RPMSManual As of June21,2018 PDF

Results-based
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.
© Department of Education - Bureau of Human Resource and Organizational Development
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
Results-based Per formance Management System
Manual for Teachers and School Heads
TA B L E O F
CONTENTS
Introduction 2
1 The RPMS Tools for Teachers

1.1 Who uses the RPMS Tools?
3
4
1.2 What are the RPMS Tools? 4
1.3 What are the parts of the RPMS Tools? 6
2 Preparation of Documents and Organization of Teacher RPMS Portfolio

2.1 How do you gather and organize documents for your RPMS Portfolio?
13
14
2.2 How do you organize your RPMS Portfolio? 17
3
3 The Portfolio Assessment Process
3.1 What is the Portfolio Assessment Process?
19
20
3.1.1 Pre-Assessment 20
3.1.2 Assessment 24
3.1.2.1 How do you compute the Portfolio Rating? 31
3.1.2.2 How do you assess the Competencies? 39
3.1.3 Post-Assessment 41
4
4 Professional Re ections Through Annotations
4.1 What are annotations?
45
46
4.2 What is the importance of annotations? 47
4.3 What do you annotate? 47
4.4 How do you write annotations? 47
5
5 E ective Coaching and Giving Performance Feedback
5.1 What is coaching?
49
50
5.1.1 What is the di erence between and among coaching, mentoring
and counselling? 50
5.1.2 What is the Coaching Model for DepEd? 51
5.1.3 What are the Four (4) Step Processes of Coaching? 53
5.2 What is Performance Feedback? 57
5.2.1 Why do we give feedback? 59
5.2.2 What is the STAR Feedback Model? 60
5.2.3 What are the bene ts of the STAR Feedback Model? 61
5.2.4 What is the Feedback Process? 65
6
6 Tools within the RPMS Cycle
6.1 Self-Assessment Tools in the RPMS Cycle
67
68
6.1.1 What are the Self-Assessment Tools-RPMS (SAT-RPMS)? 71
6.1.2 What are the parts of the SAT-RPMS? 72
6.1.3 How do you take the SAT-RPMS? 74
6.1.4 What are the uses of the SAT-RPMS? 76
6.2 Classroom Observation Tools in the RPMS Cycle 78
6.2.1 What are the Classroom Observation Tools-RPMS (COT-RPMS)? 81
6.2.2 What are the COT-RPMS Forms? 85
6.2.3 What are the roles and responsibilities of teachers and observers? 92
6.2.4 What are the processes and protocols in Classroom Observation? 93
7
7 Glossary of Terms/Acronyms 97
8
8 Appendices
Appendix A: Professional Standards for Teachers in the Philippines
103
104
Appendix B: RPMS Tool for Teacher I-III (Pro cient Teachers) 135
Appendix C: RPMS Tool for Master Teacher I-IV (Highly Pro cient Teachers) 158
Appendix D.1: Individual Performance Commitment and
Review Form (IPCRF) for Teacher I-III 183
Appendix D.2: Individual Performance Commitment and
Review Form (IPCRF) for Master Teacher I-IV 192
Appendix D.3: IPCRF-Part II: Competencies 199
Appendix D.4: Part IV of the IPCRF: Development Plans 200
Appendix E: Mid-year Review Form 201
Appendix F: Performance Monitoring and Coaching Form (PMCF) 202
Appendix G: Self-Assessment Tool for Teacher I-III (Pro cient Teachers) 203
Appendix H: Self-Assessment Tool for Master
Teacher I-IV (Highly Pro cient Teachers) 207
Appendix I.1: COT-RPMS for Teacher I-III (Pro cient Teachers) 211
Appendix I.2: COT-RPMS Rating Sheet (Teacher I-III) 223
Appendix I.3: Inter-Observer Agreement Form (Teacher I-III) 224
Appendix J.1: COT-RPMS for Master Teacher I-IV (Highly Pro cient Teachers) 225
Appendix J.2: COT-RPMS Rating Sheet (Master Teacher I-IV) 233
Appendix J.3: Inter-Observer Agreement Form (Master Teacher I-IV) 234
Appendix K: COT-RPMS Observation Notes Form 235
Appendix L: Annotation Template 236
9
8 Acknowledgements 237
Re s ul t s-ba s ed P er f or ma nc e M a nagemen t S y s t em
INTRODUCTION
RP
for MS To
(Pro Teache ol
cien r I-
t Tea III
chers
)
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
T
EACHERS play a crucial role in improving the quality of the
teaching and learning process. Good teachers are vital to
raising student achievement. Hence, enhancing teacher
quality ranks foremost in the many educational reform
e orts toward quality education.
To complement reform initiatives on teacher quality, the Philippine
Professional Standards for Teachers (PPST) has been developed and nationally
validated. This was signed into policy by Department of Education (DepEd)
Secretary Maria Leonor Briones through DepEd Order No. 42, s. 2017.
The PPST articulates what constitutes teacher quality through well-defined
domains, strands and indicators that provide measures of professional learning,
competent practice and effective engagement across teachers’ career stages.
This document serves as a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.
In 2015, the DepEd issued Order No. 2, s. 2015 — “Guidelines on the
Establishment and Implementation of the Results-based Performance
Management System (RPMS) in the Department of Education” following Civil
Service Commission Memorandum Circular No. 06, s. 2012 or the Strategic
Performance Management System (SPMS) to ensure efficient, timely and
quality performance among personnel.
The guidelines explain mechanisms, criteria and processes for performance
target setting, monitoring, evaluation and development planning. Through
the RPMS, the DepEd ensures that work efforts focus towards achieving its
vision, mission, values and strategic priorities toward the delivery of quality
educational services to Filipino learners.
The alignment of the RPMS with the Philippine Professional Standards for
Teachers has led to the development of new results-based assessment tools,
hence, this Manual on RPMS Tools for Teachers.
This Manual provides information and guidance to Teachers and School
Heads in the performance assessment process. For Teachers, the Manual
guides them through the basics in preparing and completing RPMS documents.
It describes the appropriate tools to assess performance and explains the
different assessment phases for teachers. It also introduces the concept of
annotations to guide teachers through critical reflection of their practices for
their continuous improvement.
For School Heads and other Raters, this Manual contains all the information
needed to assess teacher performance. It provides a detailed reference to help
in the understanding of the tools and the different phases of assessment within
the various cycles of RPMS, ensuring that mechanisms are in place to support
teacher performance.
THE RPMS TOOLS

FOR TEACHERS
1
M l
S Too er I-IV
R PM ch
ea
aster T
for M
T1-3
RPMS Tool
for Teacher I-III
(Proficient Teachers)
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
1.1 Who uses the RPMS Tools?

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

Teachers), Department Heads and/or Master Teachers who assess teacher
portfolios to gauge teacher performance.
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.
1.2 What are the RPMS Tools?

RPMS Tools pertain to the two di erent teacher performance assessment
instruments, one for Teacher I-III (Pro cient Teachers) and another for Master Teacher
I-IV (Highly Pro cient Teachers).
Each tool describes the duties and responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of those duties and the speci c objectives
to attain the KRAs. Each tool also presents in detail the various Means of Veri cation
(MOV) that serve as proof of the attainment of speci c objectives alongside performance
indicators, from outstanding to poor performance, to help both Ratees and Raters in the
assessment process.
1.2.1 RPMS Tool for Teacher I-III

(Pro cient Teachers)
This tool is for Teacher I, Teacher II and Teacher III (TI-TIII). They are
General expected to be pro cient in their practice and professionally independent
Description in the application of skills vital to the teaching and learning process.
Generally, teachers at this level are expected to:
of the Tool
• display skills in planning, implementing, managing and evaluating
learning programs;
• actively engage in collaborative learning with the professional
T1-3 community and other stakeholders for mutual growth and
advancement; and
ol
RPMS To I-III
er
for Teach achers)
Te
• re ect on their practice to continually consolidate the knowledge,
nt
(Proficie
skills and practices of career stage 1 teachers.
4
THE RPMS TOOLS FOR TEACHERS
Figure 1.1. RPMS Tool for Teacher I-III
1.2.2 RPMS Tool for Master Teacher I-IV

(Highly Pro cient Teachers)
This tool is for Master Teacher I to Master Teacher General

IV. They are expected to be at the Highly Pro cient
Description
career stage, which means that they consistently
display a high level of performance in their teaching of the Tool
practice. Generally, Master Teacher I-IV are expected
to:
• manifest an in-depth and sophisticated

understanding of the teaching and learning
M
ol
RPMS To r I-IV
process; for Maste
r Teache
• have high education-focused situation

cognition, be more adept in problem solving
and optimize opportunities gained from
experience;
5
THE RPMS MANUAL
• provide support and mentoring to colleagues in their

professional development, as well as work collaboratively with
them to enhance the potential for learning and practice of their
colleagues; and
• continually seek to develop their professional knowledge and
practice by re ecting on their own needs and those of their
colleagues and learners.
Figure 1.2. RPMS Tool for Master Teachers I-IV
1.3. What are the parts of the RPMS Tools?

All RPMS Tools contain the following parts:
1.3.1 Job Summary. This part shows the position and the competency pro le of
the ratee.
1.3.2 Quali cation Standards. This part lists the Civil Service Commission (CSC)
requirements and other preferred requirements for the particular position.
6
1.3.3 Duties and Responsibilities. This section presents all the duties
and responsibilities of the teachers, which vary in complexity or
expectation depending on the teachers’ position or rank.
Duties and Responsibilities

1. Applies mastery of content knowledge and its application across
learning areas
2. Facilitates learning using appropriate and innovative teaching
strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to
support learning
6. Monitors and evaluates learners’ progress and undertakes activities
to improve performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to
promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
Figure 1.3. Duties and Responsibilities of Teacher I-III
1.3.4 Key Result Areas. They refer to the general outputs or outcome–
the mandate or the functions of the o ce and/or the individual
employee. The KRAs are the very reasons why an o ce and/or a job
exists (D.O. No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the Domains of
the PPST – a document that de nes teacher quality in the country.
The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning
Environment and Diversity of Learners, (3) Curriculum and Planning,
(4) Assessment and Reporting, and (5) Plus Factor.
1.3.5 Objectives. They are speci c tasks that an o ce and/or

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

realize the ve (5) KRAs. These objectives are aligned with the
indicators of the Philippine Professional Standards for Teachers
(PPST).
7
THE RPMS MANUAL
Figure 1.4. Key Result Areas of RPMS Tool Teacher I-III
Figure 1.5. Objectives of Master Teacher I-IV
8
1.3.6 Means of Veri cation (MOV). The MOV column gives Ratees and Raters list
of documents that can prove the teachers’ attainment of objectives. They
have been judiciously selected to show evidence of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help Raters in
assessing teacher performance.
MOV includes classroom observation tool (COT) rating sheet and/or inter-
observer agreement form; lesson plans/modi ed daily lesson logs (DLLs);
instructional materials; formative and summative assessment tools;
compilations of student outputs; certi cates of attendance to professional
development activities like graduate studies, seminars, forums, and/or
learning action cells; and evidence showing the conduct of collaborative
activities with parents/colleagues/other stakeholders.
Figure 1.6. MOV (RPMS Tool for Teacher I-III)
1.3.7 Performance Indicators. This part provides the exact quanti cation
of objectives, which shall serve as the assessment tool that gauges
whether performance is positive or negative (D.O. No. 2 s. 2015).
In the RPMS Tools, the performance indicators provide descriptions

of quality and quantity given ve performance levels: 5-Outstanding,
4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor.
• Outstanding performance means the Ratee has presented all
the MOV listed under number 5.
9
THE RPMS MANUAL
• Very Satisfactory performance means that the Ratee has

presented the required MOV listed under number 4.
• Satisfactory performance means that the Ratee has presented
the required MOV listed under number 3.
• Unsatisfactory performance means that the Ratee has
presented any of the given MOV under number 2.
• Poor performance means that the Ratee has not presented any
of the acceptable MOV.
Figure 1.7. Performance Indicators of Teacher I-III
The performance indicators of the RPMS Tools for Teachers operationalize

the performance measures, namely, quality, e ciency and timeliness required by
the D.O. No. 2, s. 2015. Figure 1.8 shows the di erent categories of performance
measures and their operational de nition.
10
CATEGORY DEFINITION
The extent to which actual performance compares with targeted performance.

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

requirements of the rules and regulations, and/or clients/stakeholders.
Timeliness
Time-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive
expectations.
Figure 1.8. Performance Measures (D.O. No. 2, s. 2015)
The performance indicators need not have all three (3) categories. Some
performance may only be rated on quality and e ciency, some on quality
and timeliness and others on e ciency only. Figure 1.9 illustrates how the
performance measures are embedded in the performance indicators of the
RPMS Tools.
11
12
THE RPMS MANUAL
Figure 1.9. Performance Indicators of RPMS Tool for Master Teacher I-IV with QET
PREPARATION OF
DOCUMENTS AND ORGANIZATION OF TEACHER
RPMS PORTFOLIO
2
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
2.1 How do you gather and organize documents

for your RPMS Portfolio?
At the beginning of the school year, you start working
to achieve your targets as required by RPMS. You need Things you need:
documents to show that you have done so. The following • Copy of RPMS
steps may guide you in gathering and organizing your RPMS Tool appropriate
documents. to your level
• Five (5) long
1. Review the Results-based Performance Management folders or a
System (RPMS) Tool appropriate to your level. clear book for
ve KRAs
Teacher I, Teacher II and Teacher III are expected • Binder clips/
to use the tool for Teacher I-III (Pro cient Teachers). fastener
Master Teacher I, Master Teacher II, Master Teacher • Original
III and Master Teacher IV must use the tool for Master documents
Teacher I-IV (Highly Pro cient Teachers). Senior High • Photocopy of
School teachers shall use the tools corresponding to the documents
their current rank/position, regardless of the years in • Tabs
service. • Highlighter/
marker
Figure 2.1. RPMS Tools for Teachers
14
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO
Figure 2.2. MOV of the RPMS Tool for Teacher I-III
2. Refer to the MOV column for the checklist of the relevant documents needed.
Keep relevant documents as they become available throughout the

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

contain the same kinds of documents.
For example, you have an envelope containing COT rating sheet
and/or inter-observer agreement form and an envelope containing
your lesson plans or modi ed Daily Lesson Logs (DLLs).
Label the envelope with the name of the document contained in
it for easy retrieval later.
3. Gather documents required by the tool. Label and organize them accordingly.
To prepare your documents in time for the RPMS mid-year review or

year-end assessment of your Portfolio, you need to organize documents
properly and accurately.
In some cases, you gather/keep documents that you may not be able
to use in your Portfolio. Follow these steps to ensure that only the required
documents go into your Portfolio. Remember that you may have to go back
and forth in the process.
The MOV collected after Phase 3 on the last week of April, e.g. Brigada
Eskwela documentations, certi cates from seminars/workshops,
may be included in your Portfolio for the next rating period.
15
THE RPMS MANUAL
i. Match your documents with the objectives, the performance

indicators and the MOV. You may start from Objective 1.
If you are a Teacher II and you hope to achieve a rating of Very

Satisfactory in Objective 1, you need: (i) 3 classroom observation
tool rating sheets and/or inter-observer agreement forms
showing your knowledge of content and its integration within and
across curriculum teaching areas with a rating of 6; and (ii) another
MOV (e.g. lesson plans/modi ed DLLs, instructional materials,
performance tasks/test materials, or others — all showing your
knowledge of content and its integration within and across subject
areas) to support each COT rating sheet.
ii. Mark your document(s) with the objective(s) where the

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

other objectives. Ensure that the copies are clear.
Remember that one document may be used as MOV or evidence

of performance for other objectives. For example, if you are a
Teacher II, your COT rating sheet may contain rating or feedback
about: (i) knowledge of content (Objective 1); (ii) teaching strategies
that develop critical and creative thinking (Objective 3); and (iii)
di erentiated, developmentally appropriate learning experiences
(Objective 6).
v. Put together documents that belong to the same objective. You

may bind them together or place them in a folder marked according
to objective.
vi. Insert documents in relevant folders as they become available.
4. Put annotation template/document after the annotated MOV.

Annotations establish a connection between the evidences and the
indicators. This helps the Rater facilitate the review of the RPMS Portfolio.
16
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO
2.2 How do you organize your RPMS Portfolio?

Now that you have prepared your documents, you are ready to organize your
Portfolio for submission for mid-year review and year-end evaluation. Follow these
steps:
1. Put together MOV of objectives that are under the same
Note the following tips to
Key Result Area (KRA). Ensure that the MOV are arranged
help you produce a well- according to the list speci ed in the tool. MOV 1 should
prepared document and go rst followed by other supporting MOV. You may also
well-organized Portfolio: arrange the MOV based on dates, e.g. from the most recent
to the oldest COT rating sheet and/or inter-observer
A. Start gathering agreement form.
documents at the
beginning of the 2. Use tabs labeled Objective 1, 2, 3 and so on to separate
school year. MOV under every objective. Arrange objectives in order
(Objective 1, 2, 3 and so on).
B. Follow the steps
in preparing your 3. Use tabs labeled KRA 1, KRA 2, KRA 3 and so on to separate
documents and
objectives under each KRA. Arrange KRAs in order (KRA 1,
organizing your
KRA 2, KRA 3 and so on).
Portfolio.
C. Check for the

4. Put together all the MOV. They could be either in soft
completeness of the bound, ring bound or fastened to a folder following this
documents needed by sequence: KRA 1, Objective 1 and its MOV; Objective 2 and
preparing a checklist. its MOV; Objective 3 and its MOV. Do the same thing for
KRA 2 through KRA 5.
D. Reproduce the
documents in clear 5. Prepare a “Table of Contents” in your Portfolio for easy
copies. reference. See Figure 2.3.
E. Have the photocopied 6. Provide a cover page in your Portfolio indicating the
documents in A4,
following: name of your school, name of Principal/Rater
long bond paper
and current school year. See Figure 2.4 on the next page.
or whatever size
available.
7. Prepare a second copy of your Portfolio for submission to
F. Label properly all the your Rater. A x your signature on top of your name on the
documents for easy cover page of your Portfolio. The Rater will need the original
reference. documents to authenticate the photocopied documents.
G. Submit complete Table of Contents

documents and keep
them intact. KRA1- Content Knowledge and Pedagogy
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
Figure 2.3. Sample table of contents
17
THE RPMS MANUAL
Keep your portfolio simple. Remember that a neat and well-organized

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

Teacher II
JESSAMAE ZAPATA
Principal
Figure 2.4. Appropriately

labelled RPMS Portfolio and
folders (KRA1-KRA5)
18
THE PORTFOLIO
ASSESSMENT
PROCESS
3
RPM
for T S Tool
(Pro each
cien er I-III
t Tea
cher
s)
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
3.1. What is the Portfolio Assessment Process?

Assessing the Teacher Portfolio is one of the most crucial processes in ensuring teacher
quality. The Portfolio assessment process is done across all phases of RPMS.
The Portfolio pre-assessment process, which focuses on Portfolio preparation, happens
in Phase I of the RPMS Process: Performance Planning and Commitment. It ensures that
teachers understand the Key Result Areas (KRAs), the objectives, the performance indicators
in the RPMS tool and the means of veri cation (MOV) to improve performance. It allows
teachers to select and prepare appropriate documents and attest to their authenticity.
Meanwhile, the Portfolio assessment process is covered in RPMS Phase II (Performance
Monitoring and Coaching) and Phase III (Performance Review and Evaluation). It involves
teacher self-assessment and Rater’s assessment of the Portfolio.
Finally, the Portfolio post-assessment process that occurs in RPMS Phase III (Performance
Review and Evaluation) and Phase IV (Performance Rewarding and Development Planning),
aims to help teachers improve their performance. It focuses on the conduct of teacher and
rater conference on the results of the portfolio assessment process.
See Figure 3.2 on Page 21
3.1.1 Pre-Assessment
Step 1: Review the Philippine
Professional Standards for
Teachers.
Familiarize yourself with the
new set of professional standards
for teachers since it has been
integrated in the RPMS tools.
The set of standards describes
seven Domains of teacher
quality: Content Knowledge and
Pedagogy; Learning Environment;
Diversity of Learners; Curriculum
and Planning; Assessment and
Reporting; Community Linkages
and Professional Engagement; and
Personal Growth and Professional
Development. These Domains are
presented as ve KRAs in the RPMS Figure 3.1. A Rater reading the Philippine
Tools for Teachers. Professional Standards for Teachers (PPST)
20
Portfolio Assessment Process
Pre-Assessment Phase Assessment Phase Post-Assessment Phase
(Document/Forms: PPST, (Document/Forms: Techer (Document/Forms: IPCRF and

RPMS Tools, IPCRF, Teacher RPMS Portfolio, appropriate IPCRF-DP
RPMS Portfolio) RPMS Tool and IPCRF
1. Review the Philippine 1. Rate the Portfolio based 1. Discuss with the teacher
Professional Standards for on the MOV presented. his or her performance
Teachers. Rate the teacher’s level data and agree on the
2. Determine the of performance using the ratings.
corresponding tool for the 5-point scale:
teacher/Ratee. 5 - Outstanding 2. Assist the teacher
• RPMS Tool for 4 - Very Satisfactory in preparing the
Teacher I-III 3 - Satisfactory Development Plans.
Mid-year Review Year-end
(Pro cient Teachers) 2 - Unsatisfactory Evaluation
• RPMS Tool for Master 1- Poor (Documents/
Teacher I-IV (Highly Forms: Teacher (Documents/
Pro cient Teachers) 2. Explain your Rating, if RPMS Portfolio, Forms: IPCRF and
3. Guide the teacher/Ratee needed. RPMS Tools, IPCRF IPCRF-DP
in understanding the and PMCF)
appropriate RPMS Tool and
the Individual Performance
Commitment and Review
Form (IPCRF).
4. Guide the teacers in
preparing documents and
organizing Portfolio.
5. Upon submission of
Portfolio, authenticate
documents.
21
THE PORTFOLIO ASSESSMENT PROCESS
Figure 3.2. The Portfolio Assessment Process

T H E R P M S M A N UA L
Step 2: Determine the corresponding RPMS Tool for the Teacher/Ratee.

At the start of the Portfolio preparation, teachers should identify their RPMS
Tool considering their current position and the general description of their practice
based on the PPST.
Teacher I, Teacher II and Teacher III must use the tool for Teacher I-III. Master
Teacher I, Master Teacher II, Master Teacher III and Master Teacher IV must use the
tool for Master Teachers I-IV.
What is I am
your current a Teacher 1.
position?
Figure 3.3. A Rater determines the corresponding RPMS tool for the Teacher/Ratee
Step 3: Guide the Ratee in understanding the appropriate RPMS Tool and
the Individual Performance Commitment Review Form (IPCRF). Teachers
need to be clear about the various elements and the language of the tool, so you can
guide them in understanding the following elements:
• objectives to be met per KRA;
• speci c performance rating from Outstanding to Poor performance;
• performance indicators per level; and
• MOV to prove the level of performance
Step 4: Advise the Teacher/Ratee to accomplish the IPCRF.

Agree on the performance indicators to be achieved as identi ed for each
of the individual objectives in the appropriate RPMS tool. See the sample
on page 23.
Step 5: Guide the Teachers in preparing documents and organizing

Portfolio. Refer to Chapter 2 of this Manual.
22
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) – Teacher I-III (Proficient Teachers)
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Performance Indicators Rating Score
Weight
Very Actual
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory
QET Satisfactory Poor (1) Results Q E T Ave
KRA (5) (3) (2)
(4)
Basic Content 1. Applied June Quality
Education Knowledge knowledge 2016 –
Services and of content March
Pedagogy within and 2017
across
curriculum
teaching
areas.
Efficiency
22.5%
Timeliness
OVERALL
RATING FOR
ACCOMPLISH-
MENTS
Figure 3.4. IPCRF Template based on the D.O. No. 2, s. 2015
23
THE RPMS MANUAL
Step 6: Upon submission of

the Teacher Portfolio, authenticate
documents.
Check the photocopies against the original
Figure 3.5. A Rater compares the original documents. Sign each document to attest to its
documents with the duplicates. authenticity.
3.1.2 Assessment
This phase focuses on the actual assessment of the Teacher Portfolio.

At this stage, you will examine the Portfolio against the corresponding
RPMS Tool and the IPCRF.
You will assess the Portfolio twice — rst during the mid-year review
and second during the year-end evaluation. In the year-end review, ll out
the column that says “Actual Results” in the IPCRF. See Figure 3.25 on page
34.
Step 1: Rate the Portfolio based on the MOV presented.

Examine the MOV presented by the teacher and rate the teacher’s level
of performance using the 5-point scale:
5 - Outstanding
4 - Very Satisfactory
3 - Satisfactory
2 - Unsatisfactory
1 - Poor
For instance, in Objective 1 for Teacher I-III (Applied knowledge of content

within and across curriculum teaching areas), the Ratee has targeted a Very
Satisfactory performance (Level 4). To meet the requirements for a Level
4 performance, the Ratee needs to apply knowledge of content and its
integration within and across subject areas as evidently shown in 3 lessons
using MOV 1 (COT rating sheet and/or inter-observer agreement form) with
a rating of 6, each supported by any one (1) of the other given MOV, e.g.,
MOV 4 (Performance tasks/test materials highlighting integration of content
knowledge within and across subject areas).
Ensure that that the quantitative and the qualitative feedback

in the Classroom Observation Tool (COT) are consistent. If
inconsistent, request the Ratee to confer with the observer again.
24
Embedded in the performance indicators of the RPMS Tools for Teachers are
relevant dimensions of performance measures required by the D.O. No. 2, s. 2015.
Figure 3.6 shows the de nition of these performance measures, namely, quality/
e ectiveness, e ciency and timeliness.
Performance Measures
CATEGORY DEFINITION
The extent to which actual performance compares with targeted

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

requirements of the rules and regulations, and/or clients/stakeholders.
Timeliness Time-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive
expectations.
Figure 3.6. Performance Measures (D.O. No. 2, s. 2015)
The MOV presented by teachers are rated based on these performance

measures. Figure 3.7 shows the sample IPCRF highlighting quality/e ectiveness,
e ciency and timeliness of the performance indicator.
25
26
Position: Position:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED DURING EVALUATION
THE RPMS MANUAL

Weight
Very Actual
KRA (5) (3) (2)
(4)
Basic Content 1. Applied June Quality Showed Showed Showed Showed No Showed
Education Knowledge knowledge 2016 – knowledge of knowledge of knowledge of knowledge of acceptable knowledge of
Services and of content March content and content and content and content and its evidence was content and its
Pedagogy within and 2017 its integration its integration its integration integration within shown integration
across within and within and within and and across within and
curriculum
across across across subject areas as across subject
teaching
areas. subject areas subject areas subject areas shown in MOV 1 areas as
as shown in as shown in as shown in with a rating of 4 shown in MOV
MOV 1 with a MOV 1 with a MOV 1 with a 1 with a rating
22.5% rating of 7 rating of 6 rating of 5 of 5 3 3 3 0.225
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No Submitted 2
least 4 lessons using lessons of the given acceptable lessons using
lessons using MOV 1 and using MOV 1 MOV evidence was MOV 1 and
MOV 1 and supported by and shown supported by
supported by any 1 of the supported by any 1 of the
any 1 of the other given any 1 of the other given
other given MOV other given MOV
MOV MOV
Timeliness
OVERALL
RATING FOR
ACCOMPLISH- Satisfactory 3
MENTS
JOSE MARIA GUERRERO SANTIAGO MARTIN JESSAMAE ZAPATA

Rater Ratee Approving Authority
Figure 3.7. Sample accomplished IPCRF highlighting QET

Sample School Scenario for Master Teachers

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

Objective 1. Why?
Teacher Grace models e ective applications of content knowledge within and
across curriculum teaching areas as evidenced by the following:
Acceptable MOV Submitted MOV Remarks
1. Classroom observation tool (COT) 4 COT rating sheets with a rating of Valid
rating sheet and/or inter-observer level 7.
agreement form about e ective
applications of content knowledge
within and across curriculum teaching • COT 1 is supported by 1 DLL Valid
areas used in demonstration teaching
2. Lesson plans/modi ed DLLs used in highlighting integration of
demonstration teaching highlighting knowledge of content within and
integration of content knowledge across subject areas
within and across subject areas • COT 2 is supported by 1 set of Valid
3. Instructional materials developed instructional materials developed
highlighting e ective application of highlighting e ective application
content knowledge within and across of content knowledge within and
subject areas across subject areas
4. Performance tasks/test material(s) • COT 3 is supported by 1 Valid
used in demonstration teaching performance task/test material
highlighting integration of content used in demonstration teaching
knowledge within and across subject highlighting integration of content
areas knowledge within and across
5. Results of assessment used in subject areas
demonstration teaching highlighting • COT 4 is supported by results of Valid
mastery of lessons learned assessment used in demonstration
6. Others (Please specify and provide teaching highlighting mastery of
annotations) lessons learned
Figure 3.8. A table of sample submitted MOV for Master Teacher I-IV
Therefore, Teacher Grace got a corresponding rating of 4 in the RPMS 5-point scale for
Quality for each submitted COT rating sheet with a rating of 7. Each COT is supported by a
DLL, a set of instructional material used, performance tasks/test materials and results of
assessment. She also got a rating of 5 for E ciency having submitted the required number of
MOV. The computation is shown below:
Q E T Total Average Weight per Objective Score
4 5 - 9 4.500 7.5% 0.337
Figure 3.9 Sample computation of Teacher Grace’s rating based on the submitted MOV
27
THE RPMS MANUAL
Sample School Scenario for Teacher I-III
For KRA 4 Objective 11, Teacher Adelyn submits a compilation of learner’s

written works with summary of results, a formative assessment tool with Table of
Speci cations and frequency of errors, a class record and DLLs showing index of
mastery at the end of two quarters.
Teacher Adelyn gets an average rating of 3.000 (Satisfactory) for KRA 4 Objective 11.
Why?
Teacher Adelyn shows monitoring and evaluation of learner progress and

achievement using learner attainment data by providing the following supporting MOV:
• a compilation of learner’s written works with summary of results;
• a formative assessment tool with Table of Speci cations and frequency of
errors;
• a class record; and
• DLLs showing index of mastery
All MOV submitted were gathered across 2 quarters.
Let us now compare the presented MOV to the acceptable MOV in the RPMS Tool for
Teacher I-III.
Acceptable MOV Submitted MOV Remarks
• Compilation of a learner’s • A compilation of a learner’s written Not valid because
written work with summary work with summary of results it lacked parent’s
of results and with signature signature
of parents • A formative assessment tool with Not valid because it
• Formative/summative TOS and frequency of errors lacked a list of identi ed
assessment tools with TOS least mastered skills
and frequency of errors with • A class record Valid
identi ed least mastered
skills • A DLL showing index of mastery Valid
• Class records/grading
sheets
• Lesson plans/modi ed DLLs
showing index of mastery
• Others (Please specify and
provide annotations)
Figure 3.10. A table of sample submitted MOV for Teacher I-III
Therefore, Teacher Adelyn got a rating of 3 (Satisfactory) for Quality as evidenced
by the valid MOV. Although she submitted 4 MOV, only 2 were valid which gave her a
rating of 3 for E ciency. She submitted these MOV across 2 quarters; hence, she got
a rating of 3 for Timeliness. On average, Teacher Adelyn got a rating of 3.000 for KRA
4 Objective 11.
The computation is shown below:
Q E T Total Average Weight per Objective Score
3 3 3 9 3.000 7.5% 0.225
Figure 3.11. Sample computation of Teacher Adelyn’s rating based on the submitted MOV
28
There are instances, however, that Teachers may submit classroom

observation rating sheets that have di erent ratings.
For example, a Teacher III may submit 4 COT rating sheets: COT 1 with
a rating of 7; COT 2 with a rating of 6; COT 3 and 4 with a rating of 5.
To get the rating for Quality, the following steps must be done:
• Identify the corresponding rating in the RPMS 5-point scale for
each COT rating. Refer to Table 3.12 for the mapping of COT
Rating for Pro cient Teachers and Highly Pro cient Teachers
and the RPMS 5-point scale.
COT Rating COT Rating
RPMS 5-point scale
(Pro cient Teachers) (Highly Pro cient Teachers)
7 8 5 (Outstanding)
6 7 4 (Very Satisfactory)
5 6 3 (Satisfactory)
4 5 2 (Unsatisfactory)
3 4 1 (Poor)
Figure 3.12. Mapping of COT rating and the RPMS 5-point scale
In this case, Teacher III got the following rating:

COT Rating (Pro cient
COT Rating Sheet RPMS 5-point scale
Teachers)
COT Rating Sheet 1 7 5
Figure 3.13. Sample mapping of COT rating and the RPMS 5-point scale
• Get the average of the total RPMS rating. The average rating will
be your rating for Quality. In Teacher III’s case, the average is
3.75, as show in the table below.
COT Rating
COT Rating Sheet RPMS 5-point scale
(Highly Pro cient Teachers)

Total 15
Average 3.75
Figure 3.14. Sample computation of the average of the mapped COT rating
to the RPMS 5-point scale
• Determine the nal rating for Quality by referring to Table 3.15.
Teacher III got an average of 3.75 and his or her nal rating for
Quality is 4 (Very Satisfactory):
RANGE RPMS 5-point Rating Scale
4.500 – 5.000 5 (Outstanding)
3.500 – 4.499 4 (Very Satisfactory)
2.500 – 3.499 3 (Satisfactory)
1.500 – 2.499 2 (Unsatisfactory)
below 1.499 1 (Poor)
Figure 3.15. Adjectival Rating Equivalences
29
THE RPMS MANUAL
Step 2: Explain your Rating, if needed.
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.
Sample Feedback of a Principal

Good! Lessons presented in Araling Panlipunan, Edukasyon sa Pagpapakatao
and MTB emphasized the integration of other subjects and content areas.
The attached COT further proves the integration. The modi ed DLL also
shows the teacher’s creativity in designing tasks and visual aids.
However, integration becomes more effective if the students are able to apply
the concepts to their real life experiences, so you can add other activities where
they will use the concepts in their everyday experiences.
In so doing, you can actually meet the requirements for the higher performance
level.
Keep up the good work!
Figure 3.16. Sample feedback of a Rater
Hi! Here’s your I am glad to

portfolio. Let’s hear about
talk about your your
performance comments,
rating. Ma’am.
Figure 3.17. A rater provides feedback on the Teacher’s Portfolio.
30
3.1.2.1 How do you compute the Portfolio Rating?

