Rpms

RPMS Tool
for Teacher I
(0-3 years in service)
Objectives MOV Performance
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
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
TA B L E O F
CONTENTS
Introduction 2

1 The RPMS Tools for Teachers 3
1.1 Who uses the RPMS Tools? 4
1.2 What are the RPMS Tools? 4
1.3 What are the parts of the RPMS Tools? 6

2
2.1
Preparation of Documents and Organization of Teacher RPMS Portfolio
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 19
3.1 What is the Portfolio Assessment Process? 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 Reflections Through Annotations
4.1 What are annotations? 46
45
4.2 What is the importance of annotations? 47
4.3 What do you annotate? 47
4.4 How do you write annotations? 47
5
5 Effective Coaching and Giving Performance Feedback
5.1 What is coaching? 50
49
5.1.1 What is the difference among coaching, mentoring and counselling? 50
5.1.2 What is the Coaching Model for DepEd? 51
5.1.3 What are the Four (4) Step Processes of Coaching? 53
5.2 What is Performance Feedback? 57
5.2.1 Why do we give feedback? 59
5.2.2 What is the STAR Feedback Model? 60
5.2.3 What are the benefits of the STAR Feedback Model? 61
5.2.4 What is the Feedback Process? 65
6
6 Tools within the RPMS Cycle
6.1 Self-Assessment Tools in the RPMS Cycle
67
68
6.1.1 What are the Self-Assessment Tools-RPMS (SAT-RPMS)? 71
6.1.2 What are the parts of the SAT-RPMS? 72
6.1.3 How do you take the SAT-RPMS? 74
6.1.4 What are the uses of the SAT-RPMS? 76
6.2 Classroom Observation Tools in the RPMS Cycle 78
6.2.1 What are the Classroom Observation Tools-RPMS (COT-RPMS)? 81
6.2.2 What are the roles and responsibilities of teachers and observers? 89
6.2.3 What are the processes and protocols in Classroom Observation? 90

7
7 Glossary of Terms/Acronyms 93
8
8 Appendices 99
Appendix A: Professional Standards for Teachers in the Philippines
Appendix B: RPMS Tool for Teacher I-III (Proficient Teachers)
Appendix C: RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers)
Appendix D: Individual Performance Commitment and Review Form (IPCRF)
Appendix E: Mid-year Review Form
Appendix F: Performance Monitoring and Coaching Form (PMCF)
Appendix G: Part IV of the IPCRF: Development Plans
Appendix H: Self-Assessment Tool for Teacher I-III
Appendix I: Self-Assessment Tool for Master Teacher I-IV
Appendix J.1: COT-RPMS for Teacher I-III
Appendix J.2: COT-RPMS Pre-Observation Checklist (Teacher I-III)
Appendix J.3: COT-RPMS Rating Sheet (Teacher I-III)
Appendix J.4: Inter-Observer Agreement Form (Teacher I-III)
Appendix K.1: COT-RPMS for Master Teacher I-IV
Appendix K.2: COT-RPMS Pre-Observation Checklist (Master Teacher I-IV)
Appendix K.3: COT-RPMS Rating Sheet (Master Teacher I-IV)
Appendix K.4: Inter-Observer Agreement Form (Master Teacher I-IV)
Appendix L: COT-RPMS Observation Notes Form
Appendix M: Annotation Template
9
8 Acknowledgements 215
Re s ul t s-Ba s ed P er f or ma nc e M a nagemen t S y s t em
Manual for Teachers and School Heads
INTRODUCTION
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The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
T
EACHERS play a crucial role in improving the quality of the
teaching and learning process. Good teachers are vital to
raising student achievement. Hence, enhancing teacher
quality ranks foremost in the many educational reform
efforts toward quality education.
To complement reform initiatives on teacher quality, the Philippine
Professional Standards for Teachers (PPST) has been developed and nationally
validated. This was signed into policy by Department of Education (DepEd)
Secretary Maria Leonor Briones through DepEd Order No. 42, s. 2017.
The PPST articulates what constitutes teacher quality through well-defined
domains, strands and indicators that provide measures of professional learning,
competent practice and effective engagement across teachers’ career stages.
This document serves as a public statement of professional accountability that
can help teachers reflect on and assess their own practices as they aspire for
personal growth and professional development.
In 2015, the DepEd issued Order No. 2, s. 2015 — “Guidelines on the
Establishment and Implementation of the Results-based Performance
Management System (RPMS) in the Department of Education” following Civil
Service Commission Memorandum Circular No. 06, s. 2012 or the Strategic
Performance Management System (SPMS) to ensure efficient, timely and
quality performance among personnel.
The guidelines explain mechanisms, criteria and processes for performance
target setting, monitoring, evaluation and development planning. Through
the RPMS, the DepEd ensures that work efforts focus towards achieving its
vision, mission, values and strategic priorities toward the delivery of quality
educational services to Filipino learners.
The alignment of the RPMS with the Philippine Professional Standards for
Teachers has led to the development of new results-based assessment tools;
hence, this Manual on RPMS Tools for Teachers.
This Manual provides information and guidance to Teachers and School
Heads in the performance assessment process. For Teachers, the Manual
guides them through the basics in preparing and completing RPMS documents.
It describes the appropriate tools to assess performance and explains the
different assessment phases for teachers. It also introduces the concept of
annotations to guide teachers through critical reflection of their practices for
their continuous improvement.
For School Heads and other Raters, this Manual contains all the information
needed to assess teacher performance. It provides a detailed reference to help
in the understanding of the tools and the different phases of assessment within
the various cycles of RPMS, ensuring that mechanisms are in place to support
teacher performance.
THE RPMS TOOLS

FOR TEACHERS
1
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S Too er I-IV
R PM ch Te a
M a ster
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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 different teacher performance assessment
instruments, one for Teacher I-III (Proficient Teachers) and another for Master Teacher
I-IV (Highly Proficient Teachers).
Each tool describes the duties and responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of those duties and the specific objectives
to attain the KRAs. Each tool also presents in detail the various Means of Verification
(MOV) that serve as proof of the attainment of specific objectives alongside performance
indicators, from outstanding to poor performance, to help both Ratees and Raters in the
assessment process.
1.2.1 RPMS Tool for Teacher I-III

This tool is for Teacher I, Teacher II and Teacher III (TI-TIII). They are
General expected to be proficient 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;
T1-3
• actively engage in collaborative learning with the professional
community and other stakeholders for mutual growth and
ol
advancement; and
RPMS To I-III
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for Teach achers)
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• reflect on their practice to continually consolidate the knowledge,
nt
(Proficie
skills and practices of career stage 1 teachers.
4
THE RPMS TOOLS FOR TEACHERS
RTOT Version, April 2018
RPMS Tool for Teacher I-III

PCP No. ______ Revision Code: 00

POSITION AND COMPETENCY PROFILE
Department of Education
Position Title Teacher I - III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor’s degree plus 18 units in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET Passer
Trainings In-service training

Figure 1.1. RPMS Tool for Teacher I-III
1
1.2.2 RPMS Tool for Master Teacher I-IV

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

IV. They are expected to be at the Highly Proficient
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 her I-IV
process; for Maste
r Teac
• have high education-focused situation

cognition, are 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 reflecting on their own needs and those of their
colleagues and learners. RTOT Version, April 2018
RPMS Tool for Master Teacher I-IV


POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00
Position Title Master Teacher I-IV

Salary Grade
Parenthetical Title
Reports to Page/s
Position
Supervised
JOB SUMMARY
Education Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 units in Education and 18 units for a Master’s degree in
Education or its equivalent (MT-I), Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 professional units in
Education and 24 units for a Master’s degree in Education or its equivalent (MT-II)
Experience
Eligibility RA 1080
Trainings
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Eligibility Licensure Examination for Teachers
Trainings Relevant trainings
1
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 profile of
the ratee.
1.3.2 Qualification Standards. This part lists the Civil Service Commission (CSC)
requirements and other preferred requirements for the particular position.
6
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 office and/or the individual
employee. The KRAs are the very reasons why an office and/or a job
exists (D.O. No. 2, s. 2015).
In the context of the RPMS Tools, the KRAs capture the Domains of
the PPST – a document that defines teacher quality in the country.
The KRAs are: (1) Content Knowledge and Pedagogy, (2) Learning
Environment and Diversity of Learners, (3) Curriculum and Planning,
(4) Assessment and Reporting, and the (5) Plus Factor.
1.3.5 Objectives. They are specific tasks that an office and/or

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

realize the five (5) KRAs. These objectives are aligned with the
indicators of the Philippine Professional Standards for Teachers
(PPST).
7
THE RPMS MANUAL
Major Final Outputs Key Result Areas

Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1. Applied knowledge of content within 1. Classroom observation tool (COT) rating sheet
and across curriculum teaching areas. and/or inter-observer agreement form about
knowledge of content within and across curriculum
teaching areas
2. Lesson plans/modified DLLs developed
highlighting integration of content knowledge within
and across subject areas
3. Instructional materials highlighting mastery of
content and its integration in other subject areas
4. Performance tasks/test material(s) highlighting
integration of content knowledge within and across
subject areas
Content Knowledge and 5. Others (Please specify and provide annotations)
Pedagogy 2. Used a range of teaching strategies 1. Classroom observation tool (COT) rating sheet
that enhance learner achievement in and/or inter-observer agreement form about
literacy and numeracy skills. teaching strategies that enhance learner
achievement in literacy and numeracy skills
2. Lesson plans/modified DLLs used in teaching
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learner-
centered strategies that promote literacy and/or
numeracy skills
4. Performance tasks/test material(s) used in
teaching
5. Results of assessment used in teaching
Figure
1.4. Key Result Areas of RPMS Tool Teacher I-III 1

(MFOs) (KRAs)
1. Modeled effective applications of 1. Classroom observation tool (COT) rating sheet
content knowledge within and across and/or inter-observer agreement form about
curriculum teaching areas. effective applications of content knowledge within
and across curriculum teaching areas
2. Lesson plans/modified DLLs used in demonstration
teaching highlighting integration of content
knowledge within and across subject areas
3. Instructional materials developed highlighting
effective application of content knowledge within
demonstration teaching highlighting integration of
content knowledge within and across subject areas
5. Results of assessment used in demonstration
teaching highlighting mastery of lessons learned
Content Knowledge and
6. Others (Please specify and provide annotations)
Pedagogy
2. Collaborated with colleagues in the 1. Copy of the research proposal focused on
conduct and application of research to enriching knowledge of content and pedagogy
enrich knowledge of content and 2. Proof of participation and/or contribution to a
pedagogy. collaborative research (e.g. e-mail, actual output
submitted, terms of reference, etc.)
3. Certified completed collaborative research focused
on enriching knowledge of content and pedagogy
4. Proof of dissemination of research findings with
colleagues
5. Proof of utilization of research findings
3. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
teaching strategies to promote critical and/or inter-observer agreement form about using
effective teaching strategies to promote critical and
Figure 1.5. Objectives of Master Teacher I-IV 1
8
1.3.6 Means of Verification (MOV). The MOV column gives Ratees and Raters list
of documents that can prove the teachers’ attainment of objectives. They
have been judiciously selected to show evidence of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help Raters in
assessing teacher performance.
MOV include classroom observation tool (COT) rating sheet and/or inter-
observer agreement form; lesson plans/modified daily lesson logs (DLLs);
instructional materials; formative and summative assessment tools;
compilations of student outputs; certificates of attendance to professional
development activities like graduate studies, seminars, forums, and/or
learning action cells; and evidence showing the conduct of collaborative
activities with parents/colleagues/other stakeholders.

(MFOs) (KRAs)
1. Applied knowledge of content 1. Classroom observation tool (COT) rating sheet
within and across curriculum and/or inter-observer agreement form about
teaching areas. knowledge of content within and across
curriculum teaching areas
highlighting integration of content knowledge
within and across subject areas
integration of content knowledge within and
across subject areas
Content Knowledge and 2. Used a range of teaching 1. Classroom observation tool (COT) rating sheet
Pedagogy strategies that enhance learner and/or inter-observer agreement form about
achievement in literacy and teaching strategies that enhance learner
numeracy skills. achievement in literacy and numeracy skills
numeracy skills
teaching
Figure 1.6. MOV (RPMS Tool for Teacher I-III)

1
1.3.7 Performance Indicators. This part provides the exact quantification

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 five 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 notRTOT Version, April 2018
presented any
of the acceptable MOV.

Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied 1. Classroom observation tool Quality Showed Showed Showed Showed No
knowledge of (COT) rating sheet and/or knowledge of knowledge of knowledge of knowledge of acceptable
content within and inter-observer agreement content and its content and its content and its content and its evidence
across curriculum form about knowledge of integration within integration integration integration within was shown
teaching areas. content within and across and across within and within and and across
curriculum teaching areas subject areas as across subject across subject subject areas as
2. Lesson plans/modified DLLs shown in MOV 1 areas as shown areas as shown shown in MOV 1
developed highlighting with a rating of 7 in MOV 1 with in MOV 1 with a with a rating of 4
integration of content a rating of 6 rating of 5
knowledge within and across Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
subject areas least 4 lessons lessons using lessons using of the given acceptable
3. Instructional materials using MOV 1 MOV 1 and MOV 1 and MOV evidence
highlighting mastery of content and supported supported by supported by was shown
and its integration in other by any 1 of the any 1 of the any 1 of the
subject areas other given MOV other given other given
4. Performance tasks/test MOV MOV
material(s) highlighting
integration of content
knowledge within and across Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No
subject areas were distributed MOV were were distributed was completed acceptable
5. Others (Please specify and across 4 distributed across 2 in only 1 quarter evidence
provide annotations) quarters across 3 quarters was shown
quarters
2. Used a range of 1. Classroom observation tool Quality Facilitated using Facilitated Facilitated using Facilitated using No
teachingFigure 1.7. Performance
(COT) rating sheetIndicators
and/or of Teacherdifferent
I-III using different different different acceptable
strategies that inter-observer agreement teaching teaching teaching teaching
The performance indicators of the RPMS Tools for Teachers operationalize

1
the performance measures, namely quality, efficiency and timeliness required by
the D.O. No. 2, s. 2015. Figure 1.8 shows the different categories of performance
measures and their operational definition.
10
CATEGORY DEFINITION
The extent to which actual performance compares with targeted performance.

Effectiveness/
The degree to which objectives are achieved and the extent to which targeted
Quality
problems are solved. In management, effectiveness 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
Efficiency quantity of waste, expense, or unnecessary effort.
In management, efficiency 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 efficiency, some on quality
and timeliness and others on efficiency only. Figure 1.9 illustrates how the
performance measures are embedded in the performance indicators of the
RPMS Tools.
11
12

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
THE RPMS MANUAL
1. Modeled effective 1. Classroom observation tool Quality Modeled Modeled Modeled Modeled No
applications of (COT) rating sheet and/or inter- effective effective effective effective acceptable
content knowledge observer agreement form about applications of applications of applications of applications of evidence
within and across effective applications of content content content content content was shown
curriculum teaching knowledge within and across knowledge knowledge knowledge knowledge
areas. curriculum teaching areas within and within and within and within and
2. Lesson plans/modified DLLs across across across across
used in demonstration teaching curriculum curriculum curriculum curriculum
highlighting integration of content teaching areas teaching areas teaching areas teaching areas
knowledge within and across as shown in as shown in as shown in as shown in
subject areas MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
3. Instructional materials developed rating of 8 rating of 7 rating of 6 rating of 5
highlighting effective application Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
of content knowledge within and least 4 lessons lessons as lessons as lesson as acceptable
across subject areas as evidenced by evidenced by evidenced by evidenced by evidence
4. Performance tasks/test MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
material(s) used in supported by colleagues and colleagues and colleagues and
demonstration teaching any 1 of the supported by supported by supported by
highlighting integration of content other MOV any 1 of the any 1 of the any 1 of the
knowledge within and across given other MOV other MOV other MOV
subject areas given given given
5. Results of assessment used in Timeliness Submitted MOV Submitted Submitted Submitted MOV No
demonstration teaching were distributed MOV were MOV were was completed acceptable
highlighting mastery of lessons across 4 distributed distributed in only 1 evidence
learned quarters across 3 across 2 quarter was shown
6. Others (Please specify and quarters quarters
provide annotations)
Figure 1.9. Performance Indicators of RPMS Tool for Master Teacher I-IV with QET 1
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
five KRAs
Teacher I, Teacher II and Teacher III are expected • Binder clips/
to use the tool for Teacher I-III (Proficient 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 Proficient 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/
RTOT Version, April 2018 marker


Position Title Teacher I - III (Highly Proficient
Salary Grade Teachers)
Parenthetical Title
Position Supervised
JOB SUMMARY
Position Title QUALIFICATION

Master Teacher I-IV STANDARDS
A. CSC Prescribed Qualifications Salary Grade
Parenthetical Title
Experience None Office
requiredUnit Effectivity Date
Reports to
Eligibility RA 1080 Page/s
Position
Supervised
JOB SUMMARY
Experience
Eligibility PBET/LETA.Passer
CSC Prescribed Qualifications
Trainings In-service training Education Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 units in Education and 18 units for a Master’s degree in
Experience
Eligibility RA 1080
Trainings 1
Figure 2.1. RPMS Tools for Teachers
14
PREPARATION OF DOCUMENTS AND ORGANIZATION OF TEACHER RPMS PORTFOLIO RTOT Version, April 2018

(MFOs) (KRAs)
1. Applied knowledge of content 1. Classroom observation tool (COT) rating sheet
within and across curriculum and/or inter-observer agreement form about
teaching areas. knowledge of content within and across
highlighting integration of content knowledge
within and across subject areas
integration of content knowledge within and
Content Knowledge and 2. Used a range of teaching 1. Classroom observation tool (COT) rating sheet
Pedagogy strategies that enhance learner and/or inter-observer agreement form about
achievement in literacy and teaching strategies that enhance learner
numeracy skills. achievement in literacy and numeracy skills
numeracy skills
teaching
Figure 2.2. MOV of the RPMS Tool for Teacher I-III

1
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 modified 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, certificates 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

Satisfactory in Objective 1, you need: (i) 2 classroom observation
tool rating sheets and/or inter-observer agreement form showing
your knowledge of content and its integration within and across
curriculum teaching areas with an average rating of 5; and (ii) another
MOV to support classroom observation feedback (e.g. lesson plans/
modified DLLs, instructional materials, performance tasks/test
materials, or others – all showing your knowledge of content and its
integration within and across subject areas). The MOV should also
be distributed across two quarters.
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)
differentiated, 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 specified in the tool. MOV 1 should
prepared document and go first followed by other supporting MOV. You may also
well-organized Portfolio: arrange the MOV based on dates, e.g. from most recent to
oldest COT rating sheet and/or inter-observer agreement
A. Start gathering 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 either in soft bound, ring bound
completeness of the or using a fastener and a folder following this sequence:
documents needed by KRA 1, Objective 1 and its MOV; Objective 2 and its MOV;
preparing a checklist. 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. Affix your signature on top of your name on the
documents for easy cover page of your Portfolio. The Rater will need the original
reference. documents to authenticate the photocopied documents.
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
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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 verification (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 five KRAs in the RPMS Figure 3.1. A Rater reading the Philippine
Tools for Teachers. Professional Standards for Teachers (PPST)
20
Portfolio Assessment Process
Pre-Assessment Phase Assessment Phase Post-Assessment Phase

(Documents/Forms: Philippine (Documents/Forms: Teacher (Documents:IPCRFandIPCRF-DP)
Professional Standards forTeachers, RPMS Portfolio, appropriate
RPMS Tools, IPCRF RPMS Tool and IPCRF)
and Teacher RPMS Portfolio)
1. ReviewthePhilippineProfessional 1. Rate the Portfolio based on the 1. Discusswiththeteacherhis/her

Standards for Teachers MOV presented. performancedataandagreeon
2. Determine the corresponding Rate the teacher’s level of the ratings.
RPMSTool for the teacher/ratee performance using the 5-point
• RPMS Tool for Teacher I scale: 2. Assist the teacher in preparing
(0-3 Years in service) their Development Plans.
• RPMS Tool for Teacher Midyear Review
5 – Outstanding Year-end Assessment
I-III (more than 3 years in
service) 4 – Very Satisfactory (Documents/ Forms:
• RPMS Tool for Master 3 – Satisfactory TeacherRPMSPortfolio, (Forms: IPCRF
Teacher I-II RPMSTools, IPCRF and
3. Guide the teacher/ratee in
2 – Unsatisfactory and IPCRF-DP)
understandingtheappropriate 1 – Poor PMCF)
RPMS Tool and the Individual
Performance Commitment 2. Explain your Rating, if needed.
Review Form (IPCRF)
4. Guide the teacher in preparing
documents and organizing
Portfolio.
5. Upon submission of Portfolio,
authenticate documents.
Figure 3.2. The Portfolio Assessment Process
21
THE PORTFOLIO ASSESSMENT PROCESS
THE RPMS MANUAL
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;
• specific 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 identified 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)
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
Efficiency
curriculum
teaching
areas.
22.5%
Timeliness
OVERALL
RATING FOR
ACCOMPLISH-
MENTS
___________________________ _____________________________ ________________________
Rater Ratee Approving Authority
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, first during the mid-year review and
second during the year-end evaluation. In the year-end review, fill out the
column that says “Actual Results” in the IPCRF. See Figure 3.19 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 satisfactory performance (Level 5). To meet the requirements for a Level
5 performance, the Ratee needs to apply knowledge of content and its
integration within and across subject areas as evidently shown in 2 lessons
using MOV 1 (COT rating sheet and/or inter-observer agreement form) with
an average rating of 5 and supported by any one (1) of the other given MOV, in
this case MOV 4 (Performance tasks/test materials highlighting integration of
content knowledge within and across subject areas). The MOV should also be
distributed across two quarters.
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 definition of these performance measures, namely quality/
effectiveness, efficiency and timeliness.
Performance Measures
CATEGORY DEFINITION
The extent to which actual performance compares with targeted

performance.
Effectiveness/
Quality The degree to which objectives are achieved and the extent to which
targeted problems are solved. In management, effectiveness 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
Efficiency amount of quantity of waste, expense, or unnecessary effort.
In management, efficiency 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/effectiveness,
efficiency and timeliness of the performance indicator.
25
26
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) – Teacher I-III (Proficient Teachers)
Position: Position:
Rating Period:
THE RPMS MANUAL
Weight
Very Actual
KRA (5) (3) (2)
(4)
Basic Content 1. Applied June Quality Showed Showed Showed Showed No
Education Knowledge knowledge 2016 – knowledge of knowledge of knowledge of knowledge of acceptable
Services and of content March content and content and content and its content and its evidence
Pedagogy within and 2017 its integration its integration integration integration was shown
across within and within and within and within and
curriculum
across across across subject across subject
teaching
areas. subject areas subject areas areas as areas as shown
as shown in as shown in shown in MOV in MOV 1 with a
MOV 1 with a MOV 1 with a 1 with a rating rating of 4
rating of 7 rating of 6 of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
22.5% least 4 lessons using lessons using of the given acceptable
lessons using MOV 1 and MOV 1 and MOV evidence
MOV 1 and supported by supported by was shown
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness Submitted Submitted Submitted Submitted MOV No
MOV were MOV were MOV were was completed acceptable
distributed distributed distributed in only 1 quarter evidence
across 4 across 3 across 2 was shown
quarters quarters quarters
OVERALL
RATING FOR
ACCOMPLISH-
MENTS
JOSE MARIA GUERRERO SANTIAGO MARTIN JESSAMAE ZAPATA

