2 Qualification 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 office and/or the individual
employee. The KRAsare the very reasons why an office 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 defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning
Environmentand Diversity of Learners, (3) Curriculum and Planning,
(4) Assessment and Reporting, and the (5) Plus Factor.
7
THE RPMS MANUAL
8
THE RPMS TOOLS FOR TEACHERS
1.3.6 Means of Verification (MOV). The MOV column gives Ratees and Raters list
of documents that can prove the teachers’ attainment of objectives. They
have been judiciously selected to show evidence of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help Raters in
assessing teacher performance.
MOV include classroom observation tool (COT) rating sheet and/or inter-
observer agreement form; lesson plans/modified daily lesson logs (DLLs);
instructional materials; formative and summative assessment tools;
compilations of student outputs; certificates of attendance to professional
development activities like graduate studies, seminars, forums, and/or
learning action cells; and evidence showing the conduct of collaborative
activities with parents/colleagues/other stakeholders.
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
Efficiency quantity of waste, expense, or unnecessary effort.
The performance indicators need not have all three (3) categories. Some
performance may only be rated on quality and efficiency, some on quality
and timeliness and others on efficiency only. Figure 1.9 illustrates how the
performance measures are embedded in the performance indicators of the
RPMS Tools.
11
12
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, certificates 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. Affix 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
R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
THE PORTFOLIO
ASSESSMENT
PROCESS
3
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 five 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
3 - Satisfactory Development Plans. Mid-year Review Year-end
Teacher I-III
(Proficient Teachers) 2 - Unsatisfactory Evaluation
• RPMS Tool for Master 1- Poor (Documents/
Teacher I-IV (Highly Forms: Teacher (Documents/
Proficient Teachers) 2. Explain your Rating, if RPMS Portfolio, Forms: IPCRF and
3. Guide the teacher/Ratee needed. RPMS Tools, IPCRF IPCRF-DP
in understanding the and PMCF)
What is I am
your current a Teacher 1.
position?
Figure 3.3. A Rater determines the corresponding RPMS tool for the Teacher/Ratee
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
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 definition of these performance measures, namely quality/
effectiveness, efficiency 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
Efficiency amount of quantity of waste, expense, or unnecessary effort.
25
26
Teacher Grace, a Master Teacher II of Calauag East Central School, submits her
Portfolio for rating. She includes the following MOV under KRA 1 Objective 1:
• Four COT Rating Sheets with a rating of level 7 on effective applications of
content knowledge within and across curriculum teaching areas for 4 lessons.
- COT 1 is supported by 1 DLL used in demonstration teaching highlighting
integration of content knowledge within and across subject areas;
- COT 2 is supported by 1 set of instructional materials developed highlighting
effective application of content knowledge within and across subject areas;
- COT 3 is supported by 1 performance task/test material used in
demonstration teaching across subject areas; and
- COT 4 is supported by results of assessment used in demonstration
teaching highlighting mastery of lessons learned
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 Efficiency 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 Toolfor
Teacher I-III.
Acceptable MOV Submitted MOV Remarks
• Compilation of a learner’s • A compilation of a learner’s written Notvalid because
written work with summary work with summary of results it lacked parent’s
of resultsand with signature signature
of parents • A formative assessmenttool with Not valid because it
• Formative/summative TOS and frequency of errors lacked a list of identified
assessment tools with TOS least mastered skills
and frequencyof errors with • A class record Valid
identified least mastered
skills • A DLL showing index of mastery Valid
• Class records/grading
sheets
• Lesson plans/modified DLLs
showing index of mastery
• Others (Please specify and
provide annotations)
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 Proficient 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
Mid-year Review
Mid-year Reviewgivesyouthechancetoconferwiththeteachersforthem
toimproveperformance. Usually, themid-yearreviewisconductedin October
or November. You need to provide suggestions, recommendationsand/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. Thefinalratingdependssolely on theyear-endevaluation.
Step 1: Assess the Teacher Portfolio using the IPCRF and the suggested
Mid-year Review Form (MRF).
See Figure 3.26 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 identified and intervention
mastery. needed is applied
Efficiency
Timeliness
Scale Definition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
See Figure 3.28 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
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate
3.1.3 Post-Assessment
The Part IV: Development Plans of the IPCRF (IPCRF-DP) shall be
informed by the results of the self-assessment during Phase 1: Performance
Planning and Commitment. The Rater and the Ratee shall identify and agree
on the strengths and development needs and reflect them in the 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
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
skill thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old School Heads /
practice
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 • Incorporate in the coaching
• Service Orientation Box” ideas/approach next in-service • In-
• Results Focus training (INSET) service
the training on training
conceptualization on April
of innovative and 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
R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
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
Figure 4.1.
Sample Annotations
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 specifically football/soccer
within and content within and across curriculum knowledge and content to my Math lesson. To get
across teaching areas in Physical Education. students interested, I drew
curriculum Lesson plans/modified 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 fight 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 (Proficient Teachers)
R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
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 specific date.
• Thank him or her and express confidence that he or she can do it.
Assure him or her of your support.
• Shake hands and smile, while maintaining eye contact.
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 offer 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 significant incidents through the use of the
Performance Monitoring and Coaching Form (PMCF) shown in Figure 3.21 on page
37 of this Manual.