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

Weight per Ratings
KRA per Objectives Objective Score the column
KRA Q E T Ave
Numerical
Objective 1 7.5% 5 5 -
Ratings, write
1 22.5% Objective 2 7.5% 5 5 -
your ratings
for QET. The
2 22.5% Objective 5 7.5% 4 4 - table in Figure
Objective 6 7.5% 3 3 - 3.18 indicates
Objective 7 7.5% 4 4 - the Weight
3 22.5% Objective 8 7.5% 3 3 - per KRA and
Objective 9 7.5% 4 4 - Objective.
Objective 10 7.5% 4 4 -
4 22.5% Objective 11 7.5% 5 5 5
Objective 12 7.5% 5 5 5
5 10% Objective 13 10% 4 4 -
Final Rating
Figure 3.18. Sample
Computation Table
Adjectival Rating
with QET Ratings
Weight Numerical Step 2. Get

Weight per Ratings
KRA per Objectives Objective Score the average.
KRA Q E T Ave
Objective 1 7.5% 5 5 - 5
1 22.5% Objective 2 7.5% 5 5 - 5
Objective 3 7.5% 5 5 - 5
Objective 4 7.5% 4 4 - 4
2 22.5% Objective 5 7.5% 4 4 - 4
Objective 6 7.5% 3 3 - 3
Objective 7 7.5% 4 4 - 4
3 22.5% Objective 8 7.5% 3 3 - 3
Objective 9 7.5% 4 4 - 4
Objective 10 7.5% 4 4 - 4
4 22.5% Objective 11 7.5% 5 5 5 5
Objective 12 7.5% 5 5 5 5
5 10% Objective 13 10% 4 4 - 4 Figure 3.19. Sample
Final Rating
Computation Table
with the Average of
Adjectival Rating
the QET Ratings
31
THE RPMS MANUAL
Step 3. Multiply Weight

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

1 22.5% Objective 2 7.5% 5 5 - 5 0.375
average to ll
Objective 3 7.5% 5 5 - 5 0.375
in the SCORE
Objective 4 7.5% 4 4 - 4 0.300
column. The 2 22.5% Objective 5 7.5% 4 4 - 4 0.300
scores shall Objective 6 7.5% 3 3 - 3 0.225
be in three (3) Objective 7 7.5% 4 4 - 4 0.300
decimal places. 3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10% Objective 13 10% 4 4 - 4 0.400
Figure 3.20. Sample Final Rating
Computation Table with
Adjectival Rating
Computed Scores
Weight per Objective x Average Rating = Score
Step 4. Add Weight Numerical

Weight per Ratings
all the scores KRA per Objectives Objective Score
KRA Q E T Ave
to compute
Objective 1 7.5% 5 5 - 5 0.375
for the Final
1 22.5% Objective 2 7.5% 5 5 - 5 0.375
Rating, which is Objective 3 7.5% 5 5 - 5 0.375
also in three (3) Objective 4 7.5% 4 4 - 4 0.300
decimal places. 2 22.5% Objective 5 7.5% 4 4 - 4 0.300
Objective 6 7.5% 3 3 - 3 0.225
Objective 7 7.5% 4 4 - 4 0.300
3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
Figure 3.21. Sample 5 10% Objective 13 10% 4 4 - 4 0.400

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

the adjectival RANGE ADJECTIVAL RATING
rating equivalent 4.500 – 5.000 Outstanding
of your nal rating 3.500 – 4.499 Very Satisfactory
by refering to the 2.500 – 3.499 Satisfactory
table in Figure 1.500 – 2.499 Unsatisfactory
3.22. below 1.499 Poor
Figure 3.22. Adjectival Rating Equivalences
32
Weight Numerical Step 6. Write the

Weight per Ratings
KRA per Objectives Objective Score overall rating for
KRA Q E T Ave
accomplishments
Objective 1 7.5% 5 5 - 5 0.375
in the IPRCF. A x
1 22.5% Objective 2 7.5% 5 5 - 5 0.375
Objective 3 7.5% 5 5 - 5 0.375
signature of the
Objective 4 7.5% 4 4 - 4 0.300
Rater, Ratee and
2 22.5% Objective 5 7.5% 4 4 - 4 0.300 the Approving
Objective 6 7.5% 3 3 - 3 0.225 Authority. See
Objective 7 7.5% 4 4 - 4 0.300 Figure 3.23.
3 22.5% Objective 8 7.5% 3 3 - 3 0.225
Objective 9 7.5% 4 4 - 4 0.300
Objective 10 7.5% 4 4 - 4 0.300
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10% Objective 13 10% 4 4 - 4 0.400
Final Rating 4.225
Very
Adjectival Rating Satisfactory
Figure 3.23. 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.
Weight per Weight per Numerical Ratings

KRA Objectives Score
KRA Objective
Q E T Ave
Objective 1 7.5%
KRA 1 22.5% Objective 2 7.5%
Objective 3 7.5%
Objective 4 7.5%
Objective 6 7.5%
Objective 7 7.5%
Objective 9 7.5%
Objective 10 7.5%
Objective 12 7.5%
Plus Objective 13
10% 10%
Factor
Final Rating
Adjectival Rating
Figure 3.24. Suggested Summary Sheet for the computation of Portfolio Rating
33
34
Position: Position:
Rating Period:
THE RPMS MANUAL

Weight
Very Actual
KRA (5) (3) (2)
(4)
curriculum
teaching
MOV MOV
Timeliness
OVERALL
RATING FOR
MENTS

Figure 3.25. Sample accomplished IPCRF with Actual Results

Position: Position:
Rating Period:
Weight
Very Actual
KRA (5) (3) (2)
(4)
curriculum
teaching
MOV MOV
Timeliness
OVERALL
RATING FOR
MENTS

Figure 3.26. Sample accomplished IPCRF with overall rating for accomplishments
35
THE RPMS MANUAL
Mid-year Review
Mid-year Review gives you the chance to confer with the teachers for them
to improve performance. Usually, the mid-year review is conducted in October
or November. You need to provide suggestions, recommendations and/or the
most appropriate technical assistance to support teachers in achieving their
targets. Note that the mid-year review is for performance monitoring and
coaching. The nal rating depends solely on the year-end evaluation.
Step 1: Assess the Teacher Portfolio using the IPCRF and the suggested
Mid-year Review Form (MRF).
See Figure 3.28 on page 38 for the suggested Mid-year Review
Form (MRF). You may write appropriate feedback/reflection notes to
give reasons for your initial ratings.
Step 2: Conduct Mid-year review conference to discuss your initial

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

Performance Monitoring and Coaching Form (PMCF) and Mid-year
Review Form (MRF).
The PMCF shall provide a record of signi cant incidents (actual events and
behavior in which both positive and negative performances are observed)
such as demonstrated behavior, competence and performance. Create an
enabling environment and intervention to improve teacher performance
and progress towards the accomplishment of objectives.
Refer to pages 6-7 of D.O. No. 2, s. 2015.
36
PERFORMANCE MONITORING AND COACHING FORM
CRITICAL INCIDENCE IMPACT ON JOB/ SIGNATURE

DATE OUTPUT
DESCRIPTION ACTION PLAN (RATER/RATEE)
August 6, 2017 Work tasks and schedules to achieve Submitted school forms/reports Serves as role model to
goals as evident in her checklist have ahead of time colleagues/peers
to be prioritized.
September 10, 2017 Logbook of daily incidence in her Logbook served as evidence for Could easily address
classroom is regularly done with a anecdotal records and journals of the learners’ needs
“Re ection” every week. best practices.
October 8, 2017 Quiz notebooks (in all the subjects) Track records of learners’ Least learned
are observed with TOS, test items, performance competencies are
score and item analysis and level of identi ed and intervention
mastery. needed is applied.
October 8, 2017 The use of ICT as shown during IMs used did not fully capture the Less participation among
classroom observation has to be interest of learners learners.
enhanced.
Figure 3.27. Sample of accomplished Performance Monitoring and Coaching Form
37
38
Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position: Name of Rater:
Bureau/Center/Service/Division: Position:
Date of Review:
THE RPMS MANUAL
Rating Period:
Mid-year Review/Rating
Weight Performance Ratee (Teacher) Rater (Principal)
MFOs KRAs Objectives Timeline MOV Mid-Year Review Results
per KRA Target
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
Figure 3.28. Suggested Mid-year Review Form

3.1.2.2 How do you assess the Competencies?

During the RPMS Phase 1, the Rater shall discuss with the Ratee
the competencies required of him or her. The demonstration of these
competencies shall be monitored to e ectively plan the interventions
needed for development plans and shall be assessed at the end of the year.
Note that the assessment in the demonstration of competencies shall
not be re ected in the nal rating. These competencies are monitored to
inform professional development plans.
Step 1: Discuss with the Ratee the set of competencies.

Discuss with the teacher the set of core behavioral competencies
demonstrated during the performance cycle. The list of competencies can
be found in Part II of Annex F, IPCRF. See p. 29 of D.O. No. 2, s. 2015.
Step 2: Assess the demonstration of competencies.

In the form provided in the Annex F, IPCRF, write the appropriate rating
inside the box for each competency using the 5-point scale shown below:
Scale De nition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
Figure 3.29. The DepEd Competencies Scale
 - If all behavior per competency had been demonstrated

4 - If four behavioral indicators had been demonstrated
3 - If three competency indicators had been demonstrated
2 - If two competency indicators had been demonstrated
1 - If only one (1) behavioral indicator had been demonstrated
See Figure 3.30 for the sample assessment of the core behavioral
competencies.
After rating the Portfolio, determine the overall rating of the actual
accomplishments and results. The Rater and the Ratee should reach an
agreement by signing the IPCRF.
39
40
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Understands personal actions and behavior that are clear 2. Promotes collaboration and removes barrier to teamwork and goal
and purposive and takes into account personal goals and values accomplishment across the organization.
congruent to that of the organization. 3. Applies negotiation principles in arriving at win-win agreements.
THE RPMS MANUAL
3. Displays emotional maturity and enthusiasm for and is challenged 4. Drives consensus and team ownership of decisions.
by higher goals. 5. Works constructively and collaboratively with others and across
4. Prioritize work tasks and schedules (through Gantt chants, organizations to accomplish organization goals and objectives.
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics Service Orientation
1. Demonstrate the values and behavior enshrined in the Norms and 1. Can explain and articulate organizational directions, issues and
Conduct and Ethical Standards for Public O cials and Employees (RA problems.
6713). 2. Takes personal responsibility for dealing with and/or correcting
2. Practice ethical and professional behavior and conduct taking into customer service issues and concerns.
account the impact of his/her actions and decisions. 3. Initiates activities that promote advocacy for men and women
3. Maintains a professional image: being trustworthy, regularity of empowerment.
attendance and punctuality, good grooming and communication. 4. Participates in updating o ce vision, mission, mandates and
4. Makes personal sacri ces to meet the organization’s needs. strategies based on DepEd strategies and directions.
5. Act with a sense of urgency and responsibility to meet the 5. Develops and adopts service improvement program through
organization’s needs, improve system and help others improve their simpli ed procedures that will further enhance service delivery.
e ectiveness.
Results Focus Innovation
1. Achieves results with optimal use of time and resources most of 1. Examines the root cause of problems and suggests e ective
the time. solutions. Foster new ideas, processes and suggests better ways to
2. Avoids rework, mistakes and wastage through e ective work do things (cost and/or operational
methods by placing organizational needs before personal needs. e ciency).
3. Delivers error-free outputs most of the time by conforming to 2. Demonstrates an ability to think “beyond the box”. Continuously
standard operating procedures correctly and consistently. Able focuses on improving personal productivity to create higher value and
to produce very satisfactory quality work in terms of usefulness/ results.
acceptability and completeness with no supervision required. 3. Promotes a creative climate and inspires co-workers to develop
4. Expresses a desire to do better and may express frustration at original ideas or solutions.
waste or ine ciency. May focus on new or more precise ways of 4. Translates creative thinking into tangible changes and solutions
meeting goals set. that improve the work unit and organization.
5. Makes speci c changes in the system or in own work methods to 5. Uses ingenious methods to accomplish responsibilities.
improve performance. Examples may include doing something better, Demonstrates resourcefulness and the ability to succeed with
faster, at a lower cost, more e ciently, or improving quality, customer minimal resources.
satisfaction, morale, without setting any speci c goal.
Figure 3.30. Sample Assessment of the Core Behavioral Competencies

OVERALLCOMPETENCY RATING
3.1.3 Post-Assessment
The Part IV: Development Plans of the IPCRF (IPCRF-DP) shall be informed
by the results of the self-assessment during Phase 1: Performance Planning
and Commitment. The Rater and the Ratee shall identify and agree on the
strengths and development needs and re ect them in Part IV: Development
Plans of the IPCRF.
The IPCRF-DP shall be updated during Phase 4: Performance Rewarding
and Development Planning and shall be informed by the actual ratings of the
IPCRF in Phase 3: Performance Review and Evaluation.
After rating the Portfolio, explain accomplishments, corresponding
rewards or possible incentives. Finally, assist Ratees in preparing their Part
IV: Development Plans of the IPCRF for the following year.
As indicated in D.O. No. 2, s. 2015, the following steps shall be applied in
preparing Development Plans:
1. Identify the development needs.
2. Set goals for meeting the development needs.
3. Prepare action plans for meeting the development needs, such
as list of learning activities, resources and supports, measure of
successes, among other needs.
4. Implement action plans.
5. Evaluate.
Your Development Plans may have the following components: A)

Teaching Competencies, based on the PPST; and B) Core Behavioral
Competencies, as shown in Figure 3.31.
41
42
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Action Plan
(Recommended Resources
Strengths Development Needs Timeline
THE RPMS MANUAL
Developmental Needed
Intervention)
A. Teaching Competencies (PPST)
Objective 3, KRA 1 Objective 3, KRA 1 Applying new learning Learning and
To apply a range of teaching To apply a range of teaching from attending courses/ Development
strategies to develop critical strategies to develop critical seminars/workshops/
and creative thinking, as well and creative thinking, as Learning Action Cells Team
as other higher-order thinking well as other higher-order (LAC)/ E-learning
skills. thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old
practice School Heads /
Master
Coaching and mentoring Teachers
Local Funds
B. Core Behavioral Competencies (DepEd)
• Professionalism and Ethics Innovation particularly on • Coaching • Regular HRTD Funds
• Teamwork conceptualizing “Out of the • Incorporating in coaching
• Service Orientation Box” ideas/approach the next in-service • In-
• Results Focus training (INSET) service
the training on training in
conceptualization April and
of innovative and May
ingenious methods
and solutions
Figure 3.31. Sample of accomplished Part IV of the IPCRF: Development Plans

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
Job enhancement/ Developmental/

redesign lateral career move
Assignment to task
forces/committees/
special projects
Figure 3.32. Examples of developmental activities for teachers
70 - 20 - 10
Remember:
Learning Model
Use appropriate Learn and develop Learn and develop
interventions or activities through Experience Learn and through Structured
develop courses and programs
that have high impact through Others (Formal education)
and results in employee’s
development. 70% 20% 10%
For this purpose, it

is suggested that the
Principle of the 70-20-10
Learning Model shown 90% Experiential learning
and development
in Figure 3.33 and Figure
3.34 be used as a guide.
Figure 3.33. Principle of the 70-20-10 Learning Model
43
THE RPMS MANUAL
70-20-10 Learning Model Examples
70 - Learn and 20 - Learn and 10 - Learn and

Develop through Develop through Develop through
Experience Others Structured Courses
and Programs
• Applying new • Seeking informal (Formal Education)
learning in real feedback and work
situations debriefs • Learning through:
• Using feedback to • Seeking advice, - courses
try a new approach asking opinions, - workshops
to an old problem sounding out ideas - seminars
• Trying new work • Requesting - e-learning
and solving coaching from • Applying for
problems within manager/others professional
role • Getting 360° quali cations/
• Having increased feedback accreditation
span of control • Undergoing
• Having increased structured
decision-making mentoring and
• Becoming coaching
champion and/or • Participating in
managing changes Learning Action
Cells (LAC)
Figure 3.34. Examples of the 70-20-10 Learning Model Principle
44
PROFESSIONAL REFLECTIONS THROUGH
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
4.1 What are Annotations?

A teacher’s path towards personal growth and professional development involves
re ection and learning in order to improve practice. One way of doing this is to become
more actively engaged in the process of careful introspection and critical evaluation of
your teaching practice. An essential step towards becoming a more re ective practitioner
is through writing annotations in your professional development portfolios.
Annotations are self-re ections, explanations or presentational mark-ups attached
to documents, artifacts or Means of Veri cation (MOV) that you submit for the RPMS.
They are important in instances when the evidences or artifacts presented in teacher
portfolios cannot capture the whole
dynamics of the teaching and learning
process. Further, annotations establish
a connection between the evidences and
the Rater, thus, facilitating the review of I e n jo y
d e s ig n
t a s k s fo in g m a
the portfolio. w
r my s t
u d e nt
n y d if fe
rent
hether s to do
in d iv id in c la s s
groups u a ll y, in
. p a ir s , o
r in
Somet
im e s I
that th need t
e stude o r e m in
nt s don d my s e
a b il it y ’t h a v e lf
le v e ls a t h e same
about nd so I
a s s ig n in h ave to
g task s b e m in
approp fo r t h e d fu l
r ia t e ly. studen
ts
ake
s m
way e
I al , th
CBI, I plan
w s
follo less
on
ten
t
n I the c on
Whe t i n o f s is
tha n
u re e gr atio c t area n
s int bje t a
s on o s s su e tha
fo c u ac r t i m
and any ill
y w
wi t
hin a t at
s , the
h as
o t y cl
r. S s m
clea v i si t
rver is.
obse f th
e n ce o
evid
see was to
e a n t to do lly
at I m eci ca
l e s s on, wh s p o r ts, sp
In thi
s e of en t
owledg o curr
r p o r ate kn l i n k this t n e
inc o , and lippi
b a l l / soccer h o w t he Phi o od
foot about p a g
i n s ports p u t ting u in
news s bee n teams
a l l t eam ha e x p e r ienced e d
footb the mo
re
a. I n
otic
ainst d Kore
ght ag s Jap a n a n
f t eh
i a , such a w e r e fans o their
A s udent s se of
o m e s t m a k e u
that s am. I
can lesson
.
Figure 4.1. i l i p p ine Te t h e m in the r sports
Ph e ngage n d othe
Sample Annotations st t o cor e s a
intere game s ation
of
u s s i ng the o o d applic sons
Dis c
c a n be a g
p l a n my l se
tic s If I ath
statis cepts. with M
e M a th con o n , along ties.
simp l
s i n tegrat
i
t h e acti i v
valu e ed i n
well, includ
. E . , can be
and P
46
PROFESSIONAL REFLECTIONS THROUGH ANNOTATIONS
4.2 What is the Importance of Annotations?

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

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

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

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

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

These questions may guide your re ection:
a. How does your MOV meet the objective?
b. What do you wish to highlight in your MOV in relation to the
objective?
c. What classroom contexts explain your practices as re ected
in your MOV?
47
48
THE RPMS MANUAL

Sample Annotation Template for Teacher I-III (Pro cient Teachers)
Description of the MOV

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

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

The following are necessary competencies of an e ective
coach:
• Self-clarity
• Communication
• Critical thinking
• Ability to build relationships and inspire
5.1.1 What is the di erence between and

among coaching, mentoring and
counselling?
Coaching is a process that enables learning and development
to occur, and thus, improve performance.
Mentoring is an o -line help by one person to another in

making signi cant transitions in knowledge, work or thinking.
Counselling is a principled relationship characterized by

the application of one or more psychological theories and a
recognized set of communication skills, modi ed by experience,
intuition and other interpersonal factors, to clients’ intimate
concerns, problems or aspirations.
How do
you feel I feel that
I need to
about your
improve
progress on...
so far?
Figure 5.1. The coach and the teacher discuss on issues and how they can be addressed.
50
EFFECTIVE COACHING AND GIVING PERFORMANCE FEEDBACK
5.1.2 What is the Coaching Model for DepEd?

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

Coach for work improvement is applied when performance
gaps are observed and identi ed.
Performance gaps refer to the di erence between an

employee’s current performance and what is required or
expected. These can either be gaps concerning work behavior or
skills. They could be both.
51
THE RPMS MANUAL
Tips in Identifying Performance Gaps

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

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

Ine cient processes into faults of the people who run
them.
Personal Problems
Demand is too much or too fast-

Work Overload
paced
Jealousy, competition for attention

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

Coach for maximum performance is applied to sustain employee’s
high performance and to continuously improve performance.
It is also an opportunity to develop succession plans and career
development of high-performing and high-potential sta for promotion.
52
5.1.2.3 Coach to Strengthen Skills,

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

of Coaching?
There are four (4) step processes that the coach and the coachee must
undertake to provide e ective coaching.
Observation Discussion &

The rater identi es Agreement
a performance gap Coach and coachee
agree on: (1) problems
or an opportunity
to be xed; and (2) an
to improve. opportunity to move
job performance two
notches higher.
Follow up Active Coaching

Setting follow-up Coach and coachee
sessions to check on create and agree on
the status of the agreed the action plan to
upon action plan. address the gap.
Figure 5.4. Four Step Processes of Coaching
53
THE RPMS MANUAL
Steps in conducting discussion and agreement sessions

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

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

• Tell what you want him or her to do, how you want it done, and why
(standards of performance).
• If possible, show (model) how it is done.
• Then ask him or her to do it while you observe.
• Give positive feedback and/or correction; o er suggestions.
• Let him or her know you respect his or her ability.
• Agree upon appropriate actions - employee’s and yours.
• Let him or her know you will closely monitor his or her performance.
Step 4: Closing
• Share how you feel about the meeting.
• Ask him or her how he or she feels about the meeting.
• Schedule a follow-up meeting on a speci c date.
• Thank him or her and express con dence that he or she can do it.
Assure him or her of your support.
• Shake hands and smile, while maintaining eye contact.
54
Why follow-up?
• It provides opportunities to remind employees about goals and the
importance of these goals.
• Periodic checks give you a chance to o er positive feedback about the good
things that employees do.
• These checks can help spot small problems before they become large ones.
Performance monitoring shall be the responsibility of both the Rater and the
Ratee who agree to track and record signi cant incidents through the use of the
Performance Monitoring and Coaching Form (PMCF) shown in Figure 3.27 on page
37 of this Manual.
Is there a di erence between Managing and Coaching?
Managing focuses on... Coaching focuses on...
Telling Exploring
Directing Facilitating
Authority Partnership
Immediate Needs Long-term Improvement
A Speci c Outcome Many possible outcomes
Figure 5.5. Di erence between managing and coaching
Performance Coaching is not…
• a one-time process
• fault- nding and does not put the employee down
• giving advice and does not involve the coach sharing his or her
personal experience or opinions/beliefs
55
THE RPMS MANUAL
Performance Coaching is...
• Creating the right atmosphere
Mutual Trust
• Develop mutual trust by demonstrating concern for the Coachee’s
well-being and success. Showing empathy, genuine interest,
consultation, providing opportunities for the Coachee to move ahead are
demonstrations of concern.
• Experience in the matter at hand. Trust can be gained when the coach has
a reputation of success in the area.
• Being as good as your word. Trust is built through repeated
demonstration. Do what you say everytime.
• Not disclosing information held in Coachee’s desire for con dentiality
Accountability for Results

• A person who is not held accountable for results will not take coaching
seriously.
• A formal coaching plan makes accountability explicit.
Motivation to Learn and Improve

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

Active listening encourages communication and puts other people at
ease. An Active Listener pays attention to the speaker and practices the
following good listening skills:
• Maintain eye contact
• Smile at appropriate moments
• Be sensitive to body language
• Listen rst and evaluate later
• Never interrupt except to ask for clari cation
• Indicate that you are listening by repeating what was said about critical
points
• Asking the right questions

Asking the right questions will help the Coach to understand the Coachee
and get to the bottom of performance problems.
56
Two Forms of Questions:

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

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

Performance feedback is an ongoing process between an
employee and a manager where information concerning the
performance expected and performance exhibited/demonstrated is
exchanged.
Figure 5.7 shows that e ective feedback giving during the

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

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

principal giving a teacher feedback
57
THE RPMS MANUAL
Infographics taken from https://www.cognology.com.au/

(No copyright infringement intended. Strictly for Academic Purposes only)
Figure 5.7. Successful Performance Appraisal resulting from E ective Feedback
58
5.2.1 Why do we give feedback?

Feedback bene ts the manager, the employee and the organization. It can:
• build sta competence and con dence to achieve high performance;
• bene t the leader in his or her managerial and leadership functions; and
create a culture of performance excellence.
There are two types of feedback:
Type 1: Reinforce
This type of feedback identi es job-related behavior and performance
that contribute to individual, group and organizational goals. This
encourages the employee to repeat and develop them.
Type 2: Redirect
This type of feedback identi es job related behavior and performance
that do not contribute to individual, group and organizational goals and
helps the employee develop alternative strategies.
When is feedback e ective?

E ective feedback should be speci c; it tells your employees what
they did or did not accomplish, how they completed their tasks and
how e ective their actions are.
E ective feedback is also timely, in order to reinforce positive actions

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

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

employee’s strengths and areas for improvement.
59
THE RPMS MANUAL
5.2.2 What is the STAR Feedback Model?

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

• Provides context for sta ’s action(s)
• Describes speci c event, job, or assignment that
triggered or warranted a response
A – Action
• Speci c response of sta to the situation or task
• What sta said or did
• Can be multiple actions
• Can also be non-action
R – Result
• What happened due to the sta ’s action
• Can be e ective or ine ective
• Can be concrete (e.g., report, written feedback from
client, extended processing time, etc.)
• Can be less tangible (e.g., low morale,
misunderstanding, etc.)
60
5.2.3 What are the bene ts of the STAR

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

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

performance improvement, where alternative action and result
are described.
STAR - AR
Alternative Action
What could be done better or di erently next time?
Alternative Result
What could be the probable result or impact of the
alternative action?
61
THE RPMS MANUAL
Yesterday morning,
I observed that you had
a student that had seemed to
refuse to acknowledge that
he lacked the knowledge
and the skills. Encourage the student
to accept that
In the past, “There is always
his former teachers more to learn” and
did not challenge his “I can listen and explore
composition skills but always what this teacher
gave him high marks. has to offer.”
Figure 5.9.
Sample of Reinforce
STAR Feedback
of a Principal to
a Teacher that
demonstrates
a contributing
behavior or
performance
When I asked the student

Today, you took this afternoon about
the challenge his experience in your class,
and successfully he told me that you are
his first teacher who could
presented the
show him what he needed
subject matter so to know and help him understand
that the student the significance
accepted his skill of good writing skills.
level and worked to
learn what he needed Good job! You were able to handle
to know. the situation successfully.
62
A - While you provided

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

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

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

having challenges completing
a request, so I can help you
prioritize your assignments.”
63
THE RPMS MANUAL
facts
PRINCIPAL
Tips in providing redirect

or developmental feedback
Focus on facts, not the person.

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

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

terms of time, resources or coaching to act on your
feedback.
• “What resources or support would you need to carry this
out?”
64
5.2.4 What is the Feedback Process?