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 an average rating of level 7 on effective applications
of content knowledge within and across curriculum teaching areas for 4 lessons,
distributed across 4 quarters.
- COT 1 is supported by 1 DLL used in demonstration teaching highlighting
integration of content knowledge within and across subject areas;
- COT 2 is supported by 1 set of instructional materials developed highlighting
effective application of content knowledge within and across subject areas;
- COT 3 is supported by 1 performance task/test material used in
demonstration teaching across subject areas; and
- COT 4 is supported by results of assessment used in demonstration
Teacher Grace receives a rating of 5 (Outstanding). Why?
Teacher Grace models effective 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 an average Valid
rating sheet and/or inter-observer rating of level 7, distributed across 4
agreement form about effective quarters.
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/modified 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 effective application of highlighting effective 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 rating of 5 for Quality by submitting 4 COT rating sheets
with an average rating of 7 and supported by DLLs, instructional materials used, performance
tasks/test materials and results of assessment. She also got a rating of 5 for Efficiency having
submitted the required number of MOV. Moreover, the MOV are obtained across 4 quarters,
hence, the Outstanding rating of 5 for Timeliness.
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
Specifications and frequency of errors, a class record and DLLs showing index of
mastery at the end of two quarters.
Teacher Adelyn gets a rating of 2.6667 (Unsatisfactory). 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 Specifications 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 identified
assessment tools with TOS least mastered skills
and frequency of errors with • A class record Valid
identified least mastered
skills • A DLL showing index of mastery Valid
• Class records/grading
sheets
• Lesson plans/modified DLLs
showing index of mastery
• Others (Please specify and
Figure 3.9. 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 Efficiency. She submitted these MOV across 2 quarters; hence, she got a rating of 3
for Timeliness. On average, Teacher Adelyn got a rating of 2.667 (Unsatisfactory) for KRA 4
Objective 11.
28
There are instances, however, that Teachers may submit classroom observation
rating sheets that have different ratings.
For example, a Teacher III may submit 4 COT rating sheets: 1 with a rating of
7 (Outstanding); 2 with a rating of 6 (Very Satisfactory); and another with a rating
of 5 (Satisfactory). To get the final rating for Quality, the average of the 4 COT
ratings must be computed. In this case, Teacher III’s average rating is 6.250 and its
equivalent is Very Satisfactory.
The table below illustrates Teacher III’s case.
COT Rating Sheet COT Rating RPMS Rating

COT Rating Sheet 1 7 Outstanding
COT Rating Sheet 2 6 Very Satisfactory
COT Rating Sheet 3 6 Very Satisfactory
COT Rating Sheet 4 6 Satisfactory
Total Score 25
Average 6.250 Very Satisfactory
For Teacher I-III, the following transmutation table should be followed:
Average RPMS Adjectival Rating

3.000-3.599 Poor
3.600-4.599 Unsatisfactory
4.600-5.599 Satisfactory
5.600-6.599 Very Satisfactory
6.600-7.000 Outstanding
For Master Teacher I-IV, the following transmutation table should be followed:
Average RPMS Adjectival Rating

4.000-4.599 Poor
4.600-5.599 Unsatisfactory
5.600-6.599 Satisfactory
6.600-7.599 Very Satisfactory
7.600-8.000 Outstanding
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 modified 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.
Figure 3.10. 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 3.11. 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 5
Ratings, write
1 22.5% Objective 2 7.5% 5 5 -
Objective 3 7.5% 5 5 -
your ratings
Objective 4 7.5% 4 4 -
for QET. The
2 22.5% Objective 5 7.5% 4 4 - table in Figure
Objective 6 7.5% 3 3 - 3.12 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 3.12. 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 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 3.13. Sample
Final Rating
Computation Table
the Average of the
Adjectival Rating
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 5 0.375

0.375
average to fill 1 22.5% Objective 2 7.5% 5 5 - 5
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 3.14. 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 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 3.15. 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 final rating 3.500 – 4.499 Very Satisfactory
by refering to the 2.500 – 3.499 Satisfactory
table in Figure 1.500 – 2.499 Unsatisfactory
3.16. below 1.499 Poor
Figure 3.16. 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 5 0.375
in the IPRCF. Affix
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 3.20.
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 3.17. 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 3.18 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 3.18. 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)
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 its content and its evidence content and its
Pedagogy within and 2017 its integration its integration integration integration was shown integration
across within and within and within and within and within and
curriculum
across across across subject across subject across subject
teaching
areas. subject areas subject areas areas as areas as shown areas as
as shown in as shown in shown in MOV in MOV 1 with a shown in MOV
MOV 1 with a MOV 1 with a 1 with a rating rating of 4 1 with a rating
rating of 7 rating of 6 of 5 of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No Submitted 2
22.5% least 4 lessons using lessons using of the given acceptable lessons using 3 3 3 3 0.225
lessons using MOV 1 and MOV 1 and MOV evidence MOV 1 and
MOV 1 and supported by supported by was shown supported by
supported by any 1 of the any 1 of the any 1 of the
any 1 of the other given other given other given
other given MOV MOV MOV
MOV
Timeliness Submitted Submitted Submitted Submitted MOV No Submitted
MOV were MOV were MOV were was completed acceptable MOV were
distributed distributed distributed in only 1 quarter evidence distributed
across 4 across 3 across 2 was shown across 2
quarters quarters quarters quarters
OVERALL
RATING FOR
ACCOMPLISH-
MENTS

Figure 3.19. Sample accomplished IPCRF with Actual Results

Position: Position:
Rating Period:
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 its content and its evidence content and its
Pedagogy within and 2017 its integration its integration integration integration was shown integration
across within and within and within and within and within and
curriculum
across across across subject across subject across subject
teaching
areas. subject areas subject areas areas as areas as shown areas as
as shown in as shown in shown in MOV in MOV 1 with a shown in MOV
MOV 1 with a MOV 1 with a 1 with a rating rating of 4 1 with a rating
rating of 7 rating of 6 of 5 of 5
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No Submitted 2
22.5% least 4 lessons using lessons using of the given acceptable lessons using 3 3 3 3 0.225
lessons using MOV 1 and MOV 1 and MOV evidence MOV 1 and
MOV 1 and supported by supported by was shown supported by
supported by any 1 of the any 1 of the any 1 of the
any 1 of the other given other given other given
other given MOV MOV MOV
MOV
Timeliness Submitted Submitted Submitted Submitted MOV No Submitted
MOV were MOV were MOV were was completed acceptable MOV were
distributed distributed distributed in only 1 quarter evidence distributed
across 4 across 3 across 2 was shown across 2
quarters quarters quarters quarters
OVERALL
RATING FOR
ACCOMPLISH-
Very Satisfactory 3
MENTS

Figure 3.20. 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 final 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 3.22 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 assessment 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 significant 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
“Reflection” 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 identified 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 students learners
enhanced.
Figure 3.21. 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:
Rating Period: Date of Review:
THE RPMS MANUAL
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
Basic Content 1. Applied June 2016 1. Classroom observation Very Satisfactory
Education Knowledge knowledge of – March tool (COT) rating sheet (4) Showed
Services and content within 2017 and/or inter-observer knowledge of
Pedagogy and across agreement form about content and its
curriculum knowledge of content integration within
teaching within and across and across
areas. curriculum teaching subject areas as
areas shown in MOV 1
2. Lesson plans/modified with a rating of 6
DLLs developed
Submitted 3
highlighting integration
lessons using
of content knowledge
MOV 1 and
within and across
supported by any
22.5% subject areas
1 of the other
3. Instructional materials
given MOV*
highlighting mastery of
content and its
integration in other Submitted MOV
subject areas were distributed
4. Performance tasks/test across 3 quarters
material(s) highlighting
integration of content
knowledge within and
5. Others (Please specify
and provide
annotations)
*Please see attached list of MOV
Figure 3.22. 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 effectively 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 reflected in the final 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 Definition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
Figure 3.23. The DepEd Competencies Scale
5 - 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 3.24 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
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

THE RPMS MANUAL
Self-Management Teamwork
1. Sets personal goals and directions, needs and development. 1. Willingly does his/her share of responsibility.
2. Understands personal actions and behavior that are clear and purposive and takes 2. Promotes collaboration and removes barrier to teamwork and goal accomplishment
into account personal goals and values congruent to that of the organization. across the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals. 5 3. Applies negotiation principles in arriving at win-win agreements. 4
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) to achieve 4. Drives consensus and team ownership of decisions.
goals. 5. Works constructively and collaboratively with others and across organizations to
5. Sets high quality, challenging, realistic goals for self and others. accomplish organization goals and objectives.
Professionalism and Ethics Service Orientation

1. Demonstrate the values and behavior enshrined in the Norms and Conduct and Ethical 1. Can explain and articulate organizational directions, issues and problems.
Standards for Public Officials and Employees (RA 6713). 2. Takes personal responsibility for dealing with and/or correcting customer service
2. Practice ethical and professional behavior and conduct taking into account the impact of
issues and concerns.
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 and punctuality, 5
5 4. Participates in updating office vision, mission, mandates and strategies based on
good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs. DEPED strategies and directions.
5. Act with a sense of urgency and responsibility to meet the organization’s needs, improve 5. Develops and adopts service improvement program through simplified procedures that
system and help others improve their effectiveness. will further enhance service delivery.
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 effective solutions. Foster new
2. Avoids rework, mistakes and wastage through effective work methods by placing ideas, processes and suggests better ways to do things (cost and/or operational
organizational needs before personal needs. efficiency).
3. Delivers error-free outputs most of the time by conforming to standard operating 2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving
procedures correctly and consistently. Able to produce very satisfactory quality work in personal productivity to create higher value and results.
terms of usefulness/acceptability and completeness with no supervision required. 3. Promotes a creative climate and inspires co-workers to develop original ideas or 3
4. Expresses a desire to do better and may express frustration at waste or inefficiency.
4 solutions.
May focus on new or more precise ways of meeting goals set. 4. Translates creative thinking into tangible changes and solutions that improve the work 5
5. Makes specific changes in the system or in own work methods to improve 5 unit and organization.
performance. Examples may include doing something better, faster, at a lower cost, more 5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness
efficiently, or improving quality, customer satisfaction, morale, without setting any specific and the ability to succeed with minimal resources.
goal.
5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate
Figure 3.24. Sample Assessment of the Core Behavioral Competencies

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

Teaching Competencies, based on the PPST; and B) Core Behavioral
Competencies, as shown in Figure 3.25.
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
skill thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old
practice School Heads /
Master
Coaching and mentoring Teachers
Local Funds
B. Core Behavioral Competencies (DepEd)
• Professionalism and Ethics Innovation particularly on • Coaching • Regular HRTD Funds
• Teamwork conceptualizing “Out of the • Incorporate in the coaching
• Service Orientation Box” ideas/approach next in-service • In-
• Results Focus training (INSET) service
the training on training
conceptualization on April
of innovative and and May
ingenious methods
and solutions
Figure 3.25. 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 3.26. 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 Principle
of the 70-20-10 Learning
Model shown in Figure 90% Experiential learning
and development
3.27 and Figure 3.28
be used as a guide.
Figure 3.27. 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° qualifications/
• 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 3.28. 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
reflection 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 reflective practitioner
is through writing annotations in your professional development portfolios.
Annotations are self-reflections, explanations or presentational mark-ups attached
to documents, artifacts or Means of Verification (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
d if fe r e in g m a
the portfolio. nt task ny
to s fo r m
d o in c y stude
la s s w h nt s
in d iv id ether
u a ll y, in
groups p a ir s , o
. r in
Somet
im e s I
m y s e lf need t
that th o r e m in
e stude d
h ave th nt s don
e same ’t
and so a b il it y
I h ave le v e ls
about to b e m
a s s ig n in in d fu l
studen g task s
ake ts appr fo r t h e
s m o p r ia t e
way e ly.
I a l , th
CBI, I plan
w s
follo less
on
ten
t
n I the con
Whe t i n o f s is
tha n
u r e e g r 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
wit
hin a t at
s , the
h as
o t y cl
r. S s m
clea v i s i t
rver is.
obse f th
e n ce o
evid
see was to
e a n t to do lly
at I m ecifica
l e s s on, wh s p o r ts, sp
In thi
s e of ent
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
gainst d Kore Phil.
fight a as Jap
a n a n
of t eh
u c h f a n s
Asia,
s were st to
e s t udents h e i r intere
o m of t
that s ke use Discus
sing
Figure 4.1. m . I can ma l e s s o n. tistic
s
Te a n the ts sta
Sample Annotations t h e m i r s p o r
engage he th
and ot ple Ma
g a m e scores t i o n of sim v alues
a
the
g o o d applic s s o n s well,
can be
a le can
lan my P.E.,
p t s . If I p t h M a th and
conc e wi
along ties.
ation, activi
integr i n t h e
lude d
be inc
46
PROFESSIONAL REFLECTIONS THROUGH ANNOTATIONS
4.2 What is the Importance of Annotations?

Annotations allow you to exercise reflective 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 reflect 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 Verification (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. Reflect on your MOV.

These questions may guide your reflection:
a. What documents showcase my creativity
and resourcefulness?
b. What evidences address the requirements
of the performance indicators?
c. What classroom contexts explain my practices?
47
48
Sample Annotation Template for Teacher I-III (Proficient Teachers)
Description of the MOV

Objectives Means of Verification Annotations
THE RPMS MANUAL
Presented
1. Applied X Classroom observation tool (COT) The MOV presented In this lesson, what I meant
knowledge rating sheet and/or inter-observer were classroom to do was to incorporate
of content agreement form about knowledge of observation tool rating knowledge of sports,
within and content within and across curriculum sheets and lesson plans specifically football/soccer,
across teaching areas that showed integration and link this to current news in
curriculum X Lesson plans/modified DLLs developed of knowledge and sports about how the Philippine
teaching highlighting integration of content content in Physical football team has been putting
areas knowledge within and across subject Education. up a good fight against the
areas more experienced teams in
Instructional materials highlighting Asia, such as Japan and Korea.
mastery of content and its integration Discussing the game scores
in other subject areas and other sport statistics can
Performance tasks/test material(s) be a good application of simple
highlighting integration of content Math concepts. I realized that
knowledge within and across subject I should plan my lesson plans
areas better and indicate “Values
Others (Please specify and provide Integration” as “Other Subject
annnotations) Integration” part. I would like
my pupils to become well-
rounded, not only with the
topics concerning Maths but
also with other things.
Figure 4.2. Sample Annotation Template for Teacher I-III (Proficient 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 effective coach

The following are necessary competencies of an effective
coach:
• Self-clarity
• Communication
• Critical thinking
• Ability to build relationships and inspire
5.1.1 What is the difference among coaching,

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

making significant 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, modified 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 identified.
Performance gaps refer to the difference 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

Inefficient processes into faults in the people who run
them.
Personal Problems
Demand is too much or too fast-

Work Overload
paced
Jealousy, competition for attention

Relationships Conflict 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 for continuous performance improvement.
It is also an opportunity to develop succession plans and career
development of high-performing and high-potential staff 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 confidence
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 effective coaching.
Observation Discussion &

The rater identifies Agreement
a performance gap Coach and coachee
agree on: (1) problems
or an opportunity
to be fixed; 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 find 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 deficiency you have observed.
• Listen with empathy, i.e. give an empathic response, paraphrase
what he or she had said, and reflect 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; offer 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 specific date.
• Thank him or her and express confidence that he or she can do it.
Assure him or her of your support.
• Shake hands and smile, while maintaining eye contact.
54
Why follow-up?
• It provides opportunities to remind employees about goals and the
importance of these goals.
• Periodic checks give you a chance to offer positive feedback about the good
things that employees do.
• These checks can help spot small problems before they become large ones.
Performance monitoring shall be the responsibility of both the Rater and the
Ratee who agree to track and record significant incidents through the use of the
Performance Monitoring and Coaching Form (PMCF) shown in Figure 3.21 on page
37 of this Manual.
Is there a difference between Managing and Coaching?
Managing focuses on... Coaching focuses on...
Telling Exploring
Directing Facilitating
Authority Partnership
Immediate Needs Long-term Improvement
A Specific Outcome Many possible outcomes
Figure 5.5. Difference between managing and coaching
Performance Coaching is not…
• a one-time process
• fault-finding and does not put the employee down
• giving advice and does not involve the coach sharing his or her
personal experience or opinions/beliefs
55
THE RPMS MANUAL
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 confidentiality
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 reflected 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 first and evaluate later
• Never interrupt except to ask for clarification
• 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 the response: “Is the program / plan on
schedule?”
• To confirm 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 effective 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 Effective Feedback
58
5.2.1 Why do we give feedback?

Feedback benefits the manager and employee and the organization. It can:
• build staff competence and confidence to achieve high performance;
• benefit 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 identifies job-related behavior and performance
that contribute to individual, group and organizational goals. This
encourages the employee to repeat and develop them.
Type 2: Redirect
This type of feedback identifies job related behavior and performance
that do not contribute to individual, group and organizational goals and
helps the employee develop alternative strategies.
When is feedback effective?

Effective feedback should be specific; it tells your employees what
they did or did not accomplish, how they completed their tasks and
how effective their actions are.
Effective 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 STAR Feedback Model?

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

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

Feedback Model?
The STAR Feedback Model:
• helps you focus staff’s attention on behaviors that got them to
their current level of performance;
• can be used to reinforce staff’s good performance, as well as to
facilitate improvement in staff’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
is described.
STAR - AR
Alternative Action
What could be done better or differently next time?
Alternative Result
What could be the probable result or impact of the
alternative action?
61
THE RPMS MANUAL
Yesterday morning,
I observed that you have
a student that has 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
our LAC meeting
a documentation
with the division supervisor, of the LAC session.”
and we weren’t able to
complete our report.
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 and 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 effective feedback:
Step 1: Preparation
• Self-Assessment. The teacher accomplishes a self-assessment
form and sends a copy to his or her immediate superior.
• Agreeing on the Schedule of the Meeting. The teacher and the
immediate superior agree on the meeting schedule.
• Gathering Data and Preparing Discussion Notes. The teacher
and the immediate superior gather data and note down discussion
points for the meeting. The discussion points can be:
• Performance Objectives
• Critical Indicents/STARs
• Progress or Final Results
• Development Plans
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 specific examples of behaviors and performance
outcomes. Listen actively and openly. Take down notes.
• Giving Feedback. Prepare your notes. Be specific 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?
• Affirm 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
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RPMS Too
for Maste
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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 (first 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 different tools and forms to assess performance, the different
assessment processes and different 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 6.1 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

Reflection 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
Po
Activity : Discussion / Issuance of To rt
RPMS Tools ols an fol
io
n : C d O io
at ion
Tool/s : IPCRF + SAT + IPCRF- OT r P
t e Development Plans -R ga
re niz Por
ex iz r
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pa ati tfo
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th rg re
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Output : Development Plans based
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Po
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II
PERFORMANCE PERFORMANCE
IV REWARDING AND sf MONITORING AND

ro
DEVELOPMENT COACHING
Philippine P
or
Teachers Activity : Mid-year Review and
Activity

: Ways Forward Development
Planning
Teacher
Tool/s
Assessment
: RPMS Tools + IPCRF + SAT +
Quality
Tool/s : IPCRF-Development Plans IPCRF-Development Plans
Timeline : April, 1st Friday using Performance Monitoring
Output : Reward, Recognition, & Coaching Form (PMCF)
IPCRF-DP Timeline : Oct - Nov, End of 1st Semester
Output : Agreements based on IPCRF,
IPCRF-Development Plans &
L&
Porfolio
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To
Pre Tool/s : RPMS Tools + IPCRF + SAT +
IPCRF-Development Plans
using Performance Monitoring
& Coaching Form (PMCF)
Timeline : April 1st week - A week after
graduation
Output : IPCRF w/ Computed Final
Rating
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
io
n : C d O io
at ion
re niz Por
ex iz r
P
e n an pa
cl
pa ati tfo
Timeline : May - last week, a week
a
th rg re
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y
before the opening of

for d O o P
S,
tc
tio
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yc
classes
an tfoli
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ex
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on SAT
Po
th
for
TA
TA
D
L&
onal Standa
L&
s i
D
s rd
fe
II
IV REWARDING AND
sf
MONITORING AND
ro
Philippine P
or
Teachers
Activity : Mid-year Review and
Activity

Planning
Teacher
Tool/s
Assessment
Tool/s
Timeline
Output
: IPCRF-Development Plans
: April, 1st Friday
: Reward, Recognition,
Quality

IPCRF-Development Plans Timeline : Oct - Nov, End of 1st Semester
L&

&D
Porfolio
D
L
TA
TA
To
P)
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-D
P
III
:
as F-D
CR
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IP
PERFORMANCE REVIEW
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F,
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IP
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F,
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ti o rtf at n
Po ra : Portfolio & Computation of ion
pa ols Final Rating
re To
P
Tool/s : RPMS Tools + IPCRF + SAT +
graduation
Rating
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 the areas where they need coaching and mentoring.
6.1.1 What are the Self-Assessment Tools?