Telling Exploring
Directing Facilitating
Authority Partnership
• a one-time process
• fault-finding 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 confidentiality
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 identifies 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 identifies job related behavior and performance
that do not contribute to individual, group and organizational goals and
helps the employee develop alternative strategies.
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THE RPMS MANUAL
A – Action
• Specific response of staff to the situation or task
• What staff said or did
• Can be multiple actions
• Can also be non-action
R – Result
• What happened due to the staff’s action
• Can be effective or ineffective
• 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 differently next time?
Alternative Result
What could be the probable result or impact of the
alternative action?
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THE RPMS MANUAL
Yesterday morning,
I observed that you have
a student that has seemed to
refuse to ac nowledge that
he lac ed the nowledge
and the s ills. 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 s ills but always what this teacher
gave him high mar s. 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
“Last wee , I as ed
R - Because the report you to complete
was late, I had to delay
our LAC meeting a documentation
with the division supervisor, of the LAC session.”
and we weren’t able to
complete our report.
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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 Indicents/STARs
• Progress or Final Results
• Development Plans
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THE RPMS MANUAL
66
R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
TOOLS WITHIN
THE RPMS CYCLE
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
II
PERFORMANCE PERFORMANCE
IV REWARDING AND
DEVELOPMENT
PLANNING
MONITORING AND
COACHING
Teacher
Activity : Mid-year Review and
Activity : Ways Forward Development Assessment
Planning Tool(s)/ : RPMS Tools + IPCRF + SAT +
Quality
i
Legend:
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THE RPMS MANUAL
I PERFORMANCE PLANNING
AND COMMITMENT
II
PERFORMANCE PERFORMANCE
IV REWARDING AND
DEVELOPMENT
PLANNING
MONITORING AND
COACHING
Teacher
Activity : Mid-year Review and
Activity : Ways Forward Development Assessment
Planning Tool(s)/ : RPMS Tools + IPCRF + SAT +
Quality
i
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 the areas where they need coaching and mentoring.
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72
TOOLS WITHIN THE RPMS CYCLE
Figure 6.6. Part II: Performance Indicators of SAT-RPMS for Teacher I-III
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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
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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
skill 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 • Incorporate in the coaching
• Service Orientation Box” ideas/approach next in-service • In-
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
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THE RPMS MANUAL
I PERFORMANCE PLANNING
AND COMMITMENT
II
PERFORMANCE PERFORMANCE
IV REWARDING AND
DEVELOPMENT
PLANNING
MONITORING AND
COACHING
Teacher
Activity : Mid-year Review and
Activity : Ways Forward Development Assessment
Planning Tool(s)/ : RPMS Tools + IPCRF + SAT +
Quality
i
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 COT
indicators.
81
82
Figure 6.15.Mapped RPMS Objectives and COT Indicator for Teacher I-III
RPMS COT
Objective Objectives Indicator Indicators
Number Number
Modeled effective 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 effective 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,
effective techniques in the management of individually or in groups, in meaningful exploration,
classroom structure to engage learners, individually discovery and hands-on activities within a range of
4 or in groups, in meaningful exploration, discovery
3 physical learning environments
and hands-on activities within a range of physical
learning environments.
Exhibited effective and constructive behavior 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 effective strategies in the Plans, manages and implements developmentally
Figure 6.16. Mapped RPMS Objectives and COT Indicator for Master Teacher I-IV
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THE RPMS MANUAL
The check mark signifies in the table below that the indicator has to be shown in
the observation period.
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TOOLS WITHIN THE RPMS CYCLE
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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.
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TOOLS WITHIN THE RPMS CYCLE
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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.
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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.
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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.
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THE RPMS MANUAL
6.3.4.3 Post-Observation
Observer Teacher
1. Thanks the teacher and leave
the room immediately after
observation.
2. Individual rating
Rates the teacher using the
COT-RPMS Rubric appropriate
to the teacher’s level. Only
those indicators expected to
be observed in an observation
period as specified in the table of
list of indicators, must be given
rating.
• If there are multiple
observers, only the subject
specialist is expected to rate
Indicator 1.
• If there is only one observer,
he or she rates Indicator 1.
• Elementary teachers are
generalists; all observers are
expected to rate Indicator 1.
3. Inter-Observer Agreement
Exercise (in case of multiple
observers)
Meets all other observers to
discuss the individual ratings
given. In case of different ratings,
the observers must resolve the
differences and assign an agreed
rating. The agreed rating is not an
average; it is a final rating based
on reasoned and consensual
judgment.
4. Meets with the teacher to discuss
the results of the observation.
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TOOLS WITHIN THE RPMS CYCLE
In case of multiple
observers:
• Discuss the rating INTER-OBSERVER
with the fellow AGREEMENT
observers
FORM
• Decide on the final
rating
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R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
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 Verification
MRF Mid-year Review Form
PMCF Performance Monitoring and Coaching Form
PPST Philippine Professional Standards for Teachers
RPMS Results-based Performance Management System
SAT-RPMS Self-Assessment Tools-RPMS
TA Technical Assistance
101
THE RPMS MANUAL
102
R e s u l t s- B a s ed P e r f o r m a n ce M a n ag e m e n t S y s t e m
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
Table of Contents i
Introduction ii
Role of teachers ii
Professional standards for teachers ii
Teacher quality in the Philippines iii
Career Stages vi
Glossary of Terms 16
References 19
Acknowledgements 20
APPENDICES
105
Role of teachers
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values,
equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education vision
of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e.,uqality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for lon-gterm and sustainable nation building.