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

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

• Ask the teacher to share his/her take-aways.
• What were my major achievements?
• What have I done well or am doing well?
• In what key areas could I have done or should I do better?
• How is my overall performance?
• What are my next steps?
• A rm your trust in the teacher. Thank him or her for his or
her time.
65
THE RPMS MANUAL
Key Principles for Interactions

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

ownership).
Tips in Receiving Feedback (for Teachers)

• Welcome constructive feedback (withhold judgment).
• Clarify and seek understanding (i.e. paraphrase, probe).
• Evaluate based on critical incidents, observations.
• Decide what to do with the feedback.
66
TOOLS WITHIN
THE RPMS CYCLE
- COT T1-3
SAT
RPMS
TOOLS
RPMS
M
ol
S To I
RPMacher I-hIIers)
e
for T ient Tea
(Pro
fic
for Maste Tool

r Teacher
c
I-IV
6
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
The RPMS Cycle

To ensure teacher quality, the Results-based Performance Management System (RPMS)
aligns the performance targets and accomplishments with the Philippine Professional Standards
for Teachers (PPST). This alignment covers teacher performance for one school year, starting in
May (last week or a week after the opening of classes) and ending in April ( rst week or a week
after graduation and/or moving up ceremonies).
The RPMS Manual for Teachers and School Heads provides information and guidance to
Teachers and Schools in the use of di erent tools and forms to assess performance, the di erent
assessment processes and di erent developmental activities for teachers as they undergo the
four-stage performance RPMS cycle, namely, Performance Planning and Commitment (Phase
1); Performance Monitoring and Coaching (Phase 2); Performance Review and Evaluation (Phase
3); and Performance Rewarding and Development Planning (Phase 4).
See Figure 6.2 on page 69 for the graphic representation of the phases of the RPMS Cycle,
and the tools and processes within.
6.1 Self-Assessment Tools in the RPMS Cycle

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

Re ection Performance Planning
Figure 6.1. Self-assessment as a crucial step towards development planning
68
TOOLS WITHIN THE RPMS CYCLE
I PERFORMANCE PLANNING
AND COMMITMENT
Activity : Discussion / Issuance of

Po
To r
RPMS Tools
ols
/ a tf
Fo nd olio
n
io Tool(s)/ : IPCRF + SAT + IPCRF- rm O P
at ion Form(s) Development Plans
s:
CO rga
t e
re niz S, P
ex iz r
T
e n an pa
cl Timeline : May - last week, a week -
pa ati ort
a
th rg re
ra on foli
before the opening of
RP
e
y
for d O io P
tc
tio
M
l
classes
yc
tc
an tfol
n
Output : Development Plans based
ex
on SAT, Signed IPCRF

en
r
Po
th
o
for
TA
TA
D
L&
onal Standa
L&
s i rd
D
s
fe
II
PERFORMANCE PERFORMANCE
IV REWARDING AND
sf MONITORING AND
ro
DEVELOPMENT COACHING
Philippine P
or
PLANNING Teachers Activity : Mid-year Review and
Activity : Ways Forward Development
Planning
Teacher Assessment
Tool(s)/ : RPMS Tools + IPCRF + SAT +
Quality
Tool(s)/ : IPCRF-Development Plans Form(s) IPCRF-Development Plans
Form(s) using Performance Monitoring
Timeline : April, 1st Friday & Coaching Form (PMCF)
Output : Reward, Recognition, Timeline : Oct - Nov, End of 1st Semester
IPCRF-DP Output : Agreements based on IPCRF,
IPCRF-Development Plans &
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Output : IPCRF w/ Computed Final
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Legend:
L&D - Learning and Development RPMS - Results-Based Performance Management System

IPCRF - Individual Performance Commitment & Review Form SAT-RPMS - Self Assessment Tools RPMS
IPCRF-DP - Part IV: Development Plans of the IPCRF TA - Technical Assistance
PMCF - Performance Monitoring and Coaching Form
Figure 6.2. The Tools within the RPMS Cycle
69
THE RPMS MANUAL
AND COMMITMENT

Po
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Fo nd lio
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Legend:

Figure 6.3. Self-assessment tools in the RPMS Cycle
70
The teachers should assess their own performance prior to the beginning
of the year (Performance Planning and Commitment) and reflect on their
performance throughout the RPMS Cycle. The results of this self-assessment
will guide the teachers and the principal on which RPMS indicators the teachers
must improve on and on what areas where they need coaching and mentoring.
6.1.1 What are the Self-Assessment

Tools-RPMS (SAT-RPMS)?
The Self-Assessment Tools-RPMS (SAT-RPMS) comprise two
different self-assessment questionnaires within the RPMS designed
for Teacher I-III and Master Teacher I-IV to reflect on the different
performance indicators that relate to their professional work. It is
meant to support teacher performance and professional development.
There are two SAT-RPMS: 1) SAT-RPMS for Teacher I-III; and 2) SAT-
RPMS for Master Teacher I-IV.
Teacher I, Teacher II and Teacher III shall use the SAT-RPMS for Teacher
I-III while Master Teacher I, Master Teacher II, Master Teacher III and Master
Teacher IV shall use the SAT-RPMS for Master I-IV.
There are 13 objectives in the SAT-RPMS, including the Plus Factor.
These objectives are aligned with the objectives listed in the RPMS Tools.
Figure 6.4. Self-Assessment Tools-RPMS
71
THE RPMS MANUAL
6.1.2. What are the parts of the SAT-RPMS?

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

purposes and parts. It also provides instructions on how to
accomplish the SAT-RPMS. See Figure 6.5.
2. Demographic Pro le. This part collects the teacher’s

demographic information, such as age, sex, rank or position,
highest degree obtained, among others.
Figure 6.5. Part I: Demographic Pro le of SAT-RPMS for Teacher I-III
72
3. Objectives. This page contains the 13 objectives of the SAT-RPMS.

Using a four-point Likert scale, the teachers will rate themselves in terms
of how capable they are in performing each objective and what level of
development priority they give to each objective.
Figure 6.6. Part II: Performance Indicators of SAT-RPMS for Teacher I-III
73
THE RPMS MANUAL
6.1.3. How do you take the SAT-RPMS?

Step 1: Determine your corresponding SAT-RPMS.
Identify your SAT-RPMS by considering your current
position and general description of your practice based on
the Philippine Professional Standards for Teachers.
If you are a Teacher I, Teacher II or Teacher III, use the tool for
SAT-RPMS for Teacher I-III. If you are a Master Teacher I, Master
Teacher II, Master Teacher III and Master Teacher IV, use the tool
for Master Teacher I-IV. Senior High School teachers shall use
the SAT-RPMS corresponding to their current rank/position,
regardless of the years in service.
Figure 6.7 A graphical representation of a teacher looking at SAT-RPMS
74
Step 2: Take the SAT-RPMS appropriate to your position.

Accomplish Part I: Demographic Pro le by ticking the item that
describes you.
In Part II: Objectives, shade the circle that corresponds to the
rating you give yourself for each indicator according to the level of
your capability and development priority. You may also write your
comments about the indicators in the box provided at the end of
SAT-RPMS page. See Figure 6.8.
Figure 6.8. Screenshot of the box on the bottom of the SAT-RPMS Page
Step 3: Discuss with your Principal the results of your SAT-

RPMS.
After taking the SAT-RPMS, discuss with your Principal the
Development Plan based on the results of your self-assessment.
Figure 6.9
A graphical representation of a teacher (Ratee) and a principal (Rater) discussing
the Development Plan based on the teachers’ SAT-RPMS results
75
THE RPMS MANUAL
6.1.4. How do you use the results of

SAT-RPMS?
Step 1: The teacher prepares the Development Plan
based on the results of SAT-RPMS.
The teacher can re ect in the plan as development needs the
objectives that rated “Low” in terms of level of capability, or “High”
or “Very High” in terms of priority for development.
The objectives rated “High” or “Very High” in terms of level of
capability can be re ected as strengths in the Development Plan.
See Figure 6.10 for the sample accomplished Part IV:
Development Plans (IPCRF-DP) based on the SAT-RPMS results.
Follow the steps in Chapter 3, page 41, in preparing for the Part IV:
DP.
Step 2: The teacher discusses the Development Plan

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

agreement about the nal Development Plan.
The IPCRF-DP shall be updated during Phase 4: Performance Rewarding

and Development Planning and shall be informed by the actual ratings of the
IPCRF in Phase 3: Performance Review and Evaluation.
The results can inform various development interventions in preparation
for the next school year, such as In-Service Training (INSET) Orientation/
Teacher Induction Program (TIP).
Both the teacher and the Principal may also refer to the Development
Plans in the monitoring and coaching of the teacher’s performance and in
providing the necessary interventions.
Note: An electronic system will be given as a

supplemental material. The system supports schools in
analyzing school-wide SAT data of teachers to help plan for
teachers’ professional development.
76
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPCRF-DP)
Action Plan
(Recommended Resources
Strengths Development Needs Timeline Needed
Developmental
Intervention)
A. Teaching Competencies (PPST)
Objective 3, KRA 1 Objective 3, KRA 1 Applying new learning Learning and
To apply a range of teaching To apply a range of teaching from attending courses/ Development
strategies to develop critical strategies to develop critical seminars/workshops/
and creative thinking, as well and creative thinking, as Learning Action Cells Team
as other higher-order thinking well as other higher-order (LAC)/ E-learning
skills thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old
practice School Heads /
Master
Coaching and mentoring Teachers
Local Funds
B. Core Behavioral Competencies (DepEd)
• Professionalism and Ethics Innovation particularly on • Coaching • Regular HRTD Funds
• Teamwork conceptualizing “Out of the • Incorporating in coaching
• Service Orientation Box” ideas/approach the next in-service • In-
• Results Focus training (INSET) service
the training on training in
conceptualization April and
of innovative and May
ingenious methods
and solutions
Figure 6.10. Sample of accomplished Part IV of the IPCRF: Development Plans
77
THE RPMS MANUAL
6.2 Classroom Observation Tools in the RPMS Cycle

Classroom observation is a process of providing feedback to a teacher’s classroom
practice. Feedback given provides quality input for the continuous improvement of
teacher practice and provides opportunities to share ideas and expertise, as well as
promote mentoring and coaching among colleagues. It also encourages teachers
to re ect and develop awareness about their own practice as it provides evidence of
actual teacher performance, their strengths and areas for development and the impact
of their practice. Finally, classroom observation aims to visualize classroom practices.
To be more e ective, classroom observation must be based on a set of standards,
which can assess teaching quality across a continuum of development (Darling-
Hammond, 2012). The link between what the teachers can do as evidenced by their
classroom performance and the standards against which this performance can be
rated or evaluated is crucial in classroom observation.
Figure 6.11. Classroom Observation Tools and Forms in the RPMS Cycle
78
In the RPMS Cycle, a teacher’s classroom performance is assessed against the

indicators of the Philippine Professional Standards for Teachers (PPST). The results of
classroom observation are considered non-negotiable means of veri cation (MOV) of
teacher performance that can prove the teacher’s attainment of classroom observable
objectives in the RPMS Tools.
Figure 6.12. Classroom Observation Tools and Forms in the RPMS Cycle
79
THE RPMS MANUAL
AND COMMITMENT

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Figure 6.13. Classroom Observation Tools in the RPMS Cycle
80
6.2.1 What are the Classroom Observation

Tools-RPMS (COT-RPMS)?
There are two (2) Classroom Observation Tools for RPMS (COT-
RPMS), one for Teachers I-III (Proficient) and one for Master Teachers
I-IV (Highly Proficient). The indicators in the tools are the observable
classroom objectives listed in the RPMS tools. The language of
the indicators is from the Proficient career stage in the Philippine
Professional Standards for Teacher (PPST).
COT-RPMS for Teachers I-III has nine (9) indicators, while the COT-
RPMS for Master Teacher I-IV has five (5) indicators.
Figure 6.14. COT-RPMS Rubric Front Page
6.2.1.1 Mapped RPMS Objectives

and COT Indicators
Not all objectives in the RPMS tools are classroom observable. The
tables below show the congruence between the RPMS objectives and COT
indicators.
See Figures 6.15 and 6.16 for the mapped RPMS objectives and the
COT indicators.
81
82
RPMS COT
Objective Objectives Indicator Indicators
Number Number
Applied knowledge of content within and across Applies knowledge of content within and across
THE RPMS MANUAL
1 curriculum teaching areas. 1 curriculum teaching areas

Used a range of teaching strategies that enhance Uses a range of teaching strategies that enhance
2 learner achievement in literacy and numeracy skills. 2 learner achievement in literacy and numeracy skills
Applied a range of teaching strategies to develop Applies a range of teaching strategies to develop
3 critical and creative thinking, as well as other 3 critical and creative thinking, as well as other
higher-order thinking skills. higher-order thinking skills
Managed classroom structure to engage learners, Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration, individually or in groups, in meaningful exploration,
4 discovery and hands-on activities within a range of
4 discovery and hands-on activities within a range of
physical learning environments. physical learning environments
Managed learner behavior constructively by Manages learner behavior constructively by
5 applying positive and non-violent discipline to 5 applying positive and non-violent discipline to
ensure learning focused environments. ensure learning-focused environments
Used di erentiated, developmentally appropriate Uses di erentiated, developmentally appropriate
6 learning experiences to address learners’ gender, 6 learning experiences to address learners' gender,
needs, strengths, interests and experiences. needs, strengths, interests and experiences
Planned, managed and implemented Plans, manages and implements developmentally
developmentally sequenced teaching and learning sequenced teaching and learning processes to
7 processes to meet curriculum requirements and
7 meet curriculum requirements and varied teaching
varied teaching contexts. contexts
Selected, developed, organized and used Selects, develops, organizes, and uses appropriate
9 appropriate teaching and learning resources, 8 teaching and learning resources, including ICT, to
including ICT, to address learning goals. address learning goals
Designed, selected, organized and used diagnostic, Designs, selects, organizes, and uses diagnostic,
10 formative and summative assessment strategies 9 formative and summative assessment strategies
consistent with curriculum requirements. consistent with curriculum requirements
Figure 6.15. Mapped RPMS Objectives and COT Indicator for Teacher I-III
RPMS COT
Objective Objectives Indicator Indicators
Number Number
Modeled e ective applications of content Applies knowledge of content within and across
1 knowledge within and across curriculum teaching 1 curriculum teaching areas
areas.
Developed and applied e ective teaching Applies a range of teaching strategies to develop
3 strategies to promote critical and creative thinking, 2 critical and creative thinking, as well as other
as well as other higher-order thinking skills. higher-order thinking skills
Worked with colleagues to model and share Manages classroom structure to engage learners,
e ective techniques in the management of individually or in groups, in meaningful exploration,
classroom structure to engage learners, individually discovery and hands-on activities within a range of
4 or in groups, in meaningful exploration, discovery
3 physical learning environments
and hands-on activities within a range of physical
learning environments.
Exhibited e ective and constructive behavior Manages learner behavior constructively by
management skills by applying positive and non- applying positive and non-violent discipline to
5 violent discipline to ensure learning-focused
4 ensure learning-focused environments
environments.
Developed and applied e ective strategies in the Plans, manages and implements developmentally
planning and management of developmentally sequenced teaching and learning processes to
7 sequenced teaching and learning processes to 5 meet curriculum requirements and varied teaching
meet curriculum requirements and varied teaching contexts
contexts.
Figure 6.16. Mapped RPMS Objectives and COT Indicator for Master Teacher I-IV
83
THE RPMS MANUAL
6.2.1.2 Indicator List

Classroom observation in the RPMS cycle is distributed within the academic year.
The prescribed indicators per observation period are shown in Figures 6.17 and 6.18.
The check mark in the table below signi es that the indicator has to be shown in
the observation period.
COT Observation Period

Indicator THE TEACHER:
No. 1 2 3 4
Applies knowledge of content within and
1 / / / /
across curriculum teaching areas
Uses a range of teaching strategies that
2 enhance learner achievement in literacy and / / / /
numeracy skills
Applies a range of teaching strategies to
3 develop critical and creative thinking, as well / / / /
as other higher-order thinking skills
Manages classroom structure to engage
learners, individually or in groups, in
4 meaningful exploration, discovery and / / / /
hands-on activities within a range of physical
learning environments
Manages learner behavior constructively by
5 applying positive and non-violent discipline / / / /
to ensure learning-focused environments
Uses di erentiated, developmentally
appropriate learning experiences to address
6 / x / x
learners’ gender, needs, strengths, interests
and experiences
Plans, manages and implements
developmentally sequenced teaching and
7 / / / /
learning processes to meet curriculum
requirements and varied teaching contexts
Selects, develops, organizes, and uses
8 appropriate teaching and learning resources, x / x x
including ICT, to address learning goals
Designs, selects, organizes, and uses
diagnostic, formative and summative
9 x x x /
assessment strategies consistent with
curriculum requirements
Figure 6.17. Indicator List for Pro cient Teachers
84
For Highly Pro cient level, all indicators are expected to be ob-
served per observation period.
COT Observation Period

Indicator THE TEACHER:
No. 1 2 3 4
Applies knowledge of content within and
1 / / / /
across curriculum teaching areas
Applies a range of teaching strategies to
2 develop critical and creative thinking, as well / / / /
as other higher-order thinking skills
Manages classroom structure to engage
learners, individually or in groups, in
3 meaningful exploration, discovery and / / / /
hands-on activities within a range of physical
learning environments
Manages learner behavior constructively by
4 applying positive and non-violent discipline / / / /
to ensure learning-focused environments
Plans, manages and implements
developmentally sequenced teaching and
5 / / / /
learning processes to meet curriculum
requirements and varied teaching contexts
Figure 6.18. Indicator List for Highly Pro cient Teachers
6.2.2 What are the COT-RPMS Forms?

The COT-RPMS is composed of four forms:
• Rubric
• Observation Notes Form
• Rating Sheet
• Inter-Observer Agreement Form
Each form is used at a speci c stage in the observation process.
85
THE RPMS MANUAL
6.2.2.1 Rubric
The rubric contains a performance continuum for each career
stage. For Teacher I-III (with Levels 3-7), the expected attained level
is at least Level 6, Consolidating. For Master Teacher I-IV (with Levels
4-8), the expected attained level is at least Level 7, Integrating.
The rubric has the following parts:
1. Rubric Level Summary. This refers to both the name and

description of each level, described according to performance of
teachers in the classroom.
Figure 6.19. Rubric Level Summary for Teacher I-III
Figure 6.20. Rubric Level Summary for Master Teacher I-IV
86
2. Indicators. This refers to the speci c classroom observable practice

of teachers.
Figure 6.21. The Indicators of COT-RPMS
3. Level Description. This refers to the description of practice for each

level. The description explains the practice expected of teachers in the
classroom.
As teachers progress in their careers, di erent levels of performance are
expected of them. The development in levels refers to the expectations of
teachers in di erent career stages: Levels 3-7 for Teacher I-III while Levels
4-8 for Master Teacher I-IV.
Figure 6.22. Level Description
87
THE RPMS MANUAL
4. Clari cations. This refers to de nitions or elaborations of some

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

which help describe a particular level.
Figure 6.23. Clari cations and Features of Practice
88
6.2.2.2 Observation Notes Form
The observer(s) use(s) this form to take note of his or her specific
observations and comments during the classroom observation. This
is the only form the observer(s) will bring and complete during the
observation.
Figure 6.24. Observation Notes Form
89
THE RPMS MANUAL
6.2.2.3 Rating Sheet
This form lists the indicators in the COT-RPMS tool. The

observer(s) use(s) this form to indicate the rating/level attained in
each indicator by the observed teacher.
This form is completed after the observation. Refer to the
Indicator List to check which indicators are expected to be observed
within the observation period.
Figure 6.25. Rating Sheet of the COT-RPMS
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
6.2.2.4 Inter-Observer Agreement Form
Observer(s) use(s) this form. It serves as the final rating form used during the
Inter-Observer Agreement Exercise.
To arrive at 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.
Figure 6.26. Inter-Observer Agreement Form
Note:
• This form is used when there are 2-3 observers.
• The observers meet with the teacher to discuss the results of the observation. This aims to help the teacher
improve his or her performance through constructive feedback.
91
THE RPMS MANUAL
6.2.3 What are the roles and responsibilities of

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

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

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

in the observation.However, if challenges like schedules
and availability of observers hinder a school to follow this
recommendation, one (1) observer will be enough.
92
6.2.4 What are the processes and protocols

in Classroom Observation?
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.
Figure 6.27. Protocols in Pre-observation process
6.2.4.2 Actual Observation

Observer Teacher
1. Sits at available chairs. Multiple 1. Delivers the lesson.
observers are expected to sit
apart.
2. Uses the Observation Notes
Form to record comments and
observations on the teacher’s
performance.
3. If there are multiple observers,
avoid engaging in any
discussion with one another.
Showing any feedback on
the teacher’s performance
using facial expression is also
discouraged.
4. Observes the entire class
period.
Figure 6.28. Processes and protocols in the Actual Observation process
93
THE RPMS MANUAL
6.3.4.3 Post-Observation
Observer Teacher
1. Thanks the teacher and leaves
the room immediately after
observation.
2. Individual rating
Rates the teacher using the
COT-RPMS Rubric appropriate
to the teacher’s level. Only
those indicators expected to
be observed in an observation
period, as speci ed in the table of
list of indicators, must be given
rating.
• If there are multiple
observers, only the subject
specialist is expected to rate
Indicator 1.
• If there is only one observer,
he or she rates Indicator 1.
• Elementary teachers are
generalists; all observers are
expected to rate Indicator 1.
3. Inter-Observer Agreement
Exercise (in case of multiple
observers)
Meets all other observers to
discuss the individual ratings
given. In case of di erent ratings,
the observers must resolve the
di erences and assign an agreed
rating. The agreed rating is not an
average; it is a nal rating based
on reasoned and consensual
judgment.
4. Meets with the teacher to discuss
the results of the observation.
Figure 6.29. Processes and protocols in Post-observation process
94
OBSERVERS TOOL NEEDED TEACHER

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

OBSERVATION
seats in the lesson

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

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

the results of the observation. The teacher and observer(s)
a x their signature on the rating.
Figure 6.30. Graphical representation of the Classroom Observation Process
95
THE RPMS MANUAL
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96
GLOSSARY OF TERMS
/ ACRONYMS
7
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
Annotations Self-re ection, explanation, or presentational mark-up attached to/

written on a document, artifact, or Means of Veri cation (MOV); see
re ection notes.
Artifacts All documents that provide evidence of quality instruction (e.g.
lesson plan, daily lesson log, instructional materials, etc.) which
may be used as means of verifying attainment of Key Result Areas
(KRAs).
Assessment The process of gathering, documenting and organizing in
measurable terms, knowledge, skills, attitudes and values to
determine how much they attain the KRAs .
process of determining the relevance, worth or value of documents
and evidences.
Assessment Phase Any of the stages in the portfolio assessment process: pre-
assessment phase, assessment phase and post assessment.
Assessment Process A set of procedures or stages in evaluating a portfolio to determine
the merits of its contents.
Authenticate Raters and Ratee a x their signatures to verify, prove or con rm
that a Portfolio document is an original or a genuine copy.
Career Growth Pertains to the developmental progression as teachers develop,
re ne their practice, and respond to the complexities of educational
reforms.
Career Stages The di erent phases in one’s teaching career which starts from
being a Beginning, to Pro cient, to Highly Pro cient and to
Distinguished teacher.
Checklist A list of documents, artifacts and evidences that must be included
in the portfolio which can help teachers in gathering, selecting and
organizing the MOV in their Portfolio.
Clari cations De nitions or explanations of some terms included in the level
descriptions.
Classroom Context The setting or environment where the teaching-learning process
takes place. It also points to all the factors which may a ect the
teaching-learning process in the classroom.
Classroom Observation A subset of the full Classroom Observation Tool used for RPMS for
Tool – Results- Teachers.
based Performance
Management System
(COT-RPMS)
Content Knowledge Competencies that teachers are expected to master for them to
teach e ciently and e ectively.
Competencies Knowledge, skills and values that individuals demonstrate in
achieving results. Competencies shall uphold the DepEd’s core
values. They represent the way individuals de ne and live the
values. (DepEd Order No. 2, s. 2015, p. 6) .
Demonstration Teaching Showcasing the Master Teachers’ teaching-learning practice either
in their own classrooms which may be attended by their colleagues
or in a formal demonstration festival in school, district or division.
98
GLOSSARY OF TERMS/ACRONYMS
Features of practice Speci c classroom practices, which may characterize a particular

level.
Inter-Observer A discussion among observers to arrive at an agreed rating. This
Agreement Exercise occurs during the post-observation process and involves the use of
the Inter-Observer Agreement Form.
Learning Context The teaching/learning situation, environment and all the factors in
which learners learn from instruction.
Level Description Description of practice for each level. The description explains the
features of practice expected of teachers in the classroom.
Mid-year Review The Portfolio assessment process usually conducted in November
or December to identify the areas that a teacher needs to improve
in preparation for the Year-end Assessment.
Objectives The speci c tasks that an o ce and/or individual employee needs
to do to achieve the major nal outputs under the key result areas.
(DepEd Order No. 2, s. 2015, p. 2). They also refer to a speci c result
that a teacher aims to achieve within a time frame and with available
resources.
Outcomes The results achieved and/or the products developed as a result of
the instructional process.
In the RPMS, outcomes refer to the results of the Teacher
performance of their duties and responsibilities.
Observation A classroom observation, usually for 50-60 minutes.
Observation Notes A form used by the observer(s) during the observation.
Observers School Heads, Department Heads/Chairpersons, Master
Teacher/s who conduct the classroom observation for RPMS.
This is provided in DO 2,s 2015.
Performance The action or process of carrying out or accomplishing tasks, duties
and responsibilities.
Performance Data The rating that a teacher garnered from the portfolio assessment.
Performance Indicators An exact quanti cation of objectives, which shall serve as an
assessment tool that gauges whether a performance is positive or
negative (DepEd Order No. 2, s. 2015).
Portfolio Assessment A process of gauging teacher performance based on veri able
Process evidence organized in a portfolio. It follows three phases: pre-
assessment, assessment and post-assessment.
Philippine Professional A set of professional standards for teachers
Standards for Teachers that operationalizes teacher quality aspects of the K to 12
reform and elaborates teacher lifelong learning. It contains 37
performance indicators per career stage. It provides an acceptable
common language for professional discussions among teachers
and other concerned stakeholders.
Portfolio Organization It is a systematic arrangement and presentation of documents done
to facilitate the rater’s assessment process.
Post-Assessment Phase Portfolio assessment conducted at the end of the school year.
Post-Observation The concluding phase of the observation process during which
observers assign individual ratings, undertake the inter-observer
agreement exercise and make recommendations to improve a
teacher’s performance.
99
THE RPMS MANUAL
Pre-Observation The preliminary phase of the observation process in which

teachers and observers prepare for the observation.
Pre-Observation A form provided to the teacher prior to the observation (maybe
Checklist a day or minutes before observation). The teacher indicates by
checking the indicators he/she planned to be observed.
Professional The continuous process of acquiring new knowledge and skills
Development that relate to teacher’s personal development, profession, job
responsibilities, or work environment.
Ratee The individual teacher who is rated. They are the teachers from all
career stages, Teacher I-III and Master Teacher I-IV who submit
their portfolios as evidence of their teaching performance. (DepEd
Order No. 2, s. 2015, p. 2).
Rater May be the principal, head teacher, master teacher or colleague who
evaluates the documents presented by the teacher.
Re ection Notes The insights or realizations that teachers write as a result of careful
introspection on events, discussions, decisions and/or actions they
make. Re ections notes may be attached to an MOV, written as
marginal notes or appended in the form of journal entries.
Re ective Thinking Critical self-re ection on one’s own teaching-learning process. It
helps develop higher-order thinking skills. For teachers, re ective
thinking aids them in improving their teaching practice because
it allows them to note classroom experiences, critically evaluate
them, relate new knowledge and insights to prior understandings
and apply their insights to improve their teaching practice.
Results-based DepEd-contextualized SPMS. It is an organization-wide
Performance process of ensuring that employees focus work e orts towards
Management System achieving DepEd vision, mission, values, and strategic priorities.
(RPMS) It is also a mechanism to manage, monitor and measure
performance, and identify human resource and organizational
development needs (DepEd Order No. 2, s. 2015, p. 3).
RPMS Tools Assessment instrument used to ensure quality teacher
performance at di erent career stages.
Teacher Portfolio Purposeful compilation of documents that display teacher’s
achievements, classroom performance, teaching practices,
students evaluation, actions that are used as evidences for mid-
year and year-end assessment.
Teaching Practice A teacher’s manner or habit on the delivery of instruction.
This includes everything that a teacher does to achieve learning. It
re ects the teachers’ knowledge, skills, values and attitudes as they
perform their duties and responsibilities in teaching.
Teaching Competencies Competencies intended for teachers. (DepEd Order No. 2, s. 2015,
p. 6).
They pertain to the knowledge, skills and values expected of
teachers for them to realize their duties and responsibilities
e ciently and e ectively.
100
GLOSSARY OF TERMS/ACRONYMS
ACRONYMS
COT Classroom Observation Tools
DLL Daily Lesson Log
IM Instructional Materials
IPCRF Individual Performance Commitment and Review Form
IPPD Individual Plan for Professional Development
KRA Key Result Areas
L&D Learning and Development
MOV Means of Veri cation
MRF Mid-year Review Form
PMCF Performance Monitoring and Coaching Form
PPST Philippine Professional Standards for Teachers
RPMS Results-based Performance Management System
SAT-RPMS Self-Assessment Tools-RPMS
TA Technical Assistance
101
THE RPMS MANUAL
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102
APPENDICES
8
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
104
THE RPMS MANUAL
h e r ess a ta ar s r eachers 1
CONTENTS
a e te ts
tr ct
e teachers
r ess a sta ar s r teachers
eacher a t the h es
areer ta es
h e r ess a ta ar s r eachers
ssar er s
e ere ces
c e e e ts
he Philippine Professional Standards for eachers € as

e e e thr h the esearch e ter r eacher • a t
•€ th s rt r the stra a er e t‚
e art e t cat eacher cat c
h e r ess a ta ar s r eachers i
105
APPENDICES
106
INTRODUCTION
Role of teachers
eachers a a cr c a r e at hr h a t teachers the h es ca e e h st c ear ers h are stee e a es

e e th st ce t r s s a a e t r e the c tr t e e e ta r ress h s s c s a ce th the e art e t cat s
r c ƒ „… s h ass ate e the r c tr a h se a es a c ete c es e a e the t rea †e the r te t a a c tr te
THE RPMS MANUAL
ea t the at ‡ ê ‰ˆ Šr er ‹ ‚ Œ • s‚ Œ€‚
‰ e ces sh e ca that teachers are ta t ra s st e t ach e e e t• ‚e‚• a t ear sc t e t a t teach ‚

Že ce• e ha c teacher a t ec es t st rta ce r •ter a s sta a e at ‚
he cha es r ht a t ar s at a a a ra e r s• s ch as the • t e r a the ‰ ‹ te rat • a †at • a the

st
cha character the ce t r ear ers• ecess tate the r e e t a a a ta t e cat • a a ca r reth the c rre t teacher
sta ar s‚
Professional standards for teachers
he h e er e t has c s ste t rs e teacher a t re r s thr ha er t at es‚ s a ra e r teacher a t • the

‹at a ete c •‘ase eacher ta ar s ‹ ‘ € as st t t a †e thr h Ž‰ˆ ’e ra Šr er ‹ ‚ “ • s‚ a ê ‰ˆ Šr er ‹ ‚ Œ • s‚
‚ t e er e as art the e e tat the ‘as c ‰ cat ect r e r e a ‘‰ €• a as ac tate ra the ear
c s erat s r ra s• s ch as the ‘as c ‰ cat ss sta ce r ’ a a ‘‰ ’€• the tre the e e tat ” sa as ‰ cat ”‰€
r •ect a the h r ‰ e e tar ‰ cat r •ect ‰‰ €‚
he • t e r ‚ ‚ “ŒŒ€ Œ has cha e the a sca e teacher a t re re e ts the h es‚ he re r r cess arra ts
a e ae ts rt e c s teacher a t – h h a t teachers h are r er e e a re are t ass e the r es a ct s a •
t teacher‚
h e r ess a ta ar s r eachers ii
he Philippine Professional Standards for Teachers h ch s t c e e ts the re r t at es teacher a t r re ser ce
e cat t ser ce tra t art c ates hat c st t tes teacher a t the t €e r thr h e e e a s tra s a cat rs
that r e eas res r ess a ear c ete t ract ce a e ect e e a e e t h s set sta ar s a es e• c t hat teachers sh
ea et a a e t ach e e c ete ce r e st e t ear tc es a e e t a a t e cat t s e teach
h s h es ear er ce tere ess e ear a c s t ‚ c s e ess a thers he Philippine Professional Standards for Teachers
there re ec es a c state e t r ess a acc ta t that ca he teachers re ect a assess the r ract ces as the as re r
ers a r th a r ess a e e e t
Teacher quality in the Philippines
he Philippine Professional Standards for Teachers e es teacher a t the h es he sta ar s escr e the e• ectat s teachers’
creas e es e e ract ce a r ess a e a e e t ƒt the sa e t e the sta ar s a r teachers’ r ersta a e
th creas s h st cat acr ss a r a er a re c e• ra e teach ‚ ear s t at s
st
he escr es the rea th „ a s that are re re teachers t e e ect e the ce t r the h es … a t teachers
the h es†
 rec ‡e the rta ce aster c te t e ea ts terc ecte ess th a acr ss c rr c areas c e th a s a
cr t ca ersta the a cat the r es a r c es teach a ear he a e e e ta a r r ate a ea
e a r e c te t e e a c rre t research he s a r ce c ˆ ther e ‰ a sh t ac tate the
teach a ear r cess as e as e•h t the ee e s s the se c cat strate es teach strate es a tech es t
r te h h a t ear tc es
 r e ear e r e ts that are sa e sec re a r a s rt e r er t r te ear er res s t a ach e e e t he create a
e r e t that s ear c se a the e c e t a a e ear er eha r h s ca a rt a s aces he t ‡e a ra e res rces
a r e te ect a cha e a st at act t es t e c ra e c str ct e c assr teract s eare t ar s the atta e t
h h sta ar s ear
 esta sh ear e r e ts that are res s e t ear er ers t he res ect ear ers’ erse character st cs a e• er e ces as ts t
the a a es ear rt t es he e c ra e the ce e rat ers t the c assr a the ee r teach ract ces
that are ere t ate t e c ra e a ear ers t e s ccess c t ‡e s a cha ca a a e r e t
h e r ess a ta ar s r eachers iii
107
APPENDICES
 teract th the at a a ca c rr c re re e ts he tra s ate c rr c c te t t ear act t es that are re e a t t ear ers
108
a ase the r c es e ect e teach a ear he a the r r ess a e e t a a es a r
c a rat th c ea es e str ct re a se e ce ess s that are c te t a re e a t res s e t ear ers’ ee s a c r rate a
ra e teach a ear res rces he c cate ear ast s rt ear er art c at ersta a ach e e e t
 a a ar et assess e t t s a strate es t r e a at c e t a re rt ear ers’ ee s r ress a ach e e e t
he se assess e t ata a ar et a st r a e ha ce the teach a ear r cess a r ra s he r e ear ers th
the ecessar ee ac a t ear tc es that r s the re rt c c e a e a es teachers t se ect r a e a se s assess e t
THE RPMS MANUAL
r cesses
 esta sh sch c t art ersh s a e at e r ch the ear e r e t as e as the c t ’s e a e e t the e cat e
r cess he e t a res t rt t es that teach a ear the c assr t the e er e ces terests a as rat s
the er sch c t a ther e sta eh ers he ersta a the r at s h r ess a eth cs acc ta t
a tra s are c t r te r ess a a har s re at sh s th ear ers are ts sch s a the er c t
 a e ers a r th a r ess a e e e t a e h t h h ers a re ar r the r ess a ta a t es that h the
t teach s ch as car att t e res ect a te r t he a e ers a a r ess a re ect a ear t r e the r
ract ce he ass e res s t r ers a r th a r ess a e e e t r e ear
he a sc ect e c r se stra s that re er t re s ec c e s s teacher ract ces
Domain 1, Content Knowledge and Pedagogy s c se se e stra s

te t e ea ts a cat th a acr ss c rr c areas
€esearch ase e ea r c es teach a ear
s t e se •
‚ trate es r r t terac a erac
ƒ trate es r e e cr t ca a creat e th as e as ther h her r er th s s
„ … ther e † a ‡ sh teach a ear
assr c cat strate es
Domain 2, Learning Environment c s sts s stra s