The Self-Assessment Tools-RPMS (SAT-RPMS) comprises two
different self-assessment questionnaires within the RPMS designed for
teachers 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 Forms: 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 performance indicators in the SAT-RPMS, including the
Plus Factor. These indicators 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 6.4.
2. Demographic Profile. 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 Profile of SAT-RPMS
72
3. Objectives. This page contains the 13 performance indicators

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 indicator
and the development priority they give to each indicator.
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, you are advised
to use the tool for SAT-RPMS 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. 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
H
H
L
L
Ver
Ver
Mo
Mo
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1 Applied knowledge of content within and across
curriculum teaching areas.
1.2 Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
1.3 Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
Step 2: Take
order thinking the SAT-RPMS appropriate to your level.
skills.
2. Learning Environment and Diversity of Learners
Accomplish Part I: Demographic Profile by ticking the item that
2.1 Managed classroom structure to engage learners,
describes
individually oryou.
in groups, in meaningful exploration,
In Part
discovery andII:hands-on
Performance
activities Indicators,
within a range shade
of the circle that corresponds
physical learning environments.
to the rating you give yourself for each indicator according to the level
2.2 Managed learner behavior constructively by applying
of yourand
positive capability
non-violentand development
discipline priority. You may also write your
to ensure learning-
comments about the indicators in the box provided at the end of SAT-
focused environments.
2.3 Used differentiated, developmentally appropriate
RPMS
learningpage. SeetoFigure
experiences address6.8.
learners’ gender, needs,
strengths, interests and experiences.
Optional: In the space provided, you may want to make some personal comments about
your practice and the objectives on this page.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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 results
of your self-assessment to identify strengths, areas for improvement,
development needs and priority, and recommended interventions.
Figure 6.9
A graphical representation of a teacher (Ratee) and a principal
(Rater) discussing the teacher’s assessment result
75
THE RPMS MANUAL
6.1.4. What are the uses of SAT-RPMS?

The results of the SAT-RPMS may be used to inform the
preparation of the Part IV: Development Plans of the IPCRF (IPCRF-
DP) during Phase 1: Performance Planning and Commitment. The
Rater and the Ratee shall identify and agree on the strengths and
development needs and reflect them in the IPCRF-DP.
The rater and ratee, based on their agreement, can put

in the plan either the teacher’s identified high priority, or
low capability.
For instance, in Objective 3: Applied a range of teaching
strategies to develop critical, creative thinking, as well as other
higher order thinking skills, a Teacher II gave herself High in
terms of Level of Capability. She rated the same objective
Low in terms of Priority for Development.
The Ratee may reflect Objective 3 as strength in the
IPCRF-DP, thus, making it not a priority for development
for the rating period. However, in their discussion, the Rater
notes that the Ratee still needs enrichment on developing
the critical thinking skills of her learners. The Rater may
suggest that Objective 3 can still be considered as Priority
for Development.
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.
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 Rater and the Ratee 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
skill thinking skills
Using feedback to try a Year-round Supervisors /
new approach to an old
practice School Heads /
Master
Coaching and mentoring Teachers
Local Funds
B. Core Behavioral Competencies (DepEd)
• Professionalism and Ethics Innovation particularly on • Coaching • Regular HRTD Funds
• Teamwork conceptualizing “Out of the • Incorporate in the coaching
• Service Orientation Box” ideas/approach next in-service • In-
• Results Focus training (INSET) service
the training on training
conceptualization on April
of innovative and 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
reflect and develop self-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 effective, 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
AND COMMITMENT
Po
io
n : C d O io
at ion
re niz Por
ex iz r
P
e n an pa
cl Timeline : May - last week, a week
pa ati tfo
t a
th rg re
ra on lio
e before the opening of
cy
for d O o P
S,
tio
cl
classes
cy
an tfoli
n
t
ex
en
on SAT
r
Po
th
for
TA
TA
D
L&
onal Standa
L&
s i
D
s rd
fe
II
IV REWARDING AND
sf MONITORING AND
ro
Philippine P
or
Teachers Activity : Mid-year Review and
Activity

Planning
Teacher
Tool/s
Assessment
Quality
Tool/s : IPCRF-Development Plans IPCRF-Development Plans
Timeline : April, 1st Friday using Performance Monitoring
Output : Reward, Recognition, & Coaching Form (PMCF)
IPCRF-DP Timeline : Oct - Nov, End of 1st Semester
L&
Porfolio
&D
D
L
TA
TA
To
Ph PCR -DP)
ols an tfo
P
III
:
as F-D
CR
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Po
IP
PERFORMANCE REVIEW
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F,
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IP
I
,
g MS
F,
lio
l
r :P
o
, IP
o n ar tio olio
o (To
ti o rtf at n
Po ra : Portfolio & Computation of ion
pa ols Final Rating
re To
Tool/s : RPMS Tools + IPCRF + SAT +
P
graduation
Rating
Legend:

Figure 6.12. Classroom Observation Tools in the RPMS Cycle
79
THE RPMS MANUAL
In the RPMS Cycle, 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 verification (MOV) of
teacher performance that can prove teacher’s attainment of objectives in the RPMS
Tools.
Figure 6.13. Classroom Observation Tools and Forms 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 and one for Master Teachers: COT-RPMS for
Teacher I-III and COT-RPMS Master Teacher I-IV, respectively.
The indicators in the tools are the observable classroom objectives
listed in the RPMS tools. The language of the indicators in the rubrics 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.
The COT-RPMS Forms

COT-RPMS tools are composed of five forms:
• Rubric
• Pre-Observation Checklist
• Observation Notes Form
• Rating Sheet
• Inter-Observer Agreement Exercise Form
Each form is used at a specific stage in the observation process.
6.2.1.1 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 5, Applying. For Master Teacher I-II (with Levels 4-8), the
expected attained level is at least Level 7, Integrating.
Figure 6.14. COT-RPMS Rubric Front Page
81
THE RPMS MANUAL
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 6.15. Rubric Level Summary for Teacher I-III
Figure 6.16. Rubric Level Summary for Master Teacher I-IV
82
2. Indicators. This refers to the specific classroom observable practice

of teachers.
Figure 6.17. 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, different levels of performance are
expected of them. The development in levels refers to the expectations of
teachers in different career stages: Levels 3-7 for Teacher I-III while Levels
4-8 for Master Teacher I-IV.
Figure 6.18. Level Description
83
THE RPMS MANUAL
4. Clarifications. This refers to definitions or elaborations of some

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

which help describe a particular level.
Figure 6.19. Clarifications and Features of Practice
84
6.2.1.2 Pre-Observation Checklist
This form is a checklist of indicators for each COT-RPMS rubric.

Using this form, the teacher identifies the indicators which he or she
thinks will be observed in the class. The observer(s) give the Pre-
Observation Checklist to the teacher before the observation (maybe
a day or minutes before the observation). The teacher completes
the form and returns it to the observer(s) before the observation.
Figure 6.20: Sample Pre-Observation Checklist
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THE RPMS MANUAL
6.2.1.3 Observation Notes Form
The observer(s) uses 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 6.21. Observation Notes Form
86
6.2.1.4 Rating Sheet
This form lists the indicators in each COT-RPMS. The Observer(s)

uses this form to indicate the rating/level attained by the observed
teacher in each indicator.
This form is completed after the observation. Only the indicators
checked by the teacher in the Pre-Observation Checklist should
be given rating.
Figure 6.22. 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).
• Since elementary teachers are “generalists,” any observer may rate Indicator 1.
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THE RPMS MANUAL
6.2.1.5 Inter-Observer Agreement Form
Observers uses 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 just the
average of the ratings given but the consensus 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 6.23. Inter-Observer Agreement Form
Note:
The observer(s) meets with the teacher to discuss the results of the observation. This aims to help the teacher
improve his or her performance through constructive feedback.
88
6.2.2 What are the roles and responsibilities of

Teachers and Observers?
6.2.2.1 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; and
4. prepare and provide the lesson plan/modified DLL for the
observation.
6.2.2.2 Observers are Principals/

School Heads, Department Heads/
Chairpersons and/or Master Teachers
It is encouraged that no more than one but a maximum of three

observers participate in the observation.
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
different forms to be used at different stage in the observation:
Observation Notes Form, Pre-Observation Checklist (to be
completed by the teacher to be observed), Rating Sheet, and Inter-
Observer Agreement Form;
3. rate the teacher using the Rating Sheet. Identify the teacher’s
strengths and areas for improvement and then make
recommendations for improving performance, as guided by the COT-
RPMS rubric;
4. ensure the Classroom Observation Forms (Observation Notes
Form, Pre-Observation Checklist, Rating Sheet, and Inter-Observer
Agreement Form) contain accurate information about the teacher and
the class observed; and
5. meet with the teacher after the observation to discuss the results of
the observation.
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THE RPMS MANUAL
6.2.3 What are the processes and protocols

in Classroom Observation?
6.2.3.1 Pre-Observation
Observer Teacher
1. Reviews the COT-RPMS Rubric 1. Reviews the COT-RPMS Rubric
appropriate to the level of the appropriate to his or her level.
teacher he or she will observe. 2. Plans his or her lesson.
2. It is recommended that 2-3 3. Chooses the indicators
observers participate in for that he or she thinks will
the observation. In cases that be observable in his or her
there is only one observer, lesson. Indicate his or her
the Principal/School Head or choice of indicators in the
Head Teacher is expected to Pre-Observation Checklist.
observe. 4. Completes the Pre-
Note: Observation Checklist Form
If there are multiple observations and submit it to the observer.
within a day, it is recommended that 5. Provides the observers with
an observer undertakes no more than the lesson plan/DLP/DLL.
three (3) observations per day.
Figure 6.24. Protocols in Pre-observation process.
6.2.3.2 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 6.25. Processes and protocols in the Actual Observation process
90
6.3.2.3 Post-Observation
Observer Teacher
1. Thanks the teacher and leave
the room immediately after
observation.
2. Individual rating
Rate the teacher using the COT-
RPMS Rubric appropriate to the
level of the teacher observed.
Refer to the Pre-Observation
Checklist. Only those checked by
the teacher will be rated.
• 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; therefore, all
observers are expected to
rate Indicator 1.
3. Inter-Observer Agreement
Exercise
Meets all other observers to
discuss the individual ratings
and justifications for the ratings.
In case of different ratings, the
observers must resolve the
differences and assign a final
rating. The agreed rating is not
necessarily an average; it is a final
rating based on reasoned and
consensual judgement.
4. Meets the teacher to discuss the

results of the observation.
Figure 6.26. Processes and protocols in Post-observation process
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THE RPMS MANUAL
OBSERVERS TOOL NEEDED TEACHER

• Review the COT- • Reviews the
RPMS Rubric COT-RPMS Rubric
appropriate for appropriate to his/
the career stage her Career Stage
of the teacher to RUBRIC • Plans the lesson
PRE-OBSERVATION
be observed. • Nominates the

indicators that
will be rated in the
lesson
• Arrive at the • Completes the

designated Pre-Observation
classroom a few Checklist and
minutes before PRE- return it to the
the observation observers
• Give the Pre-
OBSERVATION
Observation CHECKLIST
Checklist to the
teacher
• Sit at any available • Delivers the

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

POST-OBSERVATION
• Discuss the rating

with the fellow Inter-Observer
observers
AGREEMENT
• Decide the final
rating FORM
The observers and the teacher meet to discuss

the results of the observation. The teacher and observer(s)
affix their signature on the rating.
Figure 6.27. Graphical representation of the Classroom Observation Process
92
GLOSSARY OF TERMS
/ ACRONYMS
7
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
THE RPMS MANUAL
Annotations Self-reflection, explanation, or presentational mark-up attached to/

written on a document, artifact, or Means of Verification (MOV); see
reflection 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 affix their signatures to verify, prove or confirm
that a Portfolio document is an original or a genuine copy.
Career Growth Pertains to the developmental progression as teachers develop,
refine their practice, and respond to the complexities of educational
reforms Philippine Professional Standards for Teachers.
Career Stages The different phases in one’s teaching career which starts from
being a Beginning, to Proficient, to Highly Proficient 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.
Clarifications Definitions 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 the all the factors which may affect 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 efficiently and effectively.
Competencies Knowledge, skills and values that individuals demonstrate in
achieving one’s results. Competencies shall uphold the DepEd’s
core values. They represent the way individuals define 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.
94
GLOSSARY OF TERMS/ACRONYMS
Features of practice Specific 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 specific tasks that an office and/or individual employee needs
to do to achieve the major final outputs under the key result areas.
(DepEd Order No. 2, s. 2015, p. 2). They also refer to a specific 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 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 quantification 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 verifiable
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.
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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, Beginning Teachers (Teacher I with 0-3 years in
service), Proficient Teachers (Teacher I-III with more than 3 years
in service) and Master Teachers 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.
Reflection Notes The insights or realizations that teachers write as a result of careful
introspection on events, discussions, decisions and/or actions they
make. Reflections notes may be attached to an MOV, written as
marginal notes or appended in the form of journal entries.
Reflective Thinking Critical self-reflection on one’s own teaching-learning process. It
helps develop higher-order thinking skills. For teachers, reflective
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 efforts
Management System towards achieving Dep-Ed vision, mission, values, and strategic
(RPMS) priorities. 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 different 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
reflects the teachers’ knowledge, skills, values and attitudes as they
perform their duties and responsibilities in teaching.
96
GLOSSARY OF TERMS/ACRONYMS
ACRONYMS
COT Classroom Observation Tools
DLL Daily Lesson Log
IM Instructional Materials
IPCRF Individual Performance Commitment and Review Form
IPPD Individual Plan for Professional Development
KRA Key Result Areas
L&D Learning and Development
MOV Means of Verification
MRF Mid-year Review Form
PMCF Performance Monitoring and Coaching Form
PPST Philippine Professional Standards for Teachers
RPMS Results-based Performance Management System
SAT-RPMS Self-Assessment Tools-RPMS
TA Technical Assistance
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THE RPMS MANUAL
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98
APPENDICES
8
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
Philippine Professional Standards for Teachers 1
CONTENTS
Table of Contents i
Introduction ii
Role of teachers ii
Professional standards for teachers ii
Teacher quality in the Philippines iii
Career Stages vi
Glossary of Terms 16
References 19
Acknowledgements 20
The Philippine Professional Standards for Teachers (2017) was

developed through the Research Center for Teacher Quality
(RCTQ) with support from the Australian Government.
© 2017. Department of Education - Teacher Education Council.
Philippine Professional Standards for Teachers i

INTRODUCTION
Role of teachers
Teachers play a crucial role in nation building. Through quality teachers, the Philippines can develop holistic learners who are steeped in values,
equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the Department of Education vision
of producing: “Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent upon quality teaching.
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.
The changes brought about by various national and global frameworks, such as the K to 12 Reform and the ASEAN integration, globalization, and the
changing character of the 21st century learners, necessitate the improvement and adaptability of education, and a call for rethinking of the current teacher
standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework of teacher quality, the
National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 2007 and DepED Order No. 32, s.
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by drawing on the learning
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation of Visayas Education (STRIVE)
project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The reform process warrants
an equivalent supportive focus on teacher quality – high quality teachers who are properly equipped and prepared to assume the roles and functions of a K
to 12 teacher.
Philippine Professional Standards for Teachers ii

The Philippine Professional Standards for Teachers, which is built on NCBTS, complements the reform initiatives on teacher quality from pre-service
education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through well-defined Domains, Strands, and Indicators
that provide measures of professional learning, competent practice, and effective engagement. This set of standards makes explicit what teachers should
know, be able to do and value to achieve competence, improved student learning outcomes, and eventually quality education. It is founded on teaching
philosophies of learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others. The Philippine Professional Standards for Teachers,
therefore, becomes 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.
Teacher quality in the Philippines
The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers’
increasing levels of knowledge, practice and professional engagement. At the same time, the standards allow for teachers’ growing understanding, applied
with increasing sophistication across a broader and more complex range of teaching/learning situations.
The following describes the breadth of 7 Domains that are required by teachers to be effective in the 21st century in the Philippines. Quality teachers
in the Philippines:
 recognize the importance of mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound and
critical understanding of the application of theories and principles of teaching and learning. They apply developmentally appropriate and meaningful
pedagogy grounded on content knowledge and current research. They display proficiency in Mother Tongue, Filipino and English to facilitate the
teaching and learning process, as well as exhibit the needed skills in the use of communication strategies, teaching strategies and technologies to
promote high-quality learning outcomes.
 provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and achievement. They create an
environment that is learning-focused and they efficiently manage learner behavior in physical and virtual spaces. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage constructive classroom interactions geared towards the attainment of
high standards of learning.
 establish learning environments that are responsive to learner diversity. They respect learners’ diverse characteristics and experiences as inputs to
the planning and design of learning opportunities. They encourage the celebration of diversity in the classroom and the need for teaching practices
that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
Philippine Professional Standards for Teachers iii

 interact with the national and local curriculum requirements. They translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. They apply their professional knowledge to plan and design, individually or in
collaboration with colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to learners’ needs and incorporate a
range of teaching and learning resources. They communicate learning goals to support learner participation, understanding and achievement.
 apply a variety of assessment tools and strategies in monitoring, evaluating, documenting and reporting learners’ needs, progress and achievement.
They use assessment data in a variety of ways to inform and enhance the teaching and learning process and programs. They provide learners with
the necessary feedback about learning outcomes that informs the reporting cycle and enables teachers to select, organize and use sound assessment
processes.
 establish school-community partnerships aimed at enriching the learning environment, as well as the community’s engagement in the educative
process. They identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of
the wider school community and other key stakeholders. They understand and fulfill their obligations in upholding professional ethics, accountability
and transparency to promote professional and harmonious relationships with learners, parents, schools and the wider community.
 value personal growth and professional development and exhibit high personal regard for the profession by maintaining qualities that uphold the
dignity of teaching, such as caring attitude, respect and integrity. They value personal and professional reflection and learning to improve their
practice. They assume responsibility for personal growth and professional development for lifelong learning.
The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of teacher practices.
Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies
Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
Philippine Professional Standards for Teachers iv

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior
Domain 3, Diversity of Learners, consists of five strands:

1. Learners’ gender, needs, strengths, interests and experiences
2. Learners’ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups
Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning processes
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
Domain 5, Assessment and Reporting, is composed of five strands:

1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:

1. Establishment of learning environments that are responsive to community contexts
Philippine Professional Standards for Teachers v

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures
Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals
Career stages
Teacher professional development takes place in a continuum from beginning to exemplary practice. Anchored on the principle of lifelong learning,
the Philippine Professional Standards for Teachers recognizes the significance of a standards framework that articulates developmental progression as
teachers develop, refine their practice and respond to the complexities of educational reforms.
The following statements, which define the work of teachers at different career stages, make explicit the elements of high-quality teaching for the
st
21 century. They comprise descriptors that have been informed by teachers’ understandings of what is required at each of the four Career Stages. The
descriptors represent a continuum of development within the profession by providing a basis for attracting, preparing, developing and supporting teachers.
Career Stage 1 or Beginning Teachers have gained the qualifications recognized for entry into the teaching profession. They have a strong
understanding of the subjects/areas in which they are trained in terms of content knowledge and pedagogy. They possess the requisite knowledge, skills and
values that support the teaching and learning process. They manage learning programs and have strategies that promote learning based on the learning
needs of their students. They seek advice from experienced colleagues to consolidate their teaching practice.
Career Stage 2 or Proficient Teachers are professionally independent in the application of skills vital to the teaching and learning process. They
provide focused teaching programs that meet curriculum and assessment requirements. They display skills in planning, implementing, and managing learning
Philippine Professional Standards for Teachers vi

programs. They actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement. They
are reflective practitioners who continually consolidate the knowledge, skills and practices of Career Stage 1 teachers.
Career Stage 3 or Highly Proficient Teachers consistently display a high level of performance in their teaching practice. They manifest an in-depth
and sophisticated understanding of the teaching and learning process. They have high education-focused situation cognition, are more adept in problem
solving and optimize opportunities gained from experience. Career Stage 3 Teachers work collaboratively with colleagues and provide them support and
mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.
Career Stage 4 or Distinguished Teachers embody the highest standard for teaching grounded in global best practices. They exhibit exceptional
capacity to improve their own teaching practice and that of others. They are recognized as leaders in education, contributors to the profession, and initiators
of collaborations and partnerships. They create lifelong impact in the lives of colleagues, students and others. They consistently seek professional
advancement and relevance in pursuit of teaching quality and excellence. They exhibit commitment to inspire the education community and stakeholders for
the improvement of education provision in the Philippines.
Philippine Professional Standards for Teachers vii

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
CAREER STAGES
Career Stage 1 Career Stage 2 Career Stage 3 Career Stage 4
Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Beginning Teachers have gained the Proficient Teachers are professionally Highly Proficient Teachers consistently Distinguished Teachers embody the
qualifications recognized for entry into independent in the application of skills display a high level of performance in highest standard for teaching grounded in
the teaching profession. vital to the teaching and learning their teaching practice. global best practices.
process.
They have a strong understanding of They manifest an in-depth and They exhibit exceptional capacity to
the subjects/areas in which they are They provide focused teaching sophisticated understanding of the improve their own teaching practice and
trained in terms of content knowledge programs that meet curriculum and teaching and learning process. that of others.
and pedagogy. assessment requirements.
They have high education-focused They are recognized as leaders in
They possess the requisite knowledge, They display skills in planning, situation cognition, are more adept in education, contributors to the profession
skills and values that support the implementing and managing learning problem solving and optimize and initiators of collaborations and
teaching and learning process. programs. opportunities gained from experience. partnerships.
They manage learning programs and They actively engage in collaborative They provide support and mentoring to They create lifelong impact in the lives of
have strategies that promote learning learning with the professional colleagues in their professional colleagues, students and others.
based on the learning needs of their community and other stakeholders for development, as well as work
students. mutual growth and advancement. collaboratively with them to enhance They consistently seek professional
the learning and practice potential of advancement and relevance in pursuit of
They seek advice from experienced They are reflective practitioners who their colleagues. teaching quality and excellence.
colleagues to consolidate their continually consolidate the
teaching practice. knowledge, skills and practices of They continually seek to develop their They exhibit commitment to inspire the
Career Stage 1 teachers. professional knowledge and practice by education community and stakeholders
reflecting on their own needs, and those for the improvement of education
of their colleagues and students. provision in the Philippines.