The changes brought about by various national and global framework,ssuch as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners, necessitate the improvement and adaptability of education, and a call for rethinking of the current teacher
standards.
The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework o
tefacher quality, the
National Competency-Based Teacher Standards(NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality– high quality teachers who are properly equipped and prepared to assume the roles and functions of a K
to 12 teacher.
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At the same time, the standards allow for teachers’ growing understanding, applied
with increasing sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st century in the Philippines. Quality teachers
in the Philippines:
recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in physical and virtual spaces. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of
high standards of learning.
establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
APPENDICES
Philippine Professional Standards for Teachers
107
iii
108
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
APPENDICES
109
Career stages
Teacher professional development takes place in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning,
the Philippine Professional Standards for Teachers recognizes the significance of a standards framework that articulates developmental progression as
teachers develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the
21st century. They comprise descriptors that have been informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills and
values that support the teaching and learning process. They manage learning programs and have strategies that promote learning based on the learning
needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process. They
provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth
and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptional
capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession, and initiators
of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional
advancement and relevance in pursuit of teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders for
the improvement of education provision in the Philippines.
APPENDICES
Philippine Professional Standards for Teachers vii
111
112
Beginning Teachershave gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the
qualifications recognized for entry into independent in the application of skills display a high level of performance in highest standard for teaching grounded in
the teaching profession. vital to the teaching and learning their teaching practice. global best practices.
process.
They have a strongunderstanding of They manifest an in-depth and They exhibit exceptionalcapacity to
the subjects/areas in which they are They provide focused teaching sophisticated understanding of the improve their own teaching practice and
trained in terms of content knowledge programs that meet curriculum and teaching and learning process. that of others.
and pedagogy. assessment requirements.
They have high education-focused They are recognized as leaders in
They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession
skills and values that support the implementingand managing learning problem solving and optimize and initiators of collaborations and
teaching and learning process. programs. opportunitiesgained from experience. partnerships.
They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of
have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.
based on the learning needs of their community and other stakeholdersfor development, as well as work
students. mutual growth and advancement. collaborativelywith them to enhance They consistently seek professional
the learning and practice potential of advancementand relevance in pursuit of
They seek advice from experienced They are reflective practitioners who their colleagues. teaching quality and excellence.
colleagues to consolidate their continually consolidate the
teaching practice. knowledge, skills and practicesof They continually seek to develop their They exhibit commitment to inspire the
Career Stage 1 teachers. professional knowledge and practice by education community and stakeholders
reflecting on their own needs, and those for the improvement of education
of their colleagues and students. provision in the Philippines.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary
Content knowledge and its knowledge and its application content within and across applicationsof content practice to improve
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across applicationsof content
curriculum areas teaching areas. curriculum teaching areas. knowledge within and across
curriculum teaching areas.
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based knowledge and understanding of research- knowledge and principles of colleagues in the conduct and advancementof the art and
principles of teaching and based knowledge and principles teaching and learning to applicationof research to enrich science of teaching, based on
learning of teaching and learning. enhance professionalpractice. knowledge of content and their comprehensive
pedagogy. knowledge of research and
pedagogy.
Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and strategies in the positive use of implementationof policies to
teaching and learning process. learning process. ICT to facilitate the teaching and ensure the positive use of ICT
learning process. within or beyond the school.
APPENDICES
Philippine Professional Standards for Teachers 2
113
114
Strand 1.7 1.7.1 Demonstratean 1.7.2 Use effective verbal and 1.7.3 Display a wide range of 1.7.4 Exhibitexemplary
Classroom communication understanding of the range of non-verbal classroom effective verbal and non-verbal practice in the use of effective
strategies verbal and non-verbal communication strategies to classroom communication verbal and non-verbal
classroom communication support learner understanding, strategies to support learner classroom communication
strategies that support learner participation, engagement and understanding, participatoi n, strategies to support learner
understanding, participation, achievement. engagement and achievement. understanding, participation,
engagement and achievement. engagement and achievement
in different learning contexts.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 2.1 2.1.1 Demonstrate knowledge 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security of policies, guidelines and learning environments to that ensure safe and secure knowledge of, and act as a
procedures that provide safe enhance learning through the learning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation
procedures. policies, guidelines and of safe and secure learning
procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage
learning.
Strand 2.3 2.3.1 Demonstrate knowledge 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management of classroom of managing classroom structure to engage learners, model and share effective practices in the management
structure and activities structure that engageslearners, individually or in groups, in techniques in the management of classroom structure and
individually or in groups, in meaningful exploration, of classroom structure to activities, and lead colleagues
meaningful exploration, discovery and hands-on engage learners, individually or at the whole-school level to
discovery and hands-on activities within a range of in groups, in meaningful review and evaluate their
activities within the available physical learning environments. exploration, discovery and practices.
physical learning environments. hands-on activities within a
range of physical learning
environments.
