New TIP Course 3 DepEd Teacher

Teacher
Induction • http://www.
Program (TIP) gbooksdownloader.

com/
Teacher
CORE COURSE The DepEd
in collaboration with
3
Philippine National
Research Center for Teacher Quality
Course 3 - The Philippine Professional
Standards for Teachers and its Aligned
Systems and Tools
Introduction
W elcome to Course 3 of the Teacher
Induction Program! This course will help you

to become familiar with the Philippine
Professional Standards for Teachers (PPST) as
the new framework for teacher quality. It will
guide you towards understanding the
expectations of teachers and how DepEd’s
systems and tools are aligned with the
standards.
Intended Course Learning Outcomes
At the end of this course, you will be able to:

1. develop a deeper understanding of the expectations of teachers as
described in the PPST;
2. use PPST-aligned tools in developing your teaching practices as defined
by the PPST; and
3. set professional development goals based on the Philippine Professional
Standards for Teachers by having a clear understanding of the
standards and its aligned systems and tools (7.5.2).
Course Outline:
Module 1 – Achieving Teacher Quality through PPST
Module 2 – Embedding the PPST in HR Systems
Module 3 – The Results-based Performance Management System
(RPMS)
Estimated Time Required: 7 hours
Portfolio Output: Lesson Plan

Module 1 – Achieving Teacher Quality 2. develop a deeper understanding of expectations of
teachers as described in the PPST.
through PPST
Intended Module Learning Outcomes:
At the end of this module, you should be able to: Estimated Time Required: 2 hours
1. identify and navigate through the salient features of Module Outline

the PPST (Domains, Strands, Indicators, and Career
Session 1: The PPST Career Stages
Stages); and
Session 2: The PPST Domains, Strands and
Indicators 4 TheTeacher Induction Program - Core Course 3
Required Resources
• DepEd Order no. 42, s. 2016 National Adoption and Implementation of the
Required Tasks
Philippine Professional Standards for Teachers
• Video Viewing • https://www.deped.gov.ph/wp-content/ uploads/2017/08/DO_s2017_042-1.pdf
• Reading • Online or hard copy of PPST Booklet
• Discussion Activity
• Formative Quiz
Session 1 – The PPST Career Stages
The PPST acknowledges that teachers in the field have

different levels of competency. Teachers who have been
teaching for a long time are expected to have developed
more proficiency in their teaching practices. Teacher
professional development takes place in a continuum, and
teachers are expected to improve developmentally. Thus, a
‘one size fits all’ standards will not appropriately describe
the expectations of teachers across the continuum. Thus,
the PPST defines the work of teachers at different career
stages.
Career stages generally refer to levels of development that

an individual passes through, particularly in a profession. In
the PPST, the teacher development continuum is defined
in four career stages namely: Beginning, Proficient, Highly
Proficient, and Distinguished Stages. A Proficient Teacher
must exhibit at least Proficient Level of practice for all 37
Indicators. The same applies for Highly Proficient and
Distinguished teachers.
Given the notion of a development continuum, upon which

the PPST is based, a teacher may exhibit practice that
aligns with indicators across various career stages, but it is
likely his/her practice would mostly align with Indicators for
a particular career stage. This is accommodated by the ‘at
least’ qualifier in the previous paragraph. Table 1 shows the
descriptors of teacher’s continuum development from the
Beginning career stage to the Distinguished stage.
Guide for Mentors and Newly Hired Teachers 5

Table 1: The Philippine Professional Standard for Teachers (PPST) Career Stages (DepEd Order No.42, S. 2017, Enclosure 1, 9)
Career Stages
Beginning Stage Proficient Stage Highly Proficient Stage Distinguished Stage
Beginning Teachers have gained Proficient Teachers are Highly Proficient Teachers Distinguished Teachers embody
the qualifications recognized for professionally independent in the consistently display a high level the highest standard for teaching
entry into the teaching application of skills vital to the of performance in their teaching grounded in global best
profession. teaching and learning process. practice. practices.
They have a strong understanding They provide focused teaching They manifest an in-depth and They exhibit exceptional capacity
of the subjects/areas in which programs that meet curriculum sophisticated understanding of to improve their own teaching
they are trained in terms of and assessment requirements. the teaching and learning practice and that of others.
content knowledge and pedagogy. process.
They possess the requisite
knowledge, skills and values that They display skills in planning, They are recognized as leaders in
support the teaching and learning implementing, and managing They have high education-focused education, contributors to the
process. learning programs. situation cognition, are more profession and initiators of
adept in problem solving and collaborations and partnerships.
optimize opportunities gained from
They manage learning programs They actively engage in experience.
and have strategies that collaborative learning with the They create lifelong impact in
promote learning based on the professional community and the lives of colleagues,
learning needs of their students. other stakeholders for mutual They provide support and students and others.
growth and advancement. mentoring to colleagues in their
professional development, as well
They seek advice from as work collaboratively with them They consistently seek
experienced colleagues to They are reflective practitioners to enhance the learning and professional advancement and
consolidate their teaching who continually consolidate the practice potential of their relevance in pursuit of teaching
practice. knowledge, skills and practices of colleagues. quality and excellence.
Career Stage 1 teachers.
They continually seek to develop They exhibit commitment to

their professional knowledge inspire the education community
and practice by reflecting on and stakeholders for the
their own needs, and those of improvement of education
their colleagues and students. provision in the Philippines.
6 The Teacher Induction Program - Core Course 3

Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly Proficient and Distinguished Teacher in terms of
the following?
Professional Practices Proficient Teacher Highly Proficient Distinguished Teacher

Teacher
Teaching Characteristics
Management of Learning
Programs
Collaboration and
Partnerships
Professional Development

2. What do you think is your current Career Stage? 3. What do you think would support you to advance to the next
Career Stage?
4. What Career Stage do you aspire to ten years from now? Guide for Mentors and Newly Hired Teachers 9
5. Are there aspects of your teaching practice that
exceed practices articulated in the Career Stage 2

descriptors? If yes, please cite them.
6. Is it possible for a newly-hired DepEd teacher to
exhibit teaching practices in Career Stage 3 and 4?
Explain your answer
Optional Task: Formative Quiz
Read the following scenarios and choose the career stage that aligns best with the described practice.
Scenario Answer Feedback
1. Teacher Marilyn is in her 2nd year of teaching. She has

adapted well to teaching in DepEd but she
acknowledges that she still has a lot to learn from her
more seasoned colleagues. Marilyn is in the: a.
Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
2. Teacher Rolly is a role model in his school. He is a

consistent Outstanding Teacher in the Division and
has been recognized by the Civil Service
Commission as a recipient of Lingkod Bayan Award.
Rolly is in the:
a. Beginning Stage
b. Proficient Stage
3. Teacher Elinor serves as mentor to her co-teacher

during LAC Sessions and classroom observations.
Her fifteen years of experience as an English teacher
has earned her the trust of her colleagues in terms of
in-depth knowledge and skills in teaching the content
and handling learners’ behavior of different levels. She
is good at collaborating with people and in providing
support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
4. Teacher Kath can teach alone without the Master

Teacher’s assistance. She has unique skills in
planning, implementing and managing learning
programs in the school. Kath is in the: a. Beginning
Stage
b. Proficient Stage
5. Teacher Christine has exceptional skills in influencing

people through her articles in different academic
journals. She has been frequently invited to different
conventions to share her successful innovation in
teaching for benchmarking and collaboration.
Christine is in the: a. Beginning Stage
b. Proficient Stage

Summary 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.
1. Four career stages are articulated in the Philippine Professional Standards for 3. Career Stage 2 or Proficient Teachers are professionally independent in the
Teachers (PPST). Each stage is constituted by particular professional practice that application of skills vital to the teaching and learning process. They provide focused
defines and locates teacher quality within a developmental continuum. teaching programs that meet curriculum and assessment requirements. They
2. Career Stage 1, or Beginning Teachers, have gained the qualifications recognized display skills in planning, implementing, and managing learning programs. They
for entry into the teaching profession. They have a strong understanding of the actively engage in collaborative learning with the professional community and other
subjects/areas in which they are trained in terms of content knowledge and stakeholders for mutual growth and advancement. They are reflective practitioners
pedagogy. They possess the requisite knowledge, skills and values that support the who continually consolidate the knowledge, skills and practices of Career Stage 1
teachers.
4. Career Stage 3 or Highly Proficient Teachers 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
consistently display a high level of performance in lifelong impact in the lives of colleagues, students
their teaching practice. They manifest an in-depth and others. They consistently seek professional
and sophisticated understanding of the teaching and advancement and relevance in pursuit of teaching
learning process. They have high education-focused quality and excellence. They exhibit commitment to
situation cognition, are more adept in problem inspire the education community and stakeholders
solving and optimize opportunities gained from for the improvement of education provision in the
experience. They provide support and mentoring to Philippines.
colleagues in their professional development, as well
as work collaboratively with them to enhance the
learning and practice potential of their colleagues.
They continually seek to develop their professional
knowledge and practice by reflecting on their own
needs, and those of their colleagues and students.
5. Career Stage 4 or Distinguished Teachers embody Session 2 – The PPST Domains, Strands,
and Indicators
Key Topic 1: Domains
The PPST articulates teacher quality through well-organized

domains, strands, and indicators. The succeeding tasks will
guide you through this structure.
Required Task 1: Reading

The PPST is an enclosure to DO no. 42 s. 2017 and is
available for download online.
In this activity, you will need a copy of the PPST booklet.

You may get a copy of the DepEd Order with PPST booklet
through this link: https://www.deped.gov.ph/wp-content/
the highest standard for teaching grounded in global uploads/2017/08/DO_s2017_042-1.pdf
Part I 14 The Teacher Induction Program - Core Course 3
Refer to the Glossary (p. 24) and read the formal definitions
of “Domain”, “Strand” and “Indicator”. 1. The PPST defines teacher quality in the Philippines. It has domains which
describe the expectations required of Filipino teachers to be effective in the 21 st
century in the Philippines. How many domains does the PPST have? _____________
Part II 2. The Domains collectively comprise of strands that refer to more specific
It is important for you to be familiar with the features of dimensions of teacher practices. How many strands does the PPST have?
the PPST in order to better understand the upcoming _________________
sessions and modules. Let’s see if you were able to pick 3. The PPST defines the work expected from teachers across different career
up the following information after reading the booklet’s stages. How many career stages are there? ___________________
introduction.
Part III.
Go to page 10 of the PPST booklet. You will see a table
which shows the features of the PPST.
Figure 1. The PPST Domains, Strands, and Indicators

In this table, you are introduced to indicators, which are concrete, observable and For example, Indicator 1.2.3 means that the indicator is under:
measurable teacher behaviors/ practices covered in every strand in the PPST. Each Domain 1 – Content Knowledge and Pedagogy
indicator is represented by a code for easy reference.
Strand 2 of Domain 1 – Research-based knowledge conduct and application of research to enrich
and principles of teaching and learning knowledge of content and pedagogy.
Career Stage 3 (Highly Proficient) Strand 2 of

Domain 1 – Collaborate with colleagues in the Guide for Mentors and Newly Hired Teachers 15
Figure 1.2. The PPST Domains, Strands, and Indicators
Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain?
Which strand?
Which indicator?

