Research Article / Batangas State University

Re- Engineering the 21st Century Educator: Through

Result-Based Performance Management System (RPMS)
Rosie Bautista Llanes
Teacher III, San Pedro National High School, Division of Batangas Province
rosie.llanes@deped.gov.ph , llanes_rosie@yahoo.com

ABSTRACT

In a fast changing world of the early 21st century public education is

also evolving. As part of the changes the role of schools will also be diverse
both in the educational system and in the society. Today’s educators are
constantly undergoing pedagogic overhaul to tailor-fit their knowledge and
skills to the demands of the students to be armored in competing with the
global economy. 21st Century learning means teaching just as you have done
in the past centuries wherein technology is an opportunity for students to
acquire more knowledge. But what are the characteristics or skills needed to
be an effective 21st-century educator? Every teacher shall uphold the highest
possible standards of quality education, shall make the best preparation for
the career of teaching, and shall be at his best at all times in the practice of
his profession. This research article explicates some very important traits that
educators need right now through their performance based management
system approach for continuous and consistent work improvement of
individual roles and targets with the DepEd’s direction to make possible
appropriate corrective actions as basis for people development. Through the
Result-Based Performance System, the role of the teachers will be aligned to
the expected competencies anchored to the K to 12 curriculum. In RPMS, the
educator alone will dictate his/her own commitments that will measure his/her
performance. It provide avenues for people to grow and develop.

Keywords: 21st Century Educator, Result-Based Performance Management

System

INTRODUCTION

The term "21st-century skills" is generally used to refer to certain core

competencies such as collaboration, digital literacy, critical thinking, and
problem-solving that advocates believe schools need to teach to help students
thrive in today's world. What are the characteristics we would expect to see in
a 21st Century Educator. We know they are student centric, holistic, they are
teaching about how to learn as much as teaching about the subject area. We
know too, that they must be 21st Century learners as well.

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 Research Article / Batangas State University

Source: http://edorigami.wikispaces.com/21st+Century+Teacher

Figure 1. Paradigm of a 21st Century Educator

Traditional teaching and learning is changing to keep up with the rapid

developments and changes with digital technologies and ever expanding
online learning environments. Students today are faced with a differentiated
set of skills, attitudes and actions that they will need in order for them to be
prepared for, be successful in and meet the challenges of a digital economy
(21st Century Learning, 2009). Schools need to teach their learners how to
gain information and how to select and use them. This happens so quickly that
students learn how to use the Internet together with their teachers. Each
educator competencies can promote organizational values and help achieve
organizational goals. If individuals and units possess required competencies
and demonstrate values consistent with strategic goals, the organizational
vision will be realized. Though RPMS the Objectives should be met and the
required competencies is based on strategic priorities of the organization.

Rationale of Inquiry

To be an effective teacher in the 21st century, teachers need to be able

to engage and interact with a wide variety of information from an ever
increasing range of sources. Wesch (2009) suggests that the media
environment educators are currently faced with can become vastly disruptive
to traditional teaching methods. Teachers today need to become lifelong
learners in an information society where information flows freely, is instant
and infinite (Wesch, 2009). For this to occur, teachers and students alike need
to develop strategies for engaging with, working with and constructing new
knowledge, or as Wesch (2009) describes, moving from being just
knowledgeable to knowledge-able.

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 Research Article / Batangas State University

But do teachers realize this? Teachers need to be equipped with ever-

increasing skills and competencies to manage this hyper-connected,
knowledge environment in order to best prepare students for the 21st Century,
a world where the only constant they know is change. Redecker et al (2011)
describes generic, transversal and cross-cutting skills to be the most important
in enabling both students and teachers the flexibility and pro-activeness
needed to respond to these fast paced changes. Whilst it was specifically
created for a Canadian school district, it is still relevant to education and the
need for teachers to be prepared and develop their skills.

What is Performance Management System?

It is an organization-wide process to ensure that employees focus work

efforts towards achieving DepEd’s Vision, Mission and Values (VMV).
Performance Management is a systematic approach for continuous and
consistent work improvement and individual growth.

The objectives of the Results-based Performance Management System

are (1) to be align individual roles and targets with DepEd’s direction, (2)
track accomplishments against objectives, (3) to determine appropriate,
corrective actions if needed, (4) Provide feedback on employee’s work
progress and accomplishments based on clearly defined goals and objectives
and become a tool for people development.

Strategic Priorities are broken down into Departmental/Functional

Area Goals, which are translated into individual Key Result Areas (KRAs) and
objectives. Aligning objectives in this way enables individuals and units to
contribute to organizational success.

Source: Division Roll Out in RPMS, DepEd Olongapo,City

Figure 2. Variables in Tracking Competencies

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 Research Article / Batangas State University

Each educator competencies can promote organizational values and

help achieve organizational goals. If individuals and units possess required
competencies and demonstrate values consistent with strategic goals, the
organizational vision will be realized.

RPMS approved by the Civil Service Commission and DepEd through

DepED Order No. 2 series 2015. As a matter of fact, it follows the 4-phase
cycle of the Strategic Performance Management System namely:

Phase 1: Performance Planning and Commitment

At the start of the performance period, supervisors and subordinates agree on:
1) Objectives to be met 2) required competencies based on strategic priorities
of the organization.

Phase 2: Performance Monitoring and Coaching

Managers create an enabling environment to improve individual and team
performance. They teach employee performance and progress towards
accomplishments of objectives.

Phase 3: Performance Review and Evaluation

Managers evaluate employee performance based on evidences of
competencies measured against performance targets agreed during Phase 1.
The manager points out the employee’s strengths and weaknesses and gives a
tentative rating. The manager and employee discuss performance data and
agree on the final rating.