APPENDICES
Philippine Professional Standards for Teachers 4
115
116
Strand 2.5 2.5.1 Demonstrate knowledge 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of purposive learning of learning environments that successful strategies that strategies and support colleagues in promoting
motivate learners to work maintain learning environments colleagues in promoting learning environments that
productively by assuming that motivate learners to work learning environments that effectively motivate learners to
responsibility for their own productively by assuming effectively motivate learners to achieve quality outcomes by
learning. responsibility for their own work productively by assuming assuming responsibility for
learning. responsibility for their own their own learning.
learning.
Strand 2.6 2.6.1 Demonstrate knowledge 2.6.2 Manage learner behavior 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management of learner behavior of positive and non-violent constructively by applying constructive behavior applying a wide range of
discipline in the management of positive and non-violent management skills by applying strategies in the
learner behavior. discipline to ensure learning- positive and non-violent implementation of positive and
focused environments. discipline to ensure learning- non-violent discipline
focused environments. policies/procedures to ensure
learning-focused
environments.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
Learners’ gender, needs, and understanding of developmentally appropriate share differentiated, evaluate differentiated
strengths, interests and differentiated teaching to suit learning experiences to address developmentally appropriate strategies to enrich teaching
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address practices that address learners’
strengths, interests and strengths, interests and learners’ differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths,interests and strengths, interests and
experiences. experiences.
Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learner- 3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary
Learners’ linguistic, cultural, strategies thatare responsive to centered culture by using culture that promotes success teaching practices that
socio-economic and religious learners’ linguistic, cultural, teaching strategies that respond by using effective teaching recognize and affirm diverse
backgrounds socio-economic and religious to learners’ linguistic, cultural, strategies that respond to linguistic, cultural, socio-
backgrounds. socio-economic and religious learners’ linguistic, cultural, economic and religious
backgrounds. socio-economic and religious backgrounds to promote
backgrounds. learner success.
Strand 3.3 3.3.1 Use strategies responsive 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
Learners with disabilities, to learners with disabilities, implement teaching strategies design, adapt and implement designing, adapting and
giftedness and talents giftedness and talents. that are responsive to learners teaching strategies that are implementing teaching
with disabilities, giftedness and responsive to learnerswith strategies that are responsive
talents. disabilities, giftedness and to learners with disabilities,
talents. giftedness and talents.
APPENDICES
Philippine Professional Standards for Teachers 6
117
118
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 4.1 4.1.1 Prepare developmentally 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
Planning and management of sequenced teaching and implement developmentally effective strategies in the practice and lead colleagues in
teaching and learning processes learning processes to meet sequenced teaching and planning and management of enhancing current practices in
curriculum requirements. learning processes to meet developmentally sequenced the planning andmanagement
curriculum requirements and teaching and learning processes of developmentally sequenced
varied teaching contexts. to meet curriculum teaching and learning
requirements and varied processes.
teaching contexts.
Strand 4.2 4.2.1 Identify learning outcomes 4.2.2 Set achievable and 4.2.3 Model to colleagues the 4.2.4 Exhibit high-level skills
Learning outcomes aligned with that are aligned with learning appropriate learning outcomes setting of achievable and and lead in setting achievable
learning competencies competencies. that are aligned with learning challenging learning outcomes and challenging learning
competencies. that are aligned with learning outcomes that are aligned with
competencies to cultivate a learning competencies towards
culture of excellence for all the cultivation of a culture of
learners. excellence for all.
APPENDICES
Philippine Professional Standards for Teachers 8
119
120
Strand 4.4 4.4.1 Seek advice concerning 4.4.2 Participate in collegial 4.4.3 Review with colleagues, 4.4.4 Lead colleagues in
Professional collaboration to enrich strategies that can enrich discussions that use teacher and teacher and learner feedback to professional discussions to
teaching practice teaching practice. learner feedback toenrich plan, facilitate, and enrich plan and implement strategies
teaching practice. teaching practice. that enrich teaching practice.
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, organize 4.5.3 Advise and guide 4.5.4 Model exemplary skills
Teaching and learningresources selection, development and use and use appropriate teaching colleagues in the selection, and lead colleagues in the
including ICT of a variety of teaching and and learning resources, organization, developmentand development and evaluation of
learning resources, including including ICT, to address use of appropriate teaching and teaching and learning
ICT, to address learning goals. learning goals. learning resources, including resources, including ICT, for
ICT, to address specific learning use within and beyond the
goals. school.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the
Design, selection, organization of the design, selection, and use diagnostic, formative colleagues to review the design, evaluation of assessment
and utilization of assessment organization and use of and summative assessment selection, organization and use policies and guidelines that
strategies diagnostic, formative and strategies consistent with of a range of effective relate to the design, selection,
summative assessment curriculum requirements. diagnostic, formative and organization and use of
strategies consistent with summative assessment effective diagnostic, formative
curriculum requirements. strategies consistent with and summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on and
Monitoring and evaluation of of monitoring and evaluation of learner progress and monitoring and evaluation mentor colleagues in the
learner progress and learner progress and achievement using learner strategies of attainment data to effective analysis and use of
achievement achievement using learner attainment data. support learner progress and learner attainmentdata.
attainment data. achievement.