êar er sa et a sec r t
h e r ess a ta ar s r eachers iv
†a r ear e r e t
…a a e e t c assr str ct re a act t es
‚ rt r ear er art c at
ƒ r t r s e ear
„ …a a e e t ear er eha r
Domain 3, Diversity of Learners c s sts e stra s

êar ers’ e er ee s stre ths terests a e er e ces
êar ers’ st c c t ra s c ec c a re s ac r s
êar ers th sa t es te ess a ta e ts
‚ êar ers c t c rc sta ces
ƒ êar ers r e s r s
Domain 4, Curriculum and Planning c es e stra s

a a a a e e t teach a ear r cesses
êar tc es a e th ear c ete c es
€e e a ce a res s e ess ear r ra s
‚ r ess a c a rat t e r ch teach ract ce
ƒ each a ear res rces c •
Domain 5, Assessment and Reporting s c se e stra s

es se ect r a at a t at assess e t strate es
… t r a e a at ear er r ress a ach e e e t
†ee ac t r e ear
‚ cat ear er ee s r ress a ach e e e t t e sta eh ers
ƒ ‰se assess e t ata t e ha ce teach a ear ract ces a r ra s
Domain 6, Community Linkages and Professional Engagement c s sts r stra s

‡sta sh e t ear e r e ts that are res s et c t c te ts
h e r ess a ta ar s r eachers v
109
APPENDICES
a e e t are ts a the er sch c t the e cat e r cess
110
r ess a eth cs
ch c es a r ce res
Domain 7, Personal Growth and Professional Development c ta s e stra s

h s h teach
t teach as a r ess
THE RPMS MANUAL
r ess a s th c ea es
‚ r ess a re ect a ear t r e ract ce
ƒ r ess a e e e t as
Career stages
eacher r ess a e e e t ta es ace a c t r e t e e ar ract ce Š ch re the r c e e ear

the Philippine Professional Standards for Teachers rec es the s ca ce a sta ar s ra e r that art c ates e e e ta r ress as
teachers e e re e the r ract ce a res t the c e t es e cat a re r s
he state e ts h ch e e the r teachers at ere t career sta es a e e c t the e e e ts h h a t teach r the

st
ce t r he c r se escr t rs that ha e ee r e teachers’ ersta s hat s re re at each the r areer ta es he
escr t rs re rese t a c t e e e t th the r ess r a as s r attract re ar e e a s rt teachers
arr Sta  r nnn ars ha e a e the a cat s rec e r e tr t the teach r ess he ha e a str
ersta the s ‹ectsŒareas h ch the are tra e ter s c te t e ea e a he ssess the re s te e e s sa
a es that s rt the teach a ear r cess he a a e ear r ra s a ha e strate es that r te ear ase the ear
ee s the r st e ts he see a ce r e er e ce c ea es t c s ate the r teach ract ce
arr Sta  r rnt ars are r ess a e e e t the a cat s s ta t the teach a ear r cess he
r e c se teach r ra s that eet c rr c a assess e t re re e ts he s a s s a e e t a a a ear
h e r ess a ta ar s r eachers vi
r ra s he act e e a e c a rat e ear th the r ess a c t a ther sta eh ers r t a r th a a a ce e t he
are re ect e ract t ers h c t a c s ate the e e s sa ract ces areer ta e teachers
arr Sta  r  rnt ars c s ste t s a ah h e e er r a ce the r teach ract ce he a est a e th
a s h st cate ersta the teach a ear r cess he ha e h h e cat c se s t at c t are re a e t r e
s a t e rt t es a e r e er e ce areer ta e eachers r c a rat e th c ea es a r e the s rt a
e t r t e ha ce the r ear a ract ce he c t a see t e e the r r ess a e ea ract ce re ect the r
ee s a th se the r c ea es a st e ts
arr Sta  r stnsd ars e the h hest sta ar r teach r e a est ract ces he e h t e ce t a
ca ac t t r e the r teach ract ce a that thers he are rec e as ea ers e cat c tr t rs t the r ess a t at rs
c a rat s a art ersh s he create e act the es c ea es st e ts a thers he c s ste t see r ess a
a a ce e t a re e a ce rs t teach a t a e ce e ce he e h t c t e tt s re the e cat c t a sta eh ers r
the r e e t e cat r s the h es
h e r ess a ta ar s r eachers vii
111
APPENDICES
PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
112
CAREER STAGES
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
e eachers ha e a e the r c e t eachers are r ess a ‚ h r c e t eachers c s ste t ƒ st she eachers e the
a cat s rec e r e tr t e e e t the a cat s s s a ah h e e er r a ce h hest sta ar r teach r e
THE RPMS MANUAL
the teach r ess ta t the teach a ear the r teach ract ce a est ract ces
r cess
he ha e a str ersta he a est a e th a he e h t e ce t a ca ac t t
the s €ects•areas h ch the are he r e c se teach s h st cate ersta the r e the r teach ract ce a
tra e ter s c te t e e r ra s that eet c rr c a teach a ear r cess that thers
a e a assess e t re re e ts
he ha e h h e cat c se he are rec e as ea ers
he ssess the re s te e e he s a s s a s t at c t are re a e t e cat c tr t rs t the r ess
s sa a es that s rt the e e t a a a ear r e s a t e a t at rs c a rat s a
teach a ear r cess r ra s rt t es a e r e er e ce art ersh s
he a a e ear r ra s a he act e e a e c a rat e he r es rt a e t r t he create e act the es

ha e strate es that r te ear ear th the r ess a c ea es the r r ess a c ea es st e ts a thers
ase the ear ee s the r c t a ther sta eh ers r e e e t as e as r
st e ts t a r th a a a ce e t c a rat e th the t e ha ce he c s ste t see r ess a
the ear a ract ce te t a a a ce e t a re e a ce rs t
he see a ce r e er e ce he are re ect e ract t ers h the r c ea es teach a t a e ce e ce
c ea es t c s ate the r c t a c s ate the
teach ract ce e e s sa ract ces he c t a see t e e the r he e h t c t e tt s re the
areer ta e teachers r ess a e ea ract ce e cat c t a sta eh ers
re ect the r ee s a th se r the r e e t e cat
the r c ea es a st e ts r s the h es
DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES
Domain 1. Content Knowledge and Pedagogy

a rec es the rta ce teachers’ aster c te t e ea ts terc ecte ess th a acr ss c rr c areas c e th a s
a cr t ca ersta the a cat the r es a r c es teach a ear hs a e c asses teachers’ a t t a e e e ta
a r r ate a ea e a r e c te t e e a c rre t research t ta es t acc t teachers’ r c e c ther e a
sh the teach a ear r cess as e as ee e s s the se c cat strate es teach strate es a tech es t r te h h
a t ear tc es
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
tra e strate c te t €• e e ‚ e e ect e ƒ e e„e ar

te t e ea ts e ea ts a cat c te t th a acr ss a cat s c te t ract ce t r e
a cat th a acr ss th a r acr ss c rr c c rr c teach areas e e th a acr ss a cat s c te t
c rr c areas teach areas c rr c teach areas e e th a acr ss
c rr c teach areas
tra € e strate a se research ase a rate th ea c ea es the
esearch ase e ea ersta research e ea r c es c ea es the c ct a a a ce e t the art a
r c es teach a ase e ea r c es teach a ear t a cat research t e r ch sc e ce teach ase
ear teach a ear e ha ce r ess a ract ce e e c te t a the r c rehe s e
e a e e research a
e a
tra h s s the s t e € s re the s t e se r te e ect e •e t r c ea es the

s t e se se t ac tate the t ac tate the teach a strate es the s t e se e e tat c es t
teach a ear r cess ear r cess t ac tate the teach a e s re the s t e se
ear r cess th r e the sch
113
APPENDICES
tra e strate e e se a ra e teach a ate th c ea es e ac rehe s e
114
trate es r r t terac teach strate es that strate es that e ha ce ear er the e ect e ess teach se ect e ect e teach
a erac r te terac a erac ach e e e t terac a strate es that r te ear er strate es that r te
s s erac s s ach e e e t terac a ear er ach e e e t terac
erac a erac
tra teach strate es a ra e teach e e a a €ea c ea es
trate es r e e cr t ca that e e cr t ca a strate es t e e cr t ca e ect e teach strate es t re e a
a creat e th as e as creat e th a r ther a creat e th as e as r te cr t ca a creat e e• a the r ra e
THE RPMS MANUAL
ther h her r er th s s h her r er th s s ther h her r er th th as e as ther teach strate es that

s s h her r er th s s r te cr t ca a creat e
th as e as ther
h her r er th s s
tra ‚ ‚ se ther e ‚ s a r c e t se ‚ e a s rt ‚ h e•e ar s s
ther e ƒ a ƒ a sh t ac tate ther e ƒ a c ea
es the r c e t se a a cate the se
sh teach a ear teach a ear sh t ac tate teach ther e ƒ a ther e ƒ a
a ear sh t r e teach a sh teach a
ear as e as t e e ear t ac tate ear ers’
ear ers’ r e the r a a e c t ea
a a e her ta e a c t re aca e c e e e ta t
ster r e the r a a e
her ta e a c t re
tra „ „ e strate a „ se e ect e er†a a „ s a a e ra e „ •h † t e•e ar
… assr c cat ersta the ra e er†a c assr e ect e er†a a er†a ract ce the se e ect e
strate es er†a a er†a c cat strate es t c assr c cat er†a a er†a
c assr c cat s rt ear er ersta strate es t s rt ear er c assr c cat
strate es that s rt ear er art c at e a e e ta ersta art c at strate es t s rt ear er
ersta art c at ach e e e t e a e e t a ach e e e t ersta art c at
e a e e t a ach e e e t e a e e t a ach e e e t
ere t ear c te•ts
Domain 2. Learning Environment
a h h hts the r e teachers t r e ear e r e ts that are sa e sec re a r a s rt e r er t r te ear er res s† t a
ach e e e t h s a ce ters creat a e r e t that s ear c se a h ch teachers e c e t a a e ear er †eha r h s ca a rt a
s aces t h h hts the ee r teachers t t e a ra e res rces a r e te ect a cha e a st at act t es t e c ra e c str ct e
c assr teract s eare t ar s the atta e t h h sta ar s ear
tra € € e strate e e € € sta sh sa e a sec re € ‚ „h t e ect e strate es € ƒ• c rehe s e

…ear er sa et a sec r t c es e es a ear e r e ts t that e s re sa e a sec re e e a act as a
r ce res that r e sa e e ha ce ear thr h the ear e r e ts t res rce ers r c es
a sec re ear c s ste t e e tat e ha ce ear thr h the e es a r ce res that
e r e ts c es e es a c s ste t e e tat re ate t the e e tat
r ce res c es e es a sa e a sec re ear
r ce res e r e ts r ear ers
tra € € €€ e strate € € € a ta ear € € ‚ „h t e ect e ract ces €€ƒ• cate a ac tate

a r ear e r e t ersta ear e r e ts that r te t ster ear e r e ts the se e ect e ract ces t
e r e ts that r te a r ess res ect a care t that r te a r ess res ect ster ear e r e ts
a r ess res ect a care t e c ra e ear a care t e c ra e ear that r te a r ess res ect
e c ra e ear a care t e c ra e
ear
tra € ‚ €‚ e strate e e € ‚ € a a e c assr €‚‚† r th c ea es t €‚ƒ e e„e ar
a a e e t c assr a a c assr str ct re t e a e ear ers e a share e ect e ract ces the a a e e t
str ct re a act t es str ct re that e a es ear ers a r r s tech es the a a e e t c assr str ct re a
a r r s ea e„ rat c assr str ct re t act t es a ea c ea es
ea e„ rat sc er a ha s e a e ear ers a r at the h e sch e e t
sc er a ha s act t es th a ra e r s ea re e a e a ate the r
act t es th the a a a e h s ca ear e r e ts e„ rat sc er a ract ces
h s ca ear e r e ts ha s act t es th a
ra e h s ca ear
e r e ts
115
APPENDICES
tra €ƒ €ƒ e strate € ƒ € a ta s rt e €ƒ‚† r th c ea es t € ƒ ƒ ac tate r cesses t
116
rt r ear er art c at ersta s rt e ear e r e ts that share s ccess strate es that re e the e ect e ess the
ear e r e ts that rt re a s re ear ers t s sta s rt e ear sch ’s ear e r e t
rt re a s re ear er art c ate c erate a e r e ts that rt re a t rt re a s re ear er
art c at c a rate c t e s re ear ers t art c ate art c at
ear c erate a c a rate
c t e ear
tra €‡ €‡ e strate e e €‡€• a ra e €‡‚ e s ccess € ‡ ƒ …ea a e er

THE RPMS MANUAL
r t r s e ear ear e r e ts that s ccess strate es that strate es a s rt c ea es r t

t ate ear ers t r a ta ear e r e ts c ea es r t ear e r e ts that
r ct e ass that t ate ear ers t r ear e r e ts that e ect e t ate ear ers t
res s t r the r r ct e ass e ect e t ate ear ers t ach e e a t tc es
ear res s t r the r r r ct e ass ass res s t r
ear res s t r the r the r ear
ear
tra € ˆ €ˆ e strate e e € ˆ € a a e ear er eha r € ˆ ‚ „h t e ect ea €ˆƒ r e ea ersh
a a e e t ear er eha r st ea e t c str ct e a c str ct e eha r a a e ra e
sc e the a a e e t st ea e t a a e e ts s a strate es the
ear er eha r sc e t e s re ear st ea e t e e tat st ea
c se e r e ts sc e t e s re ear e t sc e
c se e r e ts c es r ce res t e s re
ear c se
e r e ts
Domain 3. Diversity of Learners
a e has es the ce tra r e teachers esta sh ear e r e ts that are res s e t ear er ers t h s a ersc res the
rta ce teachers’ e ea ersta as e as res ect r ear ers’ erse character st cs a e€ er e ces as ts t the a a es
ear rt t es •t e c ra es the ce e rat ers t c assr s a the ee r teach ract ces that are ere t ate t e c ra e a ear ers t e
s ccess c t e s a cha ca a a e r e t
tra e strate e e ƒse ere t ate „ r th c ea es t … ‚ea c ea es t

‚ear ers’ e er ee s a ersta e e e ta a r r ate share ere t ate e a ate ere t ate
stre ths terests a ere t ate teach t s t ear e€ er e ces t a ress e e e ta a r r ate strate es t e r ch teach
e€ er e ces the ear ers’ e er ee s ear ers’ e er ee s rt t es t a ress ract ces that a ress ear ers’
stre ths terests a stre ths terests a ear ers’ ere ces e er ere ces e er ee s
e€ er e ces e€ er e ces ee s stre ths terests a stre ths terests a
e€ er e ces e€ er e ces
tra • e e t teach sta sh a ear er €h t a ear er ce tere … † e e€e ar

‚ear ers’ st c c t ra strate es that are res s et ce tere c t re s c t re that r tes s ccess teach ract ces that
s c ec c a re s ear ers’ st c c t ra teach strate es that res s e ect e teach rec ea a r erse
ac r s s c ec c a re s t ear ers’ st c c t ra strate es that res t st c c t ra s c
ac r s s c ec c a re s ear ers’ st c c t ra ec c a re s
ac r s s c ec c a re s ac r st r te
ac r s ear er s ccess
tra ƒse strate es res s e es a a ta ‡ss st c ea es t … ‚ea c ea es
‚ear ers th sa t es t ear ers th sa t es e e t teach strate es es a a ta e e t es a a t a
te ess a ta e ts te ess a ta e ts that are res s e t ear ers teach strate es that are e e t teach
th sa t es te ess a res s e t ear ers th strate es that are res s e
ta e ts sa t es te ess a t ear ers th sa t es
ta e ts te ess a ta e ts
117
APPENDICES
tra e strate a a e er teach a ate th c ea es e a ra e h h
118
ear ers c t ersta the s ec a strate es that are res s et teach strate es that are e e s s res s e t the
c rc sta ces e cat a ee s ear ers the s ec a e cat a ee s res s e t the s ec a s ec a e cat a ee s
c t c rc sta ces ear ers c t e cat a ee s ear ers ear ers c t
c e ra h c s at c rc sta ces c c t c rc sta ces c rc sta ces c
chr c ess s ace e t e ra h c s at chr c c e ra h c s at e ra h c s at chr c
e t ar e c ct r a ess s ace e t e t chr c ess s ace e t ess s ace e t e t
resett e e t r sasters ch ar e c ct r a e t ar e c ct r a ar e c ct r a
THE RPMS MANUAL
a se a ch a r ract ces resett e e t r sasters ch resett e e t r sasters ch resett e e t r sasters ch

a se a ch a r ract ces a se a ch a r ract ces a se a ch a r
ract ces
tra e strate e e a ta se c t ra e e a a h c rehe s e
ear ers r e s r s teach strate es that are a r r ate teach strate es teach strate es t a ress s s e er c t ra
c s e ear ers r t a ress the ee s ear ers e ect e the ee s ear ers a r r ate teach strate es
e s r s r e s r s r e s r s t a ress e ect e the
ee s ear ers r
e s r s
Domain 4. Curriculum and Planning
a a resses teachers’ e e a teract th the at a a ca c rr c re• re e ts €h s a e c asses the r a t t tra s ate
c rr c c te t t ear act t es that are re e a t t ear ers a ase the r c es e ect e teach a ear ‚t eƒ ects teachers t a the r
r ess a e et a a es a r c a rat th c ea es e „str ct re a se• e ce ess s €hese ess se• e ces a ass c ate
ear r ra s sh e c teƒt a re e a t res s e t ear ers’ ee s a c r rate a ra e teach a ear res rces €he a eƒ ects teachers
t c cate ear ast s rt ear er art c at ersta a ach e e e t
tra re are e e e ta a a a ea e e a a e eƒe ar

a a a a e e t se• e ce teach a e e t e e e ta e ect e strate es the ract ce a ea c ea es
teach a ear r cesses ear r cesses t eet se• e ce teach a a a a a e e t e ha c c rre t ract ces
c rr c re• re e ts ear r cesses t eet e e e ta se• e ce the a a a a e e t
c rr c re• re e ts a teach a ear r cesses e e e ta se• e ce
ar e teach c teƒts t eet c rr c teach a ear
re• re e ts a ar e r cesses
teach c teƒts
tra ‚ e t ear tc es et ach e a e a e t c ea es the ƒh t h h„ e e s s

ear tc es a e th that are a e th ear a r r ate ear tc es sett ach e a e a a ea sett ach e a e
ear c ete c es c ete c es that are a e th ear cha e ear tc es a cha e ear
c ete c es that are a e th ear tc es that are a e th
c ete c es t c t ate a ear c ete c es t ar s
c t re eƒce e ce r a the c t at a c t re
ear ers eƒce e ce r a
h e r ess a ta ar s r €eachers 8
119
APPENDICES
tra e strate e e a ta e e t † r c a rat e th r e a ce the
120
…e e a ce a res s e ess the e e tat ear r ra s that e s re c ea es t e a ate the es a e e tat
ear r ra s re e a t a res s e re e a ce a res s e ess es ear r ra s re e a t a res s e
ear r ra s t the ee s a ear ers that e e the e ea ear r ra s that
s s ear ers at ere t e e the e ea
a t e es s s ear ers at ere t
a t e es
tra ee a ce c cer art c ate c e a …e e th c ea es ea c ea es
THE RPMS MANUAL
r ess a c a rat t e r ch strate es that ca e r ch sc ss s that se teacher a teacher a ear er ee ac t r ess a sc ss s t

teach ract ce teach ract ce ear er ee ac t e r ch a ac tate a e r ch a a e e t strate es
teach ract ce teach ract ce that e r ch teach ract ce
tra h s s the e ect e e r a ê se a e e eƒe ar s s

€each a ear res rces se ect e e e ta se a se a r r ate teach c ea es the se ect a ea c ea es the
c ‚‡€ a ar et teach a a ear res rces r a ât e e e ta e e e t a e a at
ear res rces c c ‚‡€ t a ress se a r r ate teach a teach a ear
‚‡€ t a ress ear as ear as ear res rces c res rces c ‚‡€ r
‚‡€ t a ress s ec c ear se th a e the
as sch
Domain 5. Assessment and Reporting
a ˆ re ates t r cesses ass c ate th a ar et assess e t t s a strate es se teachers t r e a at c e t a re rt
ear ers’ ee s r ress a ach e e e t h s a c cer s the se assess e t ata a ar et a st r a e ha ce the teach a ear
r cess a r ra s •t c cer s teachers r ear ers th the ecessar ee ac a t ear tc es h s ee ac r s the re rt c cea
e a es teachers t se ect r a e a se s assess e t r cesses
tra ˆ ˆ e strate e e ˆ es se ect r a e ˆ „ r c a rat e th ˆ … ‚ea t at es the

es se ect r a at the es se ect a se a st c r at e c ea es t re e the es e a at assess e t
a t at assess e t r a at a se a s at e assess e t se ect r a at a se c es a e es that
strate es a st c r at e a strate es c s ste t th a ra e e ect e re ate t the es se ect
s at e assess e t c rr c re‰ re e ts a st c r at e a r a at a se
strate es c s ste t th s at e assess e t e ect e a st c r at e
c rr c re‰ re e ts strate es c s ste t th a s at e assess e t
c rr c re‰ re e ts strate es c s ste t th
c rr c re‰ re e ts
tra ˆ ˆ e strate e e ˆ † t r a e a ate ˆ • ter ret c a rat e ˆ … r e a ce a

† t r a e a at t r a e a at ear er r ress a t r a e a at e t r c ea es the
ear er r ress a ear er r ress a ach e e e t s ear er strate es atta e t ata t e ect e a a s s a se
ach e e e t ach e e e t s ear er atta e t ata s rt ear er r ress a ear er atta e t ata
atta e t ata ach e e e t
121
APPENDICES
tra ˆ ˆ e strate e e ˆ ƒse strate es r ˆ ƒse e ect e strate es r ˆ … €h t e€e ar s s
122
Šee ac t r e ear r t e acc rate r t e acc rate a r t e acc rate a a ea t at es t s rt
a c str ct e ee ac t c str ct e ee ac t c str ct e ee ac t c ea es a
r e ear er er r a ce r e ear er er r a ce e c ra e ear ers t re ect strate es that e ect e
a r e the r ear r e t e acc rate a
c str ct e ee ac t
ear ers t r e ear
ach e e e t
THE RPMS MANUAL
tra ˆ… ˆ… e strate a ar t ˆ… cate r t ˆ… ‡ s s the e ect e ˆ … … hare th c ea es a

cat ear er th a ra e strate es r a c ear the ear ers’ ee s c cat ear er e ra e strate es that
ee s r ress a c cat ear er ee s r ress a ach e e e t t ee s r ress a e s re e ect e
ach e e e t t e sta eh ers r ress a ach e e e t e sta eh ers c ach e e e t t e c cat ear er
are ts‹ ar a s sta eh ers c ee s r ress a
are ts‹ ar a s ach e e e t t e
sta eh ers c
are ts‹ ar a s
tra ˆ ˆ ˆˆ e strate a ˆˆ ƒt e assess e t ata t ˆˆ „ r c a rat e th ˆ ˆ … ‚ea c ea es t
ƒse assess e t ata t ersta the r e r the cat c ea es t a a ea t e e€ re es a e e t
e ha ce teach a ear assess e t ata as ee ac teach a ear ract ces assess e t ata t e ect e ract ces a
ract ces a r ra s teach a ear ract ces a r ra s ract ces a r ra s t r ra s s r at
a r ra s rther s rt ear er r ress er e r assess e t ata
a ach e e e t
Domain 6. Community Linkages and Professional Engagement
a Œ a r s the r e teachers esta sh sch c t art ersh s a e at e r ch the ear e r e t as e as the c t ’s
e a e e t the e cat e r cess h s a e€ ects teachers t e t a res t rt t es that teach a ear the c assr t the
e€ er e ces terests a as rat s the er sch c t a ther e sta eh ers •t c cer s the rta ce teachers’ ersta a
the r at s h r ess a eth cs acc ta t a tra s are c t r te r ess a a har s re at sh s th ear ers are ts sch s
a the er c t
tra Œ Œ e strate a Œ †a ta ear Œ •e ect a e a ate Œ … † e e€e ar ract ce

sta sh e t ear ersta e e e r e ts that are ear e r e ts that are a e er c ea es t
e r e ts that are ear e r e ts that are res s et c t res s et c t esta sh a a ta e ect e
res s et c t res s et c t c te€ts c te€ts ear e r e ts that are
c te€ts c te€ts res s et c t
c te€ts
tra Œ Œ ee a ce c cer Œ Ž re at sh s th Œ • e c ea es t Œ … ‚ea c s at

a e e t are ts a the strate es that are ts‹ ar a s a the stre the re at sh s th et r s that stre the
er sch c t the re at sh s th er sch c t t are ts‹ ar a s a the re at sh s th
e cat e r cess are ts‹ ar a s a the ac tate e e t the er sch c t t are ts‹ ar a s a the
er c t e cat e r cess a€ e the r e e t er sch c t t
the e cat e r cess a€ e the r e e t
the e cat e r cess
tra Œ Œ e strate a are ess Œ •e e re ar ers a Œ sc ss th c ea es Œ … ‚ea c ea es the

r ess a eth cs e€ st a s a re at s teach ract ce s e€ st teach a ear ract ces re ar re e e€ st c es
that a t the teach a s a re at s that a that a e€ st c es a s a s a re at s that a
r ess a ec e a ar t the teach r ess a a re at s a ca e t t the teach r ess a
th the res s t es the res s t es s ec e the teach r ess a the the res s t es as s ec e
s ec e the Code of Ethics the Code of Ethics for res s t es s ec e the the Code of Ethics for
for Professional Teachers Professional Teachers Code of Ethics for Professional Professional Teachers
Teachers
123
APPENDICES
tra Œ… Œ… e strate e e Œ… th a Œ… €h t c t e tt Œ … … a ate e€ st sch
124
ch c es a r ce res a ersta sch e e t sch c es a a s rt teachers the c es a r ce res t
c es a r ce res t r ce res c s ste t t e e tat sch a e the re res s et
ster har s re at sh s ster har s re at sh s c es a r ce res t the ee s the ear ers
th the er sch th ear ers are ts a ster har s re at sh s are ts a ther sta eh ers
c t ther sta eh ers th ear ers are ts a ther
sta eh ers
THE RPMS MANUAL
Domain 7. Personal Growth and Professional Development
a c ses teachers’ ers a r th a r ess a e e e t •t acce t ates teachers’ r er a h h ers a re ar r the r ess
a ta ‰ a t es that h the t teach s ch as car att t e res ect a te r t h s a a es ers a a r ess a re ect a
ear t r e ract ce •t rec es the rta ce teachers ass res s t r ers a r th a r ess a e e e t r e ear
tra ‡rt c ate a ers a ‡ a ers a †a est a ear er … † e a ear er ce tere

h s h teach h s h teach that s h s h teach that s ce tere teach h s h teach h s h thr h
ear er ce tere ear er ce tere ar s as ects ract ce a teach ract ces that
s rt c ea es e ha c st ate c ea es t e a e
the r ear er ce tere rther r ess a ear
teach h s h
tra e strate eha rs ‡ t ract ces that • e t a t e … ‡ct as a r e e a
t teach as a that h the t h the t teach ers a r ess a stre ths a cate r h the
r ess teach as a r ess as a r ess e€h t t h the t t teach as a
e€h t ‰ a t es s ch as ‰ a t es s ch as car att t e teach as a r ess t he r ess t a st e
car att t e res ect a res ect a te r t a s t e teach a teach a ear c t re
te r t ear c t re th the th a e the sch
sch
tra ee rt t es t art c ate r ess a tr te act e t … a e a ea ersh r e
r ess a s th esta sh r ess a s th et r s t share e e r ess a et r s th s rt c ea es’
c ea es c ea es a t e ha ce ract ce a et ee sch s t e a e e t th r ess a
r e e ea t et r s th a acr ss
e ha ce ract ce sch s t a a ce e e
a ract ce e t e areas
ee
tra … … e strate a … e e a ers a … • t ate r ess a …… e strate ea ersh
r ess a re ect a ersta h r ess a r e e t a re ect s a r te th a acr ss sch
ear t r e ract ce r ess a re ect a ase re ect e’s ear rt t es th c te€ts cr t ca e a at
c ea es t r e ract ce ract ce a sett c ear
125
APPENDICES
ear ca e se t r e ract ce a e e tar ets r r ess a
126
ract ce r ess a ear e e e t
tra ‰ ‰ e strate t at ‰ et r ess a ‰ …e ect the Philippine ‰ ea re r s e ha c
r ess a e e e t a s t rea ê r ess a e e e t a s ase Professional Standards for r ess a e e e t
e e e t a s ase the Philippine Professional Teachers t a ers a r ra s ase a „ e th
the Philippine Professional Standards for Teachers r ess a e e e t as e ea ersta
Standards for Teachers. a ass st c ea es the Philippine Professional
a a ach e the r Standards for Teachers.
THE RPMS MANUAL
as
GLOSSARY OF TERMS
Assessment Data ear er ata ta e r a st c r at e a Š r s at e assess e t ract ces
Classroom Structure €he h s ca set„ the ear e r e t h ch e era c es the arra e e t cha rs
ta es a ther e• e t the c assr es e t aƒ ê ear
Content Knowledge ‡ ete c es that teachers are eƒ ecte t aster r the t teach e c e t a e ect e
Culturally-appropriate teaching strategies €each strate es that res ect c t ra ere ces et ee a a st e ts a teachers
Curriculum Areas ere t ear Šs ‹ect areas ta ht a ear e the as c e cat c rr c
Creative thinking skills €h s s that e eƒ r eas e erat ss t es a r a r ht a s ers
rather tha ‹ st e
Critical thinking skills Œ h„ e e th s s s ch as a a s s e a at ter ret r s thes s r at a
a cat creat e th ht t r a ar e t s ea r e r reach a c c s
Developmentally Appropriate Learning €each a ear act t es a tas s s te t the ee s a t es s s a e e e ta e e s
Experiences ear ers
Diagnostic assessment ssess e t that a es hat the ear er s r rt str ct ‚t ca a s e t the at re
c t es a sc ce t s that the ear er ht ha e h ch a se ht a ect the r
ear e er c ce ts •ase e Žr er • • s ‘ there are t t es c assr
assess e t a e r at e a s at e “ r at e assess e t a rea c ers a st c
assess e t
Differentiated Teaching €each „ ear r cesses a e ar et teƒts tas s r cesses a r cts s te t the
ar s ear ee s erse st e ts
Domain •r a c ce t a s here teach a ear ract ces e e s ec c stra s the set
r ess a sta ar s r teachers
Formative assessment sses e t se t c ct „ r cess e a at s st e t c rehe s ear ee s a
aca e c r ress r a ess t r c rse “ r at e assess e t he s teachers e t c ce ts
that st e ts are str t ersta s s the are ha c t ac• r r ear sta ar s
the ha e t et ach e e s that a ‹ st e ts ca e a e t ess s str ct a tech • es a
aca e c s rt ” ease a s re er t e Žr er • • s ‘ ts „ ara ra h e t •
Higher Order Thinking Skills ‡ eƒ th r cesses h ch c e a a s s e a at s thes s re ect a creat t
127
APPENDICES
Indicators ‡ crete ser a e a eas ra e teacher eha rsŠ ract ces c ere e er stra the
128
Philippine Professional Standards for Teachers
Indigenous groups e es h ha e er c a s ersh s ce t e e r a cc e ssesse a t ê
a cestra terr t r es share c s a a e c st s tra t s a ther • e c t ra
tra ts ”… • ‰ ‚ … •
Learner Attainment Data e ce ear r ress r ach e e e t ear er er r a ce re ecte ar s assess e t
res ts rt s c ass rec r s a re rt car s
THE RPMS MANUAL
Learner interests t e t’s ers a re ere ces es r s es h ch st e c s ere the teach „ ear r cess
Learner needs Ž ser a e a s et ee a ear er s rese t e e rc ete ce a the c rr c sta ar s
e t e as ecessar r the ra e e e
Learner strengths re e st e e rc ete ce that he s a ear er eet re re sta ar s
Learning experiences teract c rse r ra r ther e e ts h ch ear ta es ace hether t cc rs
tra t a aca e c sett s sch s c assr s r tra t a sett s ts e sch cat s
t re r e ts r hether t c es tra t a e cat a teract s st e ts ear r
teachers a r ess rs r tra t a teract s st e ts ear thr h a es a teract e
s t are a cat s
Learning Focused str ct a a assess e t strate es that tar et ea ear