Summary
1. The PPST defines teacher quality in the Philippines.
It sets clear expectations along well-defined career
stages.
2. In order to help teachers seamlessly integrate the

PPST into their practice, the PPST shall be used as
a basis for all learning and development programs,
selection and promotion, and performance appraisals
for teachers.
3. The PPST booklet describes the expectations of

teachers organized through its salient features: the
Domains, Strands, Indicators and career stages.
4. The PPST has 4 Career Stages, 37 Strands, and 7

Domains. There are 37 indicators for each career
stage.

Required Task 2: Formative Quiz
Let’s check your understanding of the PPST domains. Use

a copy of the PPST to match the following scenarios with
the appropriate Domain.

1. Teacher Joy, a Grade 9 adviser, caught one of her learners

smoking along a secluded corridor when going to the
comfort room. Teacher Joy asked the learner to remain in
the classroom after the lesson. During the conference with
the learner, Teacher Joy warned the learner to quit smoking
at school otherwise his parents will be called for a
conference.
a. Domain 1 - Content Knowledge and Pedagogy
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and
Professional Engagement g. Domain 7 - Personal
Growth and Professional Development

2. During the post conference, Mrs. Manuel, being the school
head and rater of teacher-ratee, emphasized that the use of
varied learning materials aid learn ers’ understanding of the
lesson and allow learners to practice the application of
concepts. She also mentioned that varied learning materials
also cater to learners’ different learning styles.
3. Teacher Rolly, a Grade 7 English Teacher, discussed the rules

on Subject-Verb Agreement in his lesson. During group work,
his learners were tasked to make a travel brochure for a
particular place. He reminded them to describe the beauty of
the place and include short history while observing correct
subject-verb agreement for their captions.

Key Topic 2: Strands
of strands, e.g. Domain 1 contains seven (7) whereas
As you already know from the previous session, domains are
Domain 2 contains six (6) strands. Figure 1 shows the first
broad conceptual spheres of teaching and learning practices
three Strands in Domain 1.
defined by specific strands in the set of professional
standards for teachers. The domains have varying numbers
Figure 2: First 3 Strands within Domain 1

Optional Task: Activity
Without referring to the PPST booklet, identify in which Domain the
following selected strands belong to. List the strands under the column
representing the Domain.
1. Professional links with colleagues

2. Research-based knowledge and principles of teaching and learning
3. Management of classroom structure and activities
4. Learners with disabilities, giftedness and talents
5. Learning outcomes aligned with learning competencies
6. Monitoring and evaluation of learner progress and achievement
7. Establishment of learning environments that are responsive to community contexts
8. Positive use of ICT
9. Learners’ gender, needs, strengths and experiences
10. Planning and management of teaching and learning process
11. Design, selection, organization, and utilization of assessment strategies
12. School Policies and Procedures
13. Dignity of teaching as profession
14. Learner safety and security
Content Learning Diversity of Curriculum Assessment & Community Personal
Knowledge Environment Learners and Reporting Linkages and Growth &
& Pedagogy Planning Professional Professional
Engagement Engagement
Refer to pages 5-7 of the PPST booklet to check accuracy of your answers.

Required Task 3: Reflection
Go through the PPST booklet and read through the Domains
and Strands. Use the table below to identify Strands which
you think could be challenging for you.
Domains Challenging Why is it Input from the
Strands (you may challenging? (gray Mentor (optional,
just indicate area or points for but highly
strand numbers clarification) encouraged)
e.g. 1.3)
Content Knowledge and Pedagogy
Learning Environment
Diversity of Learners
Curriculum and Planning
Assessment and Reporting
Community Linkages
Personal Growth and Professional

Development

(Optional)
It is encouraged that you consult your TIP mentor so they
could provide input or points for clarification for challenging
concepts. The results of this activity can also be discussed in
the Learning Action Cell with other newly-hired teachers, in
order to identify in which domains the newly-hired teachers
need more help or intervention.
If there are specific indicators which you wish to know more

about, you may read through the PPST Resource Packages
from the following online links:
https://www.rctq.ph/?page_id=2680