APPENDICES
Philippine Professional Standards for Teachers 10
121
122
Strand 5.4 5.4.1 Demonstrate familiarity 5.4.2 Communicate promptly 5.4.3 Apply skills in the effective 5.4.4 Share with colleagues a
Communication of learner with a range of strategies for and clearly the learners’ needs, communication of learner wide range of strategies that
needs, progress and communicating learner needs, progress and achievement to needs, progress and ensure effective
achievement to key stakeholders progress and achievement. key stakeholders, including achievement to key communication of learner
parents/guardians. stakeholders, including needs, progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data to 5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of inform the modification of colleagues to analyze andutilize explore, design and implement
enhance teaching and learning assessment data as feedback in teaching and learning practices assessment data to modify effective practices and
practices and programs teaching and learning practices and programs. practices and programs to programs using information
and programs. further support learner progress derived from assessment data.
and achievement.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and evaluate 6.1.4 Model exemplary practice
Establishment of learning understanding of knowledgeof environments that are learning environments that are and empower colleagues to
environments that are learning environments that are responsive to community responsive to community establish and maintaineffective
responsive to community responsive to community contexts. contexts. learning environments that are
contexts contexts. responsive to community
contexts.
Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of parents and the strategies that build parents/guardians and the strengthen relationships with networks that strengthen
wider school community in the relationships with wider school community to parents/guardians and the relationships with
educative process parents/guardians andthe facilitate involvement in the wider school community to parents/guardians and the
wider community. educative process. maximize their involvement in wider school community to
the educative process. maximize their involvement in
the educative process.
Strand 6.3 6.3.1 Demonstrate awareness 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the
Professional ethics of existing laws and regulations teaching practice using existing teaching and learning practices regular review of existing codes,
that apply to the teaching laws and regulations that apply that apply existing codes, laws laws and regulations that appyl
profession, and become familiar to the teaching profession and and regulationsapplicable to to the teaching profession, and
with the responsibilities the responsibilities specified in the teaching profession,and the the responsibilitiesas specified
specified in the Code of Ethics the Code of Ethics for responsibilitiesspecified in the in the Code of Ethics for
for Professional Teachers. Professional Teachers. Code of Ethics for Professional Professional Teachers.
Teachers.
APPENDICES
Philippine Professional Standards for Teachers 12
123
124
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifesta learner- 7.1.4 Model a learner-centered
Philosophy of teaching philosophy of teaching that is philosophy of teaching that is centered teachingphilosophy in teaching philosophy through
learner-centered. learner-centered. various aspects of practice and teaching practices that
support colleagues in enhancing stimulate colleagues to engage
their own learner-centered in further professional learning.
teaching philosophy.
Strand 7.2 7.2.1 Demonstrate behaviors 7.2.2 Adopt practices that 7.2.3 Identify and utilize 7.2.4 Act as a role modeland
Dignity of teaching as a that uphold the dignity of uphold the dignity of teaching personal professional strengths advocate for upholding the
profession teaching as a professionby as a profession byexhibiting to uphold the dignity of dignity of teaching as a
exhibiting qualities such as qualities such ascaring attitude, teaching as a professionto help profession to build a positive
caring attitude, respect and respect and integrity. build a positive teaching and teaching and learning culture
integrity. learning culture within the within and beyond the school.
school.
Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in professional 7.3.3 Contribute actively to 7.3.4 Take a leadership role in
Professional links with establish professional links with networks to share knowledge professional networks within supporting colleagues’
colleagues colleagues. and to enhance practice. and between schools to engagement with professional
improve knowledge and to networks within and across
enhance practice. schools to advance knowledge
and practice in identified areas
of need.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
Professionalreflection and understanding of how professional improvement plan reflections and promote within and across school
learning to improve practice professional reflection and based on reflection of one’s learning opportunities with contexts in critically evaluating
colleagues to improvepractice. practice and setting clearly
APPENDICES
Philippine Professional Standards for Teachers 14
125
126
APPENDICES
127
APPENDICES
129
Verbal communication strategies Oral or spoken means of transmitting information and meaning
Virtual space An online environment in which people can interact
Wider school community Internal and external stakeholders, including teachers, schooladministrators, parents, guardians,
community members, local business leaders,local authoritiesand elected officials, among others.
REFERENCES
Commission on Higher Education. (2007). Addendum to CMO 30, Series of 2004 Entitled “Revised Policies anSdtandards for Undergraduate Teacher
Education Curriculum.” CHED Memorandum No. 52, s. 2007.
Department of Education. (2015).Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Department Order No. 8, s. 2015
Department of Education. (2009). National Adoption and Implementation of NCBTS-TSNA and IPPD for Teachers, and Integration of its System Operations in
the Overall Program for Continuing Teacher Capacity Building. Department Order No. 32, s. 2009.
Department of Education. (2013). Our Department of Education Vision, Mission and Core Values (DepEd VMV). Department Order No. 36, s. 2013.
Republic of the Philippines. Congress. Senate. (2013). RA 10533. An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes. Philippines.
Republic of the Philippines. Congress. Senate. 1(997). 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 Mechanismsp, pAropriating
Funds Therefor, and for Other Purposes. Philippines.