Phase 4: Performance Rewards and Development Planning

This phase is based on the results of Phase 3. The supervisor and subordinate
discuss accomplishments and corresponding rewards and incentives. They
also discuss competency gaps and jointly come up with a development plan
to address these.

The key message of the RPMS is to ensure a fair and objective way of
assessing individual performance based on the agency’s target and
acknowledges meritorious performance with a reward and incentive system as
basis for productivity bonus, scholarship, trainings and development. Since
recognizes the important role of the employee and teachers in meeting the
DepEd mandate and organizational goals.
Today, teachers are constantly challenged to develop their own
thinking and practice to prepare students for active and successful
participation in a knowledge society, by developing students who are effective
knowledge workers and competent citizens for the future (Skilbeck & Connell,
2004). Because of this, the need for teachers themselves to become modern,
productive knowledge workers is crucial for education in 21st century learning
environments. Adding K12 to the curriculum will enhance the education of the
country because schools will not need to quicken the learning process of the
students, will learn more advanced subjects and will provide greater
employment options. The 21st Century Characteristic of an educators will be
set in objectives based on the present curriculum , align on the individual roles

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and targets the result performance as the basis that we need to do and the
results you need to achieve is the Key Result Areas. Aligning objectives in this
way enables individuals and units to contribute to organizational success. It
include competencies, skills, expertise and proficiencies, the adherence to
organizational values, and the person’s personal style, manner and approach.

21st Century Teachers on K to 12 Basic Education Program

Accordingly, Kto12 Curriculum should be accompanied with the 5 C’s

to ensure pupils’ learning.
1. Commitment. The teacher should be committed to their work not
just because they are being paid, although compensation matters in
our work.

2. Competence. This is the reason why teachers are sent to various

seminars to be updated in and to be globally competent.

3. Creativity. Teachers must be artistic enough in making their

lessons interesting so that learners will actively participate in all
class activities.

4. Compassion. It is in this aspect where children learn to love and

love to learn as they go along their journey to finish their studies.

5. Character. It molds a child into a better citizen in our nation.

Through the Result-Based Performance System, the role of the

teachers will be aligned to the following expected competencies anchored to
the K to 12 curriculum:

 Teaches or more grades/levels using appropriate and innovative

teaching strategies
 Facilitates learning in the elementary/secondary schools
through functional lesson plans or Daily Lesson Logs (DLLs)
(for new teachers up to 3 years) Daily Log (for teachers
teaching 4 years and above) of activities and appropriate,
adequate and updated instructional materials
 Monitors and evaluates pupils/students’ progress
 Undertakes activities to improve performance indicators
 Maintains updated pupils/students progress regularly
 Supervises curricular and co-curricular projects and activities
 Maintains updated pupil/student school records
 Counsels and guides pupils/students
 Supports activities of governmental and non-governmental
organizations
 Conducts Action Plan

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 Maintains Daily Routine (classroom cleanliness, classroom

management, overall physical classroom atmosphere
 Maintains harmonious relationship with fellow teachers and
other school personnel as well as with parents and other
stakeholders
 Does related work

In Conclusion, teachers are important professionals that nourish and

nurture ones knowledge and skills. They have duties and responsibilities that
will help students gain knowledge and understanding, develop skills, and
acquire attitudes and values. As they perform their duties and responsibilities,
they are being monitored and rated. The Philippine government ( DepEd)
believes that teachers should be rewarded for the tasks they accomplished with
flying colors. Professional teachers plan their professional development. To be
able to be a competitive educators of 21st century, we, teachers reflects from
our knowledge, wisdom, understanding as well as the skill that we may be
able to impart as we commit to accomplish the role of a teacher. Being a
teacher denotes light in the classroom, leader of the community, follower of
the authority and friend of everybody. As we are entrusted with different
responsibilities from simple to the most complicated jobs, motivation is a must
for without it, stress and extreme trouble will eat us. Learners and other
stakeholders are motivated by the educators; therefore, educator him/herself
must be motivated in order to go through with this so called teaching
profession.

It is said in the Educator's Diary published in 1995, "teaching takes

place only when learning does." RPMS is now the newest bible of each
educator to learn in him/herself a lesson and make use of such to make
learners learn. RPMS is indeed a new challenge that will cultivate our
professionalism for us to be able to grow. Through RPMS we aware if we
need staff training and development, grab the opportunity for scholarships and
grants, our ratings on the results and competencies maybe linked to
Performance Based Bonus ( PBB), we have Credible Succession Plan and it
also used in the Promotion.

“Behind every successful person, there is one elementary truth,

Somewhere, someway, someone cared about their growth and development”
(Donald Miller).

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REFERENCES:

Wesch, M. (2009). From knowledgeable to knowledge-able: Learning in new

media environments, Academic Commons, Center of Inquiry in the Liberal
Arts, Wabash College, Crawfordsville,

http://www.academiccommons.org/2009/01/from-knowledgable-to-knowledge-
able/

Redecker, C. et al. (2011). The Future of Learning: Preparing for Change.

Luxembourg, Publications Office of the European Union.
http://ftp.jrc.es/EURdoc/JRC66836.pdf (Accessed 5 April 2014).

DO 2, s. 2015 - Guidelines on the Establishment and Implementation of the

Results-Based Performance Management System (RPMS) in the Department
of Education, February 6, 2015

http://www.deped.gov.ph/orders/do-2-s-2015

Skilbeck, M., & Connell, H. (2004). Teachers for the future: The changing
nature of society and related issues for the teaching workforce. A report to the
Teacher Quality and Educational Leadership Taskforce of MCEETYA.

http://www.mceecdya.edu.au/verve/_resources/teachersforthefuture_file.
pdf
https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher

http://edorigamhttp://thinkspace.csu.edu.au/becspink/inf530-digital-essay/

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