DOMAINS/ STRANDS/ INDICATORS FOR DIFFERENT CAREER STAGES
Domain 1. Content Knowledge and Pedagogy

Domain 1 recognizes the importance of teachers’ mastery of content knowledge and its interconnectedness within and across curriculum areas, coupled with a sound
and critical understanding of the application of theories and principles of teaching and learning. This Domain encompasses teachers’ ability to apply developmentally
appropriate and meaningful pedagogy grounded on content knowledge and current research. It takes into account teachers’ proficiency in Mother Tongue, Filipino and
English in the teaching and learning process, as well as needed skills in the use of communication strategies, teaching strategies, and technologies to promote high-
quality learning outcomes.
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers Distinguished Teachers
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective 1.1.4 Model exemplary
Content knowledge and its knowledge and its application content within and across applications of content practice to improve
application within and across within and/or across curriculum curriculum teaching areas. knowledge within and across applications of content
curriculum areas teaching areas. curriculum teaching areas. knowledge within and across
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with 1.2.4 Lead colleagues in the
Research-based knowledge and understanding of research- knowledge and principles of colleagues in the conduct and advancement of the art and
principles of teaching and based knowledge and principles teaching and learning to application of research to enrich science of teaching, based on
learning of teaching and learning. enhance professional practice. knowledge of content and their comprehensive
pedagogy. knowledge of research and
pedagogy.
Strand 1.3 1.3.1 Show skills in the positive 1.3.2 Ensure the positive use of 1.3.3 Promote effective 1.3.4 Mentor colleagues in the
Positive use of ICT use of ICT to facilitate the ICT to facilitate the teaching and strategies in the positive use of implementation of policies to
teaching and learning process. learning process. ICT to facilitate the teaching and ensure the positive use of ICT
learning process. within or beyond the school.

Strand 1.4 1.4.1 Demonstrate knowledge 1.4.2 Use a range of teaching 1.4.3 Evaluate with colleagues 1.4.4 Model a comprehensive
Strategies for promoting literacy of teaching strategies that strategies that enhance learner the effectiveness of teaching selection of effective teaching
and numeracy promote literacy and numeracy achievement in literacy and strategies that promote learner strategies that promote
skills. numeracy skills. achievement in literacy and learner achievement in literacy
numeracy. and numeracy.
Strand 1.5 1.5.1 Apply teaching strategies 1.5.2 Apply a range of teaching 1.5.3 Develop and apply 1.5.4 Lead colleagues in
Strategies for developing critical that develop critical and strategies to develop critical effective teaching strategies to reviewing, modifying and
and creative thinking, as well as creative thinking, and/or other and creative thinking, as well as promote critical and creative expanding their range of
other higher-order thinking skills higher-order thinking skills. other higher-order thinking thinking, as well as other teaching strategies that
skills. higher-order thinking skills. promote critical and creative
thinking, as well as other
higher-order thinking skills.
Strand 1.6 1.6.1 Use Mother Tongue, 1.6.2 Display proficient use of 1.6.3 Model and support 1.6.4 Show exemplary skills in
Mother Tongue, Filipino and Filipino and English to facilitate Mother Tongue, Filipino and colleagues in the proficient use and advocate the use of
English in teaching and learning teaching and learning. English to facilitate teaching of Mother Tongue, Filipino and Mother Tongue, Filipino and
and learning. English to improve teaching and English in teaching and
learning, as well as to develop learning to facilitate learners’
learners’ pride of their language, cognitive and
language, heritage and culture. academic development and to
foster pride of their language,
heritage and culture.
Strand 1.7 1.7.1 Demonstrate an 1.7.2 Use effective verbal and 1.7.3 Display a wide range of 1.7.4 Exhibit exemplary
Classroom communication understanding of the range of non-verbal classroom effective verbal and non-verbal practice in the use of effective
strategies verbal and non-verbal communication strategies to classroom communication verbal and non-verbal
classroom communication support learner understanding, strategies to support learner classroom communication
strategies that support learner participation, engagement and understanding, participation, strategies to support learner
understanding, participation, achievement. engagement and achievement. understanding, participation,
engagement and achievement. engagement and achievement
in different learning contexts.

Domain 2. Learning Environment
Domain 2 highlights the role of teachers to provide learning environments that are safe, secure, fair and supportive in order to promote learner responsibility and
achievement. This Domain centers on creating an environment that is learning-focused and in which teachers efficiently manage learner behavior in physical and virtual
spaces. It highlights the need for teachers to utilize a range of resources and provide intellectually challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high standards of learning.
Strand 2.1 2.1.1 Demonstrate knowledge 2.1.2 Establish safe and secure 2.1.3 Exhibit effective strategies 2.1.4 Apply comprehensive
Learner safety and security of policies, guidelines and learning environments to that ensure safe and secure knowledge of, and act as a
procedures that provide safe enhance learning through the learning environments to resource person for, policies,
and secure learning consistent implementation of enhance learning through the guidelines and procedures that
environments. policies, guidelines and consistent implementation of relate to the implementation
procedures. policies, guidelines and of safe and secure learning
procedures. environments for learners.
Strand 2.2 2.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practices 2.2.4 Advocate and facilitate
Fair learning environment understanding of learning environments that promote to foster learning environments the use of effective practices to
environments that promote fairness, respect and care to that promote fairness, respect foster learning environments
fairness, respect and care to encourage learning. and care to encourage learning. that promote fairness, respect
encourage learning. and care to encourage
learning.
Strand 2.3 2.3.1 Demonstrate knowledge 2.3.2 Manage classroom 2.3.3 Work with colleagues to 2.3.4 Model exemplary
Management of classroom of managing classroom structure to engage learners, model and share effective practices in the management
structure and activities structure that engages learners, individually or in groups, in techniques in the management of classroom structure and
individually or in groups, in meaningful exploration, of classroom structure to activities, and lead colleagues
meaningful exploration, discovery and hands-on engage learners, individually or at the whole-school level to
discovery and hands-on activities within a range of in groups, in meaningful review and evaluate their
activities within the available physical learning environments. exploration, discovery and practices.
physical learning environments. hands-on activities within a
range of physical learning
environments.

Strand 2.4 2.4.1 Demonstrate 2.4.2 Maintain supportive 2.4.3 Work with colleagues to 2.4.4 Facilitate processes to
Support for learner participation understanding of supportive learning environments that share successful strategies that review the effectiveness of the
learning environments that nurture and inspire learners to sustain supportive learning school’s learning environment
nurture and inspire learner participate, cooperate and environments that nurture and to nurture and inspire learner
participation. collaborate in continued inspire learners to participate, participation.
learning. cooperate and collaborate in
continued learning.
Strand 2.5 2.5.1 Demonstrate knowledge 2.5.2 Apply a range of 2.5.3 Model successful 2.5.4 Lead and empower
Promotion of purposive learning of learning environments that successful strategies that strategies and support colleagues in promoting
motivate learners to work maintain learning environments colleagues in promoting learning environments that
productively by assuming that motivate learners to work learning environments that effectively motivate learners to
responsibility for their own productively by assuming effectively motivate learners to achieve quality outcomes by
learning. responsibility for their own work productively by assuming assuming responsibility for
learning. responsibility for their own their own learning.
learning.
Strand 2.6 2.6.1 Demonstrate knowledge 2.6.2 Manage learner behavior 2.6.3 Exhibit effective and 2.6.4 Provide leadership in
Management of learner behavior of positive and non-violent constructively by applying constructive behavior applying a wide range of
discipline in the management of positive and non-violent management skills by applying strategies in the
learner behavior. discipline to ensure learning- positive and non-violent implementation of positive and
focused environments. discipline to ensure learning- non-violent discipline
focused environments. policies/procedures to ensure
learning-focused
environments.

Domain 3. Diversity of Learners
Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity. This Domain underscores the
importance of teachers’ knowledge and understanding of, as well as respect for, learners’ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. It encourages the celebration of diversity in classrooms and the need for teaching practices that are differentiated to encourage all learners to be
successful citizens in a changing local and global environment.
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to 3.1.4 Lead colleagues to
Learners’ gender, needs, and understanding of developmentally appropriate share differentiated, evaluate differentiated
strengths, interests and differentiated teaching to suit learning experiences to address developmentally appropriate strategies to enrich teaching
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address practices that address learners’
strengths, interests and strengths, interests and learners’ differences in gender, differences in gender, needs,
experiences. experiences. needs, strengths, interests and strengths, interests and
experiences. experiences.
Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learner- 3.2.3 Exhibit a learner-centered 3.2.4 Model exemplary
Learners’ linguistic, cultural, strategies that are responsive to centered culture by using culture that promotes success teaching practices that
socio-economic and religious learners’ linguistic, cultural, teaching strategies that respond by using effective teaching recognize and affirm diverse
backgrounds socio-economic and religious to learners’ linguistic, cultural, strategies that respond to linguistic, cultural, socio-
backgrounds. socio-economic and religious learners’ linguistic, cultural, economic and religious
backgrounds. socio-economic and religious backgrounds to promote
backgrounds. learner success.
Strand 3.3 3.3.1 Use strategies responsive 3.3.2 Design, adapt and 3.3.3 Assist colleagues to 3.3.4 Lead colleagues in
Learners with disabilities, to learners with disabilities, implement teaching strategies design, adapt and implement designing, adapting and
giftedness and talents giftedness and talents. that are responsive to learners teaching strategies that are implementing teaching
with disabilities, giftedness and responsive to learners with strategies that are responsive
talents. disabilities, giftedness and to learners with disabilities,
talents. giftedness and talents.

Strand 3.4 3.4.1 Demonstrate 3.4.2 Plan and deliver teaching 3.4.3 Evaluate with colleagues 3.4.4 Model a range of high
Learners in difficult understanding of the special strategies that are responsive to teaching strategies that are level skills responsive to the
circumstances educational needs of learners in the special educational needs of responsive to the special special educational needs of
difficult circumstances, learners in difficult educational needs of learners in learners in difficult
including: geographic isolation; circumstances, including: difficult circumstances, circumstances, including:
chronic illness; displacement geographic isolation; chronic including: geographic isolation; geographic isolation; chronic
due to armed conflict, urban illness; displacement due to chronic illness; displacement illness; displacement due to
resettlement or disasters; child armed conflict, urban due to armed conflict, urban armed conflict, urban
abuse and child labor practices. resettlement or disasters; child resettlement or disasters; child resettlement or disasters; child
abuse and child labor practices. abuse and child labor practices. abuse and child labor
practices.
Strand 3.5 3.5.1 Demonstrate knowledge 3.5.2 Adapt and use culturally 3.5.3 Develop and apply 3.5.4 Show comprehensive
Learners from indigenous groups of teaching strategies that are appropriate teaching strategies teaching strategies to address skills in delivering culturally
inclusive of learners from to address the needs of learners effectively the needs of learners appropriate teaching strategies
indigenous groups. from indigenous groups. from indigenous groups. to address effectively the
needs of learners from
indigenous groups.

Domain 4. Curriculum and Planning
Domain 4 addresses teachers’ knowledge of and interaction with the national and local curriculum requirements. This Domain encompasses their ability to translate
curriculum content into learning activities that are relevant to learners and based on the principles of effective teaching and learning. It expects teachers to apply their
professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons. These lesson sequences and associated
learning programs should be contextually relevant, responsive to learners’ needs and incorporate a range of teaching and learning resources. The Domain expects teachers
to communicate learning goals to support learner participation, understanding and achievement.
Strand 4.1 4.1.1 Prepare developmentally 4.1.2 Plan, manage and 4.1.3 Develop and apply 4.1.4 Model exemplary
Planning and management of sequenced teaching and implement developmentally effective strategies in the practice and lead colleagues in
teaching and learning processes learning processes to meet sequenced teaching and planning and management of enhancing current practices in
curriculum requirements. learning processes to meet developmentally sequenced the planning and management
curriculum requirements and teaching and learning processes of developmentally sequenced
varied teaching contexts. to meet curriculum teaching and learning
requirements and varied processes.
teaching contexts.
Strand 4.2 4.2.1 Identify learning outcomes 4.2.2 Set achievable and 4.2.3 Model to colleagues the 4.2.4 Exhibit high-level skills
Learning outcomes aligned with that are aligned with learning appropriate learning outcomes setting of achievable and and lead in setting achievable
learning competencies competencies. that are aligned with learning challenging learning outcomes and challenging learning
competencies. that are aligned with learning outcomes that are aligned with
competencies to cultivate a learning competencies towards
culture of excellence for all the cultivation of a culture of
learners. excellence for all.

Strand 4.3 4.3.1 Demonstrate knowledge 4.3.2 Adapt and implement 4.3.3 Work collaboratively with 4.3.4 Provide advice on the
Relevance and responsiveness of of the implementation of learning programs that ensure colleagues to evaluate the design and implementation of
learning programs relevant and responsive relevance and responsiveness design of learning programs relevant and responsive
learning programs. to the needs of all learners. that develop the knowledge and learning programs that
skills of learners at different develop the knowledge and
ability levels. skills of learners at different
ability levels.
Strand 4.4 4.4.1 Seek advice concerning 4.4.2 Participate in collegial 4.4.3 Review with colleagues, 4.4.4 Lead colleagues in
Professional collaboration to enrich strategies that can enrich discussions that use teacher and teacher and learner feedback to professional discussions to
teaching practice teaching practice. learner feedback to enrich plan, facilitate, and enrich plan and implement strategies
teaching practice. teaching practice. that enrich teaching practice.
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, organize 4.5.3 Advise and guide 4.5.4 Model exemplary skills
Teaching and learning resources selection, development and use and use appropriate teaching colleagues in the selection, and lead colleagues in the
including ICT of a variety of teaching and and learning resources, organization, development and development and evaluation of
learning resources, including including ICT, to address use of appropriate teaching and teaching and learning
ICT, to address learning goals. learning goals. learning resources, including resources, including ICT, for
ICT, to address specific learning use within and beyond the
goals. school.

Domain 5. Assessment and Reporting
Domain 5 relates to processes associated with a variety of assessment tools and strategies used by teachers in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. This Domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning
process and programs. It concerns teachers providing learners with the necessary feedback about learning outcomes. This feedback informs the reporting cycle and
enables teachers to select, organize and use sound assessment processes.
Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize 5.1.3 Work collaboratively with 5.1.4 Lead initiatives in the
Design, selection, organization of the design, selection, and use diagnostic, formative colleagues to review the design, evaluation of assessment
and utilization of assessment organization and use of and summative assessment selection, organization and use policies and guidelines that
strategies diagnostic, formative and strategies consistent with of a range of effective relate to the design, selection,
summative assessment curriculum requirements. diagnostic, formative and organization and use of
strategies consistent with summative assessment effective diagnostic, formative
curriculum requirements. strategies consistent with and summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively 5.2.4 Provide advice on and
Monitoring and evaluation of of monitoring and evaluation of learner progress and monitoring and evaluation mentor colleagues in the
learner progress and learner progress and achievement using learner strategies of attainment data to effective analysis and use of
achievement achievement using learner attainment data. support learner progress and learner attainment data.
attainment data. achievement.

Strand 5.3 5.3.1 Demonstrate knowledge 5.3.2 Use strategies for 5.3.3 Use effective strategies for 5.3.4 Exhibit exemplary skills
Feedback to improve learning of providing timely, accurate providing timely, accurate and providing timely, accurate and and lead initiatives to support
and constructive feedback to constructive feedback to constructive feedback to colleagues in applying
improve learner performance. improve learner performance. encourage learners to reflect on strategies that effectively
and improve their own learning. provide timely, accurate and
constructive feedback to
learners to improve learning
achievement.
Strand 5.4 5.4.1 Demonstrate familiarity 5.4.2 Communicate promptly 5.4.3 Apply skills in the effective 5.4.4 Share with colleagues a
Communication of learner with a range of strategies for and clearly the learners’ needs, communication of learner wide range of strategies that
needs, progress and communicating learner needs, progress and achievement to needs, progress and ensure effective
achievement to key stakeholders progress and achievement. key stakeholders, including achievement to key communication of learner
parents/guardians. stakeholders, including needs, progress and
parents/guardians. achievement to key
stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate an 5.5.2 Utilize assessment data to 5.5.3 Work collaboratively with 5.5.4 Lead colleagues to
Use of assessment data to understanding of the role of inform the modification of colleagues to analyze and utilize explore, design and implement
enhance teaching and learning assessment data as feedback in teaching and learning practices assessment data to modify effective practices and
practices and programs teaching and learning practices and programs. practices and programs to programs using information
and programs. further support learner progress derived from assessment data.
and achievement.

Domain 6. Community Linkages and Professional Engagement
Domain 6 affirms the role of teachers in establishing school-community partnerships aimed at enriching the learning environment, as well as the community’s
engagement in the educative process. This Domain expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to the
experiences, interests and aspirations of the wider school community and other key stakeholders. It concerns the importance of teachers’ understanding and fulfilling
their obligations in upholding professional ethics, accountability and transparency to promote professional and harmonious relationships with learners, parents, schools
and the wider community.
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and evaluate 6.1.4 Model exemplary practice
Establishment of learning understanding of knowledge of environments that are learning environments that are and empower colleagues to
environments that are learning environments that are responsive to community responsive to community establish and maintain effective
responsive to community responsive to community contexts. contexts. learning environments that are
contexts contexts. responsive to community
contexts.
Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to 6.2.4 Lead in consolidating
Engagement of parents and the strategies that build parents/guardians and the strengthen relationships with networks that strengthen
wider school community in the relationships with wider school community to parents/guardians and the relationships with
educative process parents/guardians and the facilitate involvement in the wider school community to parents/guardians and the
wider community. educative process. maximize their involvement in wider school community to
the educative process. maximize their involvement in
the educative process.
Strand 6.3 6.3.1 Demonstrate awareness 6.3.2 Review regularly personal 6.3.3 Discuss with colleagues 6.3.4 Lead colleagues in the
Professional ethics of existing laws and regulations teaching practice using existing teaching and learning practices regular review of existing codes,
that apply to the teaching laws and regulations that apply that apply existing codes, laws laws and regulations that apply
profession, and become familiar to the teaching profession and and regulations applicable to to the teaching profession, and
with the responsibilities the responsibilities specified in the teaching profession, and the the responsibilities as specified
specified in the Code of Ethics the Code of Ethics for responsibilities specified in the in the Code of Ethics for
for Professional Teachers. Professional Teachers. Code of Ethics for Professional Professional Teachers.
Teachers.

Strand 6.4 6.4.1 Demonstrate knowledge 6.4.2 Comply with and 6.4.3 Exhibit commitment to 6.4.4 Evaluate existing school
School policies and procedures and understanding of school implement school policies and and support teachers in the policies and procedures to
policies and procedures to procedures consistently to implementation of school make them more responsive to
foster harmonious relationships foster harmonious relationships policies and procedures to the needs of the learners,
with the wider school with learners, parents, and foster harmonious relationships parents and other stakeholders.
community. other stakeholders. with learners, parents and other
stakeholders.

Domain 7. Personal Growth and Professional Development
Domain 7 focuses on teachers’ personal growth and professional development. It accentuates teachers’ proper and high personal regard for the profession by
maintaining qualities that uphold the dignity of teaching such as caring attitude, respect and integrity. This Domain values personal and professional reflection and
learning to improve practice. It recognizes the importance of teachers assuming responsibility for personal growth and professional development for lifelong learning.
Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifest a learner- 7.1.4 Model a learner-centered
Philosophy of teaching philosophy of teaching that is philosophy of teaching that is centered teaching philosophy in teaching philosophy through
learner-centered. learner-centered. various aspects of practice and teaching practices that
support colleagues in enhancing stimulate colleagues to engage
their own learner-centered in further professional learning.
teaching philosophy.
Strand 7.2 7.2.1 Demonstrate behaviors 7.2.2 Adopt practices that 7.2.3 Identify and utilize 7.2.4 Act as a role model and
Dignity of teaching as a that uphold the dignity of uphold the dignity of teaching personal professional strengths advocate for upholding the
profession teaching as a profession by as a profession by exhibiting to uphold the dignity of dignity of teaching as a
exhibiting qualities such as qualities such as caring attitude, teaching as a profession to help profession to build a positive
caring attitude, respect and respect and integrity. build a positive teaching and teaching and learning culture
integrity. learning culture within the within and beyond the school.
school.
Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in professional 7.3.3 Contribute actively to 7.3.4 Take a leadership role in
Professional links with establish professional links with networks to share knowledge professional networks within supporting colleagues’
colleagues colleagues. and to enhance practice. and between schools to engagement with professional
improve knowledge and to networks within and across
enhance practice. schools to advance knowledge
and practice in identified areas
of need.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional 7.4.4. Demonstrate leadership
Professional reflection and understanding of how professional improvement plan reflections and promote within and across school
learning to improve practice professional reflection and based on reflection of one’s learning opportunities with contexts in critically evaluating
colleagues to improve practice. practice and setting clearly

learning can be used to improve practice and ongoing defined targets for professional
practice. professional learning. development.
Strand 7.5 7.5.1 Demonstrate motivation 7.5.2 Set professional 7.5.3 Reflect on the Philippine 7.5.4 Lead reforms in enhancing
Professional development goals to realize professional development goals based on Professional Standards for professional development
development goals based on the Philippine Professional Teachers to plan personal programs based on an in-depth
the Philippine Professional Standards for Teachers. professional development goals knowledge and understanding
Standards for Teachers. and assist colleagues in of the Philippine Professional
planning and achieving their Standards for Teachers.
own goals.