APPENDICES
Ma. Luz V. Rantael
Jessa P. Reynoso *Representing the Directors of
Jerreld M. Romulo DepED Bureaus
131
Regan B. Dagadas, EPS II, Region Dr. Luz E. Osmeña, Chief, Region
XII IV-CALABARZON Human
Resource Development Division
Dr. Hja Jaliha Diwallay, Region
APPENDICES
IX Jose Sario E. Poblete, EPS,
Region II Learning Resource
133
DEPARTMENT OF EDUCATION
DepEd Complex
Meralco Ave., Pasig City
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor’s degree plus 18 units in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET Passer
Trainings In-service training
APPENDICES
135
136
APPENDICES
teaching
137
138
APPENDICES
139
140
APPENDICES
141
142
APPENDICES
143
144
Timeliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Used a range of 1. Classroom observation tool Quality Facilitated Facilitated Facilitated Facilitated No
teaching strategies (COT) rating sheet and/or using different using different using different using different acceptable
that enhance inter-observer agreement form teaching teaching teaching teaching evidence
learner about teaching strategies that strategies that strategies that strategies that strategies that was shown
achievement in enhance learner achievement promote promote promote promote
literacy and in literacy and numeracy skills reading, writing reading, writing reading, writing reading, writing
numeracy skills. 2. Lesson plans/modified DLLs and/or and/or and/or and/or
used in teaching highlighting numeracy skills numeracy skills numeracy skills numeracy skills
learner-centered strategies as shown in as shown in as shown in as shown in
that promote literacy and/or MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
numeracy skills rating of 7 rating of 6 rating of 5 rating of 4
3. Instructional materials Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
highlighting learner-centered least 4 learner- learner- learner- learner- acceptable
strategies that promote centered centered centered centered evidence
literacy and/or numeracy skills lessons as lessons as lessons as lesson as was shown
4. Performance tasks/test evidently evidently evidently evidently
material(s) used in teaching shown in MOV shown in MOV shown in MOV shown in any of
5. Results of assessment used in 1 and 1 and 1 and the given MOV
teaching supported by supported by supported by
6. Others (Please specify and any 1 of the any 1 of the any 1 of the
provide annotations) other MOV other MOV other MOV
given given given
Timeliness
APPENDICES
145
146
APPENDICES
Timeliness
147
148
Timeliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Used 1. Classroom observation tool Quality Applied Applied Applied Applied No
differentiated, (COT) rating sheet and/or differentiated differentiated differentiated differentiated acceptable
developmentally inter-observer agreement form teaching teaching teaching teaching evidence
appropriate learning about using differentiated, strategies to strategies to strategies to strategies to shown
experiences to developmentally appropriate address learner address address learner address learner
address learners’ learning experiences diversity as learner diversity as diversity as
gender, needs, 2. Lesson plans/modified DLLs shown in MOV diversity as shown in MOV shown in MOV
strengths, interests developed highlighting 1 with a rating shown in MOV 1 with a rating 1 with a rating
and experiences. differentiation in content, of 7 1 with a rating of 5 of 4
product, process, learning of 6
environment or others Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
according to learners’ gender, least 4 differentiated differentiated 1 differentiated acceptable
needs, strengths, interests differentiated teaching teaching teaching evidence
and experiences teaching strategies in at strategies in 2 strategy in only shown
3. Instructional materials strategies in at least 2 lessons as 1 lesson as No
developed highlighting least 2 lessons as evidenced by evidently acceptable
differentiation in content, lessons as evidenced by MOV 1 and shown in any 1 evidence
product, process, learning evidenced by MOV 1 and supported by of the was shown
environment or others MOV 1 and supported by any 1 of the acceptable
according to learners’ gender, supported by any 1 of the other MOV
needs, strengths, interests any 1 of the other acceptable
and experiences other acceptable MOV
4. Others (Please specify and acceptable MOV
provide annotations) MOV
Timeliness
APPENDICES
149
150
APPENDICES
Timeliness
151
152
APPENDICES
6. Others (Please specify and Timeliness
provide annotations)
153
154
APPENDICES
across 4 across 3 across 2 only 1 quarter was shown
quarters quarters quarters
155
156
Timeliness
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
APPENDICES
157
158
Department of
Education
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 units in Education and 18 units for a
Master’s degree in Education or its equivalent (MT-I), Bachelor of Elementary/Secondary Education or
Bachelor’s degree plus 18 professional units in
Education and 24 units for a Master’s degree in Education or its equivalent (MT-II)
Experienc
e
Eligibility RA 1080
Trainings
B. Preferred Qualifications
Education Master’s Degree Graduate
Experienc 3 years in service as Teacher III
e
Eligibility Licensure Examination for Teachers
Trainings Relevant trainings
DUTIES AND RESPONSIBILITIES
1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within
and across learning
areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and
achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools
for the improvement of the teaching and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the
educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-
growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class
monitoring and observation, organizing/leading/serving as trainers/facilitators in teacher quality
circles/learning action cells
12. Does related work
APPENDICES
159
160
APPENDICES
model and share effective
Learning Environment and techniques in the management agreement form about sharing
of classroom structure to effective techniques in the
Diversity of Learners
161
APPENDICES
8. Reviewed with colleagues, 1. Implemented LAC/FGD Plan
teacher and learner feedback 2. Minutes of LAC/FGD sessions on use
163
APPENDICES
corresponding evidence of
improvement
9. Learners’ performance record
165
APPENDICES
used in demonstration MOV given MOV
teaching highlighting given
mastery of lessons Timeliness
167
learned
6. Others (Please
specify and provide
annotations)
168
APPENDICES
5. Results of assessment the other by any 1 by any 1 MOV given
used in the MOV of the of the
demonstration teaching given other other
169
APPENDICES
in at least 4 observed observed lesson
lessons in 3 in 2
lessons lessons
171
Timeliness
172
APPENDICES
demonstration teaching acceptable acceptable of the
6. Others (Please MOV MOV other
specify and provide acceptabl
173
annotations) e
MOV
Timeliness
174
APPENDICES
evidenced by at least by at least by any of
by at least 1 of the 1 of the the
1 of the acceptable acceptable acceptable
175
Timeliness
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (4) (3) (2) (1)