Learning goals ter ect es that art c ate the s ec c e e s s att t es a a es state as
c rr c c ete c es that ear ers st e e as a res t the teach ear r cess
Learning Outcomes r cts a er r a ce tar ets thr h h ch ear ers e strate the e e s sa
att t es the ha e ear e
Learning Programs r a e a se e ce set strate es act t es a tas s that e ect ear
Learning/Teaching Contexts each € ear s t at s a a the c rc sta ces h ch ear ers ear r str ct
Local curriculum • cat a c rr c c te t that s r e a res s e t the ‚c t ra a s c ec c
rea t esƒ „…•†‡ ˆ‰Šˆ‹ ŒŠ ca at s
Mother tongue he at e a a e r the rst a a e the ear er ear s as a ch
National curriculum † ects r t cs ta ht sch s as rescr e the •e art e t • cat
Non-verbal communication ‡ cat that es t e the se r s e ac a e ress s est res a t e
ce
Non-violent discipline • sc e that a s the se sh e t s ch as s a er a a se a h at see st e
sc e
Numeracy and literacy skills Žea rt a athe at ca s s ee e t c e e er a e
Philosophy of teaching teacher’s e s ersta s a c ce t a at teach a ear
Physical space/physical learning area c c e t ear h ch s a c es a sa e c assr th a r r ate e ces r
environment teach a ear
Positive discipline … e t res ect a at c ea s sc a ear er r a a ear er eha r
thr h a ea c se stea sh e t see … e t sc e
Positive use of ICT Žes s e eth ca r a r r ate se ‡ t ach e e a re rce ear
Professional collaboration eachers r t ether th c ea es a ther sta eh ers t e r ch the teach ear
ract ce
Professional learning ear that e e s r ess a e e a € r ract ce
Professional network c ecte c t e cat rs he c t a e st ee e
Professional reflection h ht c s erat act h e teach a act a ter teach
Philippine Professional Standards for c c e t that e es teacher a t the h es thr h e e e • a s †tra s
Teachers a cat rs that r e eas res r ess a ear c ete t ract ce a e ect e
e a e e t
Purposive learning • e e a s s ac s t es e th a c ear r se a r ect e
Research-based knowledge r at e e r ata ac re thr h s ste at c est at a ca st
School/learning/community context †ee learning context
Strand † ec c e s s teacher ract ce er e er a the Philippine Professional Standards for
Teachers
Summative assessment ssess e t st e t ear s ac s t a aca e c ach e e e t at the c c s a e e
str ct a er t ca at the e a r ect t arter se ester r ra r sch ear
ee e r er s r a t a escr t s at e assess e t
h e r ess a †ta ar s r eachers 18
129
APPENDICES
Teaching and learning resources •each a s a ther ater a s that teachers se t e ha ce teach a ear a t ass st ear ers
130
t eet the e‚ ectat s r ear as e e ƒ the c rr c
Verbal communication strategies ra r s „e ea s tra s tt r at a ea

Virtual space … ee r e t †h ch e e ca teract
Wider school community ‡ ter a a e‚ter a sta„eh ers c teachers sch a strat rs are ts ar a s
c t e ƒers ca ƒ s ess ea ers ca a th r t es a e ecte cas a thers
THE RPMS MANUAL
REFERENCES
ˆ ss ‰ her cat Š … e t ˆ‹ er es Œ t t e •Že se € c es a ta ar s r• er ra ate •eacher
cat ˆ rr c • ˆ‰ ‹e ra s Š
e art e t cat Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program e art e t r er s
e art e t cat ‘ National Adoption and Implementation of NCBTS-TSNA and IPPD for Teachers, and Integration of its System Operations in
the Overall Program for Continuing Teacher Capacity Building e art e t r er s ‘
e art e t cat Our Department of Education Vision, Mission and Core Values (DepEd VMV). e art e t r er ’ s
Že ƒ c the €h es ˆ ress e ate RA 10533. An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes. €h es
Že ƒ c the €h es ˆ ress e ate ‘‘Š RA 8371. An Act to Recognize, Protect and Promote the Rights of Indigenous Cultural
Communities/Indigenous Peoples, Creating a National Commission on Indigenous Peoples, Establishing Implementing Mechanisms, Appropriating
Funds Therefor, and for Other Purposes. €h es
€h e €r ess a ta ar s r •eachers 19
ACKNOWLEDGEMENTS TECHNICAL WORKING GROUP REFERENCE PANEL ŒAbelardo B. Medes
he cat r ra
THE PROJECT TEAM e a t sta Ms. Hazel D. Aniceto ˆ ha r‰ ec a st cat ssess e t
e er e rt a a er stra a s e art e t
Research Center for Teacher ea a at a ‚ass„ cat
Quality (RCTQ) h ta e t
Amelia A. Biglete, Ph.D. ŒClodualdo V. Paiton
Gina O. Gonong, Ph.D. RESEARCH OFFICERS rect r € ‡ ce r r ra ech ca ec a st rea
rect r a €r ect “ea er a ta ar s e e e t rr c e e e t
ct r a e s a t s ss Š her e art e t cat
Jennie V. Jocson, Ph.D. a ar e e esa cat
e r €r ra ‹a a er ar a rse a e ŒFernando M. Pantino
a ce c te e r Purita B. Bilbao, Ed.D. e r cat r ra
Marilyn U. Balagtas, Ph.D. a a che ha r ers Š ech ca ec a st rea ec ar„
” r er rect r ar a a a a e r eacher cat cat e art e t
chae s € • ser cat
Teresita T. Rungduin, Ph.D. a • a‚aƒe Azucena P. Esleta
e r €r ra ‹a a er ˆre rese te ‚„ s a a Maria Lourdes D. Pantoja
SUPPORT STAFF e „ r ‹ a„a ‰ rect r € rea Š a
SiMERR National Research rect r € er ce •es rce a ‡r a at
Centre chae e ‚a a ss Š a •es rce e e e t
• a a „ t c es a ta ar s ‡ ce
John Pegg, Ph.D. • char a„ r as Yolanda B. Quijano, Ph.D.
rect r •a e at ‚a Fe A. Hidalgo, Ph.D. r er ersecretar„
…ha a st res e t at r e art e t cat
Joy Hardy, Ph.D. ra e es s ra the ta ar
e t rect r atha re cat Chito B. Salazar, Ph.D.
e er „ st ca res e t h e s ess
Ken Vine, Ph.D. h e a ar e e Atty. Teresita R. Manzala r cat
€r c a Žesearch … ser r •ache e ta ˆre rese te ‚„ r ara a
her„ a hat • r ‰ Ethel Agnes P. Valenzuela, Ed.D.
Greg McPhan, Ph.D. €a †e eth a a‚ ha r ers r ess a e t„ rect r r r ra e
€r c a Žesearch ‹a a er • ssa a e ar •e at ss a e e e t ‡
•„a th „ ‡ a a ecretar at
a •a tae
essa •e„ s *Representing the Directors of
erre • DepED Bureaus
€h e €r ess a ta ar s r •eachers 20
131
APPENDICES
Special thanks to: COMMISSION ON HIGHER UNIVERSITY OF NEW ENGLAND DEPARTMENT OF EDUCATION –
132
EDUCATION (CHED) - AUSTRALIA CENTRAL OFFICE
AUSTRALIAN EMBASSY – r e‡ecca e ce
Manila Dr. Minella C. Alarcon Br. Armin A. Luistro, FSC,
ss er „ r er ecretar
Robyn Biti, ster se r DEPARTMENT OF EDUCATION
stra a e c„ r Dr. Maria Cynthia Rose B. (DepEd) Atty. Nepomuceno A. Malaluan,
€ ter at a e e e t Bautista ss er ss sta t ecretar a he
THE RPMS MANUAL
TEACHER EDUCATION COUNCIL ta

Felicity Lee, rst ecretar„ PHILIPPINE NORMAL (TEC)
ˆ e e e t‰ UNIVERSITY Jesus Lorenzo R. Mateo,
Leonor M. Briones Š ersecretar r a €a
• t t e a €€ Dr. Ester B. Ogena, res e t ecretar e art e t „ e • erat s
• e a€ er ƒ cat
Dr. Wilma S. Reyes ce ƒ‹Œ c ha r ƒ Dr. Dina Joana S. Ocampo,
BASIC EDUCATION SECTOR res e t r esearch a € „ r er Š ersecretar r
TRANSFORMATION PROGRAM a • a t ss ra ce Runvi V. Manguerra, Ph.D. rr c a † str ct
(BEST) ƒ‹ec t e rect r ††
ar a a ‚ €€ara Rizalino D. Rivera, „ r er
Dr. Greg-Ryan Gadsden, ea ƒ „ € a Jayson A. Peñafiel Š ersecretar r e€ a
ea er err reta ƒ cat r €ra er s r • erat s
re€ r ‚ ‚ r es
Dr. Peter Grimes, e r … se h e aa a John Arnold S. Siena, rect r
ec a st r eacher ƒr a † at a ƒ cat rs ca e
e e e t c ar e † a ach the h es
hre er‡
r s a a e ar ‡e er DEPARTMENT OF EDUCATION-
r e ah er sa re ra es ARMM
e a ecar ar e €h ere
r a sa a ar a th e€a a Atty. Jamar M. Kulayan „ r er
r ta ‚ sc e e€ a ecretar
… e ar aˆ a
a ‰e a a r
ar Š‡ a
r er€ara
DEPARTMENT OF EDUCATION - SENIOR OFFICIALS Bervy C. Domingo e †a a e e t a e e e t
REGIONAL OFFICES a t ss ra ce s ect
Regional Directors/Assistant Dr. Flordeliza A. Alquiza,
Regional Directors cer har e a t Dr. Emiliano B. Elnar, Jr h e Macrino A. Raymundo
ss ra ce s ret re cat r ra er s r e
e a h e ‚ rr c a
a „e ‡ce e Dr. Bernadette J. Atienza, ear †a a e e t s Dr. Judith V. Romaguera h e
rt r ‚ ‚a c t h e a t ss ra ce cat r ra er s r
†sa‡e ta ‚ rres h s Dr. Cynthia D. Jacob h e e € • a es rce
ƒste a ar ƒ e ‚ • a es rce e e e t s
tt h r e • hatt Dr. Erlinda A. Atienza, h e e e e t s
e‡ecca ea h cat r ra er s r Laurente A. Samala, e
r a h e € • a es rce Sammy C. Legaspi r at ‚†† a t
ƒ e ‚ at ƒ e e e t s ‡ech cer e ss ra ce s
a ‚ ƒc ar h
tt ‡ert ƒsc ‡arte Ariel M. Azuelo, strat e Dr. Leoncio P. Lumaban, h e Jerry B. Sario cer har e
a „ar a h cer ‚ e ‚ cat er s r e e • a es rce
ac ar a ƒ • ƒ „ c a rs … t a t ss ra ce s e e e t s
… et …er ta h
e a e es a ƒ • Dr. Leonardo C. Canlas, h e Gertrudes L. Malabanan, Dr. Susan D. Severino
ca e € t ƒ cat r ra er s r e ‚ ƒ e ‚ • a es rce
a … se sa es e c a a e e e t s
‡ert a sa h esearch s Dr. Joy C. Mangubat
s a a t h e € All teachers, principals/school
‡ a r ƒ Angelina B. Castillo, e heads, supervisors,
‚eatr r h ‚ ƒ Lorna F. Mapinogos h e superintendents, pre-service
eres ta e asc h cat r ra er s r teachers, and educators who
sa h Dr. Jerome A. Chavez, e € • a es rce took part in the development
e ‚ ƒ e e e t s work
Regan B. Dagadas, e Dr. Luz E. Osmeña, h e e

€ ‚ ƒ • a
es rce e e e t s
Dr. Hja Jaliha Diwallay, e
€ Jose Sario E. Poblete
e ear es rce
133
22
APPENDICES
h e r ess a ta ar s r eachers
134
24 r eachers ar s a ta e r ess h THE RPMS MANUAL
DEPARTMENT OF EDUCATION
e e€
†era c ‡ e as t
TEACHER EDUCATION COUNCIL

s a
e e era c €•e as t‚
ƒ „ … … †‡
ƒˆ„ … … †
Appendix B
Appendix B
RPMS Tool for Teacher I-III

(Proficient Teachers)
o e ision ode
POSITION AND COMPETENCY PROFILE
epart ent of ducation
Position Title eac er Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to rincipal c ool eads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
osition itle eac er eac er eac er
ducation or le entar c ool ac elor of le entar ducation d or ac elor’s degree plus professional units in ducation or
ac elor in econdar ducation or its e ui alent
or econdar c ool ac elor of econdar ducation d or ac elor’s degree plus professional units in ducation it
appropriate a or or ac elor in econdar ducation or its e ui alent
perience one re uired ear rele ant e perience € ears rele ant e perience
ligi•ilit ‚ ‚ ‚
rainings one re uired one re uired one re uired
B. Preferred Qualifications
ducation d ollege ƒraduate it ducation units € at least M‚ units
perience
ligi•ilit „ asser
rainings n ser ice training
135
APPENDICES
136
DUTIES AND RESPONSIBILITIES
THE RPMS MANUAL
pplies aster of content no ledge and its application across learning areas
acilitates learning using appropriate and inno ati e teac ing strategies and classroo anage ent practices
Manages an en iron ent conduci e to learning
ddresses learner di ersit
ple ents and super ises curricular and co curricular progra s to support learning
Monitors and e aluates learner progress and underta es acti ities to i pro e learner perfor ance
Maintains updated records of learners’ progress
ounsels and guides learners
or s it rele ant sta e olders ot internal and e ternal to pro ote learning and i pro e sc ool perfor ance
nderta es acti ities to ards personal and professional gro t
oes related or
Major Final Outputs Key Result Areas
Objectives Means of Verification (MOV)
(MFOs) (KRAs)
pplied no ledge of content lassroo o ser ation tool rating s eet
it in and across curriculu and or inter o ser er agree ent for a out
teac ing areas no ledge of content it in and across
curriculu teac ing areas
esson plans odified s de eloped
ig lig ting integration of content no ledge
it in and across su ect areas
nstructional aterials ig lig ting aster of
content and its integration in ot er su ect
areas
erfor ance tas s test aterial s ig lig ting
Content Knowledge and integration of content no ledge it in and
Pedagogy across su ect areas
t ers lease specif and pro ide
annotations
sed a range of teac ing lassroo o ser ation tool rating
strategies t at en ance learner s eet and or inter o ser er agree ent for
ac ie e ent in literac and a out teac ing strategies t at en ance learner
nu erac s ills ac ie e ent in literac and nu erac s ills
esson plans odified s used in teac ing
ig lig ting learner centered strategies t at
pro ote literac and or nu erac s ills
nstructional aterials ig lig ting learner
centered strategies t at pro ote literac
and or nu erac s ills
137
APPENDICES
138
erfor ance tas s test aterial s used in
teac ing
esults of assess ent used in teac ing
annotations
THE RPMS MANUAL
pplied a range of teac ing lassroo o ser ation tool rating

strategies to de elop critical and s eet and or inter o ser er agree ent for
creati e t in ing as ell as ot er a out teac ing strategies to de elop critical
ig er order t in ing s ills and creati e t in ing as ell as ot er ig er
order t in ing s ills
esson plans odified s used in teac ing
ig lig ting different teac ing strategies t at
de elop critical and creati e t in ing and or
ot er
nstructional aterials ig lig ting different
teac ing strategies t at de elop critical and
creati e t in ing and or ot er
de onstration teac ing
esults of assess ent used in teac ing
annotations
Managed classroo structure to lassroo o ser ation tool rating
engage learners indi iduall or in s eet and or inter o ser er agree ent for
groups in eaningful e ploration a out anaging classroo structure t at
Learning Environment engages learners in arious acti ities
disco er and ands on acti ities
and Diversity of Learners esson plans odified s ig lig ting
it in a range of p sical learning
en iron ents arious classroo anage ent strategies
t at engage learners in acti ities tas s in
different p sical learning en iron ents
annotations
Managed learner e a ior lassroo o ser ation tool rating s eet
constructi el appl ing positi e and or inter o ser er agree ent for a out
and non iolent discipline to ensure teac er anage ent of learner e a ior using
learning focused en iron ents t e follo ing strategies
ro iding oti ation
raising t e learners i ing positi e feed ac
etting ouse rules guidelines
nsuring learners’ acti e participation
llo ing learners to e press t eir
ideas opinions
i ing e ual opportunities to learners
ncouraging learners to as uestions
annotations
sed differentiated €lassroo o ser ation tool € • rating
de elop entall appropriate s eet and or inter‚o ser er agree ent for
learning e periences to address a out using differentiated de elop entall
learners’ gender needs strengt s appropriate learning e periences
interests and e periences ƒesson plans odified ƒƒs de eloped
ig lig ting differentiation in content product
process learning en iron ent or ot ers
according to learners’ gender needs
strengt s interests and e periences
„nstructional aterials de eloped ig lig ting
differentiation in content product process
learning en iron ent or ot ers according to
learners’ gender needs strengt s interests
and e periences
139
APPENDICES
140
annotations
lanned anaged and lassroo o ser ation tool rating
i ple ented de elop entall s eet and or inter o ser er agree ent for
se uenced teac ing and learning a out using de elop entall se uenced
THE RPMS MANUAL
processes to eet curriculu teac ing and learning process

re uire ents and aried teac ing esson plans odified s ig lig ting
conte ts de elop entall se uenced instruction t at
eet curriculu goals and aried teac ing
conte ts
nstructional aterials used to i ple ent
de elop entall se uenced teac ing and
learning process to eet curriculu
re uire ents and aried teac ing conte ts
Curriculum and Planning annotations
articipated in collegial ersonal notes of teac ers on
discussions t at use teac er and s s eetings it proof of attendance
learner feed ac to enric teac ing Minutes of sessions on use of
practice teac er and learner feed ac to enric
teac ing practice it proof of attendance
annotations
€ elected de eloped organi ed lassroo o ser ation tool rating s eet
and used appropriate teac ing and and or inter o ser er agree ent for a out
learning resources including to using appropriate teac ing and learning
address learning goals resources including
a ples
 cti it s eets tas s eets or s eets
 o er oint presentations
 ideo clips
 Module
 Ms trategic nter ention Materials
 t ers
esson plans odified s it appropriate
instructional aterials appended
annotations
esigned selected organi ed lassroo o ser ation tool rating
and used diagnostic for ati e and s eet and or inter o ser er agree ent for
su ati e assess ent strategies a out using diagnostic for ati e and
Assessment and consistent it curriculu su ati e assess ent strategies
Reporting re€uire ents repared lesson plans odified s
ig lig ting appropriate use of for ati e
assess ent strategies
e eloped diagnostic tests a it
re ie ed superior it sa ple
acco plis ed uestionnaire ans er s eets
e eloped su ati e tests a it
acco plis ed uestionnaire ans er s eets
e eloped perfor ance tas s a it ru rics
acco plis ed ru rics
annotations
141
APPENDICES
142
Monitored and e aluated learner o pilation of a learner’s ritten or it
progress and ac ie e ent using su ar of results and it signature of
learner attain ent data parents
or ati e su ati e assess ent tools it
and fre uenc of errors it identified
THE RPMS MANUAL
least astered s ills

lass records grading s eets
esson plans odified s s o ing inde of
aster
annotations
o unicated pro ptl and t least sa ples of corrected test papers of
clearl t e learners’ needs progress t e sa e learners in t e sa e learning area
and ac ie e ent to e it parents’ or guardians’ signature and date
sta e olders including of receipt
parents guardians Minutes of eetings or arent eac er
conferences in all uarters it proof of
parent’s guardian’s attendance
€eport cards it parent’s or guardian’s
signature in all uarters supported inutes
of eeting
o unication it parents guardians using
arious odalities
necdotal record s o ing entries per uarter
• t er docu ents s o ing learner needs
progress and ac ie e ent su itted to ot er
sta e olders
erfor ed arious related ertificate of ecognition or articipation
or s acti ities t at contri ute to t e ertificate of raining
teac ing learning process ertificate of pea ers ip
o ittee in ol e ent
d isors ip of o curricular acti ities
Plus Factor oo or •ournal ut ors ip o
aut ors ip ontri utors ip
oordinators ip airpersons ip
oac ing and entoring learners in
co petitions
€ Mentoring pre ser ice in ser ice teac ers
‚ t ers lease specif and pro ide
annotations
143
APPENDICES
144
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
pplied lassroo o ser ation tool ualit o ed o ed o ed o ed ‚o

no ledge of rating s eet and or no ledge of no ledge of no ledge of no ledge of accepta le
content it in and inter o ser er agree ent for content and its content and its content and its content and its e idence
across curriculu a out no ledge of content integration integration integration integration as s o n
teac ing areas it in and across curriculu it in and it in and it in and it in and
teac ing areas across su ect across su ect across su ect across su ect
esson plans odified s areas as s o n areas as areas as areas as
de eloped ig lig ting in M € it s o n in M € s o n in M € s o n in M €
integration of content a rating of • it a rating it a rating it a rating
no ledge it in and across of of of
su ect areas ƒfficienc u itted at u itted u itted u itted an ‚o
nstructional aterials least lessons lessons using lessons using of t e gi en accepta le
ig lig ting aster of content using M € M € and M € and M € e idence
and its integration in ot er and supported supported supported as s o n
su ect areas an of t e an of t e an of t e
erfor ance tas s test ot er gi en ot er gi en ot er gi en
aterial s ig lig ting M € M € M €
integration of content
no ledge it in and across
su ect areas
t ers lease specif and
pro ide annotations
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
„sed a range of lassroo o ser ation tool ualit …acilitated …acilitated …acilitated …acilitated ‚o
teac ing strategies rating s eet and or using different using different using different using different accepta le
t at en ance inter o ser er agree ent for teac ing teac ing teac ing teac ing e idence
learner a out teac ing strategies t at strategies t at strategies t at strategies t at strategies t at as s o n
ac ie e ent in en ance learner ac ie e ent pro ote pro ote pro ote pro ote
literac and in literac and nu erac s ills reading† riting reading† riting reading† riting reading† riting
nu erac s ills esson plans odified s and or and or and or and or
used in teac ing ig lig ting nu erac s ills nu erac s ills nu erac s ills nu erac s ills
learner centered strategies as s o n in as s o n in as s o n in as s o n in
t at pro ote literac and or M € it a M € it a M € it a M € it a
nu erac s ills rating of • rating of rating of rating of
nstructional aterials ƒfficienc u itted at u itted u itted u itted ‚o
ig lig ting learner centered least learner learner learner learner accepta le
strategies t at pro ote centered centered centered centered e idence
literac and or nu erac s ills lessons as lessons as lessons as lesson as as s o n
erfor ance tas s test e identl e identl e identl e identl
aterial s used in teac ing s o n in M € s o n in M € s o n in M € s o n in an of
esults of assess ent used in and and and t e gi en M €
teac ing supported supported supported
t ers lease specif and an of t e an of t e an of t e
pro ide annotations ot er M € ot er M € ot er M €
gi en gi en gi en
i eliness
145
APPENDICES
146
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
… ‚pplied a range lassroo o•ser ation tool ualit „sed different „sed different „sed different „sed different ‚o
of teac ing ‡ rating s eet and or teac ing teac ing teac ing teac ing accepta le
strategies to inter o•ser er agree ent for strategies t at strategies t at strategies t at strategies t at e idence
de elop critical and a•out teac ing strategies to de elop critical de elop critical de elop critical de elop critical as s o n
creati e t in†ing as de elop critical and creati e and creati e and creati e and creati e and creati e
ell as ot er t in†ing as ell as ot er t in ing and or t in ing and or t in ing and or t in ing and or
ig er order ig er order t in†ing s†ills ot er ‡ as ot er ‡ as ot er ‡ as ot er ‡ as
t in†ing s†ills € „esson plans odified ˆ„„s s o n in M € s o n in M € s o n in M € s o n in M €
used in teac ing ig lig ting it a rating it a rating it a rating it a rating
different teac ing strategies of • of of of
t at de elop critical and
creati e t in†ing and or ot er ƒfficienc u itted at u itted u itted u itted ‚o
‡ least lessons lessons as lessons as lesson as accepta le
… nstructional aterials as e idenced e idenced e idenced e idenced e idence
ig lig ting different teac ing M € and M € and M € and an of t e as s o n
strategies t at de elop critical supported supported supported gi en M €
and creati e t in†ing and or an of t e an of t e an of t e
ot er ‡ ot er gi en ot er gi en ot er gi en
‰ erfor ance tas†s test M € M € M €
aterial s used in
de onstration teac ing
Š esults of assess ent used in
teac ing
‹ ‡t ers lease specif and i eliness
pro ide annotations
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
Managed lassroo o ser ation tool ualit „sed „sed „sed „sed ‚o
classroo structure rating s eet and or classroo classroo classroo classroo accepta le
to engage learners† inter o ser er agree ent for anage ent anage ent anage ent anage ent e idence
indi iduall or in a out anaging classroo strategies t at strategies t at strategies t at strategies t at as s o n
groups† in structure t at engages engage engage engage engage
eaningful learners in arious acti ities learners in learners in learners in learners in
eˆploration† esson plans odified s acti ities tas s acti ities tas s acti ities tas s acti ities tas s
disco er and ig lig ting arious as s o n in as s o n in as s o n in as s o n in
ands on acti ities classroo anage ent M € it a M € it a M € it a M € it a
it in a range of strategies t at engage rating of • rating of rating of rating of
p sical learning learners in acti ities tas s in
en iron different p sical learning ƒfficienc u itted at u itted u itted u itted ‚o
ents en iron ents least lessons lessons lessons lesson accepta le
t ers lease specif and supported supported supported supported e idence
pro ide annotations M € and M € and M € and an of t e as s o n
an of t e an of t e an of t e accepta le
ot er ot er ot er M €
accepta le accepta le accepta le
M € M € M €
i eliness
147
APPENDICES
148
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
Managed learner lassroo o ser ation tool ualit pplied teac er pplied pplied teac er pplied teac er ‚o
e a ior rating s eet and or inter o ser er anage ent teac er anage ent anage ent accepta le
constructi el agree ent for a out teac er strategies of anage ent strategies of strategies of e idence
appl ing positi e anage ent of learner e a ior learner strategies of learner learner as s o n
and non iolent using t e follo ing strategies‰ e a ior t at learner e a ior t at e a ior t at
discipline to ensure ro iding oti ation pro ote e a ior t at pro ote pro ote
learning focused raising t e learners Ši ing positi e and pro ote positi e and positi e and
en iron ents positi e feed ac non iolent positi e and non iolent non iolent
etting ouse discipline as non iolent discipline as discipline as
rules guidelines s o n in M € discipline as s o n in M € s o n in M €
ƒnsuring learners’ acti e su itted it s o n in M € su itted it su itted it
participation a rating of • su itted it a rating of a rating of
llo ing learners to eˆpress a rating of
t eir ideas opinions ƒfficienc u itted at u itted at u itted at u itted an ‚o
Ši ing e‹ual opportunities to least of t e least of t e least of t e of t e gi en accepta le
learners gi en strategies gi en gi en strategies as e idence
• ƒncouraging learners to as as o ser ed in strategies as strategies as o ser ed in as s o n
‹uestions at least o ser ed in o ser ed in onl lesson
Œ t ers lease specif and lessons lessons lessons
pro ide annotations
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
• ‚sed lassroo o ser ation tool „ualit pplied pplied pplied pplied ‡o
differentiated rating s eet and or differentiated differentiated differentiated differentiated accepta le
de elop entall inter o ser er agree ent for teac ing teac ing teac ing teac ing e idence
appropriate learning a out using differentiated strategies to strategies to strategies to strategies to s o n
e periences to de elop entall appropriate address learner address address learner address learner
address learners’ learning e periences di ersit as learner di ersit as di ersit as
gender needs esson plans odified s s o n in M … di ersit as s o n in M … s o n in M …
strengt s interests de eloped ig lig ting it a rating s o n in M … it a rating it a rating
and e periences differentiation in content of † it a rating of of
product process learning of •
en iron ent or ot ers ˆfficienc u itted at u itted u itted u itted an ‡o
according to learners’ gender least differentiated differentiated differentiated accepta le
needs strengt s interests differentiated teac ing teac ing teac ing e idence
and e periences teac ing strategies in at strategies in strateg in onl s o n
ƒnstructional aterials strategies in at least lessons as lesson as ‡o
de eloped ig lig ting least lessons as e idenced e identl accepta le
differentiation in content lessons as e idenced M … and s o n in an e idence
product process learning e idenced M … and supported of t e as s o n
en iron ent or ot ers M … and supported an of t e accepta le
according to learners’ gender supported an of t e ot er M …
needs strengt s interests an of t e ot er accepta le
and e periences ot er accepta le M …
t ers lease specif and accepta le M …
pro ide annotations M …
i eliness
149
APPENDICES
150
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
† lanned lassroo o ser ation tool „ualit lanned and lanned and lanned and lanned and ‡o
anaged and rating s eet and or i ple ented i ple ented i ple ented i ple ented accepta le
i ple ented inter o ser er agree ent for de elop ental de elop ental de elop ental de elop entall e idence
de elop entall a out using de elop entall l se uenced l se uenced l se uenced se uenced as s o n
se uenced teac ing se uenced teac ing and teac ing and teac ing and teac ing and teac ing and
and learning learning process learning learning learning learning
processes to eet esson plans odified s process as process as process as process as
curriculu ig lig ting de elop entall s o n in M … s o n in M … s o n in M … s o n in M …
re uire ents and se uenced instruction t at it a rating it a rating it a rating it a rating
aried teac ing eet curriculu goals and of † of • of of
conte ts aried teac ing conte ts ˆfficienc u itted at u itted u itted u itted ‡o
ƒnstructional aterials used to least de elop ental de elop ental de elop ental accepta le
i ple ent de elop entall de elop ental l se uenced l se uenced l se uenced e idence
se uenced teac ing and l se uenced teac ing and teac ing and teac ing and as s o n
learning process to eet teac ing and learning learning learning
curriculu re uire ents and learning process as process as process as
aried teac ing conte ts process as e identl e identl e identl
t ers lease specif and e identl s o n in M … s o n in M … s o n in an
pro ide annotations s o n in M … and and of t e gi en
and supported supported M …
supported an of t e an of t e
an of t e ot er gi en ot er gi en
ot er gi en M … M …
M …
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
‰ articipated in ersonal notes of teac ers on „ualit onsistentl re uentl ccasionall €arel ‡o
collegial s Š s eetings it participated in participated in participated in participated in accepta le
discussions t at proof of attendance s Š s s Š s s Š s Š e idence
use teac er and Minutes of Š sessions eetings to eetings to eetings to eeting to as s o n
learner feed ac to on use of teac er and learner discuss discuss discuss discuss
enric teac ing feed ac to enric teac ing teac er learner teac er learner teac er learner teac er learner
practice practice it proof of feed ac to feed ac to feed ac to feed ac to
attendance enric enric enric enric
t ers lease specif and instruction as instruction as instruction as instruction as
pro ide annotations s o n in t e s o n in t e s o n in t e s o n in t e
M … su itted M … M … su itted M … su itted
su itted
ˆfficienc articipated in articipated in articipated in articipated in ‡o