Key Topic 3: Indicators
The PPST domains and strands describe the dimensions
of teaching and learning practices across content areas
and grade levels. In order to further support teachers’
professional practice, the PPST elaborates the strands into
concrete, observable and measurable teacher behaviors/
practices called indicators. Figure 2 shows the four
Indicators – one for each career stage – within Strand 1.1.
Figure 3: Indicators articulating developmental practice within Strand 1.1
Each strand is progressively elaborated across the four career stages to articulate classification is as follows:
continuum of practice. This is evident if you read through the indicators from left to
right, starting from beginning towards proficient.
Teacher 1-3 with 0-3 years of teaching experience: Beginning Career Stage
On the other hand, reading through the indicators by each career stage column, you Teacher 1-3 with more than 3 years of teaching experience: Proficient Career Stage
will see the behaviors and practices expected from teachers according to their
respective career stages. Master Teacher I-II: Highly Proficient Career Stage Master Teacher III-IV:
Distinguished Career Stage

Upon adoption of the PPST, the Department decided to assign teachers to ‘default’
career stages based on their designation or rank. Eventually, the Department will
develop a system of teacher certification to assign or promote teachers to career
stages based on their competencies. Currently, the default career stage However, it is important to note that a teacher is not ‘boxed’ in a Career Stage. For
example, a teacher may exhibit the majority of his/her practice in Indicators for the
Beginning Career Stage but may exhibit Proficient or even Highly Proficient of teaching and learning practices across content
teaching practice on some Indicators. areas and grade levels.
2. The PPST contains domains of broad conceptual
Based on the current default classification, in which career

stage are you in? ___________________________________
Read through the PPST indicators focusing only on the

indicators under your career stage. For example, if you are
Proficient, go through the indicators under the Proficient
column. Reflect on whether your practices align with the
expectations of the PPST based on your career stage.
Summary
1. The PPST is sufficiently generic to describe
spheres of teaching and learning practices which

are defined by specific strands. Each strand is
further elaborated into concrete, observable and
measurable teacher behaviors/practices called
indicators.
3. The PPST indicators show the continuum of

practice from beginning to proficient career stage. Plan (MSP) of DepEd
Session 3 – The Strategic Alignment of the RPMS
with the PPST
Session 4 – Role of RPMS-PPST in Teachers’
Learning and Development
Session 5 – The Rewards and Recognition (R&R) in
the Context of RPMS-PPST

Module 2 – Embedding the PPST in HR 26 The Teacher Induction Program - Core Course 3
Systems Required Tasks
• Formative test
• Reflection
Intended Module Learning Outcomes • Scenario-based Activity
Required Resources
At the end of this module, you should be able to: • Department Oder No. 2 s., 2015, “Guidelines in the Implementation of the Results-
Based Performance Management System in the Department of
1. set professional goals that are aligned with the Education”;
PPST; and • Department Order No. 66 s., 2017, “Revised Guidelines on the Appointment and
Promotion of other Teaching, Teaching Related and Non Teaching Positions”
2. develop a personal professional improvement plan
• DepEd Order 001 s., 2020, “Guidelines for NEAP Recognition of Professional
that will support your career goals.
Development Programs and Courses for Teachers and Schools Leaders”
3. share own reflections with peers on desirable • DepEd Order 78 s., 2007, “Strengthening the Program on Awards and Incentives
personal and professional practices that are geared for Service Excellence (PRAISE) of the Department of
towards higher level practice/indicators. Education”
• DepEd Order No. 32 s., 2016, “Addendum to DepEd Order No. 3 s., 2016 (Hiring
Estimated Time Required: 2 hours Guidelines for Senior High School (SHS) Teaching Positions Effective School Year
(SY) 2016-2017)”
• DepEd Order No. 7 s., 2015, “Hiring Guidelines for Teacher I Positions Effective
School Year (SY) 2015-2016”
Module Outline • Philippine Development Plan 2017 to 2022; • Results-Based Performance
Management System (RPMS) Manual for Teachers and School Heads • Republic
Act 7041, “An Act Requiring Regular Publication of Existing Vacant Positions in
Session 1 – The PPST and DepEd’s Human Government Offices, Appropriating Funds
Resource (HR) Systems Therefore, and for other Purposes”.
Session 2 – The PPST, RSP and the Merit Selection
Session 1 –The PPST and DepEd’s Human Resource (HR) Systems
Key Topic 1: The DepEd Human Resource (HR) Systems DepEd’s HR systems (Figure 1) are support mechanisms that are meant to help
teachers realize their career goals. It is good for new teachers to see how these
Think of the PPST as a yardstick of teacher quality and the Department’s human
HR systems are interconnected so that they can know how each of these
resource (HR) systems as support mechanisms that enable teachers to progress
systems work for their benefits, for their learners and for the nation as a whole.
across career stages from Beginning to Distinguished stage. The
Figure 4: DepEd’s HR Systems (BHROD, 2017)