11. Interpreted 1. Collaborative interpretation Quality Consistentl Frequently Occasiona Rarely No
collaboratively of the index of mastery y collaborate lly collaborated acceptab
monitoring and obtained from 1 class collaborate d with collaborat with le
evaluation 2. Collaborative d with colleagues ed with colleagues evidence
strategies of interpretation of item colleagues in the colleagues in the was
attainment data analysis of quarterly in the interpretatio in the interpretatio shown
to support examinations interpretatio n of interpretati n of
learner progress 3. Collaborative n of assessment on of assessment
and interpretation of results assessment data as assessme data as
achievement. of performance data as shown in nt data as shown in the
assessment shown in the MOV shown in MOV
4. Others (Please the MOV submitted the MOV submitted
specify and provide submitted submitted
annotations)
Timeliness
APPENDICES
177
178
APPENDICES
179
180
APPENDICES
181
182
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
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. 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
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
APPENDICES
183
184
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 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of 4
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
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
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 in in in
exploration, discovery activities/tasks activities/tasks activities/tasks activities/tasks
and hands-on as shown in as shown in as shown in as shown in
activities within a MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
range of physical rating of 7 rating of 6 rating of 5 rating of 4
learning
environments. Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons lessons lessons lesson acceptable
supported by supported by supported by supported by evidence
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 was shown
APPENDICES
185
186
Timeliness
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
curriculum process as process as process as process as
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)
requirements and shown in MOV shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating 1 with a rating
contexts. of 7 of 6 of 5 of 4
Timeliness
APPENDICES
187
188
Timeliness
Basic 9. Selected, Quality Developed and Developed and Developed and Developed and No
Education developed, organized used varied used varied used varied used varied acceptable
Services and used appropriate teaching and teaching and teaching and teaching and evidence
teaching and learning learning learning learning learning was shown
resources, including resources, resources, resources, resources,
ICT, to address including ICT, to including ICT, to including ICT, to including ICT, to
learning goals. address address address address
learning goals learning goals learning goals learning goals
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
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
least 4 varied varied teaching varied teaching teaching and acceptable
teaching and and learning and learning learning evidence
learning resources, resources, resource, was shown
resources, including ICT, including ICT, including ICT,
including ICT, as evidently as evidently as evidently
as evidently shown in MOV shown in MOV shown in any of
shown in MOV 1 and supported 1 and supported the acceptable
1 and supported by any 1 of the by any 1 of the MOV
by any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Basic 4. Assessment 10. Designed, Quality Designed, Designed, Designed, Designed, No
Education and Reporting selected, organized selected, selected, selected, selected, acceptable
Services and used diagnostic, organized and organized and organized and organized and evidence
formative and used diagnostic, used diagnostic, used diagnostic, used diagnostic, 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)
summative formative and formative and formative and formative and
assessment summative summative summative summative
strategies consistent assessment assessment assessment assessment
with curriculum strategies strategies strategies strategies
requirements. consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
requirements as requirements as requirements as requirements as
shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 varied varied varied assessment tool acceptable
assessment assessment assessment as evidently evidence
tools as tools as tools as shown in any of was shown
evidently shown evidently shown evidently shown the acceptable
in any 1 of the in any 1 of the in any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
Basic 11. Monitored and Quality Consistently Frequently Occasionally Rarely No
Education evaluated learner monitored and monitored and monitored and monitored and acceptable
Services progress and evaluated evaluated evaluated evaluated evidence
achievement using learner progress learner progress learner progress learner progress was shown
learner attainment and and and and
data. achievement achievement achievement achievement
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
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
acceptable acceptable acceptable was shown
MOV MOV MOV
APPENDICES
189
190
Timeliness
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
APPENDICES
191
192
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
with colleagues 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)
application of action research
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
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 Used classroom Used classroom Used classroom Used classroom No
Education Environment and colleagues to model management management management management acceptable
Services Diversity of and share effective strategies that strategies that strategies that strategies that evidence
Learners techniques in the engage learners engage learners engage learners engage learners was shown
management of in in in in
classroom structure to activities/tasks activities/tasks activities/tasks activities/tasks
as shown in as shown in as shown in as shown in
APPENDICES
193
194
APPENDICES
195
196
APPENDICES
197
198
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 and purposive and takes 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment
into account personal goals and values congruent to that of the organization. across the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) to achieve
5 3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions.
4
goals. 5. Works constructively and collaboratively with others and across organizations to
5. Sets high quality, challenging, realistic goals for self and others. accomplish organization goals and objectives.
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate
OVERALL
COMPETENCY
APPENDICES
RATINGS
199
THE RPMS MANUAL
200
Appendix D.4
Appendix G
PART IV: DEVELOPMENT PLANS
Feedback:
Efficiency
Timeliness
APPENDICES
Rater Ratee Approving Authority
201
202
.