at least s Š s s Š s Š accepta le
s Š s eetings as eetings as eeting as e idence
eetings as e identl e identl e identl as s o n
e identl s o n in an s o n in an s o n in an
s o n in an of t e gi en of t e gi en of t e gi en
of t e gi en M … M … M …
M …
i eliness
151
APPENDICES
152
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
‹ elected lassroo o ser ation tool „ualit e eloped and e eloped and e eloped and e eloped and ‡o
de eloped rating s eet and or used aried used aried used aried used aried accepta le
organiŒed and used inter o ser er agree ent for teac ing and teac ing and teac ing and teac ing and e idence
appropriate a out using appropriate learning learning learning learning as s o n
teac ing and teac ing and learning resources resources resources resources
learning resources resources including ƒ including ƒ including ƒ including ƒ including ƒ
including ƒ to ˆ a ples to address to address to address to address
address learning  cti it s eets tas learning goals learning goals learning goals learning goals
goals s eets or s eets as s o n in as s o n in as s o n in as s o n in
 o er oint presentations M … it a M … it a M … it a M … it a
 …ideo clips rating of † rating of • rating of rating of
 Module ˆfficienc u itted at u itted u itted u itted an ‡o
 ƒMs trategic ƒnter ention least aried aried teac ing aried teac ing teac ing and accepta le
Materials teac ing and and learning and learning learning e idence
 t ers learning resources resources resource as s o n
esson plans odified s resources including ƒ including ƒ including ƒ
it appropriate instructional including ƒ as e identl as e identl as e identl
aterials appended as e identl s o n in M … s o n in M … s o n in an of
t ers lease specif and s o n in M … and and t e accepta le
pro ide annotations and supported supported M …
supported an of t e an of t e
an of t e accepta le accepta le
accepta le M … M …
M …
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
• esigned lassroo o ser ation tool „ualit esigned esigned esigned esigned ‡o
selected organiŒed rating s eet and or selected selected selected selected accepta le
and used inter o ser er agree ent for organiŒed and organiŒed and organiŒed and organiŒed and e idence
diagnostic a out using diagnostic used used used used as s o n
for ati e and for ati e and su ati e diagnostic diagnostic diagnostic diagnostic
su ati e assess ent strategies for ati e and for ati e and for ati e and for ati e and
assess ent repared lesson su ati e su ati e su ati e su ati e
strategies plans odified s assess ent assess ent assess ent assess ent
consistent it ig lig ting appropriate use of strategies strategies strategies strategies
curriculu for ati e assess ent consistent it consistent it consistent it consistent it
re uire ents strategies curriculu curriculu curriculu curriculu
e eloped diagnostic tests re uire ents re uire ents re uire ents re uire ents
a it re ie ed as s o n in as s o n in as s o n in as s o n in
superior it sa ple M … it a M … it a M … it a M … it a
acco plis ed rating of † rating of • rating of rating of
uestionnaire ans er s eets ˆfficienc u itted at u itted u itted u itted ‡o
e eloped su ati e tests least aried aried aried assess ent accepta le
a it re ie ed assess ent assess ent assess ent tool as e idence
superior it sa ple tools as tools as tools as e identl as s o n
acco plis ed e identl e identl e identl s o n in an of
uestionnaire ans er s eets s o n in an s o n in an s o n in an t e accepta le
e eloped perfor ance tas s of t e of t e of t e M …
a it ru rics re ie ed accepta le accepta le accepta le
superior it sa ple M … M … M …
acco plis ed ru rics
• t ers lease specif and i eliness
pro ide annotations
153
APPENDICES
154
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
Monitored and o pilation of a learner’s „ualit onsistentl re uentl ccasionall €arel ‡o

e aluated learner ritten or it su ar of onitored and onitored and onitored and onitored and accepta le
progress and results and it signature of e aluated e aluated e aluated e aluated e idence
ac ie e ent using parents learner learner learner learner as s o n
learner attain ent or ati e su ati e progress and progress and progress and progress and
data assess ent tools it ac ie e ent ac ie e ent ac ie e ent ac ie e ent
and fre uenc of errors it using learner using learner using learner using learner
identified least astered s ills attain ent data attain ent attain ent data attain ent data
lass records grading s eets as s o n in t e data as s o n as s o n in t e as s o n in t e
esson plans odified s M … su itted in t e M … M … su itted M … su itted
s o ing inde of aster su itted
t ers lease specif and ˆfficienc u itted a u itted a u itted a u itted ‡o
pro ide annotations co ination of co ination of co ination of accepta le accepta le
at least of t e of t e of t e M … e idence
accepta le accepta le accepta le as s o n
M … M … M …
i eliness u itted u itted u itted u itted ‡o

M … ere M … ere M … ere M … as accepta le
distri uted distri uted distri uted co pleted in e idence
across across across onl uarter as s o n
uarters uarters uarters
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
o unicated t least sa ples of corrected „ualit onsistentl re uentl ccasionall €arel s o ed ‡o
pro ptl and clearl test papers of t e sa e s o ed pro pt s o ed pro pt s o ed pro pt pro pt and accepta le
t e learners’ needs learners in t e sa e learning and clear and clear and clear clear e idence
progress and area it parents’ or co unication co unication co unication co unication as s o n
ac ie e ent to e guardians’ signature and date of t e learners’ of t e learners’ of t e learners’ of t e learners’
sta e olders of receipt needs needs needs needs
including Minutes of eetings or progress and progress and progress and progress and
parents guardians arent eac er conferences in ac ie e ent to ac ie e ent to ac ie e ent to ac ie e ent to
all uarters it proof of e e e e
parents’ guardians’ attendance sta e olders sta e olders sta e olders sta e olders
€eport cards it parent’s or including including including including
guardian’s signature in all parents parents parents parents
uarters supported inutes guardians as guardians as guardians as guardians as
of eeting s o n in t e s o n in t e s o n in t e s o n in t e
o unication it parents M … su itted M … M … su itted M … su itted
guardians using arious su itted
odalities ˆfficienc u itted a u itted a u itted a u itted an ‡o
necdotal record s o ing co ination of co ination of co ination of of t e gi en accepta le
entries per uarter at least of t e of t e of t e M … e idence
• t er docu ents s o ing accepta le accepta le accepta le as s o n
learners’ needs progress and M … M … M …
ac ie e ent su itted to
ot er sta e olders i eliness u itted u itted u itted u itted ‡o
M … ere M … ere M … ere M … as accepta le
distri uted distri uted distri uted co pleted in e idence
across across across onl uarter as s o n
uarters uarters uarters
155
APPENDICES
156
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
erfor ed ertificate of €ecognition or „ualit onsistentl re uentl ccasionall €arel ‡o

arious related articipation perfor ed perfor ed perfor ed perfor ed accepta le
or s acti ities t at ertificate of raining arious related arious related arious related arious related e idence
contri ute to t e ertificate of pea ers ip or acti ities or acti ities or acti ities or acti ities as s o n
teac ing learning o ittee in ol e ent t at contri ute t at contri ute t at contri ute t at contri ute
process d isors ip of o curricular to t e teac ing to t e teac ing to t e teac ing to t e teac ing
acti ities learning learning learning learning
• Žoo or •ournal process as process as process as process as
ut ors ip o s o n in t e s o n in t e s o n in t e s o n in t e
aut ors ip ontri utors ip M … su itted M … M … su itted M … su itted
† oordinators ip airpersons su itted
ip ˆfficienc u itted at u itted u itted u itted an ‡o
‰ oac ing and entoring least different different inds different inds of t e accepta le
learners in co petitions inds of of accepta le of accepta le accepta le e idence
‹ Mentoring pre ser ice in accepta le M … M … M … as s o n
ser ice teac ers M …
• t ers lease specif and
pro ide annotations
i eliness
is ool as de eloped t roug t e ilippine ƒational „esearc enter for eac er …ualit „ … it support fro t e ustralian
o ern ent t roug t e †asic ‡ducation êctor ransfor ation †‡ˆ rogra
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
157
APPENDICES
Appendix C
Appendix C
158
RPMS Tool for Master Teacher I-IV
(Highly Proficient Teachers)
THE RPMS MANUAL
POSITION AND COMPETENCY PROFILE o e ision ode
epart ent of ducation
Position Title Master eacher

Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Page/s
Position
Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
osition itle Master eacher Master eacher Master eacher Master eacher
ducation or le entar chool or le entar chool o pletion of acade ic o pletion of acade ic
Bachelor of le entar Bachelor of le entar re uire ents for a Master’s re uire ents for a Master’s
ducation B d or ducation B d or degree in ducation or its degree in ducation or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 e ui alent e ui alent
professional units in professional units in ducation
ducation and 18 units for a and units for a Master’s
Master’s degree in ducation degree in ducation or its
or its e ui alent e ui alent
or econdar chool or econdar chool o pletion of acade ic o pletion of acade ic
Bachelor of econdar Bachelor of econdar re uire ents for a Master’s re uire ents for a Master’s
ducation B d or ducation B d or degree in ducation or its degree in ducation or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 e ui alent e ui alent
professional units in ducation professional units in ducation
ith appropriate a or and 18 and units for a Master’s
units for a Master’s degree in degree in ducation or its
ducation or its e ui alent e ui alent
perience ears rele ant e perience 1 ear as Master eacher or 1 ear as Master eacher or 1 ear as Master eacher or
ears as eacher ears as eacher ears as eacher
ligi ilit 1 8 1 8 1 8 1 8
rainings one re uired hours rele ant training 8 hours of rele ant training 1 hours of rele ant training
B. Preferred Qualifications
ducation Master’s egree raduate
perience ears in ser ice as eacher
ligi ilit icensure a ination for eachers
rainings ele ant trainings
159
APPENDICES
160
DUTIES AND RESPONSIBILITIES
THE RPMS MANUAL
1 Models e e plar practice in the application of content no ledge and pedagog sho ing its integration ithin and across learning
areas
onducts in depth studies or action researches on teaching learning inno ations
or s ith colleagues to create learning focused en iron ents that pro ote learner responsi ilit and achie e ent
ssists colleagues to i ple ent differentiated teaching strategies that are responsi e to learner di ersit
eads in the preparation and enrich ent of curriculu
nitiates progra s and pro ects that can enhance the curriculu and its i ple entation
eads colleagues in the design e aluation interpretation and utili ation of different t pes of assess ent tools for the i pro e ent of
the teaching and learning process
8 pdates parents guardians on learner needs progress and achie e ent
trengthens school co unit partnerships to enrich engage ent of internal and e ternal sta eholders in the educati e process
1 sta lishes lin s ith colleagues through attendance and e ership in professional organi ations for self gro th and ad ance ent
11 ro ides technical assistance through de onstration teaching entoring coaching class onitoring and o ser ation
organi ing leading ser ing as trainers facilitators in teacher ualit circles learning action cells
1 €oes related or
Major Final Outputs Key Result Areas
Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1 Modeled effecti e applications of 1 lassroo o ser ation tool rating sheet
content no ledge ithin and across and or inter o ser er agree ent for a out
curriculu teaching areas effecti e applications of content no ledge
ithin and across curriculu teaching areas
esson plans odified s used in
de onstration teaching highlighting integration
of content no ledge ithin and across su ect
areas
nstructional aterials de eloped highlighting
effecti e application of content no ledge
ithin and across su ect areas
de onstration teaching highlighting integration
Content Knowledge and of content no ledge ithin and across su ect
Pedagogy areas
esults of assess ent used in de onstration
teaching highlighting aster of lessons
learned
thers lease specif and pro ide
annotations
olla orated ith colleagues in the 1 op of the research proposal focused on
conduct and application of research enriching no ledge of content and pedagog
to enrich no ledge of content and roof of participation and or contri ution to a
pedagog colla orati e research e g e ail actual
output su itted ter s of reference etc
ertified co pleted colla orati e research
focused on enriching no ledge of content and
pedagog
161
APPENDICES
162
roof of disse ination of research findings ith
colleagues
roof of utili ation of research findings
THE RPMS MANUAL
annotations
e eloped and applied effecti e 1 lassroo o ser ation tool rating sheet
teaching strategies to pro ote critical and or inter o ser er agree ent for a out
and creati e thin ing as ell as other using effecti e teaching strategies to pro ote
higher order thin ing s ills critical and creati e teaching as ell as other
higher order thin ing s ills
de onstration teaching highlighting different
teaching strategies that de elop critical and
creati e thin ing and or other
nstructional aterials highlighting different
teaching strategies that de elop critical and
creati e thin ing and or other
de onstration teaching
esults of assess ent used in the
annotations
or ed ith colleagues to odel 1 lassroo o ser ation tool rating sheet
and share effecti e techni ues in the and or inter o ser er agree ent for a out
Learning Environment and anage ent of classroo structure sharing effecti e techni ues in the
to engage learners indi iduall or in anage ent of classroo structure
Diversity of Learners
groups in eaningful e ploration esson plans odified s used in
disco er and hands on acti ities de onstration teaching highlighting effecti e
classroo anage ent strategies that engage
ithin a range of ph sical learning learners in acti ities tas s in different ph sical
en iron ents learning en iron ents
Minutes of highlighting the sharing on
effecti e classroo anage ent techni ues
nstructional aterials used in de onstration
teaching
€thers lease specif and pro ide
annotations
•hi‚ited effecti e and lassroo o‚ser ation tool € rating sheet
constructi e ‚eha ior anage ent and or inter o‚ser er agree ent for a‚out
s ills ‚ appl ing positi e and non effecti e teacher anage ent of learner ‚eha ior
iolent discipline to ensure learning using the follo ing strategies
focused en iron ents 1 ro iding oti ation
raising the learners ƒi ing positi e feed‚ac
etting house rules guidelines
nsuring learners’ acti e participation
llo ing learners to e•press their
ideas opinions
„ ƒi ing e ual opportunities to learners
… ncouraging learners to as uestions
8 €thers lease specif and pro ide
annotations
„ †or ed ith colleagues to share 1 Minutes of session s‡ highlighting one’s
differentiated‡ de elop entall sharing of strategies on differentiated and
appropriate opportunities to address de elop entall appropriate opportunities to
learners’ differences in gender‡ address learners’ differences
needs‡ strengths‡ interests and esson plans odified ˆ s highlighting
e•periences strategies on differentiated and
de elop entall appropriate opportunities to
address learners’ differences
163
APPENDICES
164
orresponding instructional aterials sho ing
differentiated and de elop entall appropriate
opportunities to address learners’ differences
€thers e g testi onial‡ rite up fro
THE RPMS MANUAL
colleagues of the lessons insights gained fro

the Master eacher s sharing
e eloped and applied effecti e 1 lassroo o ser ation tool rating sheet
strategies in the planning and and or inter o ser er agree ent for a out
anage ent of de elop entall using effecti e strategies in i ple enting
se uenced teaching and learning de elop entall se uenced teaching and
processes to eet curriculu learning process
re uire ents and aried teaching esults of learners’ assess ent during the
actual teaching
conte ts
de onstration teaching highlighting
de elop entall se uenced teaching learning
process
nstructional aterials sho ing effecti e
Curriculum and Planning
strategies in de elop entall se uenced
teaching and learning process
annotations
8 e ie ed ith colleagues teacher 1 ple ented € lan
and learner feed ac to plan Minutes of € sessions on use of
facilitate and enrich teaching teacher and learner feed ac to enrich teaching
practice practice ith proof of attendance
annotations
• d ised and guided colleagues in 1 eaching and learning resources de eloped
the selection organi‚ation colleagues and criti ued on their align ent to
de elop ent and use of appropriate learning goals
teaching and learning resources esson plans colleagues criti ued in ter s
including to address specific of the align ent of the teaching and learning
learning goals resources to the indicated learning goals and
appropriateness to the target learners
annotations
1ƒ „or ed colla orati el ith 1 n proof of colla orati e re ie if the test is
colleagues to re ie the design designed ased on its purpose e g diagnostic
selection organi‚ation and use of a for ati e and su ati e
range of effecti e diagnostic n proof of colla orati e re ie of the
for ati e and su ati e align ent of the test ith the curriculu
assess ent strategies consistent 1 for ati e test attached to a lesson plan
su ati e assess ent ith …
ith curriculu re uire ents
diagnostic test ith its …
annotations
Assessment and Reporting 11 nterpreted colla orati el 1 olla orati e interpretation of the inde of
onitoring and e aluation strategies aster o tained fro 1 class
of attain ent data to support learner olla orati e interpretation of ite anal sis of
progress and achie e ent uarterl e a inations
olla orati e interpretation of results of
perfor ance assess ent
annotations
165
APPENDICES
166
1 pplied s ills in the effecti e 1 …a ple agree ent for learners at ris signed
co unication of learner needs parents and corresponding e idence of
progress and achie e ent to e i pro e ent
sta eholders including ecord of dialogue and or parent teacher
THE RPMS MANUAL
parents guardians conferences and corresponding e idence of

i pro e ent
necdotal record co unicated to and signed
the learners and or parents ith
corresponding e idence of i pro e ent
…a ple of learners test results signed
parents and corresponding e idence of
i pro e ent
…a ple of acco plished ru rics gi en for
perfor ance tas and corresponding e idence
of i pro e ent
ttendance sheet inutes of parent teacher
conference
…igned report cards of students at ris ith
corresponding e idence of i pro e ent
8 orrespondence note oo letters proof of
co unication using other odalities e g e
ail …M… etc and corresponding e idence of
i pro e ent
• earners’ perfor ance record
1ƒ thers lease specif and pro ide
annotations
Plus Factor 1 erfor ed arious related 1 …er ed as relie er of classes in the a sence of
or s acti ities that contri ute to the teachers
teaching learning process …er ed as in the a sence of the principal
epresented the principal in eetings and
conferences
ser ed classes of eachers
ssisted the school selection co ittee in the
e aluation of credentials hen hiring or
pro oting teachers
ertificate of ecognition or articipation
ertificate of raining
8 ertificate of …pea ership
• o ittee in ol e ent
1ƒ d isorship of o curricular acti ities
11 Boo or ournal uthorship o
authorship ontri utorship
1 oordinatorship hairpersonship
1 oaching and entoring learners in
co petitions
1 Mentoring pre ser ice in ser ice teachers
1 thers lease specif and pro ide
annotations
167
APPENDICES
168
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
1 Modeled effecti e 1 lassroo o ser ation tool ualit Modeled Modeled Modeled Modeled o
applications of content rating sheet and or inter effecti e effecti e effecti e effecti e accepta le
no ledge ithin and o ser er agree ent for a out applications of applications of applications applications of e idence
across curriculu effecti e applications of content content content of content content as sho n
teaching areas no ledge ithin and across no ledge no ledge no ledge no ledge
curriculu teaching areas ithin and ithin and ithin and ithin and
esson plans odified s used across across across across
in de onstration teaching curriculu curriculu curriculu curriculu
highlighting integration of content teaching areas teaching teaching teaching areas
no ledge ithin and across as sho n in areas as areas as as sho n in
su ect areas M 1 ith a sho n in sho n in M 1 ith a
nstructional aterials de eloped rating of 8 M 1 ith a M 1 ith a rating of
highlighting effecti e application rating of rating of
of content no ledge ithin and fficienc u itted at u itted u itted u itted 1 o
across su ect areas least lessons lessons as lessons as lesson as accepta le
erfor ance tas s test as e idenced e idenced e idenced e idenced e idence
aterial s used in de onstration M 1 and M 1 fro M 1 fro M 1 fro as sho n
teaching highlighting integration supported colleagues colleagues colleagues and
of content no ledge ithin and an 1 of the and supported and supported
across su ect areas other M an 1 of supported an 1 of the
esults of assess ent used in gi en the other an 1 of the other M
de onstration teaching M gi en other M gi en
highlighting aster of lessons gi en
learned
thers lease specif and
pro ide annotations i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
olla orated ith 1 op of the research proposal ualit onducted onducted onducted roposed o
colleagues in the focused on enriching no ledge co pleted and and action action research accepta le
conduct and of content and pedagog disse inated co pleted research ith ith colleagues e idence
application of research roof of participation and or action action colleagues as sho n
to enrich no ledge of contri ution to a colla orati e research ith research ith
content and research e g e ail actual colleagues colleagues
pedagog output su itted ter s of
reference etc
ertified co pleted colla orati e
research focused on enriching
no ledge of content and
pedagog
roof of disse ination of fficienc u itted at u itted an u itted u itted an o
research findings ith colleagues least of the of the an M 1 M accepta le
roof of utili ation of research gi en M accepta le e idence
findings M as sho n
pro ide annotations
i eliness resented the o pleted onducted roposed the o

research the research the research research report accepta le
report ithin report ithin report ithin ithin the rating e idence
the rating the rating the rating period as sho n
period period period
169
APPENDICES
170
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
e eloped and 1 lassroo o ser ation tool ualit e onstrated e onstrated e onstrated e onstrated o
applied effecti e rating sheet and or inter effecti e effecti e effecti e effecti e accepta le
teaching strategies to o ser er agree ent for a out teaching teaching teaching teaching e idence
pro ote critical and using effecti e teaching strategies to strategies to strategies to strategies to as sho n
creati e thin ing as strategies to pro ote critical and pro ote pro ote pro ote pro ote critical
ell as other higher creati e teaching as ell as critical and critical and critical and and creati e
order thin ing s ills other higher order thin ing s ills creati e creati e creati e thin ing as
esson plans odified s used thin ing as thin ing as thin ing as ell as other
in de onstration teaching ell as other ell as other ell as other higher order
highlighting different teaching higher order higher order higher order thin ing s ills
strategies that de elop critical thin ing s ills thin ing s ills thin ing s ills as sho n in
and creati e thin ing and or other as sho n in as sho n in as sho n in M 1 ith a
M 1 ith a M 1 ith a M 1 ith a rating of
€nstructional aterials rating of 8 rating of rating of
highlighting different teaching fficienc u itted or u itted u itted u itted 1 o
strategies that de elop critical ore lessons lessons as lessons as lesson as accepta le
and creati e thin ing and or other as e identl e identl e identl e identl e idence
sho n in M sho n in sho n in sho n in M as sho n
erfor ance tas s test 1 and M 1 and M 1 and 1 and
aterial s used in de onstration supported supported supported supported
teaching an 1 of the an 1 of the an 1 of the an of the other
•esults of assess ent used in other M other M other M M gi en
the de onstration teaching gi en gi en gi en
thers lease specif and i eliness
pro ide annotations
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
‚or ed ith 1 lassroo o ser ation tool ualit Modeled and Modeled and Modeled and Modeled and o
colleagues to odel rating sheet and or inter shared shared shared shared accepta le
and share effecti e o ser er agree ent for a out effecti e effecti e effecti e effecti e e idence
techniƒues in the sharing effecti e techniƒues in classroo classroo classroo classroo as sho n
anage ent of the anage ent of classroo anage ent anage ent anage ent anage ent
classroo structure to structure strategies that strategies that strategies that strategies that
engage learners esson plans odified s used engage engage engage engage
indi iduall or in in de onstration teaching learners in learners in learners in learners in
groups in eaningful highlighting effecti e classroo acti ities tas s acti ities acti ities acti ities tas s
e„ploration disco er anage ent strategies that done in tas s done in tas s done in done in
and hands on engage learners in acti ities tas s different different different different
acti ities ithin a in different ph sical learning ph sical ph sical ph sical ph sical
range of ph sical en iron ents learning learning learning learning
learning en iron ents Minutes of … highlighting the en iron ents en iron ents en iron ents en iron ents
sharing on effecti e classroo as sho n in as sho n in as sho n in as sho n in
anage ent techniƒues M 1 ith a M 1 ith a M 1 ith a M 1 ith a
€nstructional aterials used in rating of 8 rating of rating of rating of
de onstration teaching fficienc u itted at u itted u itted u itted an o
thers lease specif and least lessons lessons lessons 1 of the accepta le
pro ide annotations supported supported supported accepta le e idence
M 1 and M 1 and M 1 and M as sho n
an 1 of the an 1 of the an 1 of the
other other other
M M M
i eliness
171
APPENDICES
172
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
„hi ited effecti e lassroo o ser ation tool ualit „hi ited „hi ited „hi ited „hi ited o
and constructi e rating sheet and or inter o ser er effecti e and effecti e and effecti e and effecti e and accepta le
eha ior anage ent agree ent for a out effecti e constructi e constructi e constructi e constructi e e idence
s ills appl ing teacher anage ent of learner eha ior eha ior eha ior eha ior sho n
positi e and non eha ior using the follo ing anage ent anage ent anage ent anage ent
iolent discipline to strategies† s ills s ills s ills s ills
ensure learning 1 ro iding oti ation appl ing appl ing appl ing appl ing
focused en iron ents raising the learners ‡i ing positi e and positi e and positi e and positi e and
positi e feed ac non iolent non iolent non iolent non iolent
etting house rules guidelines discipline to discipline to discipline to discipline to
nsuring learners’ acti e ensure ensure ensure ensure
participation learning learning learning learning
…llo ing learners to e„press their focused focused focused focused
ideas opinions en iron ents en iron ents en iron ents en iron ents
‡i ing eƒual opportunities to sho n in M sho n in sho n in sho n in M
learners 1 ith a rating M 1 ith a M 1 ith a 1 ith a rating
ncouraging learners to as of 8 rating of rating of of
ƒuestions fficienc …pplied at …pplied at …pplied at …pplied an of o
8 thers lease specif and least of the least of the least of the the gi en accepta le
pro ide annotations gi en gi en gi en strategies as e idence
strategies as strategies as strategies as o ser ed in sho n
o ser ed in at o ser ed in o ser ed in onl 1 lesson
least lessons lessons lessons
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
‚or ed ith 1 Minutes of … session s ualit ‚or ed ith ‚or ed ith ‚or ed ith ‚or ed ith o
colleagues to share highlighting one’s sharing of colleagues at colleagues in colleagues in colleagues ut accepta le
differentiated strategies on differentiated and least in the the school the no e idence of e idence
de elop entall de elop entall appropriate district cluster le el to share depart ent or sharing ith sho n
appropriate opportunities to address learners’ le el to share lesson grade le el to others
opportunities to differences lesson share lesson
address learners’ esson plans odified s
differences in gender highlighting strategies on
needs strengths differentiated and
interests and de elop entall appropriate
e„periences opportunities to address learners’ fficienc u itted at u itted at u itted at u itted at o
differences least 1 lesson least 1 lesson least 1 lesson least 1 lesson accepta le
orresponding instructional as e identl as e identl as e identl as e idenced e idence
aterials sho ing differentiated sho n in M sho n in sho n in either M sho n
and de elop entall appropriate 1 and M 1 and M 1 and or ut no
opportunities to address learners’ supported supported supported e idence of
differences an an an sharing ith
thers e g testi onial rite up accepta le accepta le accepta le others
fro colleagues of the M M M
lessons insights gained fro the
Master eacherˆs sharing
i eliness
173
APPENDICES
174
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
e eloped and 1 lassroo o ser ation tool ualit e eloped and e eloped e eloped e eloped and o
applied effecti e rating sheet and or inter o ser er applied and applied and applied applied accepta le
strategies in the agree ent for a out using effecti e effecti e effecti e effecti e e idence
planning and effecti e strategies in strategies strategies strategies strategies as sho n
anage ent of i ple enting de elop entall sho ing sho ing sho ing sho ing
de elop entall seƒuenced teaching and learning de elop entall de elop enta de elop enta de elop entall
seƒuenced teaching process seƒuenced ll seƒuenced ll seƒuenced
and learning •esults of learners’ assess ent teaching and teaching and seƒuenced teaching and
processes to eet during the actual teaching learning learning teaching and learning
curriculu esson plans odified s used process as process as learning process as
reƒuire ents and in de onstration teaching sho n in M sho n in process as sho n in M
aried teaching highlighting de elop entall 1 ith a rating M 1 ith a sho n in 1 ith a rating
conte„ts seƒuenced teaching learning of 8 rating of M 1 ith a of
process rating of
€nstructional aterials sho ing fficienc u itted at u itted u itted 1 u itted 1 o
effecti e strategies in least lessons lessons as lesson as lesson as accepta le
de elop entall seƒuenced as e idenced e idenced e idenced e idenced e idence
teaching and learning process M 1 and M 1 and sho n in an 1 of the as sho n
erfor ance tas s test and and supported M 1 and or accepta le
aterial s used in de onstration supported an 1 of and M
teaching an 1 of the the other supported
thers lease specif and other accepta le an 1 of the
pro ide annotations accepta le M other
M accepta le
M
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
8 •e ie ed ith 1 € ple ented … ‰‡ lan ualit onsistentl ‰reƒuentl led ccasionall •arel led o
colleagues teacher Minutes of … ‰‡ sessions on led colla orati e led colla orati e accepta le
and learner feed ac use of teacher and learner colla orati e re ie s of colla orati e re ie s of e idence
to plan facilitate and feed ac to enrich teaching re ie s of teacher and re ie s of teacher and as sho n
enrich teaching practice ith proof of attendance teacher and learner teacher and learner
practice thers lease specif and learner feed ac as learner feed ac as
pro ide annotations feed ac as e idenced feed ac as e idenced
e idenced the M e idenced the M
the M su itted the M su itted
su itted su itted
fficienc u itted u itted u itted u itted 1 o
colla orati e colla orati e colla orati e colla orati e accepta le
re ie s of re ie s of re ie s of re ie of e idence
teacher and teacher and teacher and teacher and as sho n
learner learner learner learner
feed ac as feed ac as feed ac as feed ac as
e identl e identl e identl e identl
sho n in M sho n in sho n in sho n in an of
1 and M 1 and M 1 and the accepta le
supported supported supported M
an 1 of the an 1 of the an 1 of the
M M M
i eliness
175
APPENDICES
176
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
Š …d ised and guided 1 eaching and learning resources ualit onsistentl ‰reƒuentl ccasionall •arel ad ised o
colleagues in the de eloped colleagues and ad ised ad ised ad ised colleagues in accepta le
selection critiƒued on their align ent to colleagues in colleagues in colleagues in the selection e idence
organi ation learning goals the selection the selection the selection organi ation as sho n
de elop ent and use esson plans colleagues organi ation organi ation organi ation de elop ent
of appropriate critiƒued in ter s of the align ent de elop ent de elop ent de elop ent and appropriate
teaching and learning of the teaching and learning and and and use of teaching
resources including resources to the indicated appropriate appropriate appropriate and learning
€ to address learning goals and use of use of use of resources as
specific learning goals appropriateness to the target teaching and teaching and teaching and sho n in the
learners learning learning learning M su itted
thers lease specif and resources as resources as resources as
pro ide annotations sho n in the sho n in the sho n in the
M M M
su itted su itted su itted
fficienc u itted at u itted u itted u itted 1 o
least teaching and teaching and teaching and accepta le
teaching and learning learning learning e idence
learning resources as resources as resource as as sho n
resources as e idenced e idenced e idenced
e idenced at least 1 of at least 1 of an of the
at least 1 of the the accepta le
the accepta le accepta le accepta le M
M M M
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
1‹ ‚or ed 1 …n proof of colla orati e re ie ualit onsistentl ‰reƒuentl ccasionall •arel o
colla orati el ith if the test is designed ased on re ie ed re ie ed re ie ed re ie ed accepta le
colleagues to re ie its purpose e g diagnostic colla orati el colla orati el colla orati el colla orati el e idence
the design selection for ati e and su ati e assess ent assess ent assess ent assess ent as sho n
organi ation and use …n proof of colla orati e re ie tools ith tools ith tools ith tools ith
of a range of effecti e of the align ent of the test ith colleagues as colleagues as colleagues as colleagues as
diagnostic for ati e the curriculu sho n in the sho n in the sho n in the sho n in the
and su ati e 1 for ati e test attached to a M M M M su itted
assess ent strategies lesson plan su itted su itted su itted
consistent ith su ati e assess ent ith
curriculu
reƒuire ents diagnostic test ith its
thers lease specif and fficienc u itted at u itted u itted u itted 1 o
pro ide annotations least assess ent assess ent assess ent accepta le
assess ent tools as tools as tool as e idence
tools as e identl e identl e identl as sho n
e identl sho n in an sho n in an sho n in an of
sho n in an of the of the the accepta le
of the accepta le accepta le M
accepta le M M
M
i eliness
177
APPENDICES
178
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
11 €nterpreted 1 olla orati e interpretation of the ualit onsistentl ‰reƒuentl ccasionall •arel o
colla orati el inde„ of aster o tained fro 1 colla orated colla orated colla orated colla orated accepta le
onitoring and class ith ith ith ith colleagues e idence
e aluation strategies olla orati e interpretation of colleagues in colleagues in colleagues in in the as sho n
of attain ent data to ite anal sis of ƒuarterl the the the interpretation of
support learner e„a inations interpretation interpretation interpretation assess ent
progress and olla orati e interpretation of of assess ent of assess ent of data as sho n
achie e ent results of perfor ance data as sho n data as sho n assess ent in the M
assess ent in the M in the M data as su itted
thers lease specif and su itted su itted sho n in the
pro ide annotations M
su itted
fficienc u itted at u itted at u itted at u itted an o