Figure 1 depicts the four (4) HR systems in DepEd that the DepEd workforce. In the very near future, DepEd intends
are PSST-aligned. These are Recruitment, Selection and to manage its talent by strategically connecting the other three
Placement (RSP), Results-Based Performance Management (3) HR systems, RPMS, L&D and R&R -- through the standards.
System (RPMS), Learning and Development (L&D) and This means that one HR system reinforces the other, an output
Rewards and Recognition (R&R). The RSP is the initiating in one HR system is an input to another. Teachers should be
mechanism that enables DepEd to attract talents to enter into able to see this strategic link in order for them to optimize its
utility for their benefit and that of their learners, and ultimately effective professional learning modality that can help teachers improve their teaching
for DepEd to achieve its mandate, i.e., to provide every Filipino practices as well as learners’ academic performance (Blazar, David, & Kraft, 2015, 563).
learner, quality education as stated in Paragraph 4, Section 1 of
Rewards and Recognition (R&R) is an essential aspect of performance management in
the Republic Act 9155. all organizations. DepEd’s R&R mechanism is anchored on Civil Service Commission
RSP Program of Awards and Incentives for Service Excellence (PRAISE). The purpose of
DepEd-PRAISE is to motivate DepEd personnel to deliver excellent performance which
Teachers get into the DepEd system through the RSP will in turn contribute to the overall performance of the Department.
system. The RSP is a series of sequential HR processes from
recruitment, selection to placement. Teacher induction, or Both L&D and R&R are relevant HR systems that help strengthen the performance
management practices of school heads to provide teachers the needed support to
on-boarding, is another HR system that is intended to help
progress across the PPST continuum.
teachers transition the public-school system. Beginning with
the end in mind can help teachers see the big picture. From Required Task 1: Formative Test
DepEd’s perspective, Teacher I will not remain Teacher I. Each Multiple Choice Test: Respond to the following scenarios based on your
teacher must progress towards the continuum of the PPST, understanding of the PPST and the strategic connect of the DepEd HR systems:
i.e., from Beginning to Distinguished teacher.
RPMS Scenario I: Teacher Anthony’s Dreams
Teachers’ professional development and recognition of their It is Teacher Anthony’s first year of teaching. After going through the Teacher
accomplishments are embedded in the four (4) cycles of RPMS. Induction Program (TIP), he dreams of becoming a Master Teacher someday. He
Therefore, one HR system is not to be treated as stand-alone knows that he has to work on his competency gaps based on the
because one system’s output is input to another. As a whole, indicators for proficient teachers in the PPST. After taking the self-assessment test
these systematic connections amongst the HR systems and (SAT), Teacher Anthony admitted to his mentor that he needs support in certain
the PPST is called ‘Strategic Human Resource Management’ domains at the beginning level.
(SHRM). Using the PPST as the basis of teachers’ performance
within the HR systems is the essence of SHRM.
Which of the following will NOT GREATLY help Teacher Anthony achieve his dream
28 The Teacher Induction Program - Core Course 3 of becoming a Master Teacher?
L&D and R&R
L&D is embedded within the RPMS cycles. During “Development Planning” in Phase IV,
a. Use the result of his SAT in identifying his learning needs
teachers are given the opportunity to identify their learning gaps or developmental
needs through the Individual Development Plan (IDP). The IDP is an important part of the b. Attend as many learning and development activities to earn as many certificates
teachers’ Individual Performance Commitment Rating Form (IPCRF). The IDP is signed for promotion
by both the teachers and their mentors. This is an indication that both have the
responsibility to carry-out what was stated in the IDP. At the beginning of the c. Regularly revisit the PPST to align his professional development needs with the
performance rating, i.e., the IDP serves as one of the bases for teachers’ learning needs. expectations of
The needs are anchored on the PPST. Phase II of the RPMS is where coaching is carried proficient teachers
out until the evaluation phase to address teachers’ learning needs. Coaching is a
workplace professional development modality, through which learning interventions d. Gather evidences of his good performance
occur in school where teachers are appointed. Research has found that coaching is an
Answer: B, merely attending training sessions is insufficient to help teacher Anthony b. Get help from somebody she knows in DepEd to
reach his career goal. serve as her “padrino”
Scenario 2: An Advanced Teacher at the
c. Gather certificates of her previous trainings in the
Beginning Stage of PPST
Teacher Ruth had three (3) years teaching experience in

a private school before she was hired in the public high
school where she is currently teaching. Because of her
prior experience, she has already acquired some good
teaching practices and she has been identified by her
School Head as a high performer and high potential future
teacher leader. This coincides with Teacher Ruth’s dream
to become a future school leader in DepEd. However, she
is a newly-hired teacher and her colleagues label her as
Beginning Teacher under the PPST. Which of the following
behaviors can help teacher Ruth fulfill her career goal?
a. Align with the PPST her professional teaching
private school where she taught and keep it for

promotion
d. Make friends with her school head, so she can have
practices
his/her favor Guide for Mentors and Newly Hired Teachers 29
Scenario 3: Teacher Ruth’s Supportive Mentor
Answer: A. There is a high potential for promotion, when

beginning teachers use the PPST to monitor their own Teacher Ruth is in her second year of teaching. She is
performance and align their professional practices with quite a fast learner when it comes to using the PPST for
the expectations from them based on the PPST, which is her professional development benefits. Her mentor has
a nationally accepted standards for teacher quality (DepEd been very supportive and is one of the key contributors
Order No. 42, s.2017). to teacher Ruth’s successful completion of the Teacher
Induction Program. Phase IV of the RPMS cycle,
Performance Rewarding and Development Planning, is
fast approaching. Which of the following is most likely to
happen to teacher Ruth?
a. To address her performance gaps, teacher Ruth will

be referred to a peer for coaching session during
the next school year
b. Teacher Ruth will not be able to get the outstanding

rating for the current school year
c. Teacher Ruth may be awarded for her outstanding

performance
d. Teacher Ruth will remain at the beginning level of

the PPST
Answer: C
Scenario 4: Possibilities in the Life of a Newly

Hired Teacher
Teacher Abel is a newly hired teacher. Prior to his work

in DepEd, he had been working as Department Head in
private school. His professional experience is very evident
30 The Teacher Induction Program - Core Course 3 Answer: B
in the professional ethics that he manifests in his teaching practices. Which of the
following statement is NOT possible in this case?
Scenario 5: Propelling Teachers Motivation