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
Append ix J.1I.1
APPENDICES
211
212
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
APPENDICES
MINOR CONTENT ERRORS
secondary education curriculum area and across curriculum areas
lesser degree of errors in the content
of the lesson
213
214
3 4 5 6 7
The teacher uses loosely- The teacher occasionally applies The teacher frequently applies The teacher consistentlyapplies 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’ literacy and/or learners’ literacy and/or numeracy learners’ literacy and/or learners’ literacy and/or that promote individual and
needs. numeracy skills. numeracyskills. group learners’ critical literacy
numeracy needs.
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 which address learners’ learners’ literacy and/or enhance and support
and/or numeracy in almost
needed to develop learners’ literacy and/or numeracy numeracy skills in all aspects learners’ higher level of
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 associated 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 developcritical 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. The teacher asks, “Who has 1. The teacher makes some 1. The teacher employs a 1. The teacher challenges 1. Learners compare
an idea about this?” The 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. The teacher asks, “Can you of others. discussion by inviting disciplines.
please explain this idea?” comments from their
2. The teacher creates a classmates during the
genuine discussion among discussion and challenge
learners, providing adequate one another’s thinking.
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 beyondsimple 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
APPENDICES
215
THE RPMS MANUAL
216
Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
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,
engages most learners in
discovery or hands-on learning discovery and hands-on learning meaningful exploration, individually or in groups, in
meaningful exploration,
activities within a range of activities within a range of discovery and hands-on meaningful exploration,
discovery and hands-on
physical learning environments. physical learning environments. learning activities within a discovery and hands-on
learning activities within a range
range of physical learning learning activities within a
of physical learning
environments. range of physical learning
environments.
environments.
FEATURES OF PRACTICE
1. Only some learners work 1. The classroom layout is simple 1. The classroom layout and 1. The teacher keeps the 1. The teacher utilizes
productively within the allotted and somewhat suitable for available resources are learning environment free proactive classroom
time, physical space and different learning activities. generally suitable for different from congestion and structure management
resources. learning activities. facilitates activities practices to support flexible
2. Majority of the learners work appropriate within the movement of the learners
productively within the allotted 2. Most learners work physical learning in all learning activities.
time and physical space, productively within the environment.
using the available resources. allotted time, physical space 2. Learners are fully engaged
and resources. 2. All learners work in all activities by utilizing
productively within the optimal space and time,
allotted time, physical space appropriate to their needs.
and resources.
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. The teacher’s standards of 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. The teacher’s standards of 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.
3. The teacher’s responses to some of these are unclear, or do learning. They are clear to
learners’ behavior are not address the needs of most most learners and require
inconsistent: sometimes learners. little prompting.
harsh, sometimes lenient.
CLARIFICATIONS
APPENDICES
FREQUENTLY BEHAVIOR
MAJORITY occurs often times in the duration of the lesson manner in which learners act; either positiveor negative
more than half of the learners
217
218
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
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 through 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’ different backgrounds: 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 connections between previous
sequenced teaching and
learning processes. learning processes. learning processes to meet
learning processes. learning and new concepts and
curriculum requirements
skills.
and varied teaching
contexts.
FEATURES OF PRACTICE
1. The teacher does not 1. The teacher’s demonstration of 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 the lesson’s objectives. 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
APPENDICES
• Pacing teacher’s appropriate speed or rate inpresenting the lesson
• Sequence order of presenting the lesson and classroom activities
219
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to variouslearner needs
220
3 4 5 6 7
The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher integrates
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
• Printed materials like worksheets, flashcards, activity sheets, etc. GENERALLY ALIGNED
usually matched with the learning goals
• ICT Resources: slides presentation, audio visual, social media, and other
web-based applications CONSISTENTLY ALIGNED
substantially mismatched with the learning goals
• Manipulatives, models, and other tools
EXTENSIVE LEARNING RESOURCES
• ...and others wide range of learning resources
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 thecurriculum engages learners in self- and
goals.
the learning goals. the learning 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 identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction
FORMATIVE
APPENDICES
assessment used to identify the parts of the lesson where learners need improvement,
e.g. recitation, activities and seatworks
SUMMATIVE
221
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
APPENDICES
225
THE RPMS MANUAL
226
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 andacross 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.
The teacher attempts to and across curriculum content
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
APPENDICES
different learning/subject areas taught and learned in foundational knowledge and finer details within complex content knowledge within and across
the basic and secondary education curriculum the curriculum content area curriculum areas
227
228
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
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. The teacher asks, “Can you discussion by inviting from their classmates
please explain 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 thinking.
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. givi ng 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 ofphysical 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
APPENDICES
activities that lead to learners’ fullunderstanding of
and other equipment and new knowledge to belearned concepts and how theyrelate to other concepts
MAJORITY
more than half of the learners
229
THE RPMS MANUAL
230
4 5 6 7 8
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 of 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. The teacher’s standards of 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 helpful responses on learners’ behavior 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
teaching and learning processes. teaching and learning connections between previous among the important content,
sequenced teaching and
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
engaged in the content knowledge to the next level had anticipated the
the sequence. engaged and moving from one
of exploration. pedagogical approaches that
portion to the next in a and had a clear sense of
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
APPENDICES
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
231
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
232
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
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
239
THE RPMS MANUAL
240
ACKNOWLEDGEMENTS
241