least least of the least of the 1 of the M accepta le
different t pes sa e ind of sa e ind of e idence
of M M M as sho n
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
1 …pplied s ills in 1 a ple agree ent for learners at ualit onsistentl ‰reƒuentl ccasionall •arel applied o
the effecti e ris signed parents and applied s ills in applied s ills applied s ills s ills in the accepta le
co unication of corresponding e idence of the effecti e in the effecti e in the effecti e e idence
learner needs i pro e ent co unication co unicatio effecti e co unication as sho n
progress and •ecord of dialogue and or parent of learner n of learner co unicatio of learner
achie e ent to e teacher conferences and needs and needs and n of learner needs and
sta eholders corresponding e idence of progress to progress to needs and progress to
including i pro e ent parents parents progress to parents
parents guardians …necdotal record co unicated guardians as guardians as parents guardians as
to and signed the learners sho n in the sho n in the guardians as sho n in the
and or parents ith corresponding M M sho n in the M su itted
e idence of i pro e ent su itted su itted M
a ple of learners’ test results su itted
signed parents and
corresponding e idence of
i pro e ent
a ple of acco plished ru rics
gi en for perfor ance tas and
corresponding e idence of
i pro e ent
…ttendance sheet inutes of
parent teacher conference
igned report cards of students at
ris ith corresponding e idence
of i pro e ent
179
APPENDICES
180
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
8 orrespondence fficienc u itted at u itted an u itted u itted an o

note oo letters proof of least of the M an M 1M accepta le
co unication using other accepta le e idence
odalities e g e ail M M as sho n
etc and corresponding e idence
of i pro e ent
Š earners’ perfor ance record
pro ide annotations
i eliness
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
1 erfor ed arious 1 er ed as relie er of classes in ualit onsistentl ‰reƒuentl ccasionall •arel o
related or s acti ities the a sence of teachers perfor ed perfor ed perfor ed perfor ed accepta le
that contri ute to the er ed as € in the a sence of special tas s special tas s special tas s special tas s e idence
teaching learning the principal and or and or and or and or as sho n
process •epresented the principal in assign ents assign ents assign ents assign ents as
eetings and conferences as sho n in as sho n in as sho n in sho n in the
ser ed classes of eachers € the M the M the M M su itted
€€€ su itted su itted su itted
…ssisted the school selection
co ittee in the e aluation of
credentials hen hiring or
pro oting teachers
ertificate of •ecognition or
articipation
ertificate of raining
8 ertificate of pea ership
Š o ittee in ol e ent
181
APPENDICES
182
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
1‹ …d isorship of o curricular fficienc u itted at u itted u itted u itted an o

acti ities least onl onl 1 of the accepta le
11 Boo or Œournal …uthorship o different inds different inds different inds accepta le e idence
authorship ontri utorship of accepta le of accepta le of accepta le M as sho n
1 oordinatorship chair anship M M M
1 oaching and entoring learners
in co petitions
1 Mentoring pre ser ice in ser ice
teachers
1 thers lease specif and
pro ide annotations
i eliness
Appendix D.1
is ool as de eloped t roug t e ilippine ‡ational €esearc enter for eac er „ualit € „ it support fro t e ustralian
Šo ern ent t roug t e Žasic ˆducation ector ransfor ation Žˆ rogra
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
183
APPENDICES
184
Appendix D.1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Position: Position:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
THE RPMS MANUAL
Weight Rating
Very
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory Poor Actual Results Score
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Applied knowledge Quality Showed Showed Showed Showed No
Education Knowledge and of content within and knowledge of knowledge of knowledge of knowledge of acceptable
Services Pedagogy across curriculum content and its content and its content and its content and its evidence
teaching areas. integration integration integration integration was shown
within and within and within and within and
across subject across subject across subject across subject
areas as shown areas as shown areas as shown areas as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 lessons lessons using lessons using of the given acceptable
using MOV 1 MOV 1 and MOV 1 and MOV evidence
and supported supported by supported by was shown
by any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
Timeliness
Basic 2. Used a range of Quality Facilitated using Facilitated using Facilitated using Facilitated using No
Education teaching strategies different different different different acceptable
Services that enhance learner teaching teaching teaching teaching evidence
achievement in strategies that strategies that strategies that strategies that was shown
literacy and numeracy promote promote promote promote
skills. reading, writing reading, writing reading, writing reading, writing
and/or and/or and/or and/or
numeracy skills numeracy skills numeracy skills numeracy skills
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
Weight Rating
Very
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 learner- learner- learner- learner-centered acceptable
centered centered centered lesson as evidence
lessons as lessons as lessons as evidently shown was shown
evidently shown evidently shown evidently shown in any of the
in MOV 1 and in MOV 1 and in MOV 1 and given MOV
supported by supported by supported by
any 1 of the any 1 of the any 1 of the
other MOV other MOV other MOV
given given given
Timeliness
Basic 3. Applied a range of Quality Used different Used different Used different Used different No
Education teaching strategies to teaching teaching teaching teaching acceptable
Services develop critical and strategies that strategies that strategies that strategies that evidence
creative thinking, as develop critical develop critical develop critical develop critical was shown
well as other higher- and creative and creative and creative and creative
order thinking skills. thinking and/or thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV shown in MOV shown in MOV shown in MOV 1
1 with a rating 1 with a rating 1 with a rating with a rating of 4
of 7 of 6 of 5
least 4 lessons lessons as lessons as lesson as acceptable
as evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
supported by supported by supported by given MOV
any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
Timeliness
Basic 2. Learning 4. Managed Quality Used classroom Used classroom Used classroom Used classroom No
Education Environment and classroom structure to management management management management acceptable
Services Diversity of engage learners, strategies that strategies that strategies that strategies that evidence
Learners individually or in engage learners engage learners engage learners engage learners was shown
groups, in meaningful in activities/ in activities/ in activities/ in activities/
exploration, discovery tasks as shown tasks as shown tasks as shown tasks as shown
and hands-on in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
activities within a rating of 7 rating of 6 rating of 5 rating of 4
185
APPENDICES
186
Weight Rating
Very
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
range of physical Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
learning least 4 lessons lessons lessons lesson acceptable
environments. supported by supported by supported by supported by evidence
THE RPMS MANUAL
MOV 1 and any MOV 1 and any MOV 1 and any any of the was shown
1 of the other 1 of the other 1 of the other acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
Basic 5. Managed learner Quality Applied teacher Applied teacher Applied teacher Applied teacher No
Education behavior management management management management acceptable
Services constructively by strategies of strategies of strategies of strategies of evidence
applying positive and learner behavior learner behavior learner behavior learner behavior was shown
non-violent discipline that promote that promote that promote that promote
to ensure learning- positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline as discipline as discipline as discipline as
shown in MOV shown in MOV shown in MOV shown in MOV
submitted with a submitted with a submitted with a submitted with a
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No
least 4 of the least 4 of the least 4 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in as observed in as observed in observed in only was shown
at least 4 3 lessons 2 lessons 1 lesson
lessons
Timeliness
Basic 6. Used differentiated, Quality Applied Applied Applied Applied No
Education developmentally differentiated differentiated differentiated differentiated acceptable
Services appropriate learning teaching teaching teaching teaching evidence
experiences to strategies to strategies to strategies to strategies to shown
address learners’ address learner address learner address learner address learner
gender, needs, diversity as diversity as diversity as diversity as
strengths, interests shown in MOV shown in MOV shown in MOV shown in MOV 1
and experiences. 1 with a rating 1 with a rating 1 with a rating with a rating of 4
of 7 of 6 of 5
least 4 differentiated differentiated differentiated acceptable
differentiated teaching teaching teaching evidence
teaching strategies in at strategies in 2 strategy in only shown
Weight Rating
Very
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
strategies in at least 2 lessons lessons as 1 lesson as No
least 2 lessons as evidenced by evidenced by evidently shown acceptable
as evidenced by MOV 1 and MOV 1 and in any 1 of the evidence
MOV 1 and supported by supported by acceptable was shown
supported by any 1 of the any 1 of the MOV
any 1 of the other other
other acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Basic 3. Curriculum 7. Planned, managed Quality Planned and Planned and Planned and Planned and No
Education and Planning and implemented implemented implemented implemented implemented acceptable
Services developmentally developmental- developmental- developmental- developmentally evidence
sequenced teaching ly sequenced ly sequenced ly sequenced sequenced was shown
and learning teaching and teaching and teaching and teaching and
processes to meet learning learning learning learning process
curriculum process as process as process as as shown in
requirements and shown in MOV shown in MOV shown in MOV MOV 1 with a
varied teaching 1 with a rating 1 with a rating 1 with a rating rating of 4
contexts. of 7 of 6 of 5
least 4 developmental- developmental- developmental- acceptable
developmentally sequenced ly sequenced ly sequenced evidence
ly sequenced teaching and teaching and teaching and was shown
teaching and learning learning learning process
learning process as process as as evidently
process as evidently shown evidently shown shown in any 1
evidently shown in MOV 1 and in MOV 1 and of the given
in MOV 1 and supported by supported by MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
187
APPENDICES
188
Weight Rating
Very
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
8. Participated in Quality Consistently Frequently Occasionally Rarely No
collegial discussions participated in participated in participated in participated in acceptable
that use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
THE RPMS MANUAL
learner feedback to meetings to meetings to meetings to meeting to was shown

enrich teaching discuss discuss discuss discuss
practice. teacher/learner teacher/learner teacher/learner teacher/learner
feedback to feedback to feedback to feedback to
enrich enrich enrich enrich
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Participated in Participated in 3 Participated in 2 Participated in 1 No
at least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
meetings as evidently shown evidently shown evidently shown was shown
evidently shown in any 1 of the in any 1 of the in any 1 of the
in any 1 of the given MOV given MOV given MOV
given MOV
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
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
Weight Rating
Very
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
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
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
1 with a rating 1 with a rating 1 with a rating with a rating of 4
of 7 of 6 of 5
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
189
APPENDICES
190
Weight Rating
Very
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
Efficiency Submitted a Submitted a Submitted a Submitted 1 No
combination of combination of combination of acceptable acceptable
at least 4 of the 3 of the 2 of the MOV evidence
THE RPMS MANUAL
acceptable acceptable acceptable was shown

MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed acceptable
across 4 across 3 across 2 in only 1 quarter evidence
quarters quarters quarters was shown
Basic 12. Communicated Quality Consistently Frequently Occasionally Rarely showed No

Education promptly and clearly showed prompt showed prompt showed prompt prompt and acceptable
Services the learners’ needs, and clear and clear and clear clear evidence
progress and communication communication communication communication was shown
achievement to key of the learners’ of the learners’ of the learners’ of the learners’
stakeholders, needs, progress needs, progress needs, progress needs, progress
including and and and and
parents/guardians. achievement to achievement to achievement to achievement to
key key key key
stakeholders, stakeholders, stakeholders, stakeholders,
including including including including
parents/ parents/ parents/ parents/
guardians as guardians as guardians as guardians as
Efficiency Submitted a Submitted a Submitted a Submitted any 1 No
combination of combination of combination of of the given acceptable
at least 4 of the 3 of the 2 of the MOV evidence
acceptable acceptable acceptable was shown
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed acceptable
across 4 across 3 across 2 in only 1 quarter evidence
quarters quarters quarters was shown
Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally Rarely No
Education related performed performed performed performed acceptable
Services works/activities that various related various related various related various related evidence
contribute to the work/activities work/activities work/activities work/activities was shown
that contribute that contribute that contribute that contribute
Weight Rating
Very
QET Satisfactory
KRA (5) (3) (2) (1) Q E T Ave
(4)
teaching-learning to the teaching to the teaching to the teaching to the teaching
process. learning learning learning learning process
process as process as process as as shown in the
shown in the shown in the shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
least 4 different different kinds different kinds of the acceptable
kinds of of acceptable of acceptable acceptable evidence
acceptable MOV MOV MOV was shown
MOV
Timeliness
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor
191
APPENDICES
192
Appendix D.2
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Master Teacher I-IV
Position: Position:
THE RPMS MANUAL
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
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
least 4 lessons lessons as lessons as lesson as acceptable
MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
supported by colleagues and colleagues and colleagues and
any 1 of the supported by supported by supported by
other MOV any 1 of the any 1 of the any 1 of the
given other MOV other MOV other MOV
given given given
Timeliness
Basic 2. Collaborated with Quality Conducted, Conducted and Conducted Proposed action No
Education colleagues in the completed and completed action research research with acceptable
Services conduct and disseminated action research with colleagues colleagues evidence
application of action research with colleagues was shown
research to enrich with colleagues
knowledge of content Efficiency Submitted at Submitted any 3 Submitted any 2 Submitted any 1 No
and pedagogy. least 4 of the of the MOV MOV acceptable
given MOV acceptable evidence
MOV was shown
Weight Rating
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Timeliness Presented the Completed the Conducted the Proposed the No
research report research report research report research report acceptable
within the rating within the rating within the rating within the rating evidence
period period period period was shown
Basic 3. Developed and Quality Demonstrated Demonstrated Demonstrated Demonstrated No
Education applied effective effective effective effective effective acceptable
Services teaching strategies to teaching teaching teaching teaching evidence
promote critical and strategies to strategies to strategies to strategies to was shown
creative thinking, as promote critical promote critical promote critical promote critical
well as other higher- and creative and creative and creative and creative
thinking, as well thinking, as well thinking, as well thinking, as well
order thinking skills.
as other higher- as other higher- as other higher- as other higher-
order thinking order thinking order thinking order thinking
skills as shown skills as shown skills as shown skills as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
more lessons as lessons as lessons as lesson as acceptable
evidently shown evidently shown evidently shown evidently shown evidence
in MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and was shown
supported by supported by supported by supported by
any 1 of the any 1 of the any 1 of the any of the other
other MOV other MOV other MOV MOV given
given given given
Timeliness
Basic 2. Learning 4. Worked with Quality Modeled and Modeled and Modeled and Modeled and No
Education Environment and colleagues to model shared effective shared effective shared effective shared effective acceptable
Services Diversity of and share effective classroom classroom classroom classroom evidence
Learners techniques in the management management management management was shown
management of strategies that strategies that strategies that strategies that
classroom structure to engage learners engage learners engage learners engage learners
in activities/ in activities/ in activities/ in activities/
engage learners,
tasks done in tasks done in tasks done in tasks done in
individually or in different different different different
groups, in meaningful physical physical physical physical
exploration, discovery learning learning learning learning
and hands-on environments environments environments environments
activities within a as shown in as shown in as shown in as shown in
range of physical MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
193
APPENDICES
194
Weight Rating
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
learning Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
THE RPMS MANUAL
environments. 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. Exhibited effective Quality Exhibited Exhibited Exhibited Exhibited No
Education and constructive effective and effective and effective and effective and acceptable
Services behavior constructive constructive constructive constructive evidence
management skills by behavior behavior behavior behavior shown
applying positive and management management management management
non-violent discipline skills by skills by skills by skills by
applying applying applying applying
to ensure learning-
positive and positive and positive and positive and
focused
non-violent non-violent non-violent non-violent
environments. discipline to discipline to discipline to discipline to
ensure learning- ensure learning- ensure learning- ensure learning-
focused focused focused focused
environments environments environments environments
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 8 of 7 of 6 of 5
Efficiency Applied at least Applied at least Applied at least Applied any of No
7 of the given 7 of the given 7 of the given the given acceptable
strategies as strategies as strategies as strategies as evidence
observed in at observed in 3 observed in 2 observed in only shown
least 4 lessons lessons lessons 1 lesson
Timeliness
Basic 6. Worked with Quality Worked with Worked with Worked with Worked with No
Education colleagues to share colleagues at colleagues in colleagues in colleagues but acceptable
Services differentiated, least in the the school level the department no evidence of evidence
developmentally district/cluster to share lesson or grade level to sharing with shown
appropriate level to share share lesson others
opportunities to lesson
Efficiency Submitted at Submitted at Submitted at Submitted at No
address learners’
least 1 lesson least 1 lesson least 1 lesson least 1 lesson, acceptable
differences in gender,
as evidently as evidently as evidently as evidenced by evidence
needs, strengths, shown in MOV shown in MOV shown in MOV either MOV 2 or shown
1 and supported 1 and supported 1 and supported 3 but no
Weight Rating
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
interests and by any by any by any evidence of
experiences. acceptable acceptable acceptable sharing with
MOV MOV MOV others
Timeliness
Basic 3. Curriculum 7. Developed and Quality Developed and Developed and Developed and Developed and No
Education and Planning applied effective applied effective applied effective applied effective applied effective acceptable
Services strategies in the strategies strategies strategies strategies evidence
planning and showing showing showing showing was shown
management of developmentally developmentally developmentally developmentally
developmentally - sequenced - sequenced - sequenced - sequenced
teaching and teaching and teaching and teaching and
sequenced teaching
learning learning learning learning
and learning
process as process as process as process as
processes to meet shown in MOV shown in MOV shown in MOV shown in MOV
curriculum 1 with a rating 1 with a rating 1 with a rating 1 with a rating
requirements and of 8 of 7 of 6 of 5
varied teaching Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No
contexts. least 4 lessons lessons as lesson as lesson as acceptable
MOV 1 and 2 MOV 1 and 2 shown in MOV any 1 of the was shown
and supported and supported 1 and/or 2 and acceptable
by any 1 of the by any 1 of the supported by MOV
other other any 1 of the
acceptable acceptable other
MOV MOV acceptable
MOV
Timeliness
8. Reviewed with Quality Consistently led Frequently led Occasionally led Rarely led No
colleagues, teacher collaborative collaborative collaborative collaborative acceptable
and learner feedback reviews of reviews of reviews of reviews of evidence
to plan, facilitate and teacher and teacher and teacher and teacher and was shown
enrich teaching learner learner learner learner
practice. feedback as feedback as feedback as feedback as
evidenced by evidenced by evidenced by evidenced by
the MOV the MOV the MOV the MOV
submitted submitted submitted submitted
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
collaborative collaborative collaborative collaborative acceptable
reviews of reviews of reviews of review of evidence
teacher and teacher and teacher and teacher and was shown
195
APPENDICES
196
Weight Rating
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
learner learner learner learner
THE RPMS MANUAL
feedback as feedback as feedback as feedback as

evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
Basic 9. Advised and guided Quality Consistently Frequently Occasionally Rarely advised No
Education colleagues in the advised advised advised colleagues in acceptable
Services selection, colleagues in colleagues in colleagues in the selection, evidence
organization, the selection, the selection, the selection, organization, was shown
development and use organization, organization, organization, development
of appropriate development development development and appropriate
and appropriate and appropriate and appropriate use of teaching
teaching and learning
use of teaching use of teaching use of teaching and learning
resources, including
and learning and learning and learning resources as
ICT, to address resources as resources as resources as shown in the
specific learning shown in the shown in the shown in the MOV submitted
goals. MOV submitted MOV submitted MOV submitted
least 4 teaching teaching and teaching and teaching and acceptable
and learning learning learning learning evidence
resources as resources as resources as resource as was shown
evidenced by at evidenced by at evidenced by at evidenced by
least 1 of the least 1 of the least 1 of the any of the
acceptable acceptable acceptable acceptable
MOV MOV MOV MOV
Timeliness
Basic 4. Assessment 10. Worked Quality Consistently Frequently Occasionally Rarely reviewed No
Education and Reporting collaboratively with reviewed reviewed reviewed collaboratively acceptable
Services colleagues to review collaboratively collaboratively collaboratively assessment evidence
the design, selection, assessment assessment assessment tools with was shown
organization and use tools with tools with tools with colleagues as
of a range of effective colleagues as colleagues as colleagues as shown in the
shown in the shown in the shown in the MOV submitted
diagnostic, formative
MOV submitted MOV submitted MOV submitted
Weight Rating
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
and summative Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
assessment least 4 assessment assessment assessment tool acceptable
strategies consistent assessment tools as tools as as evidently evidence
with curriculum tools as evidently shown evidently shown shown in any of was shown
requirements. evidently shown in any of the in any of the the acceptable
in any of the acceptable acceptable MOV
acceptable MOV MOV
MOV
Timeliness
Basic 11. Interpreted Quality Consistently Frequently Occasionally Rarely No
Education collaboratively collaborated collaborated collaborated collaborated acceptable
Services monitoring and with colleagues with colleagues with colleagues with colleagues evidence
evaluation strategies in the in the in the in the was shown
of attainment data to interpretation of interpretation of interpretation of interpretation of
support learner assessment assessment assessment assessment
data as shown data as shown data as shown data as shown
progress and
in the MOV in the MOV in the MOV in the MOV
achievement. submitted submitted submitted submitted
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No
least 2 different least 3 of the least 2 of the of the MOV acceptable
types of MOV same kind of same kind of evidence
MOV MOV was shown
Timeliness
Basic 12. Applied skills in Quality Consistently Frequently Occasionally Rarely applied No
Education the effective applied skills in applied skills in applied skills in skills in the acceptable
Services communication of the effective the effective the effective effective evidence
learner needs, communication communication communication communication was shown
progress and of learner needs of learner needs of learner needs of learner needs
achievement to key and progress to and progress to and progress to and progress to
parents/ parents/ parents/ parents/
stakeholders,
guardians as guardians as guardians as guardians as
including
parents/guardians. MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Submitted at Submitted any 3 Submitted any 2 Submitted any 1 No
least 4 of the MOV MOV MOV acceptable
acceptable evidence
MOV was shown
Timeliness
197
APPENDICES
198
Weight Rating
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally Rarely No
THE RPMS MANUAL
Education related performed performed performed performed acceptable

Services works/activities that special tasks special tasks special tasks special tasks evidence
contribute to the and/or and/or and/or and/or was shown
teaching-learning assignments as assignments as assignments as assignments as
process. shown in the shown in the shown in the shown in the
Efficiency Submitted at Submitted only Submitted only Submitted any 1 No
least 4 different 3 different kinds 2 different kinds of the acceptable
kinds of of acceptable of acceptable acceptable evidence
acceptable MOV MOV MOV was shown
MOV
Timeliness
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
ADJECTIVAL RATING EQUIVALENCES

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

Appendix D.3
PART II: COMPETENCIES

CORE BEHAVIORAL COMPETENCIES
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Understands personal actions and behavior that are clear and purposive 2. Promotes collaboration and removes barrier to teamwork and goal
and takes into account personal goals and values congruent to that of the accomplishment across the organization.
organization. 3. Applies negotiation principles in arriving at win-win agreements.
3. Displays emotional maturity and enthusiasm for and is challenged by higher 4. Drives consensus and team ownership of decisions.
goals. 5. Works constructively and collaboratively with others and across organizations to
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) accomplish organization goals and objectives.
to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics Service Orientation
1. Demonstrate the values and behavior enshrined in the Norms and Conduct 1. Can explain and articulate organizational directions, issues and problems.
and Ethical Standards for Public O cials and Employees (RA 6713). 2. Takes personal responsibility for dealing with and/or correcting customer
2. Practice ethical and professional behavior and conduct taking into account service issues and concerns.
the impact of his/her actions and decisions. 3. Initiates activities that promote advocacy for men and women empowerment.
3. Maintains a professional image: being trustworthy, regularity of attendance 4. Participates in updating o ce vision, mission, mandates and strategies based
and punctuality, good grooming and communication. on DepEd strategies and directions.
4. Makes personal sacri ces to meet the organization’s needs. 5. Develops and adopts service improvement program through simpli ed
5. Act with a sense of urgency and responsibility to meet the organization’s procedures that will further enhance service delivery.
needs, improve system and help others improve their e ectiveness.
Results Focus Innovation
1. Achieves results with optimal use of time and resources most of the time. 1. Examines the root cause of problems and suggests e ective solutions.
2. Avoids rework, mistakes and wastage through e ective work methods by Foster new ideas, processes and suggests better ways to do things (cost and/or
placing organizational needs before personal needs. operational
3. Delivers error-free outputs most of the time by conforming to standard e ciency).
operating procedures correctly and consistently. Able to produce 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
very satisfactory quality work in terms of usefulness/acceptability and improving personal productivity to create higher value and results.
completeness with no supervision required. 3. Promotes a creative climate and inspires co-workers to develop original ideas or
4. Expresses a desire to do better and may express frustration at waste or solutions.
ine ciency. May focus on new or more precise ways of meeting goals set. 4. Translates creative thinking into tangible changes and solutions that improve the
5. Makes speci c changes in the system or in own work methods to improve work unit and organization.
performance. Examples may include doing something better, faster, at a lower 5. Uses ingenious methods to accomplish responsibilities. Demonstrates
cost, more e ciently, or improving quality, customer satisfaction, morale, resourcefulness and the ability to succeed with minimal resources.
without setting any speci c goal.
OVERALLCOMPETENCY RATING
199
Appendix D.4
200
Appendix G
PART IV: DEVELOPMENT PLANS
THE RPMS MANUAL
Strengths Development Needs Action Plan Timeline Resources

(Recommended Developmental Needed
Intervention)
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
RATEE RATER APPROVING

AUTHORITY

Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position: Name of Rater:
Bureau/Center/Service/Division: Position:
Rating Period: Date of Review:
Mid-year Review/Rating
Weight Performance Ratee (Teacher) Rater (Principal)
MFOs KRAs Objectives Timeline MOV Mid-Year Review Results
per KRA Target
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
174
201
APPENDICES
202
Appendix F
PERFORMANCE MONITORING AND COACHING FORM

THE RPMS MANUAL
IMPACT ON JOB/ACTION SIGNATURE

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)

APPENDICES
Appendix G
203
THE RPMS MANUAL
204
APPENDICES
205
THE RPMS MANUAL
206
APPENDICES
Appendix H
207
THE RPMS MANUAL
208
APPENDICES
209
THE RPMS MANUAL
210
Appendix
Appendix J.1I.1
211
APPENDICES
212
RUBRIC LEVEL SUMMARY
THE RPMS MANUAL
LEVEL LEVEL NAME DESCRIPTION
The teacher demonstrates a limited range of loosely-associated pedagogical aspects of