a. Teacher Abel could be a high potential for future school leadership
b. He may not need to undertake DepEd’s Induction Program School Head Ms. Lopez is a strong proponent of DepEd’s contextualized Program
of Awards and Recognition for Service Excellence (DepEd-PRAISE). Every year
c. He can be tapped as resource person in the school’s Learning Action Cell (LAC) during “Teachers’ Day Celebration”, she recognizes her high performing teachers
and normally gives them a “Certificate of Recognition for Outstanding Performance”.
d. His progression across the PPST continuum could be faster if he purposely use
Teachers Marlyn and Carmina are both newly hired teachers in Mathematics and
PPST as the basis for his professional practice
they are both aspiring to get outstanding award during the school year. Which of the
following will NOT help them attain their goal?
a. Optimize the use of the Teacher Induction Program
(TIP) materials to orient themselves with the context
of DepEd, the PPST and other HR systems
b. Prepare their MOVs according to the guidelines in

the RPMS-PPST
c. Participate in learning and development that will

close their competency gaps and developmental
needs
d. Make close friendships with their school head and

Department heads
Answer: D
Optional Task: Reflection

Reflect on the strategic relationships amongst the PPST
and the HR systems.
PERSONAL REFLECTIONS ON THE STRATEGIC ALIGNMENT OF THE PPST AND HR SYSTEMS
Having the right perspective about the PPST and the different HR systems can help you plan your career and move forward
according to your short- and long-term professional goals. Reflect on what you have learned from readings and activities in
Section I of this Module. Answer each reflective question in the I-chart, or information chart, below. Share your insights with
your mentor at your next mentoring session.
I-Chart on HR Systems
HR System What did I learn? What can I do with what I What are the implications
learned? of my new learnings with
my current practice?
RSP
RPMS-PPST
L&D
R&R

Summary
The DepEd HR systems are interrelated and anchored on

the PPST. These HR systems are put in place to support
teachers’ continuing professional development. Optimizing
use of the PPST and the HR systems enables teachers
to pursue their professional goals. The HR systems are
intended to support them.
Recommended Further Readings: DO 2 s., 2015, DO

001 s., 2020, DO. 78 s., 2007
Required Reading: RPMS-PPST Manual for Teachers and

School Heads, page 10

Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd
Required Task 1: Preliminary Activity
Accomplish the K-W-L-H Chart below.

What do you know What else do you What did you learn How will you learn
about? want to know? about the PPST and more? e.g. read from
HR systems? online sources
PPST
RSP
MSP
Recommended Readings: DO 66 s., 2007 and DO 7 s., 2015

Key Topic 1: Looking through the PPST lens: Onboard- ing the best-fit teachers in Technological advances are major drivers of change and they can assist in
DepEd schools responding to the challenges confronting schools due to the COVID-19 pandemic
and other major dis- ruptions to the delivery of education. The Department needs to them reach their career goals.
ensure that newly-hired teachers possess competencies on the use of various
delivery modalities and platforms as well as the competencies to teach content. Teachers who successfully progress across the PPST
Teachers with technological knowledge and skills are much-needed in DepEd continuum are high potential for future master teachers,
schools, more than ever before. In the very near future, DepEd will scout teachers who are recognized as subject matter experts in their area of
using a competency-based recruitment process. This will ensure that the teachers of specializations, or school leaders. There is a high potential for
the very near future are highly competent to ensure the continu- ity of quality promotion when beginning teachers use the PPST to monitor
education even in difficult circumstances (Re- public Act 9155, 2001). their own performance and align their professional practices
with the expectations from them based on the PPST.
Studies have found that teachers play a crucial role in their learners’ academic
PPST is used as a yardstick for teacher quality in the country.
performance (Schneider et al. 2017; Rothstein 2015; Ngware et al. 2015); hence,
It is also important to note that through the lens of the PPST,
DepEd ensures that it has quality teachers to execute lessons in different learning
public school teachers are recruited, on-boarded and can
modalities. Since, teaching and learning today can happen even outside the
advance their career through clear-cut promotion guidelines
confines of classrooms, knowl-
articulated in Department Order No. 66 s., 2007, “The Merit
edge and skills of teachers in the production of electronic learning materials are
Selection Plan of the Department of Education”, which
becoming highly important. Through a well-defined recruitment process, DepEd can
will soon be evolved into a standards-based recruitment
place the best-fit teachers in all public schools. The use of different teaching and
process. The DepEd merit selection is anchored on Civil
learning modalities is articulated in the Indica-
tors for all career stages within the PPST.
Key Topic 2: The Strategic Connect of the PPST and
DepEd’s Recruitment and Promotion Processes
You have seen in the previous section that attracting highly