GLOSSARY OF TERMS
Assessment Data Learner data obtained from diagnostic, formative and/or summative assessment practices
Classroom Structure The physical set-up of the learning environment, which generally includes the arrangement of chairs,
tables, and other equipment in the classroom designed to maximize learning
Content Knowledge Competencies that teachers are expected to master for them to teach efficiently and effectively
Culturally-appropriate teaching strategies Teaching strategies that respect cultural differences between and among students and teachers
Curriculum Areas Different learning/subject areas taught and learned in the basic education curriculum
Creative thinking skills Thinking skills that involve exploring ideas, generating possibilities and looking for many right answers
rather than just one.
Critical thinking skills High-level thinking skills such as analysis, evaluation, interpretion, or synthesis of information and
application of creative thought to form an argument, solve a problem, or reach a conclusion.
Developmentally Appropriate Learning Teaching and learning activities and tasks suited to the needs, abilities, skills, and developmental levels of
Experiences learners
Diagnostic assessment Assessment that gauges what the learner knows prior to instruction. It can also identify the nature of
difficulties and misconceptions that the learner might have, which, if undiagnosed, might affect their
learning of newer concepts. Based on DepEd Order No. 8, s. 2015, there are only two types of classroom
assessment, namely, formative and summative. Formative assessment already covers diagnostic
assessment.
Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products suited to the
various learning needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of
professional standards for teachers
Formative assessment Assesment used to conduct in-process evaluations of student comprehension, learning needs, and
academic progress during a lesson, unit, or course. Formative assessment helps teachers identify concepts
that students are struggling to understand, skills they are having difficulty acquiring, or learning standards
they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and
academic support. (Please also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition.)
Higher Order Thinking Skills Complex thinking processes which include analysis, evaluation, synthesis, reflection and creativity.

Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in the
Philippine Professional Standards for Teachers
Indigenous groups Peoples who have, under claims of ownership since time immemorial, occupied, possessed and utilized
ancestral territories, shared common bonds of language, customs, traditions, and other unique cultural
traits (RA 8371: IPRA)
Learner Attainment Data Evidence of learning, progress or achievement in learner performance reflected in various assessment
results, portfolios, class records and report cards
Learner interests Student’s personal preferences, likes or dislikes, which must be considered in the teaching-learning process.
Learner needs Observable gaps between a learner's present knowledge or competence and the curriculum standards
identified as necessary for the grade level.
Learner strengths Pre-existing knowledge or competence that helps a learner meet required standards.
Learning experiences Any interaction, course, program, or other involvements in which learning takes place, whether it occurs in
traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations,
outdoor environments), or whether it includes traditional educational interactions (students learning from
teachers and professors) or nontraditional interactions (students learning through games and interactive
software applications).
Learning Focused Instructional and assessment strategies that target meaningful learning
Learning goals Long-term objectives that articulate the specific knowledge, skills, attitudes and values stated as
curriculum competencies that learners must develop as a result of the teaching-learning process
Learning Outcomes Products and performance targets through which learners demonstrate the knowledge, skills and
attitudes they have learned
Learning Programs Organized and sequenced set of strategies, activities and tasks that effect learning
Learning/Teaching Contexts Teaching/learning situations and all the circumstances in which learners learn from instruction
Local curriculum Educational curriculum content that is informed by and responsive to the “cultural and socioeconomic
realities” (UNESCO, 2012; 31) of local populations
Mother tongue The native language or the first language the learner learns as a child
National curriculum Subjects or topics taught in schools as prescribed by the Department of Education

Non-verbal communication Communication that does not involve the use of words, e.g., facial expressions, gestures, and tone of
voice
Non-violent discipline Discipline that avoids the use of punishment such as spanking, verbal abuse and humiliation (see Positive
discipline)
Numeracy and literacy skills Reading, writing, and mathematical skills needed to cope in everyday life
Philosophy of teaching A teacher’s views, understandings and conceptualization of teaching and learning
Physical space/physical learning Any area conducive to learning which usually includes a safe classroom with appropriate devices for
environment teaching and learning
Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or managing learner behavior
through dialogue and counseling instead of punishment (see Non-violent discipline)
Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning
Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the teaching-learning
practice
Professional learning Learning that develops professional knowledge and/or practice.
Professional network A connected community of educators. The community may exist online e.g. LinkedIn.
Professional reflection Thoughtful consideration in action (while teaching) and on action (after teaching)
Philippine Professional Standards for Public document that defines teacher quality in the Philippines through well-defined Domains, Strands,
Teachers and Indicators that provide measures of professional learning, competent practice, and effective
engagement
Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic investigation and logical study
School/learning/community context See learning context
Strand Specific dimensions of teacher practice under every domain in the Philippine Professional Standards for
Teachers
Summative assessment Assessment of student learning, skill acquisition, and academic achievement at the conclusion of a defined
instructional period—typically at the end of a project, unit, quarter, semester, program, or school year.
(See DepEd Order No. 8, s. 2015, pp. 2-3 for additional description of summative assessment.)

Teaching and learning resources Teaching aids and other materials that teachers use to enhance teaching and learning, and to assist learners
to meet the expectations for learning as defined by the curriculum.
Verbal communication strategies Oral or spoken means of transmitting information and meaning
Virtual space An online environment in which people can interact
Wider school community Internal and external stakeholders, including teachers, school administrators, parents, guardians,
community members, local business leaders, local authorities and elected officials, among others.
REFERENCES
Commission on Higher Education. (2007). Addendum to CMO 30, Series of 2004 Entitled “Revised Policies and Standards for Undergraduate Teacher
Education Curriculum.” CHED Memorandum No. 52, s. 2007.
Department of Education. (2015). Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program. Department Order No. 8, s. 2015
Department of Education. (2009). National Adoption and Implementation of NCBTS-TSNA and IPPD for Teachers, and Integration of its System Operations in
the Overall Program for Continuing Teacher Capacity Building. Department Order No. 32, s. 2009.
Department of Education. (2013). Our Department of Education Vision, Mission and Core Values (DepEd VMV). Department Order No. 36, s. 2013.
Republic of the Philippines. Congress. Senate. (2013). RA 10533. An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and
Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes. Philippines.
Republic of the Philippines. Congress. Senate. (1997). 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. Philippines.

ACKNOWLEDGEMENTS TECHNICAL WORKING GROUP REFERENCE PANEL *Abelardo B. Medes
Chief Education Program
THE PROJECT TEAM Allen U. Bautista, Ed.D. Ms. Hazel D. Aniceto (Chair) Specialist, Education Assessment
Jennifer E. Lopez Portfolio Manager, Australian Division, Department of
Research Center for Teacher Leana D. S. Patungan Embassy Education
Quality (RCTQ) Chinita A. Tolentino
Amelia A. Biglete, Ph.D. *Clodualdo V. Paiton
Gina O. Gonong, Ph.D. RESEARCH OFFICERS Director IV, Office for Program Technical Specialist, Bureau of
Director and Project Leader and Standards Development Curriculum Development,
Victoria J. Delos Santos Commission on Higher Department of Education
Jennie V. Jocson, Ph.D. Donna Marie B. De Mesa Education
Senior Program Manager Maria Arsenia C. Gomez *Fernando M. Pantino
Ma. Concepcion B. Montenegro Purita B. Bilbao, Ed.D. Senior Education Program
Marilyn U. Balagtas, Ph.D. Favian L. Noche Chairperson, CHED Technical Specialist, Bureau of Secondary
Former Director Marla C. Papango Panel for Teacher Education Education, Department of
Michael Wilson I. Rosero Education
Teresita T. Rungduin, Ph.D. Malvin R. Tabajen Azucena P. Esleta
Senior Program Manager (represented by Ms. Ma. Paz Maria Lourdes D. Pantoja
SUPPORT STAFF Felyn Cruz-Tayag) Director IV, Bureau of Human
SiMERR National Research Director IV, Civil Service Resource and Organization
Centre Michael Jove B. Ablaza Commission Human Resource Development
Roaima Lynn B. Antonio Policies and Standards Office
John Pegg, Ph.D. Richard Jay J. Arias Yolanda B. Quijano, Ph.D.
Director Ranie B. Catimbang Fe A. Hidalgo, Ph.D. Former Undersecretary,
Zhanina U. Custodio President, Foundation for Department of Education
Joy Hardy, Ph.D. Ezra B. de Jesus Upgrading the Standard of
Deputy Director Jonathan B. Erfe Education Chito B. Salazar, Ph.D.
Beverly E. Estocapio President, Philippine Business
Ken Vine, Ph.D. Shiela Marie V. Gimeno Atty. Teresita R. Manzala for Education
Principal Research Adviser Dr. Rachelle B. Lintao (represented by Dr. Paraluman
Cheryl C. Lualhati R. Giron) Ethel Agnes P. Valenzuela, Ed.D.
Greg McPhan, Ph.D. Ian Kenneth D. Magabilin Chairperson, Professional Deputy Director for Programme
Principal Research Manager Rossanna A. Mendiogarin Regulation Commission and Development, SEAMEO
Ryan Anthony A. Olalia Secretariat
Ma. Luz V. Rantael
Jessa P. Reynoso *Representing the Directors of
Jerreld M. Romulo DepED Bureaus

Special thanks to: COMMISSION ON HIGHER UNIVERSITY OF NEW ENGLAND DEPARTMENT OF EDUCATION –
EDUCATION (CHED) - AUSTRALIA CENTRAL OFFICE
AUSTRALIAN EMBASSY – Dr. Rebecca Spence
Manila Dr. Minella C. Alarcon Br. Armin A. Luistro, FSC,
Commissioner Former Secretary
Robyn Biti, Minister Counselor, DEPARTMENT OF EDUCATION
Australian Agency for Dr. Maria Cynthia Rose B. (DepEd) Atty. Nepomuceno A. Malaluan,
International Development Bautista, Commissioner Assistant Secretary and Chief of
TEACHER EDUCATION COUNCIL Staff
Felicity Lee, First Secretary PHILIPPINE NORMAL (TEC)
(Development) UNIVERSITY Jesus Lorenzo R. Mateo,
Leonor M. Briones Undersecretary for Planning and
Quintin G. Atienza II Dr. Ester B. Ogena, President Secretary, Department of Field Operations
Romelia I. Neri Education
Dr. Wilma S. Reyes, Vice Ex-officio Chair, TEC Dr. Dina Joana S. Ocampo,
BASIC EDUCATION SECTOR President for Research, Planning Former Undersecretary for
TRANSFORMATION PROGRAM and Quality Assurance Runvi V. Manguerra, Ph.D. Curriculum and Instruction
(BEST) Executive Director II
Marivilla Lydia B. Aggarao Rizalino D. Rivera, Former
Dr. Greg-Ryan Gadsden, Team Emilio F. Aguinaldo Jayson A. Peñafiel Undersecretary for Regional
Leader Gerry C. Areta Education Program Supervisor Operations
Gregorio B. Borines
Dr. Peter Grimes, Senior Josephine M. Calamlam John Arnold S. Siena, Director
Specialist for Teacher Erwin R. Callo IV, National Educators Academy
Development Vic Marie I. Camacho of the Philippines
Shirley N. Cerbo
Krupskaya M. Añonuevo Maribel C. Gerundio DEPARTMENT OF EDUCATION-
Dr. Nemah N. Hermosa Glinore S. Morales ARMM
Soledad T. Lecaroz Mary Leigh Ann C. Perez
Dr. Twila G. Punsalan Maria Ruth M. Regalado Atty. Jamar M. Kulayan, Former
Dr. Rita B. Ruscoe Regional Secretary
Joemar D. Sajona
Myla Zenaida C. Torio
Marilou M. Ubiña
Lordinio A. Vergara

DEPARTMENT OF EDUCATION - SENIOR OFFICIALS Bervy C. Domingo, EPS, Region II Management and Development
REGIONAL OFFICES Quality Assurance Division Section
Regional Directors/Assistant Dr. Flordeliza A. Alquiza, EPS,
Regional Directors Officer-in-Charge, Quality Dr. Emiliano B. Elnar, Jr., Chief Macrino A. Raymundo, EPS,
Assurance Division, NCR (retired) Education Program Supervisor, Region II
Luz S. Almeda, Ph.D. Region VII Curriculum and
Ramon Fiel G. Abcede Dr. Bernadette J. Atienza, EPS, Learning Management Division Dr. Judith V. Romaguera, Chief
Arturo B. Bayocot, Ph.D. Region III Quality Assurance Education Program Supervisor,
Isabelita M. Borres, Ph.D. Division Dr. Cynthia D. Jacob, Chief, Region IX Human Resource
Estela L. Cariño, Ed.D. Region V Human Resource Development Division
Atty. Shirley O. Chatto Dr. Erlinda A. Atienza, Chief Development Division
Rebecca V. Delapuz, Ph.D. Education Program Supervisor, Laurente A. Samala, EPS, Region
Lorna D. Dino, Ph.D. Region XIII Human Resource Sammy C. Legaspi, Information IV-MIMAROPA Quality
Ellen B. Donato, Ed.D. Development Division Technology Officer I, Region I Assurance Division
May B. Eclar, Ph.D.
Atty. Alberto T. Escobarte Ariel M. Azuelo, Administrative Dr. Leoncio P. Lumaban, Chief Jerry B. Sario, Officer-in-Charge,
Allan G. Farnazo, Ph.D. Officer V, Region IV- Education Supervisor, Region II Region II Human Resource
Malcolm S. Garma, CESO V CALABARZON Public Affairs Unit Quality Assurance Division Development Division
Juliet A. Jeruta, Ph.D.
Gemma M. Ledesma, CESO V Dr. Leonardo C. Canlas, Chief Gertrudes L. Malabanan, EPS, Dr. Susan D. Severino, EPS,
Ponciano A. Menguito. Ed.D. Education Program Supervisor, Region IV-CALABARZON Region VI Human Resource
Rizalino Jose T. Rosales Region III Policy, Planning and Development Division
Gilbert T. Sadsad, Ph.D. Research Division Dr. Joy C. Mangubat, EPS,
Diosdado M. San Antonio, Ph.D. Region X All teachers, principals/school
Ruby Alma C. Torio, Ed.D. Angelina B. Castillo, EPS, Region heads, supervisors,
Beatriz G. Torno, Ph.D. IV-CALABARZON Lorna F. Mapinogos, Chief superintendents, pre-service
Teresita M. Velasco, Ph.D. Education Program Supervisor, teachers, and educators who
Luisa B. Yu, Ph.D. Dr. Jerome A. Chavez, EPS, Region XI Human Resource took part in the development
Region IV-CALABARZON Development Division work
Regan B. Dagadas, EPS II, Region Dr. Luz E. Osmeña, Chief, Region
XII IV-CALABARZON Human
Resource Development Division
Dr. Hja Jaliha Diwallay, Region
IX Jose Sario E. Poblete, EPS,
Region II Learning Resource

24 Philippine Professional Standards for Teachers
DEPARTMENT OF EDUCATION
DepEd Complex
Meralco Ave., Pasig City
TEACHER EDUCATION COUNCIL
Rooms 228-229 Mabini Bldg.,
DepEd Complex, Meralco Ave., Pasig City
(T) 638-61-70
(F) 638-61-72
Appendix B


Position Title Teacher I - III Salary Grade

Parenthetical Title
Position Supervised
JOB SUMMARY
Experience None required
Eligibility RA 1080
Experience
Eligibility PBET/LET Passer
Trainings In-service training
132
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 learner progress and undertakes activities to improve learner 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
133
(MFOs) (KRAs)
1. Applied knowledge of content within 1. Classroom observation tool (COT) rating sheet
and across curriculum teaching areas. and/or inter-observer agreement form about
knowledge of content within and across curriculum
teaching areas
highlighting integration of content knowledge within
integration of content knowledge within and across
subject areas
2. Used a range of teaching strategies 1. Classroom observation tool (COT) rating sheet
Content Knowledge and that enhance learner achievement in and/or inter-observer agreement form about
Pedagogy literacy and numeracy skills. teaching strategies that enhance learner
numeracy skills
teaching
3. Applied a range of teaching 1. Classroom observation tool (COT) rating sheet
strategies to develop critical and and/or inter-observer agreement form about
teaching strategies to develop critical and creative
134
creative thinking, as well as other thinking, as well as other higher-order thinking
higher-order thinking skills. skills
highlighting different teaching strategies that
develop critical and creative thinking and/or other
HOTS
3. Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking and/or other HOTS
demonstration teaching
4. Managed classroom structure to 1. Classroom observation tool (COT) rating sheet
engage learners, individually or in and/or inter-observer agreement form about
groups, in meaningful exploration, managing classroom structure that engages
discovery and hands-on activities within learners in various activities
a range of physical learning 2. Lesson plans/modified DLLs highlighting various
environments. classroom management strategies that engage
learners in activities/tasks in different physical
learning environments
Learning Environment and 3. Others (Please specify and provide annotations)
Diversity of Learners 5. Managed learner behavior Classroom observation tool (COT) rating sheet and/or
constructively by applying positive and inter-observer agreement form about teacher
non-violent discipline to ensure management of learner behavior using the following
learning-focused environments. strategies:
1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
135
7. Encouraging learners to ask questions
6. Used differentiated, developmentally 1. Classroom observation tool (COT) rating sheet
appropriate learning experiences to and/or inter-observer agreement form about using
address learners’ gender, needs, differentiated, developmentally appropriate
strengths, interests and experiences. learning experiences
highlighting differentiation in content, product,
process, learning environment or others according
to learners’ gender, needs, strengths, interests
and experiences
differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interests and
experiences
7. Planned, managed and implemented 1. Classroom observation tool (COT) rating sheet
developmentally sequenced teaching and/or inter-observer agreement form about using
and learning processes to meet developmentally sequenced teaching and learning
curriculum requirements and varied process
Curriculum and Planning teaching contexts. 2. Lesson plans/modified DLLs highlighting
developmentally sequenced instruction that meet
curriculum goals and varied teaching contexts
3. Instructional materials used to implement
developmentally sequenced teaching and learning
process to meet curriculum requirements and
varied teaching contexts
136
1. Personal notes of teachers on
8. Participated in collegial discussions
that use teacher and learner feedback LACs/FGDs/meetings with proof of attendance
to enrich teaching practice. 2. Minutes of LAC/FGD sessions on use of teacher
and learner feedback to enrich teaching practice
with proof of attendance
9. Selected, developed, organized and 1. Classroom observation tool (COT) rating sheet
used appropriate teaching and learning and/or inter-observer agreement form about using
resources, including ICT, to address appropriate teaching and learning resources,
learning goals. including ICT
Examples:
 Activity sheets/task sheets/work sheets
 PowerPoint presentations
 Video clips
 Module
 SIMs-Strategic Intervention Materials
 Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
Assessment and Reporting 10. Designed, selected, organized and 1. Classroom observation tool (COT) rating sheet
used diagnostic, formative and and/or inter-observer agreement form about using
summative assessment strategies diagnostic, formative and summative assessment
consistent with curriculum strategies
requirements. 2. Prepared lesson plans/modified DLLs highlighting
appropriate use of formative assessment
strategies
3. Developed diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
137
4. Developed summative tests: (a) with TOS
accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics
accomplished rubrics
11. Monitored and evaluated learner 1. Compilation of a learner’s written work with
progress and achievement using summary of results and with signature of parents
learner attainment data. 2. Formative/summative assessment tools with TOS
and frequency of errors with identified least
mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index of
mastery
12. Communicated promptly and 1. At least 3 samples of corrected test papers of the
clearly the learners’ needs, progress same 3 learners in the same learning area with
and achievement to key stakeholders, parents’ or guardians’ signature and date of receipt
including parents/guardians. 2. Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parent’s/guardian’s attendance
3. Report cards with parent’s or guardian’s signature
in all quarters supported by minutes of meeting
4. Communication with parents/guardians using
various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs, progress
and achievement submitted to other stakeholders
138
13. Performed various related 1. Certificate of Recognition or Participation
works/activities that contribute to the 2. Certificate of Training
teaching-learning process. 3. Certificate of Speakership
4. Committee involvement
Plus Factor 5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
139
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied knowledge 1. Classroom observation tool Quality Showed Showed Showed Showed No
of content within and (COT) rating sheet and/or inter- knowledge of knowledge of knowledge of knowledge of acceptable
across curriculum observer agreement form about content and its content and its content and its content and its evidence
teaching areas. knowledge of content within and integration within integration integration integration within was shown
across curriculum teaching areas and across within and within and and across
2. Lesson plans/modified DLLs subject areas as across subject across subject subject areas as
developed highlighting integration shown in MOV 1 areas as shown areas as shown shown in MOV 1
of content knowledge within and with a rating of 7 in MOV 1 with in MOV 1 with a with a rating of 4
across subject areas a rating of 6 rating of 5
3. Instructional materials Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
highlighting mastery of content least 4 lessons lessons using lessons using of the given acceptable
and its integration in other subject using MOV 1 MOV 1 and MOV 1 and MOV evidence
areas and supported supported by supported by was shown
4. Performance tasks/test by any 1 of the any 1 of the any 1 of the
material(s) highlighting integration other given MOV other given other given
of content knowledge within and MOV MOV
5. Others (Please specify and
provide annotations) Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No
were distributed MOV were were distributed was completed acceptable
across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters
2. Used a range of 1. Classroom observation tool Quality Facilitated using Facilitated Facilitated using Facilitated using No
teaching strategies (COT) rating sheet and/or inter- different using different different different acceptable
that enhance learner observer agreement form about teaching teaching teaching teaching evidence
achievement in teaching strategies that enhance strategies that strategies that strategies that strategies that was shown
promote promote promote promote reading,
140
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
literacy and learner achievement in literacy reading, writing reading, writing reading, writing writing and/or
numeracy skills. and numeracy skills and/or numeracy and/or and/or numeracy skills
2. Lesson plans/modified DLLs skills as shown numeracy skills numeracy skills as shown in
used in teaching highlighting in MOV 1 with a as shown in as shown in MOV 1 with a
learner-centered strategies that rating of 7 MOV 1 with a MOV 1 with a rating of 4
promote literacy and/or rating of 6 rating of 5
numeracy skills Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
3. Instructional materials least 4 learner- learner- learner- learner-centered acceptable
highlighting learner-centered centered centered centered lesson as evidence
strategies that promote literacy lessons as lessons as lessons as evidently shown was shown
and/or numeracy skills evidently shown evidently evidently shown in any of the
4. Performance tasks/test in MOV 1 and shown in MOV in MOV 1 and given MOV
material(s) used in teaching supported by 1 and supported by
5. Results of assessment used in any 1 of the supported by any 1 of the
teaching other MOV given any 1 of the other MOV
6. Others (Please specify and other MOV given
provide annotations) given
Timeliness
3. Applied a range of 1. Classroom observation tool Quality Used different Used different Used different Used different No
teaching strategies to (COT) rating sheet and/or inter- teaching teaching teaching teaching acceptable
develop critical and observer agreement form about strategies that strategies that strategies that strategies that evidence
creative thinking, as teaching strategies to develop develop critical develop critical develop critical develop critical was shown
well as other higher- critical and creative thinking, as and creative and creative and creative and creative
order thinking skills. well as other higher-order thinking and/or thinking and/or thinking and/or thinking and/or
thinking skills other HOTS as other HOTS as other HOTS as other HOTS as
2. Lesson plans/modified DLLs shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
used in teaching highlighting with a rating of 7 1 with a rating 1 with a rating with a rating of 4
different teaching strategies that of 6 of 5
141
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
develop critical and creative Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
thinking and/or other HOTS least 4 lessons lessons as lessons as lesson as acceptable
3. Instructional materials as evidenced by evidenced by evidenced by evidenced by evidence
highlighting different teaching MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
strategies that develop critical supported by supported by supported by given MOV
and creative thinking and/or any 1 of the any 1 of the any 1 of the
other HOTS other given MOV other given other given
4. Performance tasks/test MOV MOV
material(s) used in
demonstration teaching Timeliness
5. Results of assessment used in
teaching
4. Managed 1. Classroom observation tool Quality Used classroom Used Used classroom Used classroom No
classroom structure (COT) rating sheet and/or inter- management classroom management management acceptable
to engage learners, observer agreement form about strategies that management strategies that strategies that evidence
individually or in managing classroom structure engage learners strategies that engage learners engage learners was shown
groups, in meaningful that engages learners in various in activities/tasks engage in in activities/tasks
exploration, discovery activities as shown in learners in activities/tasks as shown in
and hands-on 2. Lesson plans/modified DLLs MOV 1 with a activities/tasks as shown in MOV 1 with a
activities within a highlighting various classroom rating of 7 as shown in MOV 1 with a rating of 4
range of physical management strategies that MOV 1 with a rating of 5
learning engage learners in rating of 6
environments. activities/tasks in different Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
physical learning environments least 4 lessons lessons lessons lesson acceptable
3. Others (Please specify and supported by supported by supported by supported by evidence
provide annotations) MOV 1 and any MOV 1 and MOV 1 and any was shown
142
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
1 of the other any 1 of the 1 of the other any of the
acceptable MOV other acceptable acceptable MOV
acceptable MOV
MOV
Timeliness
5. Managed learner Classroom observation tool (COT) Quality Applied teacher Applied teacher Applied teacher Applied teacher No
behavior rating sheet and/or inter-observer management management management management acceptable
constructively by agreement form about teacher strategies of strategies of strategies of strategies of evidence
applying positive and management of learner behavior learner behavior learner learner behavior learner behavior was shown
non-violent discipline using the following strategies: that promote behavior that that promote that promote
to ensure learning- 1. Providing motivation positive and promote positive and positive and
focused 2. Praising the learners/Giving non-violent positive and non-violent non-violent
environments. positive feedback discipline as non-violent discipline as discipline as
3. Setting house rules/guidelines shown in MOV discipline as shown in MOV shown in MOV
4. Ensuring learners’ active submitted with a shown in MOV submitted with a submitted with a
participation rating of 7 submitted with rating of 5 rating of 4
5. Allowing learners to express a rating of 6
their ideas/opinions Efficiency Submitted at Submitted at Submitted at Submitted any 1 No
6. Giving equal opportunities to least 4 of the least 4 of the least 4 of the of the given acceptable
learners given strategies given strategies given strategies strategies as evidence
7. Encouraging learners to ask as observed in as observed in as observed in observed in only was shown
questions at least 4 3 lessons 2 lessons 1 lesson
8. Others (Please specify and lessons
Timeliness
143
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Used 1. Classroom observation tool Quality Applied Applied Applied Applied No
differentiated, (COT) rating sheet and/or inter- differentiated differentiated differentiated differentiated acceptable
developmentally observer agreement form about teaching teaching teaching teaching evidence
appropriate learning using differentiated, strategies to strategies to strategies to strategies to shown
experiences to developmentally appropriate address learner address learner address learner address learner
address learners’ learning experiences diversity as diversity as diversity as diversity as
gender, needs, 2. Lesson plans/modified DLLs shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
strengths, interests developed highlighting with a rating of 7 1 with a rating 1 with a rating with a rating of 4
and experiences. differentiation in content, product, of 6 of 5
process, learning environment or Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
others according to learners’ least 4 differentiated differentiated differentiated acceptable
gender, needs, strengths, differentiated teaching teaching teaching evidence
interests and experiences teaching strategies in at strategies in 2 strategy in only 1 shown
3. Instructional materials developed strategies in at least 2 lessons lessons as lesson as No
highlighting differentiation in least 2 lessons as evidenced evidenced by evidently shown acceptable
content, product, process, as evidenced by by MOV 1 and MOV 1 and in any 1 of the evidence
learning environment or others MOV 1 and supported by supported by acceptable MOV was shown
according to learners’ gender, supported by any 1 of the any 1 of the
needs, strengths, interests and any 1 of the other other
experiences other acceptable acceptable acceptable
4. Others (Please specify and MOV MOV MOV
Timeliness
7. Planned, managed 1. Classroom observation tool Quality Planned and Planned and Planned and Planned and No
and implemented (COT) rating sheet and/or inter- implemented implemented implemented implemented acceptable
developmentally observer agreement form about developmental- developmental- developmental- developmentally evidence
sequenced teaching using developmentally ly sequenced ly sequenced ly sequenced sequenced was shown
and learning teaching and teaching and teaching and teaching and
144
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
processes to meet sequenced teaching and learning learning process learning learning learning process
curriculum process as shown in process as process as as shown in
requirements and 2. Lesson plans/modified DLLs MOV 1 with a shown in MOV shown in MOV MOV 1 with a
varied teaching highlighting developmentally rating of 7 1 with a rating 1 with a rating rating of 4
contexts. sequenced instruction that meet of 6 of 5
curriculum goals and varied Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
teaching contexts least 4 developmental- developmental- developmentally acceptable
3. Instructional materials used to developmentally sequenced ly sequenced sequenced evidence
implement developmentally ly sequenced teaching and teaching and teaching and was shown
sequenced teaching and learning teaching and learning learning learning process
process to meet curriculum learning process process as process as as evidently
requirements and varied as evidently evidently evidently shown shown in any 1
teaching contexts. shown in MOV 1 shown in MOV in MOV 1 and of the given
4. Others (Please specify and and supported 1 and supported by MOV
provide annotations) by any 1 of the supported by any 1 of the
other given MOV any 1 of the other given
other given MOV
MOV
Timeliness
8. Participated in 1. Personal notes of teachers on Quality Consistently Frequently Occasionally Rarely No
collegial discussions LACs/FGDs/meetings with proof participated in participated in participated in participated in acceptable
that use teacher and of attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
learner feedback to 2. Minutes of LAC/FGD sessions on meetings to meetings to meetings to meeting to was shown
enrich teaching use of teacher and learner discuss discuss discuss discuss
practice. feedback to enrich teaching teacher/learner teacher/learner teacher/learner teacher/learner
practice with proof of attendance feedback to feedback to feedback to feedback to
3. Others (Please specify and enrich enrich enrich enrich instruction
provide annotations) instruction as instruction as instruction as
145
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
shown in the shown in the shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Participated in at Participated in Participated in 2 Participated in 1 No