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

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

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

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

7 INTEGRATING
environment that addresses individual and group learning goals.
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
3 4 5 6 7
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level
minor content errors either in accurate knowledge of key accurate and in-depth accurate, in-depth and broad knowledge of content and
the presentation of the lesson concepts both in the presentation knowledge of most concepts knowledge of all concepts in pedagogy that creates a
or in responding to learners’ of the lesson and in responding to in the presentation of the the presentation of the lesson conducive learning
questions or comments. The learners’ questions or comments. lesson and in responding to and in responding to learners’ environment that enables an
lesson content displays learners’ questions in a questions in a manner that is in-depth and sophisticated
simple coherence. The lesson content displays manner that attempts to be responsive to learner‘s understanding of the teaching
coherence. responsive to student developmental needs and and learning process to meet
developmental learning promotes learning. individual or group learning
needs. needs within and across
The teacher attempts to make curriculum content areas.
connections across curriculum The teacher makes
content areas if appropriate. The teacher makes connections meaningful connections
across curriculum content areas across curriculum content
if appropriate. areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher indicates some 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays 1. The teacher applies
awareness of other ideas of concepts and makes no content comprehensive extensive knowledge of extensive knowledge of
the same discipline that are errors. understanding of the content. content beyond his/her
connected to the lesson but concepts and structure of area of specialization.
does not make solid 2. The content appears to be the disciplines. 2. The teacher cites intra-
connection. accurate and its focus shows and interdisciplinary 2. The teacher motivates
awareness of the ideas and 2. The teacher addresses content relationships. learners to investigate
structure of the discipline. content accurately and the content area to
makes connections across 3. The teacher addresses expand their knowledge
3. The teacher demonstrates disciplines. content accurately and its and satisfy their natural
factual knowledge of subject 3. focus is congruent with the curiosity.
matter and attempts to connect big ideas and/or structure of
content across disciplines. the discipline.
CLARIFICATIONS
KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE
SIMPLE COHERENCE
central ideas of the topic or lesson content is free from errors knowledge within and across
a basic logic in the sequence of the
curriculum content areas
lesson with one part linked to the
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE
next
different learning/subject areas foundational knowledge and finer details HIGH-LEVEL KNOWLEDGE
taught and learned in the basic and within the curriculum content complex content knowledge within
MINOR CONTENT ERRORS
secondary education curriculum area and across curriculum areas
lesser degree of errors in the content
of the lesson
213
APPENDICES
Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
214
INDICATOR 2
skills
3 4 5 6 7
The teacher uses loosely- The teacher occasionally applies The teacher frequently applies The teacher consistently applies The teacher integrates well-
connected teaching strategies to teaching strategies that address relevant strategies that enhance relevant strategies that enhance connected teaching strategies
address learners’ literac and or learners’ literac and/or numeracy learners’ literac and or learners’ literacy and/or that promote individual and
THE RPMS MANUAL
numeracy needs. needs. numeracy skills. numeracy skills. group learners’ critical literac
and/or critical numeracy skills.
1. The teacher defines general 1. In some parts of the lesson, 1. The teacher routinely 1. The teacher employs
1. The teacher uses activities
terms in the lesson but fails the teacher provides activities provides activities to enhance structured activities that
that enhance literacy
to define specific terms ic address learners’ learners’ literac and or enhance and support
and/or numeracy in almost
needed to develop learners’ literacy and/or numeracy numeracy skills in all aspects learners’ ig er level o
all aspects of the lesson.
needs but fails to do so in of the lesson. literacy and/or numeracy
full understanding of literacy some critical parts of the skills as a significant part
and/or numeracy concepts. lesson where either or both of his/her instruction.
skills are necessary.
Example: The teacher
defines fraction but fails to
define/explain numerator and
denominator.
CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may
LOOSELY-CONNECTED TEACHING STRATEGIES OCCASIONALLY include
teaching approaches which are mismatched in occurs irregularly in the duration of the lesson awareness of sounds of language, awareness of print
addressing literacy and/or numeracy needs and the relationship between letters and sounds. Other
FREQUENTLY skills such as creating knowledge through writing as
CRITICAL LITERACY occurs often times in the duration of the lesson well as developing media and technology are part of
critically analyzing and evaluating the meaning literacy skills.
of text as it relates to global issues to inform CONSISTENTLY
a critical stance, response and/or action occurs constantly in the duration of the lesson NUMERACY SKILLS
skills which consist of comprehending and applying
CRITICAL NUMERACY RELEVANT fundamental arithmetic operations like addition,
ability to effectively use mathematical concepts in teaching approaches which are moderately subtraction, multiplication, and division. Numeracy
applying, analyzing, evaluating and creating ideas asso iated with the learners’ developmental needs to skills may also include the ability to reason with
enhance literacy and/or numeracy skills mathematical concepts like interpreting data, charts,
and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.
Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 3
higher-order thinking skills
3 4 5 6 7
The teacher provided The teacher uses questions and The teacher employs a range of The teacher challenges The teacher provides a broad
straightforward questions and activities that mostly require the targeted follow-up questions learners to justify their thinking range of questions and
activities which lead learners learners to interpret, explain, or and activities that encourage and successfully engages most activities, including those of
through a single path of inquiry. describe ideas learned. learners to explain, learners in the discussion using higher-order that challenge
demonstrate, and use ideas well-directed questions and learners to analyze their thinking
learned. activities. to promote deeper
understanding.
1. e teac er as s o as 1. The teacher makes some 1. The teacher employs a 1. The teacher challenges 1. Learners compare
an idea a out t is e attempt to engage learners in range of strategies to learners cognitively to and contrast ideas.
usual same learners offer genuine discussion rather ensure that most learners advance high-level thinking
comments. than simple, factual, or rote- are given opportunities to and discourse. 2. Learners synthesize or
type discussion. give opinions to the lesson summarize information
2. Many questions require and to react to the opinions 2. Learners extend the within or across
rote-type responses. e teac er as s an ou of others. discussion by inviting disciplines.
please e plain t is idea comments from their
2. The teacher creates a classmates during the
genuine discussion among discussion and challenge
learners, providing adequate one anot er’s t in ing.
time for them to respond; as
well as to step aside when 3. Learners, themselves,
doing so is appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTION
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
215
APPENDICES
Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
216
INDICATOR 4
discovery and hands-on activities within a range of physical and learning environments
3 4 5 6 7
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and
The teacher manages
classroom structure and structure and engages the classroom structure and maintains classroom structure
classroom structure and
engages only some learners in majority of the learners in engages all learners in and engages learners,
THE RPMS MANUAL
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.
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
PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES

any area where learning takes place activities that require learners to draw on their past experiences
and existing knowledge to discover facts, relationships, and new
CLASSROOM STRUCTURE
knowledge to be learned
includes the arrangement of chairs, tables, and other equipment
SOME HANDS-ON LEARNING ACTIVITIES

less than half of the learners activities that require physical participation of learners to
construct, consolidate or explain concepts
MAJORITY
more than half of the learners MEANINGFUL EXPLORATION
a tivities that lead to learners’ ull understanding o on epts and
MOST
how they relate to other concepts
almost all, approaching 100% of the learners
Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 5
ensure learning-focused environments
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.
1. Standards of conduct appear 1. e teac er’s standards o 1. The classroom 1. The teacher responds 1. Learners are actively
to have been established, but conduct are inconsistently management system has appropriately to encouraged to take
learners violate the rules. enforced resulting in some been implemented misbehavior of learners at responsibility for their
interference in learning and appropriately which is all times without any loss of behavior.
2. A prescribed process to some loss of instructional time. responsive to classroom instructional time.
address learner misconduct is and individual needs of 2. Well-established
communicated, but is not 2. Standards of conduct are clear learners. 2. Clear expectations for procedures for learners to
clear and requires repeated to some learners and may learner behavior are self-monitor their own
prompting, which delays or require repeated prompting. 2. e teac er’s standards o evident. Standards of classroom behavior are
disrupts the quality of behavior are consistently conduct are clear to all evident.
learning. 3. Appropriate expectations for reinforced resulting in little learners and with modest
behavior are established, but or no interference with impact on learning.
. e teac er’s responses to some of these are unclear, or do learning. They are clear to
learners’ e avior are not address the needs of most most learners and require
inconsistent: sometimes learners. little prompting.
harsh, sometimes lenient.
CLARIFICATIONS
ESTABLISHED RULES MOST RARELY

an existing set rules of conduct almost all, approaching 100% of the learners seldom occurs in the duration of the lesson
imposed in the learning environment
OCCASIONALLY CONSISTENTLY
CONSTRUCTIVE occurs irregularly in the duration of the lesson occurs constantly in the duration of the lesson
positive and helpful responses on learners’ ehavior
FREQUENTLY BEHAVIOR
MAJORITY occurs often times in the duration of the lesson manner in which learners act; either positive or negative
more than half of the learners
217
APPENDICES
ses di erentiated developmentally appropriate learning e perien es to address learners’
218
INDICATOR 6
gender, needs, strengths, interests and experiences
3 4 5 6 7
The teacher provides a limited The teacher provides The teacher provides The teacher provides The teacher provides
range of differentiated learning differentiated or developmentally differentiated and differentiated and differentiated and
experiences to address the appropriate learning experiences developmentally appropriate developmentally appropriate developmentally appropriate
THE RPMS MANUAL
learning needs of some to address the learning needs of learning experiences to learning experiences to learning experiences to address
learners. most learners. address the needs of most address the learning needs of the diverse learning
learners. different groups of learners. needs.
1. The teacher relies on a 1. The teacher makes use of the 1. The teacher makes use of 1. The teacher supports the 1. The teacher provides
single strategy or some learners’ developmental levels developmental levels of learners’ needs t roug a thoughtful and appropriate
strategies allowing some or ways of learning to address learners in the classroom variety of strategies, instructional adaptation for
learners to achieve the their learning needs. and the different ways they materials, and/or pacing individual learner needs. The
instructional outcomes. learn by providing that make learning adaptation of instruction is
differentiated learning accessible and challenging realistic and effective. Diverse
2. The teacher provides experiences that enable for different groups of learners have opportunities to
activities for all learners but most learners to progress learners. actively engage in various
does not enable most of toward meeting intended learning activities.
them to meet the intended outcomes. 2. The teacher uses
outcomes. differentiated strategies that
motivate and engage
groups of learners at their
cognitive levels, allowing
them to achieve the
learning outcomes.
CLARIFICATIONS
LEARNING NEEDS
learners’ di erent a grounds gender needs, strengths, interests and experiences
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES

teaching and learning activities and tasks suited to the needs abilities, skills, and developmental level of learners
DIFFERENTIATED LEARNING EXPERIENCES

teaching and learning activities that are suited to the various learning needs of diverse learners
Plans, manages and implements developmentally sequenced teaching and learning processes to
INDICATOR 7
meet curriculum requirements and varied teaching contexts
3 4 5 6 7
The teacher implements the The teacher implements the The teacher implements the The teacher manages well- The teacher manages well-
lessons but only with some lessons but with inappropriate lessons with appropriate structured lessons with structured lessons with
elements of developmentally elements of developmentally elements of developmentally developmentally emphasis on explicit
sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and connections between previous
learning processes. learning processes. learning processes to meet learning and new concepts and
learning processes.
curriculum requirements
skills.
and varied teaching
contexts.
1. The teacher does not 1. e teac er’s demonstration o 1. The teacher connects 1. The sequence of activities 1. The progression from the
demonstrate knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main
understanding of the pre- relationships are inaccurate or future learning. Transitions learners toward achieving activity was thoughtfully
requisite relationships incomplete and transitions between activities are t e lesson’s o ectives. planned to review same
when planning and between activities are present smooth. basic concepts, followed by
transitions between but may catch learners off guard 2. The sequence of learning the activities that would take
activities are too abrupt. or disrupt the flow of the 2. The lesson sequence activities keeps learners the application of this
sequence. generally kept learners engaged in the content knowledge to the next level
2. The sequence of the engaged and moving from and had a clear sense of of exploration.
lesson demonstrated 2. There may have been a minor one portion to the next in a purpose throughout the
some structure but there missed opportunity or minor reasonable manner. They vast majority of the class
were some problems organizational issue present seemed to understand the time.
with the organization that during the lesson that affected purpose of the lesson and
negatively impacted learning time. what they were to do to
learning. accomplish the purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:

esson o e tives expectations for learners at the end of the lesson
earner engagement strategies strategies that include activities for individual learners and/or groups
a ing tea her’s appropriate speed or rate in presenting the lesson
e uen e order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
219
APPENDICES
220
Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT,
INDICATOR 8
to address learning goals
3 4 5 6 7
The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher integrates
THE RPMS MANUAL
resources, including ICT, resources, including ICT, which resources, including ICT, which resources, including ICT, which extensive and multidisciplinary
which are loosely-aligned with are occasionally aligned with the are generally aligned with the are consistently aligned with learning resources, including
the learning goals. learning goals. learning goals. the learning goals. ICT, which are appropriate and
aligned with the learning goals.
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
TEACHING AND LEARNING RESOURCES MAY INCLUDE: LOOSELY-ALIGNED

substantially mismatched with the learning goals
hal oard
OCCASIONALLY ALIGNED
anila paper or artolina sometimes matched with the learning goals
rinted materials li e 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
MULTIDISCIPLINARY LEARNING RESOURCES

learning resources which can be used in various subject areas
Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies
INDICATOR 9
consistent with curriculum requirements
3 4 5 6 7
The teacher provides a The teacher provides a range The teacher provides a range of The teacher provides The teacher integrates
limited range of assessment of assessment strategies but assessment strategies that assessment strategies assessment strategies
strategies but fails to address only some are aligned with address most of the learning consistent with the curriculum engages learners in self- and
the learning goals. the learning goals. goals. requirements. peer-assessment.
1. The assessment procedures 1. The teacher uses a variety of 1. The teacher uses a repertoire 1. The teacher predominantly 1. The teacher uses
focus on task completion assessment strategies which of assessment strategies uses assessment strategies assessment strategies
and/or compliance rather than are partially congruent to the which are aligned with the which are embedded as an which engage learners in
learner achievement of lesson intended learning outcomes. intended learning goals. integral part of the lesson assessment criteria to self-
purpose/ objective. and are aligned with the monitor and reflect on their
2. The teacher uses procedures 2. The teacher uses intended instructional or own progress.
that yield only some evidence of assessment procedures that consistent with the content
learning. draw out evidence of whether standards. 2. Learners frequently assess
learners have learned most their own work and the work
of the intended learning 2. Learners are encouraged to of their peers using
outcomes. assess and monitor the assessment criteria
quality of their own work embedded in the teacher-
against the assessment learners-generated rubrics,
criteria and performance peer reviews, and/or
standards that make active reflection logs.
use of that information in
their learning.
CLARIFICATIONS
ASSESSMENT STRATEGIES:
DIAGNOSTIC
assessment used to identi y ea h learner’s strengths wea nesses nowledge and s ills prior to instru tion
FORMATIVE
assessment used to identify the parts of the lesson where learners need improvement,
e.g. recitation, activities and seatworks
SUMMATIVE
assessment used to identify learner achievement, e.g. quizzes and tests
221
APPENDICES
222
THE RPMS MANUAL
© Department of Education - Bureau of Human Resources and Organizational Development
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
APPENDICES
Appendix I.2
223
THE RPMS MANUAL
Appendix I.3
224
Appendix J.1
Appendix K.1
225
APPENDICES
226
RUBRIC LEVEL SUMMARY
THE RPMS MANUAL
LEVEL LEVEL NAME DESCRIPTION
The teacher demonstrates a range of associated pedagogical aspects of the

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

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

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

7 INTEGRATING
environment that addresses individual and group learning goals.
The teacher applies deep knowledge and understanding of the indicator discriminately
8 DISCRIMINATING to contextualize teaching and learning processes within the discipline to meet individual
and group learning goals.
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
4 5 6 7 8
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level The teacher applies high-level
accurate knowledge of key accurate and in-depth knowledge accurate, in-depth and broad knowledge of content and knowledge of content within
concepts both in the of most concepts in the knowledge of all concepts in the pedagogy that creates a and across curriculum content
presentation of the lesson and presentation of the lesson and in presentation of the lesson and conducive learning environment areas to empower learners to
in responding to learners’ responding to learners’ questions in responding to learners’ that enables an in-depth and acquire and apply successful
questions or comments. questions in a manner that is sophisticated understanding of learning strategies to assist in
in a manner that attempts to responsive to learner the teaching and learning their development as
The lesson content displays be responsive to learner developmental needs and processes to meet individual or independent learners.
coherence. developmental learning promotes learning. group learning needs within
needs. and across curriculum content
The teacher attempts to The teacher makes
make connections across The teacher makes connections areas.
meaningful connections
curriculum content areas if across curriculum content areas if across curriculum content
appropriate. appropriate. areas, if appropriate.
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
KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE

central ideas of the topic or lesson content is free from errors knowledge within and across curriculum content areas
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE HIGH-LEVEL KNOWLEDGE

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
APPENDICES
228
Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 2
higher-order thinking skills
4 5 6 7 8
The teacher uses questions The teacher employs a range of The teacher challenges learners The teacher provides a broad The teacher provides, at the
THE RPMS MANUAL
and activities that mostly targeted follow-up questions and to justify their thinking and range of questions and appropriate times, a learning
require the learners to activities that encourage learners successfully engages most of activities, including those of environment for higher-order
interpret, explain, or describe to explain, demonstrate, and use them in the discussion using higher-order that challenge thinking skills that enables
ideas learned. learners to analyze their learners to evaluate their
ideas learned. well-directed questions and
activities. thinking to promote deeper thinking and to seek
understanding. constructive feedback from
peers and the teacher.
1. The teacher makes some 1. The teacher employs a range of 1. The teacher challenges 1. Learners compare and 1. Learners judge or evaluate
attempt to engage learners strategies to ensure that most learners cognitively to contrast ideas. situations, problems, or
in genuine discussion rather learners are given opportunities advance high-level thinking issues.
to give opinions to the lesson 2. Learners synthesize or
than simple, factual, or rote- and discourse.
type discussion. and to react to the opinions of summarize information within
2. Learners extend the or across disciplines. 2. Learners invite comments
others.
2. he teacher as s an you discussion by inviting from their classmates
please e plain this idea comments from their during discussion and
2. The teacher creates a genuine classmates during the challenge one another’s
discussion among learners, discussion and challenge thinking.
providing adequate time for one another’s thin ing
them to respond; as well as to
step aside when doing so is 3. Learners, themselves,
appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTIONS
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
Manages classroom structure to engage learners, individually or in groups, in meaningful
INDICATOR 3 exploration, discovery and hands-on activities within a range of physical and learning
environments
4 5 6 7 8
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and The teacher adapts and
classroom structure and structure and engages most classroom structure and maintains classroom structure adjusts classroom structure
engages the majority of the learners in meaningful exploration, engages all learners in and engages learners, according to learners’ needs
learners in discovery and discovery and hands-on learning meaningful exploration, individually or in groups, in and encourages learners to
hands-on learning activities activities within a range of physical discovery and hands-on meaningful exploration, explore other learning
within a range of physical learning environments. learning activities within a range discovery and hands-on activities that support the
learning environments. of physical learning learning activities within a achievement of learning
environments. range of physical learning goals.
environments.
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
PHYSICAL LEARNING ENVIRONMENT MOST HANDS-ON LEARNING ACTIVITIES

any area where learning takes place almost all, approaching 100% of the learners activities that require physical participation of learners
to construct, consolidate or explain concepts
CLASSROOM STRUCTURE DISCOVERY LEARNING ACTIVITIES
the physical set-up of the learning environment which activities that learners draw on their past experiences MEANINGFUL EXPLORATION
generally includes the arrangement of chairs, tables, and existing knowledge to discover facts, relationships, a tivities that lead to learners’ ull understanding of
and other equipment and new knowledge to be learned concepts and how they relate to other concepts
MAJORITY
more than half of the learners
229
APPENDICES
230
Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 4
ensure learning-focused environments
4 5 6 7 8
THE RPMS MANUAL
The teacher occasionally The teacher frequently manages The teacher consistently The teacher constructively The teacher enables learners
manages misbehavior against misbehavior against established manages misbehavior against manages learner behavior by to take control of their own
established rules of conduct and rules of conduct and most learners established rules of conduct applying positive and non- behavior against rules of
the majority of the learners follow such rules. and all learners follow such violent discipline to ensure conduct in which learners are
follow such rules.
rules. learning-focused environment. aware of the impact of their
behavior.
1. The teacher’s standards o 1. The classroom management 1. The teacher responds 1. Learners are actively 1. Standards of conduct are
conduct are inconsistently system has been appropriately to misbehavior encouraged to take clear to all learners.
enforced resulting in some implemented appropriately of learners at all times without responsibility for their Learners respectfully
interference in learning and which is responsive to any loss of instructional time. behavior. intervene with classmates
some loss of instructional classroom and individual at appropriate moments to
time. needs of learners. 2. Clear expectations for 2. Well-established ensure compliance with
learner behavior are procedures for standards of conduct.
2. Standards of conduct are 2. he teacher’s standards o evident. Standards of learners to self-
clear to some learners behavior are consistently conduct are clear to all monitor their own
and may require repeated reinforced resulting in little or no learners and with modest classroom behavior
prompting. interference with learning. They impact on learning. are evident.
3. Appropriate expectations are clear to most learners and
for behavior are require little prompting.
established, but some of
these are unclear, or do
not address the needs of
most learners.
CLARIFICATIONS
ESTABLISHED RULES OCCASIONALLY

an existing set rules of conduct imposed in the learning environment occurs irregularly in the duration of the lesson
CONSTRUCTIVE FREQUENTLY
positive and help ul responses on learners’ ehavior occurs often times in the duration of the lesson
MAJORITY CONSISTENTLY
more than half of the learners occurs constantly in the duration of the lesson
MOST BEHAVIOR
almost all, approaching 100% of the learners manner in which learners act; either positive or negative
Plans, manages and implements developmentally sequenced teaching and learning processes to meet
INDICATOR 5 curriculum requirements and varied teaching contexts.
4 5 6 7 8
The teacher implements the The teacher implements the The teacher manages well- The teacher manages well- The teacher reflects an
lessons but with inappropriate lessons with appropriate elements structured lessons with structured lessons with understanding of the
elements of developmentally of developmentally sequenced developmentally sequenced emphasis on explicit prerequisite relationships
sequenced teaching and teaching and learning processes. teaching and learning connections between previous among the important content,
learning processes. processes to meet curriculum concepts, as well as multiple
learning and new concepts
requirements and varied pathways for learning
and skills.
teaching contexts. depending on learners’ needs.
1. The teacher’s demonstration 1. The teacher connects 1. The sequence of activities 1. The progression from the 1. The lesson was structured to
of knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main take into account or build
relationships are inaccurate future learning. Transitions learners toward achieving activity was thoughtfully prior knowledge of the topic
or incomplete and transitions between activities are smooth. the lesson’s objectives. planned to review same and was well paced with a
between activities are present basic concepts, followed by thoughtfully chosen
but may catch learners off 2. The lesson sequence 2. The sequence of learning the activities that would sequence of learning
guard or disrupt the flow of generally kept learners activities keeps learners take the application of this activities, and the teacher
the sequence. engaged and moving from one engaged in the content knowledge to the next level had anticipated the
portion to the next in a and had a clear sense of of exploration. pedagogical approaches that
would be most effective in
2. There may have been a reasonable manner. They purpose throughout the
engaging the learners
minor missed opportunity or seemed to understand the vast majority of the class
throughout the entire class
minor organizational issue purpose of the lesson and time.
period.
present during the lesson what they were to do to
that affected learning time. accomplish the purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:

• Lesson objectives expectations for learners at the end of the lesson
• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
231
APPENDICES
232
THE RPMS MANUAL
© Department of Education - Bureau of Human Resources and Organizational Development
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
APPENDICES
Appendix J.2
233
THE RPMS MANUAL
Appendix J.3
234
APPENDICES
Appendix K
235
Appendix L
Annotation Template
Description of the MOV

Objectives Means of Veri cation Annotations
Presented
THE RPMS MANUAL
236
Re s ul t s-B a s ed P er f or m a nc e M a nagemen t S y s t em
ACKNOWLEDGEMENTS
9
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
DEPARTMENT OF EDUCATION
Bureau of Human Resource National Educators Academy

and Organizational Development (BHROD) of the Philippines (NEAP)
Dir. Maria Lourdes D. Pantoja Dir. John Arnold S. Siena
BUREAU OF HUMAN RESOURCE AND ORGANIZATIONAL DEVELOPMENT
Cecille A. Anyayahan Earl Ryan A. Losito

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

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

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

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

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

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

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

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

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

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

Greg McPhan Ph.D.
238
ACKNOWLEDGEMENTS
TECHNICAL WORKING GROUPS
RPMS Manuals and Tools COT-RPMS

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

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

Lea Neri
Senior Program O cer
239
THE RPMS MANUAL
PARTICIPANTS IN THE DEVELOPMENT AND VALIDATION

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

Agunday, Engelbert B. Borromeo, George B. Degamo, Francisco O. Ga ud, Marissa S.
Alesna, Memvie L. Bose, Helen R. De Jesus, Ma. Lea U. Galay, Florpina B.
Alicda, Sandra Lyne G. Bron, Irene B. De La Paz, Norwin C. Galera, Jhon D.
Almario, Irma Y. Buac, Francis J. De Lara, Onuorich T. Gamboa, Ma. Theresa G.
Ama or Casi Alde Bucad, Daryl C. De Mesa, Amelita P. Gareza, Marina A.
Amit, Arnulfo S. Bugas, Roberta B. De Ocampo, Aivy Rose N. Gilpo, Eden G.
Amoranto, Kaye Anne B. Buladas, Vilma A. De Rojas, Belen G. Gloduve, Perlinita L.
Anacay, Rosalia Bulagao, Maria Aileen E. De Vera, Marissa Gloria, Sorina
Apellido, Ricky B. Bunag, Mary Antonette T. Decena, May Grace Gonzaga, Elena P.
Apuli, Manuel R. Cabarteja, Flora L. Dela Cruz, Jesusa L. Gozum, Alvin G.
Arbinoya, Laine L. Canatuan, Edita M. Delgado, Michelle H. Gutierrez, Joseph V.
Aroco, Lily T. Cabantan, Ida F. Descalsota, Maerwin D. Halina, Dina B.
Avinante, Myrna O. Cabral, Wilfredo E. Desuyo, Pamela Hernandez, Alma L.
Axalan, Marizel V. Cacena, Rommel C. Dimaculangan, Mena O. Honrado, Charisma U.
Ayeras, Nemencia B. Capuno, Maria Amor A. Dime, Emily Hualde, Ma. Cecilia P.
Bacani, William G. Care, Olivia C. Dioko, Rosario Ibanez, Alejandro G.
Bacong, April Abegail C. Cariño, Laila G. Dizon, Charles A. Idang, Mark Anthony
Bagunu, Manolo Y. Carreon, Ma. Teresa S. Dolormente, Helen P. Domingo Iledan, Jude Thaddeus I.
Balan, Emma M. Castro, Gracia M. De C. Bruno Jr. Iya, Abdul-Aziz H.
Balete, Rochelle S. Castro, Ma. Venus Rosario Ecija, Crisanto A. Javier, Katherine O.
Barcelon, Heidi M. Celestial, Karina Angela C. Egipto, Maria Virginia E. Kasilag, Adrian O.
Bargamento, Lisel B. Celo, Marlene R. Enriquez, Janice P. Labasan, Rene Rose M.
Bartolome, Adelyn R. Cepe, Augustines, E. Epley, Ceana Lala, Fatima D.
Basio, Glenne DT. Chavez, Lynie B. Eppie, Christian George Lansangan, Edwina G.
Bautista, Karen Comia, Racquel S. Escalera, Jay L. Lasala, Roselyn T.
Bayagna, Margie M. Consuela, Cecilia R. Estillore, James L. Lastimosa, Cecilia L.
Bayan, Elena P. Corpuz, Melencio L. Estoquia, Leopoldo P. Lazares, Rogelito L.
Bayarcal, Clote B. Cosuco, Melanie M. Evangelista, Bianca Dianne P. Libunao, Angelene R.
Baybay, Kristine B. Cruz, Gina T. Facun, Arlyn B. Libutaque, Ruben C.
Bayubay, Zeresh Anne J. Cuaresma, Ferdinand Felipe, Mario C. Lico, Darwin B.
Bermudez, Leah Cunanan, June D. Felipe, Renato N., Jr Licup, Marvin C.
Berdin, Sinfronia R. Daiz, Esteban S. Ferrer, Hederlyn L. Lim, Shelly B.
Bobadilla, Gloria Dal, Marino O. Fiel, Dexter Jones D. Lipaopao, Lodelin C.
Boquite, Diosdado David, Joseph S. Francisco, Agnes A. Litana, Jeni er A.
240
ACKNOWLEDGEMENTS
Litilit, Esther K. Morales, Milagros B. Regis, Kerwin M. Taclibon, Julius D.

Lapuz, Novaleta P. Mulitas, Morena L. Remandaban, Ryan A. Tacoy, Leny R.
Larida, Augustus R. Munoz, Amparo M. Remolacio, Mary Joy Tadeo, Sharon O.
Llamas III, Carlos B. Nacino, Natividad V. Reyes, Maxima C. Tamio, Nelia
Lopez, Gerlie C. Nanong, Reynaldo V. Rigor, Juanito L. Traspe, Maricris B.
Lopez, Mary Jane Y. Napoles, Matty B. Ricafort, Tesa Gaila M. Trongco, Felicino C.
Lubi, Cristeta O. Nonan, Jeaneveve P. Roferos, Jay B. Tumambing, Lenie R.
Lubigan, Magdaleno R. Noveno, Myla M. Romen, Marites Upam, Labi Jr. L.
Lucero, Catherine Nuyda, Kristine Joy Rondilla, Aida H. Ustaris, Venus C.
Lumanlan, Amelia Y. Olaivar, Rose Marie S. Rosales, Milagros B. Valledor, Glenn
Maala, Taciana P. Pacleb, Evelyn Rubio, Maria Corazon Valmoria, Margie R.
Macalalad, Delia A. Paclibare, Elvierira O. Rubio, Rafael C. Velasquez, Rosemarie M.
Macaraig, Teresa B. Pacon, Joanna Joy M. Ruelan, Jaime P. Verallo, Jessica T.
Macatangay, Maria Teresa Palmitos, Rhodafel R. Sabado, Cristina R. Vergara, Marites Q.
Macawile, Josephine Pambid, Babylyn Sabbaluca, Marsette D. Verola, Winesa C.
Maderazo, Ricky P. Pangilinan, Dexter E. Salinas, Irene R. Vidal, Maria Angela
Magabo, Conchita L. Paraguison, Mark Anthony S. Samonte, Emyleen C. Villaester, Carlos
Malabanan, Arlene Paraguya, Maricris E. Sanchez, Ma. Liven M. Villanueva, Evelyn P.
Malabanan, Jenneefer T. Patricio, Ma. Rowena A. Sandoval, Kathleen Jane Villanueva, Loida
Maliwat, Fredelma Ellaine T. Pedrezuela, Theo Arsenia S. Santos, Jayson M. Villaroya, Janet
Manalo, Gregorio P. Pendo, Corazon J. Santos, Zita U. Villaruel, Anicia
Manarang, Maricel N. Perez, Gilberto Selgas, Ayren V. Villazor, Ranne Boy E.
Manas, Bianca Perico, Cartesa M. Severino, Susan D. Villenas, Jocelyn
Manipon, Mary Grace B. Pesigan, Fely R. Sillos, Josephine B. Vinluan, Milagros E.
Manlapig, Maria Salome Pineda, Edna L. Silva, Mina B. Yadao, Marlou B.
Maralit, Marian Rae Pingil, Nestor Paul Simene, Regina R. Ygona, Geronimo G.
Marino, Rosita R. Plaza, Teodoro N. Sinson, Carmelita A. Yumul, Lea M.
Mativo, Jeanie L. Pornobi, Joe Mar Levi Sinson, June Hayden R. Zapanta, Leonardo D.
Mercado, Medardo T. Posadas, Corazon R. Soliman, Florinda M. Zara, Glenda S.
Medina, Gina E. Pureza, Abner Solidum, Gilbert D. Zinampan, Jenifer Z.
Mendoza, Sarah Racho, Corazon D. Somera, Charito O.
Menor, Mercuria T. Ramos, Myra T. Somera, Jonathan
Mercado, Jennifer Realo, Gemma A. Suasba, Marissa E.
Mercado, Medardo T. Recile, Merlobenda Y. Sumagui, Bernadette S.
Merle, Juanito Redondo, Marites L. Sunas, Maria Shella
241

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Results-based

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

Manual for Teachers and School Heads

1 The RPMS Tools for Teachers

2 Preparation of Documents and Organization of Teacher RPMS Portfolio

Manual for Teachers and School Heads

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

Manual for Teachers and School Heads

THE RPMS TOOLS

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

1.1 Who uses the RPMS Tools?

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

1.2 What are the RPMS Tools?

1.2.1 RPMS Tool for Teacher I-III

Figure 1.1. RPMS Tool for Teacher I-III

1.2.2 RPMS Tool for Master Teacher I-IV

This tool is for Master Teacher I to Master Teacher General

• manifest an in-depth and sophisticated

• have high education-focused situation

• provide support and mentoring to colleagues in their

Figure 1.2. RPMS Tool for Master Teachers I-IV

1.3. What are the parts of the RPMS Tools?

Duties and Responsibilities

1.3.5 Objectives. They are speci c tasks that an o ce and/or

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

Figure 1.4. Key Result Areas of RPMS Tool Teacher I-III

Figure 1.5. Objectives of Master Teacher I-IV

Figure 1.6. MOV (RPMS Tool for Teacher I-III)

In the RPMS Tools, the performance indicators provide descriptions

• Very Satisfactory performance means that the Ratee has

Figure 1.7. Performance Indicators of Teacher I-III

The performance indicators of the RPMS Tools for Teachers operationalize

The extent to which actual performance compares with targeted performance.

In management, e ciency relates to doing the things right.

Measures whether the deliverable was done on time based on the

Figure 1.8. Performance Measures (D.O. No. 2, s. 2015)

Manual for Teachers and School Heads

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

2.1 How do you gather and organize documents

Figure 2.1. RPMS Tools for Teachers

Figure 2.2. MOV of the RPMS Tool for Teacher I-III

Keep relevant documents as they become available throughout the

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

To prepare your documents in time for the RPMS mid-year review or

i. Match your documents with the objectives, the performance

If you are a Teacher II and you hope to achieve a rating of Very

ii. Mark your document(s) with the objective(s) where the

iv. Reproduce the document(s) that may be used as MOV in

Remember that one document may be used as MOV or evidence

v. Put together documents that belong to the same objective. You

vi. Insert documents in relevant folders as they become available.

4. Put annotation template/document after the annotated MOV.

2.2 How do you organize your RPMS Portfolio?

C. Check for the

G. Submit complete Table of Contents

Figure 2.3. Sample table of contents

Keep your portfolio simple. Remember that a neat and well-organized

JUAN DELA CRUZ

Figure 2.4. Appropriately

Manual for Teachers and School Heads

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

3.1. What is the Portfolio Assessment Process?

See Figure 3.2 on Page 21