competent teachers is one of the most important human
resource processes. This is so because, if DepEd is able
to recruit quality newly-hired teachers, the learning and
development gaps of teachers could be narrowed down. This
means that instead of putting the Department’s resources
to continually address teachers’ learning gaps, they can be
directed to address other needs of both teachers and learners.
What does it mean for teachers? When teachers are highly
competent, they are more motivated and inspired to facilitate
their classes. They are more fulfilled in their profession.
Consequently, they can also progress more successfully
in the PPST continuum. In this case, there will be career
opportunities for teachers, depending on their choice. That
is why it is important for beginning teachers to understand
how they can optimize the PPST and HR systems to help
Guide for Mentors and Newly Hired Teachers 35 2012; Kennedy, 2010).
Service Commission’s (CSC’s) Memorandum Circular 03 s.,
When teachers enter DepEd, the onboarding process
2001, “Revised Policies on Merit Promotion Plan”, which
scaffolds their smooth transition to their new environment.
underscores the merit and fitness principle which serve as
This entails a more detailed understanding about the
a general framework for hiring and promotion of government
organization. The PPST defines teacher quality and guides
personnel. The MSP is also a mechanism that supports
teachers’ performance, professional development needs and
DepEd in achieving its mission, vision, goals and objectives.
possible career progression. The PPST supports teachers
to achieve their career goals, and DepEd’s policy guidelines
Key Topic 3: RSP and MSP on hiring and promotion set out the standard processes.
Recruitment, Selection and Placement (RSP) is the initiating DepEd’s Merit and Selection Plan (MSP), which operates
step within the HR system. Recruitment is about attracting under the principle of meritocracy and fitness, defines the
the quality of teachers that the Department needs to teach in standard process for promoting best-fit teaching and non
public schools across the country. This is done by posting teaching candidates. Qualification and competence are the
vacancies in places where they can be broadly announced critical bases for promoting DepEd personnel.
in compliance with the requirements of publication law
embodied in RA 7041. DepEd needs to attract good quality
teacher-applicants to respond to the needs of its K to 12
learners and ensure that quality education will continue to be
provided in all public schools. Quality teachers are needed to Reflect on your greatest learnings about meritocracy and fit ness principles on hiring
produce quality K to 12 learners. Research findings support and promotion. What does this tell you? How will you adjust your professional goal
the growing need to hire quality teachers as they serve as and prac tice with DepEd’s expectations from its personnel? Write your
input to learners’ performance (Goldhaber, 2015, 64; Kelly, reflections/insights on the space provided below.
Summary
The PPST is linked with DepEd’s Recruitment, Selection and

Placement (RSP) system and the Merit Selection Plan (MSP).
This ensures that DepEd hires teachers who are qualified
to teach in public schools, are subject matter experts and
possess the core behavioral competencies that are needed
to deliver DepEd outcomes. Both the RSP and the MSP
operate on the principle of merit and fitness. This means
that teacher applicants’ qualifications are assessed based
on merit and not based on who they know or who can help
them.
Session 3: The Strategic Alignment of the RPMS with the Refer to page 69 of the RPMS Manual (See Figure 2) and reflect on the RPMS
framework. What does this framework communicate to you? Identify relevant
PPST activities that you should undertake in each cycle.
Required Task 1: Preliminary Activity
Recommended Readings: DO 2, s.2015 and RPMS PPST Manual for

Teachers and School Heads
Activity: Accomplish the “My RPMS-PPST Activity Logs”
MY RPMS-PPST ACTIVITY LOGS

RPMS My Intended Activities per Cycle
(What preparatory activities do you need to do in between each
cycle?)
Cycles Inclusive Dates
Phase I:
Performance Planning
and Commitment
Phase II:
Performance
Monitoring and
Coaching
Phase III:
Performance Review
and Evaluation
Phase IV:
Performance
Rewarding and
Development
Planning
Figure 5: The Results-Based Performance Management (RPMS) Framework (DepEd, 2019, 69)

Key Topic 1: The RPMS-PPST Framework: How The Results-Based Performance Management (RPMS),
does it Work for Teachers? as defined in DO 2 s., 2015, is a contextualized version of
Civil Service Commission’s (CSC’s) Strategic Performance 40 The Teacher Induction Program - Core Course 3
Management System (SPMS). It is strategically linked with
the PPST and it also provides input to other HR systems,
like L&D and R&R. The RPMS-PPST framework (Figure 2) Technical Assistance (TA) is consistently embedded in each phase of the RPMS-
PPST. This is done through the mentoring program in which continuous coaching
encapsulates the relationships of these HR systems and
and feedback are given to teachers. Mentors play a crucial role in the professional
clearly shows how teachers’ performance can be used as
life of beginning teachers. Studies report positive results when beginning teachers
input to the L&D and R&R systems. The PPST is used to
have access to the kind of support they need (Martin, Buelow and Hoffman, 2016;
identify teachers’ performance gaps and/or developmental
Kyndt, Gijbels, Grosemans & Donche, 2016; Murray, 2015). Mentoring and coaching
needs. Developmental L&D needs are future-oriented; they
support teachers to adjust their performance and calibrate their perspectives based
help teachers address competencies that might be needed
on the PPST.
for their future higher-level position. On the other hand,
competency gaps are needs that must be met to enable
Required Task 2: Activity
teachers to perform their current teaching job as stated in
the PPST.
Analyze the two (2) scenarios below and indicate whether the following
The RPMS-PPST manual and associated tools clearly statements are true or false.
communicate the activities that teachers will undergo,
expected outputs, and timelines, and include the forms
that teachers need in each cycle. Notice that the PPST Scenario A: Teacher Paula is a new BSE graduate Major in Science who has been
is at the core of the framework (Figure 2). The PPST is hired to teach in a Junior High School.
not just about standard expectations from teachers across
the country; it is also a statement of accountability as per
the PPST. It clearly sets out what DepEd and its external Scenario B: Teacher Dennis has been teaching Science in a private school for the
stakeholders, e.g., parents, business partners, etc., expect past four (4) years. After he completed his doctoral degree, he applied to the same
from public school teachers. The PPST guides teachers on public high school where Teacher Paula is working. Both Teachers Paula and
how they can calibrate or align their current practices with Dennis are newly-hired teachers handling Science.
the standards. Developmental and competency gap needs
should be addressed.
Statement Response Feedback
Since Teacher Paula is inexperienced, her L&D