least 4 3 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
meetings as evidently evidently shown evidently shown was shown
evidently shown shown in any 1 in any 1 of the in any 1 of the
in any 1 of the of the given given MOV given MOV
given MOV MOV
Timeliness
9. Selected, 1. Classroom observation tool Quality Developed and Developed and Developed and Developed and No
developed, organized (COT) rating sheet and/or inter- used varied used varied used varied used varied acceptable
and used appropriate observer agreement form about teaching and teaching and teaching and teaching and evidence
teaching and learning using appropriate teaching and learning learning learning learning was shown
resources, including learning resources, including ICT resources, resources, resources, resources,
ICT, to address Examples: including ICT, to including ICT, including ICT, to including ICT, to
learning goals.  Activity sheets/task address learning to address address address learning
sheets/work sheets goals as shown learning goals learning goals goals as shown
 PowerPoint presentations in MOV 1 with a as shown in as shown in in MOV 1 with a
 Video clips rating of 7 MOV 1 with a MOV 1 with a rating of 4
 Module rating of 6 rating of 5
 SIMs-Strategic Intervention Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
Materials least 4 varied varied teaching varied teaching teaching and acceptable
 Others teaching and and learning and learning learning evidence
learning resources, resources, resource, was shown
resources, including ICT, including ICT, including ICT, as
including ICT, as as evidently as evidently evidently shown
146
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Lesson plans/modified DLLs with evidently shown shown in MOV shown in MOV in any of the
appropriate instructional in MOV 1 and 1 and 1 and supported acceptable MOV
materials appended supported by supported by by any 1 of the
3. Others (Please specify and any 1 of the any 1 of the acceptable
provide annotations) acceptable MOV acceptable MOV
MOV
Timeliness
10. Designed, 1. Classroom observation tool Quality Designed, Designed, Designed, Designed, No
selected, organized (COT) rating sheet and/or inter- selected, selected, selected, selected, acceptable
and used diagnostic, observer agreement form about organized and organized and organized and organized and evidence
formative and using diagnostic, formative and used diagnostic, used used diagnostic, used diagnostic, was shown
summative summative assessment formative and diagnostic, formative and formative and
assessment strategies summative formative and summative summative
strategies consistent 2. Prepared lesson plans/modified assessment summative assessment assessment
with curriculum DLLs highlighting appropriate strategies assessment strategies strategies
requirements. use of formative assessment consistent with strategies consistent with consistent with
strategies curriculum consistent with curriculum curriculum
3. Developed diagnostic tests: (a) requirements as curriculum requirements as requirements as
with TOS reviewed by superior; shown in MOV 1 requirements shown in MOV shown in MOV 1
(b) with sample accomplished with a rating of 7 as shown in 1 with a rating with a rating of 4
questionnaire/answer sheets MOV 1 with a of 5
4. Developed summative tests: (a) rating of 6
with TOS reviewed by superior; Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
(b) with sample accomplished least 4 varied varied varied assessment tool acceptable
questionnaire/answer sheets assessment assessment assessment as evidently evidence
5. Developed performance tasks: tools as tools as tools as shown in any of was shown
(a) with rubrics reviewed by evidently shown evidently evidently shown the acceptable
shown in any 1 in any 1 of the MOV
147
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
superior; (b) with sample in any 1 of the of the acceptable
accomplished rubrics acceptable MOV acceptable MOV
6. Others (Please specify and MOV
Timeliness
11. Monitored and 1. Compilation of a learner’s written Quality Consistently Frequently Occasionally Rarely No
evaluated learner work with summary of results and monitored and monitored and monitored and monitored and acceptable
progress and with signature of parents evaluated evaluated evaluated evaluated evidence
achievement using 2. Formative/summative learner progress learner learner progress learner progress was shown
learner attainment assessment tools with TOS and and progress and and and
data. frequency of errors with identified achievement achievement achievement achievement
least mastered skills using learner using learner using learner using learner
3. Class records/grading sheets attainment data attainment data attainment data attainment data
4. Lesson plans/modified DLLs as shown in the as shown in the as shown in the as shown in the
showing index of mastery MOV submitted MOV submitted MOV submitted MOV submitted
provide annotations) Efficiency Submitted a Submitted a Submitted a Submitted 1 No
combination of combination of combination of acceptable MOV acceptable
at least 4 of the 3 of the 2 of the evidence
acceptable MOV acceptable acceptable was shown
MOV MOV
Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No

quarters
148
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Communicated 1. At least 3 samples of corrected Quality Consistently Frequently Occasionally Rarely showed No
promptly and clearly test papers of the same 3 showed prompt showed prompt showed prompt prompt and clear acceptable
the learners’ needs, learners in the same learning and clear and clear and clear communication evidence
progress and area with parents’ or guardians’ communication communication communication of the learners’ was shown
achievement to key signature and date of receipt of the learners’ of the learners’ of the learners’ needs, progress
stakeholders, 2. Minutes of PTA meetings or needs, progress needs, needs, progress and
including Parent-Teacher conferences in and progress and and achievement to
parents/guardians. all quarters with proof of achievement to achievement to achievement to key
parents’/guardians’ attendance key key key stakeholders,
3. Report cards with parent’s or stakeholders, stakeholders, stakeholders, including
guardian’s signature in all including including including parents/
quarters supported by minutes of parents/ parents/ parents/ guardians as
meeting guardians as guardians as guardians as shown in the
4. Communication with parents/ shown in the shown in the shown in the MOV submitted
guardians using various MOV submitted MOV submitted MOV submitted
modalities Efficiency Submitted a Submitted a Submitted a Submitted any 1 No
5. Anecdotal record showing entries combination of combination of combination of of the given acceptable
per quarter at least 4 of the 3 of the 2 of the MOV evidence
6. Other documents showing acceptable MOV acceptable acceptable was shown
learners’ needs, progress and MOV MOV
achievement submitted to other
stakeholders Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No
quarters
149
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Performed 1. Certificate of Recognition or Quality Consistently Frequently Occasionally Rarely No
various related Participation performed performed performed performed acceptable
works/activities that 2. Certificate of Training various related various related various related various related evidence
contribute to the 3. Certificate of Speakership work/activities work/activities work/activities work/activities was shown
teaching-learning 4. Committee involvement that contribute to that contribute that contribute that contribute to
process. 5. Advisorship of Co-curricular the teaching to the teaching to the teaching the teaching
activities learning process learning learning learning process
6. Book or Journal Authorship/Co- as shown in the process as process as as shown in the
authorship/Contributorship MOV submitted shown in the shown in the MOV submitted
7. Coordinatorship/Chairpersonship MOV submitted MOV submitted
8. Coaching and mentoring learners Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
in competitions least 4 different different kinds different kinds of the acceptable
9. Mentoring pre-service/in-service kinds of of acceptable of acceptable acceptable MOV evidence
teachers acceptable MOV MOV MOV was shown
Timeliness
150
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
151
Appendix C

Position Title Master Teacher I-IV

Salary Grade
Parenthetical Title
Reports to Page/s
Position
Supervised
JOB SUMMARY
Education Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 units in Education and 18 units for a Master’s degree in
Experience
Eligibility RA 1080
Trainings
152
DUTIES AND RESPONSIBILITIES
1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across learning areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement of the teaching
and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation, organizing/leading/serving
as trainers/facilitators in teacher quality circles/learning action cells
153
(MFOs) (KRAs)
1. Modeled effective applications of 1. Classroom observation tool (COT) rating sheet
content knowledge within and across and/or inter-observer agreement form about
curriculum teaching areas. effective applications of content knowledge within
and across curriculum teaching areas
teaching highlighting integration of content
knowledge within and across subject areas
effective application of content knowledge within
demonstration teaching highlighting integration of
content knowledge within and across subject areas
5. Results of assessment used in demonstration
Content Knowledge and
Pedagogy
2. Collaborated with colleagues in the 1. Copy of the research proposal focused on
conduct and application of research to enriching knowledge of content and pedagogy
enrich knowledge of content and 2. Proof of participation and/or contribution to a
pedagogy. collaborative research (e.g. e-mail, actual output
submitted, terms of reference, etc.)
3. Certified completed collaborative research focused
on enriching knowledge of content and pedagogy
4. Proof of dissemination of research findings with
colleagues
5. Proof of utilization of research findings
teaching strategies to promote critical and/or inter-observer agreement form about using
154
and creative thinking, as well as other effective teaching strategies to promote critical and
higher-order thinking skills. creative teaching, as well as other higher-order
thinking skills
teaching highlighting different teaching strategies
that develop critical and creative thinking and/or
other HOTS
3. Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking, and/or other HOTS
5. Results of assessment used in the demonstration
teaching
4. Worked with colleagues to model and 1. Classroom observation tool (COT) rating sheet
share effective techniques in the and/or inter-observer agreement form about
management of classroom structure to sharing effective techniques in the management of
engage learners, individually or in classroom structure
groups, in meaningful exploration, 2. Lesson plans/modified DLLs used in demonstration
discovery and hands-on activities within teaching highlighting effective classroom
management strategies that engage learners in
a range of physical learning
activities/tasks in different physical learning
Learning Environment and environments. environments
Diversity of Learners 3. Minutes of LAC highlighting the sharing on
effective classroom management techniques
4. Instructional materials used in demonstration
teaching
5. Exhibited effective and constructive Classroom observation tool (COT) rating sheet and/or
behavior management skills by applying inter-observer agreement form about effective teacher
management of learner behavior using the following
strategies:
155
positive and non-violent discipline to 1. Providing motivation
ensure learning-focused environments. 2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
6. Worked with colleagues to share 1. Minutes of LAC session/s, highlighting one’s
differentiated, developmentally sharing of strategies on differentiated and
appropriate opportunities to address developmentally appropriate opportunities to
learners’ differences in gender, needs, address learners’ differences
strengths, interests and experiences. 2. Lesson plans/modified DLLs highlighting strategies
on differentiated and developmentally-appropriate
opportunities to address learners’ differences
3. Corresponding instructional materials showing
differentiated and developmentally-appropriate
opportunities to address learners’ differences
4. Others (e.g. testimonial, write-up from colleagues
of the lessons/insights gained from the Master
Teacher's sharing)
strategies in the planning and and/or inter-observer agreement form about using
management of developmentally effective strategies in implementing
sequenced teaching and learning developmentally sequenced teaching and learning
processes to meet curriculum process
Curriculum and Planning
requirements and varied teaching 2. Results of learners’ assessment during the actual
teaching
contexts.
teaching highlighting developmentally sequenced
teaching-learning process
156
4. Instructional materials showing effective strategies
in developmentally sequenced teaching and
learning process
8. Reviewed with colleagues, teacher 1. Implemented LAC/FGD Plan
and learner feedback to plan, facilitate 2. Minutes of LAC/FGD sessions on use of teacher
and enrich teaching practice. and learner feedback to enrich teaching practice
with proof of attendance
9. Advised and guided colleagues in the 1. Teaching and learning resources developed by
selection, organization, development colleagues and critiqued on their alignment to
and use of appropriate teaching and learning goals
learning resources, including ICT, to 2. Lesson plans by colleagues critiqued in terms of
address specific learning goals. the alignment of the teaching and learning
resources to the indicated learning goals and
appropriateness to the target learners
10. Worked collaboratively with 1. Any proof of collaborative review if the test is
colleagues to review the design, designed based on its purpose (e.g. diagnostic,
selection, organization and use of a formative and summative)
range of effective diagnostic, formative 2. Any proof of collaborative review of the alignment
and summative assessment strategies of the test with the curriculum
consistent with curriculum requirements. 2.1. formative test attached to a lesson plan
Assessment and Reporting 2.2. summative assessment with TOS
2.3. diagnostic test with its TOS
11. Interpreted collaboratively monitoring 1. Collaborative interpretation of the index of mastery
and evaluation strategies of attainment obtained from 1 class
data to support learner progress and 2. Collaborative interpretation of item analysis of
achievement. quarterly examinations
157
3. Collaborative interpretation of results of
performance assessment
12. Applied skills in the effective 1. Sample agreement for learners at risk signed by
communication of learner needs, parents and corresponding evidence of
progress and achievement to key improvement
stakeholders, including 2. Record of dialogue and/or parent-teacher
parents/guardians. conferences and corresponding evidence of
improvement
3. Anecdotal record communicated to and signed by
the learners and/or parents with corresponding
evidence of improvement
4. Sample of learners' test results signed by parents
and corresponding evidence of improvement
5. Sample of accomplished rubrics given for
performance task and corresponding evidence of
improvement
6. Attendance sheet/minutes of parent-teacher
conference
7. Signed report cards of students at risk with
corresponding evidence of improvement
8. Correspondence notebook/letters/proof of
communication using other modalities (e.g. e-mail,
SMS, etc.) and corresponding evidence of
improvement
9. Learners’ performance record
13. Performed various related 1. Served as reliever of classes in the absence of
Plus Factor
works/activities that contribute to the teachers
teaching-learning process. 2. Served as OIC in the absence of the principal
158
3. Represented the principal in meetings and
conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in the
evaluation of credentials when hiring or promoting
teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
8. Certificate of Speakership
10. Advisorship of Co-curricular activities
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in competitions
14. Mentoring pre-service/in-service teachers
159
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Modeled effective 1. Classroom observation tool (COT) Quality Modeled Modeled Modeled Modeled No
applications of content rating sheet and/or inter-observer effective effective effective effective acceptable
knowledge within and agreement form about effective applications of applications of applications of applications of evidence
across curriculum applications of content knowledge content content content content was shown
teaching areas. within and across curriculum knowledge knowledge knowledge knowledge
teaching areas within and within and within and within and
2. Lesson plans/modified DLLs used in across across across across
demonstration teaching highlighting curriculum curriculum curriculum curriculum
integration of content knowledge teaching areas teaching areas teaching areas teaching areas
within and across subject areas as shown in as shown in as shown in as shown in
3. Instructional materials developed MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
highlighting effective application of rating of 8 rating of 7 rating of 6 rating of 5
content knowledge within and across Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
subject areas least 4 lessons lessons as lessons as lesson as acceptable
4. Performance tasks/test material(s) as evidenced by evidenced by evidenced by evidenced by evidence
used in demonstration teaching MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
highlighting integration of content supported by colleagues and colleagues and colleagues and
knowledge within and across subject any 1 of the supported by supported by supported by
areas other MOV any 1 of the any 1 of the any 1 of the
5. Results of assessment used in given other MOV other MOV other MOV
demonstration teaching highlighting given given given
mastery of lessons learned Timeliness Submitted MOV Submitted Submitted Submitted MOV No
6. Others (Please specify and provide were distributed MOV were MOV were was completed acceptable
annotations) across 4 distributed distributed in only 1 evidence
quarters quarter was shown
160
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
across 3 across 2
quarters quarters
2. Collaborated with 1. Copy of the research proposal Quality Conducted, Conducted and Conducted Proposed No
colleagues in the focused on enriching knowledge of completed and completed action action research acceptable
conduct and application content and pedagogy disseminated action research research with with colleagues evidence
of research to enrich 2. Proof of participation and/or action research with colleagues colleagues was shown
knowledge of content contribution to a collaborative with colleagues
and pedagogy. research (e.g. e-mail, actual output Efficiency Submitted at Submitted any Submitted any Submitted any No
submitted, terms of reference, etc.) least 4 of the 3 of the 2 MOV 1 MOV acceptable
3. Certified completed collaborative given MOV acceptable evidence
research focused on enriching MOV was shown
knowledge of content and pedagogy Timeliness Presented the Completed the Conducted the Proposed the No
4. Proof of dissemination of research research report research report research report research report acceptable
findings with colleagues within the rating within the within the within the rating evidence
5. Proof of utilization of research period rating period rating period period was shown
findings
6. Others (Please specify and provide
annotations)
3. Developed and 1. Classroom observation tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated No
applied effective rating sheet and/or inter-observer effective effective effective effective acceptable
teaching strategies to agreement form about using teaching teaching teaching teaching evidence
promote critical and effective teaching strategies to strategies to strategies to strategies to strategies to was shown
creative thinking, as well promote critical and creative promote critical promote critical promote critical promote critical
as other higher-order teaching, as well as other higher- and creative and creative and creative and creative
thinking skills. order thinking skills thinking, as well thinking, as thinking, as thinking, as well
2. Lesson plans/modified DLLs used in as other higher- well as other well as other as other higher-
demonstration teaching highlighting order thinking higher-order higher-order order thinking
different teaching strategies that skills as shown thinking skills thinking skills skills as shown
as shown in as shown in
161
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
develop critical and creative thinking in MOV 1 with a MOV 1 with a MOV 1 with a in MOV 1 with a
and/or other HOTS rating of 8 rating of 7 rating of 6 rating of 5
3. Instructional materials highlighting
different teaching strategies that
develop critical and creative thinking
and/or other HOTS
4. Performance tasks/test material(s)
used in demonstration teaching
5. Results of assessment used in the
demonstration teaching Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
6. Others (Please specify and provide more lessons as lessons as lessons as lesson as acceptable
annotations) evidently shown evidently evidently evidently shown evidence
in MOV 1 and shown in MOV shown in MOV in MOV 1 and was shown
supported by 1 and 1 and supported by
any 1 of the supported by supported by any of the other
other MOV any 1 of the any 1 of the MOV given
given other MOV other MOV
given given
Timeliness
4. Worked with 1. Classroom observation tool (COT) Quality Modeled and Modeled and Modeled and Modeled and No
colleagues to model and rating sheet and/or inter-observer shared effective shared shared shared effective acceptable
share effective agreement form about sharing classroom effective effective classroom evidence
techniques in the effective techniques in the management classroom classroom management was shown
management of management of classroom structure strategies that management management strategies that
classroom structure to 2. Lesson plans/modified DLLs used in engage learners strategies that strategies that engage
engage learners, demonstration teaching highlighting in activities/ engage engage learners in
individually or in groups, effective classroom management tasks done in learners in learners in activities/ tasks
in meaningful strategies that engage learners in different activities/ tasks activities/ tasks done in
exploration, discovery physical done in done in different
162
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
and hands-on activities activities/tasks in different physical learning different different physical
within a range of learning environments environments physical physical learning
physical learning 3. Minutes of LAC highlighting the as shown in learning learning environments
environments. sharing on effective classroom MOV 1 with a environments environments as shown in
management techniques rating of 8 as shown in as shown in MOV 1 with a
4. Instructional materials used in MOV 1 with a MOV 1 with a rating of 5
demonstration teaching rating of 7 rating of 6
5. Others (Please specify and provide Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
annotations) least 4 lessons lessons lessons 1 of the acceptable
supported by supported by supported by acceptable evidence
MOV 1 and any MOV 1 and MOV 1 and MOV was shown
1 of the other any 1 of the any 1 of the
acceptable other other
MOV acceptable acceptable
MOV MOV
Timeliness
5. Exhibited effective Classroom observation tool (COT) rating Quality Exhibited Exhibited Exhibited Exhibited No
and constructive sheet and/or inter-observer agreement effective and effective and effective and effective and acceptable
behavior management form about effective teacher constructive constructive constructive constructive evidence
skills by applying management of learner behavior using behavior behavior behavior behavior shown
positive and non-violent the following strategies: management management management management
discipline to ensure 1. Providing motivation skills by skills by skills by skills by
learning-focused 2. Praising the learners/Giving positive applying applying applying applying
environments. feedback positive and positive and positive and positive and
3. Setting house rules/guidelines non-violent non-violent non-violent non-violent
4. Ensuring learners’ active discipline to discipline to discipline to discipline to
participation ensure learning- ensure ensure ensure
5. Allowing learners to express their focused learning- learning- learning-
ideas/opinions environments focused focused focused
163
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Giving equal opportunities to shown in MOV 1 environments environments environments
learners with a rating of shown in MOV shown in MOV shown in MOV
7. Encouraging learners to ask 8 1 with a rating 1 with a rating 1 with a rating
questions of 7 of 6 of 5
annotations)
Efficiency Applied at least Applied at least Applied at Applied any of No

7 of the given 7 of the given least 7 of the the given acceptable
strategies as strategies as given strategies as evidence
observed in at observed in 3 strategies as observed in shown
least 4 lessons lessons observed in 2 only 1 lesson
lessons
Timeliness
6. Worked with 1. Minutes of LAC session/s, Quality Worked with Worked with Worked with Worked with No
colleagues to share highlighting one’s sharing of colleagues at colleagues in colleagues in colleagues but acceptable
differentiated, strategies on differentiated and least in the the school the no evidence of evidence
developmentally developmentally-appropriate district/cluster level to share department or sharing with shown
appropriate opportunities to address learners’ level to share lesson grade level to others
opportunities to address differences lesson share lesson
learners’ differences in 2. Lesson plans/modified DLLs
gender, needs, highlighting strategies on Efficiency Submitted at Submitted at Submitted at Submitted at No
strengths, interests and differentiated and developmentally- least 1 lesson least 1 lesson least 1 lesson least 1 lesson, acceptable
experiences. appropriate opportunities to address as evidently as evidently as evidently as evidenced evidence
learners’ differences shown in MOV 1 shown in MOV shown in MOV by either MOV shown
3. Corresponding instructional and supported 1 and 1 and 2 or 3 but no
materials showing differentiated and by any supported by supported by evidence of
developmentally appropriate acceptable any any sharing with
MOV others
164
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
opportunities to address learners’ acceptable acceptable
differences MOV MOV
4. Others (e.g. testimonial, write-up
from colleagues of the
lessons/insights gained from the
Master Teacher's sharing) Timeliness
7. Developed and 1. Classroom observation tool (COT) Quality Developed and Developed and Developed and Developed and No
applied effective rating sheet and/or inter-observer applied effective applied applied applied acceptable
strategies in the agreement form about using effective strategies effective effective effective evidence
planning and strategies in implementing showing strategies strategies strategies was shown
management of developmentally sequenced teaching developmentally showing showing showing
developmentally and learning process - sequenced developmentall developmentall developmentall
sequenced teaching and 2. Results of learners’ assessment teaching and y- sequenced y- sequenced y- sequenced
learning processes to during the actual teaching learning teaching and teaching and teaching and
meet curriculum 3. Lesson plans/modified DLLs used in process as learning learning learning
requirements and varied demonstration teaching highlighting shown in MOV 1 process as process as process as
teaching contexts. developmentally sequenced with a rating of shown in MOV shown in MOV shown in MOV
teaching-learning process 8 1 with a rating 1 with a rating 1 with a rating
4. Instructional materials showing of 7 of 6 of 5
effective strategies in Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No
developmentally sequenced teaching least 4 lessons lessons as lesson as lesson as acceptable
and learning process as evidenced by evidenced by evidenced by evidenced by evidence
5. Performance tasks/test material(s) MOV 1 and 2 MOV 1 and 2 shown in MOV any 1 of the was shown
used in demonstration teaching and supported and supported 1 and/or 2 and acceptable
6. Others (Please specify and provide by any 1 of the by any 1 of the supported by MOV
annotations) other other any 1 of the
acceptable acceptable other
MOV MOV
165
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
acceptable
MOV
Timeliness
8. Reviewed with 1. Implemented LAC/FGD Plan Quality Consistently led Frequently led Occasionally Rarely led No
colleagues, teacher and 2. Minutes of LAC/FGD sessions on collaborative collaborative led collaborative acceptable
learner feedback to plan, use of teacher and learner feedback reviews of reviews of collaborative reviews of evidence
facilitate and enrich to enrich teaching practice with proof teacher and teacher and reviews of teacher and was shown
teaching practice. of attendance learner learner teacher and learner
3. Others (Please specify and provide feedback as feedback as learner feedback as
annotations) evidenced by evidenced by feedback as evidenced by
the MOV the MOV evidenced by the MOV
submitted submitted the MOV 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
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently shown evidently evidently evidently shown
in MOV 1 and shown in MOV shown in MOV in any of the
supported by 1 and 1 and acceptable
any 1 of the supported by supported by MOV
acceptable any 1 of the any 1 of the
MOV acceptable acceptable
MOV MOV
Timeliness
166
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Advised and guided 1. Teaching and learning resources Quality Consistently Frequently Occasionally Rarely advised No
colleagues in the developed by colleagues and advised advised advised colleagues in acceptable
selection, organization, critiqued on their alignment to colleagues in colleagues in colleagues in the selection, evidence
development and use of learning goals the selection, the selection, the selection, organization, was shown
appropriate teaching 2. Lesson plans by colleagues critiqued organization, organization, organization, development
and learning resources, in terms of the alignment of the development development development and appropriate
including ICT, to teaching and learning resources to and appropriate and and use of teaching
address specific learning the indicated learning goals and use of teaching appropriate use appropriate and learning
goals. appropriateness to the target and learning of teaching and use of teaching resources as
learners resources as learning and learning shown in the
3. Others (Please specify and provide shown in the resources as resources as MOV submitted
annotations) MOV submitted shown in the shown in the
MOV submitted MOV
submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
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 evidenced by evidenced by
least 1 of the at least 1 of the at least 1 of any of the
acceptable acceptable the acceptable acceptable
MOV MOV MOV MOV
Timeliness
10. Worked 1. Any proof of collaborative review if Quality Consistently Frequently Occasionally Rarely No
collaboratively with the test is designed based on its reviewed reviewed reviewed reviewed acceptable
colleagues to review the purpose (e.g. diagnostic, formative collaboratively collaboratively collaboratively collaboratively evidence
design, selection, and summative) assessment assessment assessment assessment was shown
organization and use of tools with tools with tools with tools with
a range of effective colleagues as colleagues as colleagues as colleagues as
167
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
diagnostic, formative 2. Any proof of collaborative review of shown in the shown in the shown in the shown in the
and summative the alignment of the test with the MOV submitted MOV submitted MOV MOV submitted
assessment strategies curriculum submitted
consistent with 2.1. formative test attached to a Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
curriculum requirements. lesson plan least 4 assessment assessment assessment acceptable
2.2. summative assessment with assessment tools as tools as tool as evidence
TOS tools as evidently evidently evidently shown was shown
2.3. diagnostic test with its TOS evidently shown shown in any of shown in any in any of the
3. Others (Please specify and provide in any of the the acceptable of the acceptable
annotations) acceptable MOV acceptable MOV
MOV MOV
Timeliness
11. Interpreted 1. Collaborative interpretation of the Quality Consistently Frequently Occasionally Rarely No
collaboratively index of mastery obtained from 1 collaborated collaborated collaborated collaborated acceptable
monitoring and class with colleagues with colleagues with with colleagues evidence
evaluation strategies of 2. Collaborative interpretation of item in the in the colleagues in in the was shown
attainment data to analysis of quarterly examinations interpretation of interpretation of the interpretation of
support learner progress 3. Collaborative interpretation of results assessment assessment interpretation assessment
and achievement. of performance assessment data as shown data as shown of assessment data as shown
4. Others (Please specify and provide in the MOV in the MOV data as shown in the MOV
annotations) submitted submitted in the MOV submitted
submitted
Efficiency Submitted at Submitted at Submitted at Submitted any No
least 2 different least 3 of the least 2 of the 1 of the MOV acceptable
types of MOV same kind of same kind of evidence
MOV MOV was shown
Timeliness
168
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Applied skills in the 1. Sample agreement for learners at Quality Consistently Frequently Occasionally Rarely applied No
effective communication risk signed by parents and applied skills in applied skills in applied skills in skills in the acceptable
of learner needs, corresponding evidence of the effective the effective the effective effective evidence
progress and improvement communication communication communication communication was shown
achievement to key 2. Record of dialogue and/or parent- of learner needs of learner of learner of learner
stakeholders, including teacher conferences and and progress to needs and needs and needs and
parents/guardians. corresponding evidence of parents/ progress to progress to progress to
improvement guardians as parents/ parents/ parents/
3. Anecdotal record communicated to shown in the guardians as guardians as guardians as
and signed by the learners and/or MOV submitted shown in the shown in the shown in the
parents with corresponding evidence MOV submitted MOV MOV submitted
of improvement submitted
4. Sample of learners’ test results
signed by parents and
169
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
corresponding evidence of Efficiency Submitted at Submitted any Submitted any Submitted any No
improvement least 3 of the 3 MOV 2 MOV 1 MOV acceptable
5. Sample of accomplished rubrics acceptable evidence
given for performance task and MOV was shown
corresponding evidence of
improvement
6. Attendance sheet/minutes of parent-
teacher conference
7. Signed report cards of students at
risk with corresponding evidence of
improvement
8. Correspondence
notebook/letters/proof of
communication using other
modalities (e.g. e-mail, SMS, etc.)
and corresponding evidence of
improvement Timeliness
9. Learners’ performance record
annotations)
13. Performed various 1. Served as reliever of classes in the Quality Consistently Frequently Occasionally Rarely No
related works/activities absence of teachers performed performed performed performed acceptable
that contribute to the 2. Served as OIC in the absence of the special tasks special tasks special tasks special tasks evidence
teaching-learning principal and/or and/or and/or and/or was shown
process. 3. Represented the principal in assignments as assignments as assignments assignments as
meetings and conferences shown in the shown in the as shown in shown in the
4. Observed classes of Teachers I-III MOV submitted MOV submitted the MOV MOV submitted
submitted
170
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
5. Assisted the school selection Efficiency Submitted at Submitted only Submitted only Submitted any No
committee in the evaluation of least 4 different 3 different 2 different 1 of the acceptable
credentials when hiring or promoting kinds of kinds of kinds of acceptable evidence
teachers acceptable acceptable acceptable MOV was shown
6. Certificate of Recognition or MOV MOV MOV
Participation
7. Certificate of Training
8. Certificate of Speakership
10. Advisorship of Co-curricular
activities
12. Coordinatorship/chairmanship
13. Coaching and mentoring learners in
competitions
14. Mentoring pre-service/in-service Timeliness
teachers
annotations)
171
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
172
Appendix D
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
Position: Position:
Rating Period:
Weight
Very Actual
KRA (5) (3) (2)
(4)
Quality
Efficiency
Timeliness
OVERALL
RATING FOR
ACCOMPLISH-
MENTS

173
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
Appendix F
PERFORMANCE MONITORING AND COACHING FORM
IMPACT ON JOB/ACTION SIGNATURE

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)
175
Appendix G
PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan Timeline Resources

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

AUTHORITY

176
Appendix H
RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR TEACHER I-III

The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

to the changes and challenges of the modern world has changed
the landscape of teacher quality requirements in the Philippines. The
current reform calls for teachers to critically reflect on their roles and
the expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives related
to your professional work. It consists of 13 items that you will analyze
and rate according to your level of capability and level of priority for
development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher
standards.
PLEASE READ THE INSTRUCTIONS
This tool has two parts: Part I: Demographic Profile and Part II: Objectives.
For Part I: Demographic Profile, please shade the circle of the

demographic information applicable to you.
For Part II: Objectives, please shade the circle that corresponds to how
you rate the objectives based on: (1) level of capability and (2) level
of priority for development. At the bottom of each page, there is the
opportunity to write about any aspects that you feel are relevant to the
objectives on that page.
177
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
1. Age 8. Curricular Classification of the

Under 25 School
25-30 Kindergarten
31-35 Grade 1-6
36-40 Grade 7-10
41-45 Kinder and Grade 1-6
51-55 Grade 1-6 and Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex Kinder, Grade 1-6, Grade 7-10
Male attached to Tertiary
Female Grade 11-12
Kinder and Grade 11-12
3. Employment Status Grade 1-6 and Grade 11-12
Full-time Grade 7-10 and Grade 11-12
Part-time Grade 1-6, Grade 7-10 and Grade
Casual 11-12
Contractual Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 years) Grade 11-12 attached to Tertiary
Teacher II Kinder, Grade 7-10 and Grade 11-12
Teacher III Kinder, Grade 1-6 and Grade 11-12
Master Teacher I All
Master Teacher II 9. Region
Master Teacher III Luzon
Master Teacher IV National Capital Region
5. Highest Degree Obtained Cordillera Administrative Region
Bachelor’s Degree I - Ilocos
Master’s Degree II - Cagayan Valley
Doctorate Degree III - Central Luzon
IV-CALABARZON
6. Area of Specialization
IV-MIMAROPA
English
V - Bicol
Filipino
Mathematics
Visayas
VI - Western Visayas
General Science
VII - Central Visayas
Biology
VIII - Eastern Visayas
Chemistry
Physics
Mindanao
IX - Zamboanga Peninsula
Others (Specify) ______________
X - Northern Mindanao
7. Grade Level Taught
XI - Davao Region
Preschool
XII - SOCCSKSARGEN
Primary
XIII - Caraga
Intermediate
Autonomous Region in Muslim
Junior High School
Mindanao
Senior High School
178
PART II: OBJECTIVES
There are two columns for every objective. Please shade one circle in each column
corresponding to how you rate each objective according to the level of your capability in
performing each objective and the development priority you give to each objective.
In the box below, please provide any general comments you may have about the
objectives.
Level of Priority for

Capability Development
Very High
Very High
Moderate
Moderate
OBJECTIVES
High
High
Low
Low
1 2 3 4 1 2 3 4
1.1 Applied knowledge of content within and across
1.2 Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
1.3 Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills.
2.1 Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
2.2 Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments.
2.3 Used differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs,
strengths, interests and experiences.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
179
Very High
Very High
Moderate
Moderate
OBJECTIVES
High
High
Low
Low
1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied
teaching contexts.
3.2 Participated in collegial discussions that use teacher
and learner feedback to enrich teaching practice.
3.3 Selected, developed, organized and used
appropriate teaching and learning resources, including
ICT, to address learning goals.
4. Assessment and Reporting
4.1 Designed, selected, organized and used diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
4.2 Monitored and evaluated learner progress and
achievement using learner attainment data.
4.3 Communicated promptly and clearly the learners’
needs, progress and achievement to key stakeholders,
including parents/guardians.
5. Plus Factor
Performed various related works/activities that contribute
to the teaching-learning process.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic
Education Sector Transformation (BEST) Program.
180
Appendix I
RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR

MASTER TEACHER I-IV
The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

to the changes and challenges of the modern world has changed
the landscape of teacher quality requirements in the Philippines. The
current reform calls for teachers to critically reflect on their roles and
the expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives related
to your professional work. It consists of 13 items that you will analyze
and rate according to your level of capability and level of priority for
development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher
standards.
PLEASE READ THE INSTRUCTIONS
This tool has two parts: Part I: Demographic Profile and Part II: Objectives.
For Part I: Demographic Profile, please shade the circle of the

demographic information applicable to you.
For Part II: Objectives, please shade the circle that corresponds to how
you rate the objectives based on: (1) level of capability and (2) level
of priority for development. At the bottom of each page, there is the
opportunity to write about any aspects that you feel are relevant to the
objectives on that page.
181
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
1. Age 8. Curricular Classification of the

Under 25 School
25-30 Kindergarten
31-35 Grade 1-6
36-40 Grade 7-10
51-55 Grade 1-6 and Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex Kinder, Grade 1-6, Grade 7-10
Male attached to Tertiary
Female Grade 11-12
Kinder and Grade 11-12
3. Employment Status Grade 1-6 and Grade 11-12
Full-time Grade 7-10 and Grade 11-12
Part-time Grade 1-6, Grade 7-10 and Grade
Casual 11-12
Contractual Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 years) Grade 11-12 attached to Tertiary
Teacher II Kinder, Grade 7-10 and Grade 11-12
Teacher III Kinder, Grade 1-6 and Grade 11-12
Master Teacher I All
Master Teacher II 9. Region
Master Teacher III Luzon
Master Teacher IV National Capital Region
5. Highest Degree Obtained Cordillera Administrative Region
Bachelor’s Degree I - Ilocos
Master’s Degree II - Cagayan Valley
Doctorate Degree III - Central Luzon
6. Area of Specialization IV-CALABARZON
English IV-MIMAROPA
Filipino V - Bicol
Mathematics Visayas
General Science VI - Western Visayas
Biology VII - Central Visayas
Chemistry VIII - Eastern Visayas
Physics Mindanao
Others (Specify) ______________ IX - Zamboanga Peninsula
7. Grade Level Taught X - Northern Mindanao
Preschool XI - Davao Region
Primary XII - SOCCSKSARGEN
Intermediate XIII - Caraga
Junior High School Autonomous Region in Muslim
Senior High School Mindanao
182
PART II: OBJECTIVES
There are two columns for every objective. Please shade one circle in each column
corresponding to how you rate each objective according to the level of your capability in
performing each objective and the development priority you give to each objective.
In the box below, please provide any general comments you may have about the
objectives.

Very High
Very High
Moderate
Moderate
OBJECTIVES
High
High
Low
Low
1 2 3 4 1 2 3 4
1.1 Modeled effective applications of content knowledge

within and across curriculum teaching areas.
1.2 Collaborated with colleagues in the conduct and

application of research to enrich knowledge of content
and pedagogy.
1.3 Developed and applied effective teaching strategies
to promote critical and creative thinking, as well as other
higher-order thinking skills.
2.1 Worked with colleagues to model and share effective
techniques in the management of classroom structure to
engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a
range of physical learning environments.
2.2 Exhibited effective and constructive behavior
management skills by applying positive and non-violent
discipline to ensure learning-focused environments.
2.3 Worked with colleagues to share differentiated,
developmentally appropriate opportunities to address
learners’ differences in gender, needs, strengths, interests
and experiences.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
183
Very High
Very High
Moderate
Moderate
OBJECTIVES
High
High
Low
Low
1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Developed and applied effective strategies in the
planning and management of developmentally sequenced
teaching and learning processes to meet curriculum
requirements and varied teaching contexts.
3.2 Reviewed with colleagues, teacher and learner
feedback to plan, facilitate, and enrich teaching practice.
3.3 Advised and guided colleagues in the selection,
organization, development and use of appropriate
teaching and learning resources, including ICT, to address
specific learning goals.
4. Assessment and Reporting
4.1 Worked collaboratively with colleagues to review the
design, selection, organization and use of a range of
effective diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.
4.2 Interpreted collaboratively monitoring and evaluation
strategies of attainment data to support learner progress
and achievement.
4.3 Applied skills in the effective communication of learner
needs, progress and achievement to key stakeholders,
including parents/guardians.
5. Plus Factor
Performed various related works/activities that contribute
to the teaching-learning process.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Quality (RCTQ) with support from the Australian Government through the Basic
Education Sector Transformation (BEST) Program.
184
Appendix J.1
185
RUBRIC LEVEL SUMMARY
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.
186
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
187
Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
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’ literacy and/or learners’ literacy and/or numeracy learners’ literacy and/or learners’ literacy and/or that promote individual and
needs. numeracy skills. numeracy skills. group learners’ critical literacy
numeracy needs.
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 which address learners’ learners’ literacy and/or enhance and support
and/or numeracy in almost
literacy and/or numeracy numeracy skills in all aspects learners’ higher level of
needed to develop learners’ all aspects of the lesson.
needs but fails to do so in of the lesson. literacy and/or numeracy
full understanding of literacy some critical parts of the skills as a significant part
and/or numeracy concepts. lesson where either or both of his/her instruction.
skills are necessary.
Example: The teacher
defines fraction but fails to
define/explain numerator and
denominator.
CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may
LOOSELY-CONNECTED TEACHING STRATEGIES OCCASIONALLY include
teaching approaches which are mismatched in occurs irregularly in the duration of the lesson awareness of sounds of language, awareness of print
addressing literacy and/or numeracy needs and the relationship between letters and sounds. Other
FREQUENTLY skills such as creating knowledge through writing as
CRITICAL LITERACY occurs often times in the duration of the lesson well as developing media and technology are part of
critically analyzing and evaluating the meaning literacy skills.
of text as it relates to global issues to inform CONSISTENTLY
a critical stance, response and/or action occurs constantly in the duration of the lesson NUMERACY SKILLS
skills which consist of comprehending and applying
CRITICAL NUMERACY RELEVANT fundamental arithmetic operations like addition,
ability to effectively use mathematical concepts in teaching approaches which are moderately subtraction, multiplication, and division. Numeracy
applying, analyzing, evaluating and creating ideas associated with the learners’ developmental needs to skills may also include the ability to reason with
enhance literacy and/or numeracy skills mathematical concepts like interpreting data, charts,
and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.
188
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. The teacher asks, “Who has 1. The teacher makes some 1. The teacher employs a 1. The teacher challenges 1. Learners compare
an idea about this?” The attempt to engage learners in range of strategies to learners cognitively to and contrast ideas.
usual same learners offer genuine discussion rather ensure that most learners advance high-level thinking
comments. than simple, factual, or rote- are given opportunities to and discourse. 2. Learners synthesize or
type discussion. give opinions to the lesson summarize information
2. Many questions require and to react to the opinions 2. Learners extend the within or across
rote-type responses. The teacher asks, “Can you of others. discussion by inviting disciplines.
please explain this idea?” comments from their
2. The teacher creates a classmates during the
genuine discussion among discussion and challenge
learners, providing adequate one another’s thinking.
time for them to respond; as
well as to step aside when 3. Learners, themselves,
doing so is appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTION
require answers that go 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
189
Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
INDICATOR 4
discovery and hands-on activities within a range of physical and learning environments
3 4 5 6 7
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and
The teacher manages
classroom structure and structure and engages the classroom structure and maintains classroom structure
classroom structure and
engages only some learners in majority of the learners in engages all learners in and engages learners,
engages most learners in
discovery or hands-on learning discovery and hands-on learning meaningful exploration, individually or in groups, in
meaningful exploration,
activities within a range of activities within a range of discovery and hands-on meaningful exploration,
discovery and hands-on
physical learning environments. physical learning environments. learning activities within a discovery and hands-on
learning activities within a range
range of physical learning learning activities within a
of physical learning
environments. range of physical learning
environments.
environments.
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
activities that lead to learners’ full understanding of concepts and
MOST
how they relate to other concepts
almost all, approaching 100% of the learners
190
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. The teacher’s standards of 1. The classroom 1. The teacher responds 1. Learners are actively
to have been established, but conduct are inconsistently management system has appropriately to encouraged to take
learners violate the rules. enforced resulting in some been implemented misbehavior of learners at responsibility for their
interference in learning and appropriately which is all times without any loss of behavior.
2. A prescribed process to some loss of instructional time. responsive to classroom instructional time.
address learner misconduct is and individual needs of 2. Well-established
communicated, but is not 2. Standards of conduct are clear learners. 2. Clear expectations for procedures for learners to
clear and requires repeated to some learners and may learner behavior are self-monitor their own
prompting, which delays or require repeated prompting. 2. The teacher’s standards of evident. Standards of classroom behavior are
disrupts the quality of behavior are consistently conduct are clear to all evident.
learning. 3. Appropriate expectations for reinforced resulting in little learners and with modest
behavior are established, but or no interference with impact on learning.
3. The teacher’s responses to some of these are unclear, or do learning. They are clear to
learners’ behavior are not address the needs of most most learners and require
inconsistent: sometimes learners. little prompting.
harsh, sometimes lenient.
CLARIFICATIONS
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’ behavior
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
191
Uses differentiated, developmentally appropriate learning experiences to address learners’
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
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 through a thoughtful and appropriate
strategies allowing some or ways of learning to address learners in the classroom variety of strategies, instructional adaptation for
learners to achieve the their learning needs. and the different ways they materials, and/or pacing individual learner needs. The
instructional outcomes. learn by providing that make learning adaptation of instruction is
differentiated learning accessible and challenging realistic and effective. Diverse
2. The teacher provides experiences that enable for different groups of learners have opportunities to
activities for all learners but most learners to progress learners. actively engage in various
does not enable most of toward meeting intended learning activities.
them to meet the intended outcomes. 2. The teacher uses
outcomes. differentiated strategies that
motivate and engage
groups of learners at their
cognitive levels, allowing
them to achieve the
learning outcomes.
CLARIFICATIONS
LEARNING NEEDS
learners’ different backgrounds: gender, needs, strengths, interests and experiences
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
192
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 processes. learning and new concepts and
curriculum requirements
skills.
and varied teaching
contexts.
1. The teacher does not 1. The teacher’s demonstration of 1. The teacher connects 1. The sequence of activities 1. The progression from the
demonstrate knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main
understanding of the pre- relationships are inaccurate or future learning. Transitions learners toward achieving activity was thoughtfully
requisite relationships incomplete and transitions between activities are the lesson’s objectives. planned to review same
when planning and between activities are present smooth. basic concepts, followed by
transitions between but may catch learners off guard 2. The sequence of learning the activities that would take
activities are too abrupt. or disrupt the flow of the 2. The lesson sequence activities keeps learners the application of this
sequence. generally kept learners engaged in the content knowledge to the next level
2. The sequence of the engaged and moving from and had a clear sense of of exploration.
lesson demonstrated 2. There may have been a minor one portion to the next in a purpose throughout the
some structure but there missed opportunity or minor reasonable manner. They vast majority of the class
were some problems organizational issue present seemed to understand the time.
with the organization that during the lesson that affected purpose of the lesson and
negatively impacted learning time. what they were to do to
learning. accomplish the purpose.
CLARIFICATIONS
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
193
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
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
• Chalkboard
OCCASIONALLY ALIGNED
• Manila paper or Cartolina sometimes matched with the learning goals
• Printed materials like worksheets, flashcards, activity sheets, etc. GENERALLY ALIGNED
usually matched with the learning goals
• ICT Resources: slides presentation, audio visual, social media, and other
web-based applications CONSISTENTLY ALIGNED
substantially mismatched with the learning goals
• Manipulatives, models, and other tools
EXTENSIVE LEARNING RESOURCES
• ...and others wide range of learning resources
MULTIDISCIPLINARY LEARNING RESOURCES

learning resources which can be used in various subject areas
194
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
goals.
the learning goals. the learning 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 identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction
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
195
© Department of Education - Bureau of Human Resources and Organizational Development
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
196
Appendix J.2
COT-RPMS
TEACHER I-III
PRE-OBSERVATION CHECKLIST
OBSERVER: _____________________________________________ DATE: ________________________
TEACHER OBSERVED: ___________________________________ QUARTER: ________________________
SUBJECT & GRADE LEVEL TAUGHT: ____________________________________________________________

DIRECTIONS FOR THE TEACHER:
Put a check mark ( ) on the box provided for each indicator that you think is observable during your classroom
teaching
THE TEACHER: Observable Indicators

1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
4. Manages classroom structure to engage learners, individually or in groups,

in meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
5. Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts
8. Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements
Signature over Printed Name of the Teacher
This Tool was developed through the Philippine National Research Center for Teacher Quality
(RCTQ) with support from the Australian Government through the Basic Education Sector
Transformation (BEST) Program.
198
Appendix J.3
COT-RPMS
TEACHER I-III
RATING SHEET
OBSERVER: _____________________________________________ DATE: ________________________

DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a ( ) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. Attach your Observation Notes Form to this completed rating sheet.
THE TEACHER: 3 4 5 6 7 NO
2. Uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills
3. Applies a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills
4. Manages classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning
environments
5. Manages learner behavior constructively by applying positive and non-violent discipline
to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
OTHER COMMENTS:
Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
199
Appendix J.4
COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: __________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: __________________________________ ____________________________________
OBSERVER 3: __________________________________ SUBJECT & GRADE LEVEL TAUGHT:

DATE: ___________________ QUARTER: ____________ ____________________________________

1. Indicate your individual ratings for each indicator .
2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve
the differences and concur on an agreed rating. The final rating is not necessarily an average; it is a final
rating based on reasoned and consensual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
THE TEACHER: Observer Observer Observer AGREED

1 2 3 RATING
1. Applies knowledge of content within and across curriculum
teaching areas
2. Uses a range of teaching strategies that enhance learner
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
4. Manages classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities
within a range of physical learning environments
5. Manages learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths, interests
and experiences
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and

summative assessment strategies consistent with curriculum
requirements
Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3
200
Appendix K.1
201
RUBRIC LEVEL SUMMARY
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.
202
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
203
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
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 evaluate their
ideas learned. well-directed questions and learners to analyze their
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.
than simple, factual, or rote- to give opinions to the lesson 2. Learners synthesize or
and discourse.
type discussion. and to react to the opinions of summarize information within
2. Learners extend the or across disciplines. 2. Learners invite comments
others.
2. The teacher asks, “Can you discussion by inviting from their classmates
please explain this idea?” comments from their during discussion and
2. The teacher creates a genuine classmates during the challenge one another’s
discussion among learners, discussion and challenge thinking.
providing adequate time for one another’s thinking.
them to respond; as well as to
step aside when doing so is 3. Learners, themselves,
appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTIONS
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
204
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, activities that lead to learners’ full 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
205
Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 4
ensure learning-focused environments
4 5 6 7 8
The teacher occasionally The teacher frequently manages The teacher consistently The teacher constructively The teacher enables learners
manages misbehavior against misbehavior against established manages misbehavior against manages learner behavior by to take control of their own
established rules of conduct and rules of conduct and most learners established rules of conduct applying positive and non- behavior against rules of
the majority of the learners violent discipline to ensure conduct in which learners are
follow such rules. and all learners follow such
follow such rules.
rules. learning-focused environment. aware of the impact of their
behavior.
1. The teacher’s standards of 1. The classroom management 1. The teacher responds 1. Learners are actively 1. Standards of conduct are
conduct are inconsistently system has been appropriately to misbehavior encouraged to take clear to all learners.
enforced resulting in some implemented appropriately of learners at all times without responsibility for their Learners respectfully
interference in learning and which is responsive to any loss of instructional time. behavior. intervene with classmates
some loss of instructional classroom and individual at appropriate moments to
time. needs of learners. 2. Clear expectations for 2. Well-established ensure compliance with
learner behavior are procedures for standards of conduct.
2. Standards of conduct are 2. The teacher’s standards of evident. Standards of learners to self-
clear to some learners behavior are consistently conduct are clear to all monitor their own
and may require repeated reinforced resulting in little or no learners and with modest classroom behavior
prompting. interference with learning. They impact on learning. are evident.
3. Appropriate expectations are clear to most learners and
for behavior are require little prompting.
established, but some of
these are unclear, or do
not address the needs of
most learners.
CLARIFICATIONS
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 helpful responses on learners’ behavior occurs often times in the duration of the lesson
MAJORITY CONSISTENTLY
more than half of the learners occurs constantly in the duration of the lesson
MOST BEHAVIOR
almost all, approaching 100% of the learners manner in which learners act; either positive or negative
206
Uses differentiated, developmentally appropriate learning experiences to address learners’
INDICATOR 5
gender, needs, strengths, interests and experiences.
4 5 6 7 8
The teacher provides The teacher provides differentiated The teacher provides The teacher provides The teacher adjusts learning
differentiated or developmentally and developmentally appropriate differentiated and differentiated experiences to meet individual
appropriate learning learning experiences to address developmentally appropriate developmentally appropriate and group learning needs of
experiences to address the the learning needs of most learning experiences to address learning experiences to learners.
learning needs of most learners. learners. the learning needs of different address diverse learning
groups of learners. needs.
1. The teacher makes use of 1. The teacher makes use of 1. The teacher supports the 1. The teacher provides 1. The teacher modifies
the learners’ developmental developmental levels of needs of learners through a thoughtful and appropriate instruction and matches
levels or ways of learning to earners in the classroom and variety of strategies, instructional adaptation for strategies to meet diverse
the different ways they learn materials, and/or pacing individual learner needs. learning needs and make
address their learning needs.
by providing differentiated that make learning The adaptation of
learning accessible and
learning experiences that accessible and challenging instruction is realistic and
enable most learners to for different groups of effective. Diverse learners challenging for all learners.
progress toward meeting learners. have opportunities to
intended outcomes. actively engage in various 2. The teacher effectively
2. The teacher uses learning activities. uses independent,
differentiated strategies that collaborative and whole-
motivate and engage class instruction to support
groups of learners at their individual learning goals.
cognitive levels, allowing
them to achieve the
3. The teacher provides
learning outcomes.
varied options for how
learners will demonstrate
mastery.
CLARIFICATIONS
LEARNING NEEDS
learners’ different backgrounds: 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 needs of diverse learners
207
© Department of Education - Bureau of Human Resources and Organizational Development
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
208
Appendix K.2
COT-RPMS
MASTER TEACHER I-IV
PRE-OBSERVATION CHECKLIST
OBSERVER: _____________________________________________ DATE: ________________________

DIRECTIONS FOR THE TEACHER:
Put a check mark ( ) on the box provided for each indicator that you think is observable during your classroom
teaching
THE TEACHER: Observable Indicators

3. Manages classroom structure to engage learners, individually or in groups,
in meaningful exploration, discovery and hands-on activities within a range of
199
Appendix K.3
COT-RPMS
MASTER TEACHER I-IV
RATING SHEET
OBSERVER: _____________________________________________ DATE: ________________________

1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a ( ) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. Attach your Observation Notes Form to this completed rating sheet.
THE TEACHER: 4 5 6 7 8 NO
1. Applies knowledge of content within and across curriculum teaching
areas
3. Manages classroom structure to engage learners, individually or in
groups, in meaningful exploration, discovery and hands-on activities within
a range of physical learning environments
OTHER COMMENTS:
Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
210
Appendix K.4
COT-RPMS
MASTER TEACHER I-IV
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: __________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: __________________________________ ____________________________________
OBSERVER 3: __________________________________ SUBJECT & GRADE LEVEL TAUGHT:

DATE: ___________________ QUARTER: ____________ ____________________________________

1. Indicate your individual ratings for each indicator .
2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve
the differences and concur on an agreed rating. The final rating is not necessarily an average; it is a final
rating based on reasoned and consensual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
THE TEACHER: Observer Observer Observer AGREED
1 2 3 RATING
1. Applies knowledge of content within and across
2. Applies a range of teaching strategies to develop
critical and creative thinking, as well as other higher-order
thinking skills
3. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
4. Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments
5. Uses differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs,
strengths, interests and experiences
Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3
211
Appendix L
COT-RPMS
OBSERVATION NOTES FORM
OBSERVER: _____________________________________________ DATE: ________________________
TEACHER OBSERVED: ___________________________________ QUARTER: ____________________
SUBJECT & GRADE LEVEL TAUGHT: TIME STARTED: ________________
_____________________________________________________________ TIME ENDED: __________________
GENERAL OBSERVATIONS:
212
GENERAL OBSERVATIONS:
_________________________________________
Signature over Printed Name of the Observer
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.
213
Appendix M
Annotation Template
Description of the MOV

Objectives Means of Verification Annotations
Presented
214
ACKNOWLEDGEMENTS
9
Philippine National
RESEARCH CENTER
FOR TEACHER QUALITY
ACKNOWLEDGEMENTS
DEPARTMENT OF EDUCATION
Bureau of Human Resource National Educators Academy
and Organizational Development (BHROD) of the Philippines (NEAP)
Dir. Maria Lourdes B. Pantoja Dir. John Arnold S. Siena
THE PROJECT TEAM

PNU RCTQ UNE SiMERR National Research Centre
Gina O. Gonong, Ph.D. John Pegg, Ph.D.

Director and Project Leader, RPMS Director
Jennie V. Jocson, Ph.D. Joy Hardy, Ph.D.

Deputy Director and Deputy Director
Project Leader, COT-RPMS
Ken Vine, Ph.D.
Allan S. Reyes, Ph.D. Principal Research Adviser
Senior Program Manager
Greg McPhan Ph.D.
Marilyn U. Balagtas, Ph.D. Former Principal Research Manager
Former Director
TECHNICAL WORKING/REVIEW GROUP

RPMS
Allen U. Bautista, Ed.D. Ma. Concepcion B. Montenegro
Chinita A. Tolentino Marla C. Papango
Jennifer E. Lopez
COT-RPMS
Noemi Baysa Orlando I. Guerrero
Leticia V. Catris, Ph.D Evangeline F. Golla, Ph.D.
Jovita B. De Castro Marion A. Mallorca
Mel Greg O. Concepcion, Ph.D Ervin L. Oamil, Ph.D.
Rosemarievic V. Diaz, Ph.D Diane C. Tomaneng
Mana C. Estakio Atkinson F. Tudlong
Erminda C. Fortes, Ph.D Marilou M. Ubiña
RESEARCH OFFICERS
Michael Wilson I. Rosero Jerreld M. Romulo

Favian L. Noche Denesse Marie B. Handumon
Ian Kenneth D. Magabilin Ma. Izella D. Lampos
216
ACKNOWLEDGEMENTS
SUPPORT GROUP
Adelyn R. Bartolome Angeline R. Libunao

Rene R. Belecina, Ph.D. Gerlie C. Lopez
Vivian I. Buhain, Ed.D. Reynaldo V. Nanong
Ma. Arsenia C. Gomez Sheila Niña Rea-Santes
Ma. Victoria C. Hermosisima Grace Urbien-Salvatus
Mark Anthony Idang
SUPPORT STAFF
Lizette Anne L. Carpio Jessa P. Reynoso
Beverly E. Estocapio Webster C. Ferrer
Ruby Ann G. Gantalao Cheryl C. Lualhati
Ezra D. de Jesus Geroldine P. Tabigne
Guillen M. Nabong
GRAPHIC ARTISTS
Aris L. Solis Dennis A. Santos Raymond S. Bermudez
BUREAU OF HUMAN RESOURCE AND ORGANIZATIONAL DEVELOPMENT
Ma. Lourdes B. Pantoja Cecille A. Anyayahan

Director IV Project Development Officer IV
Earl Ryan A. Losito Allan Jerome Gutierrez

Joanna Christina Sta. Isabel Leonardo G. Bautista, Jr.
Ma. Fatima Luzviminda B. Angeles Administrative Assistant II
Millie Jane T. Fudolig
Erika Marie E. Daza Reynier B. Cruz
Michael Joseph P. Cabauatan Cynthia M. Sabando
Ruby Chanda J. Crisostomo Administrative Support
Project Development Officer III
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 Officers
Project Officer
DEPARTMENT OF FOREIGN AFFAIRS AND TRADE

Lea Neri
Senior Program Officer
217
THE RPMS MANUAL ACKNOWLEDGEMENTS
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. Gaffud, 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.
Amaflor 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, Jeniffer A.
218
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
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RPMS Tool

Objectives MOV Performance

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

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

RTOT Version, April 2018

RPMS Tool for Teacher I-III

PCP No. ______ Revision Code: 00

Position Title Teacher I - III Salary Grade

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

RPMS Tool for Master Teacher I-IV

POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00

Position Title Master Teacher I-IV

1.3. What are the parts of the RPMS Tools?

Duties and Responsibilities

1.3.5 Objectives. They are specific tasks that an office and/or

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

RTOT Version, April 2018

Major Final Outputs Key Result Areas

RTOT Version, April 2018

Major Final Outputs Key Result Areas

Major Final Outputs Key Result Areas

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

1.3.7 Performance Indicators. This part provides the exact quantification

In the RPMS Tools, the performance indicators provide descriptions

• Very Satisfactory performance means that the Ratee has

The performance indicators of the RPMS Tools for Teachers operationalize

The extent to which actual performance compares with targeted performance.

In management, efficiency 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

RPMS Tool for Teacher I-III

PCP No. ______ Revision Code: 00

Position Title QUALIFICATION

Figure 2.1. RPMS Tools for Teachers

Major Final Outputs Key Result Areas

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

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

_____________ _ __________