needs might be different from that of Teacher
Dennis, who has been teaching for the past three
(3) years.
Both teachers may use the PPST tools to identify
their strengths and areas in which they may need
support.
Both teachers can have their L&D needs

addressed through the RPMS-PPST.
Mentors’ feedback is important for both teachers to

monitor their own progress. They can get feedback
from their mentors whether formally or informally
assigned.
Teacher Paula is a new BSE graduate Major in

Science who has been hired to teach in a Junior
High School.
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance management mechanism
that puts forth a standard performance process for the benefit of teachers and learners.
Summary
In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and performance man
agement processes. This entails collaboration with peers and mentors. Since the RPMS cycle is embedded in teachers’ daily
job, continuous feedback is needed to support them until the RPMS processes become teachers’ professional practice.

Session 4 – Role of RPMS-PPST in Teach
ers’ Learning and Development
Key Topic 1: Strategic Alignment of the RPMS and
L&D with the PPST
The strategic alignment of the RPMS and L&D with the PPST
is very evident in the RPMS-PPST processes. All throughout
the performance cycle, teachers continually monitor their

performance and are able to identify their learning developmental needs are identified and corresponding between teachers and the organization. The IDP is
needs. These L&D needs are documented during Phase L&D activities are determined and reflected in the IDP signed by both the ratee and the rater to make it
IV of the RPMS cycle where teachers plan their during Phase IV. The most feasible L&D modality is evident that each person has the responsibility to
Individual Develop ment Plan. The previous year’s taken in order to realize them within the performance ensure the commitments in the IDP are realized (DO 2
Individual Development Plan is carried over into the cycle. s., 2015, 10). L&D continuously happens during the
next performance cycle so it can be addressed. During entire performance cycle, this is carried out through
Phase III of the RPMS cycle, per formance gaps or Just like the RPMS, L&D is also a shared responsibility various modalities and through continuous provision of
feedback to improve performance. L&D intervention for Required Task 1: Activity admitted
all public-school teachers should be relevant, needs- that she has not fully developed all core competencies
based, empowering, uphold equality, and strategically indi
Read the scenarios below and answer the question that
connected with other HR systems and the PPST. cated in the RPMS. Teacher Rex is the top performer
follows by choosing the correct answer from the given
among
options.
the three. He just got an “Outstanding Rating” for the
Coaching and mentoring are sample modalities of L&D
school
that are made explicit in the RPMS that commences Scenario 1: Classes have ended. Teachers Rona, Evalou
year. Teacher Rex feels that he still needs to participate
immediately after Phase I. This shows that workplace and Rex are planning for their development needs.
in
learning is put forth as the most effective L&D modality. Teacher
L&D activities to address his developmental needs.
Researchers in the field recognize the value of Rona shared with the group that she struggles to meet
workplace learning over formal learning (Klein & Moore, the Question
2016; Kyndt et al., 2016). Continuous improvement on indicators in Domain 2 of PPST. She has been
performance is expected through feedback and challenged in
monitoring. managing her learners’ behavior. Teacher Evalou
Response

Which of the following explains why all three of them need to
participate in L&D activity relevant to their needs?
Teachers Rona and Evalou need L&D to address their developmental

needs while teacher Rex need to address his performance gaps
Teacher Rex needs L&D to address his developmental needs, while

teachers Rona and Evalou need to participate in L&D to address their
competency gaps
All teachers need to attend L&D to address their developmental needs
All teachers need to attend coaching sessions
Summary
L&D is strategically connected with the RPMS and PPST.
Each cycle of the RPMS is supported by relevant L&D ac
tivities for teachers. All professional development (PD) for
teachers should be relevant, needs-based and anchored
on the PPST. This strategic alignment of L&D system with
RPMS, PPST and R&R is designed to bring about DepEd’s
intended outcomes.

Required Task 2: Professional Development Plan
Prepare your Professional Development Plan that you
intend to implement for the current school year, using the
template provided below:
Development Goal Development Activity L&D Modality Target Completion Date
(Target PPST Domains)

Session 5–Rewards and Recognition (R&R) expected behavior when someone is looking. This is not the
kind of motivation that can bring any beginning teacher to
in the Context of RPMS-PPST
real success in his/her profession.
Key Topic 1: Rewards and Recognition When beginning teachers enter the DepEd workforce, they
possess varying abilities, competencies and experiences that
can help them carry out their teaching duties competently.
From the human resource perspective, performance is Ability enables one to perform or carry out a function or
driven by motivation. In other words, teachers behave the task. Motivation is another element that is needed in order
way they do because there is an inner drive that pushes to enable beginning teachers to translate their abilities into
them. Motivation is said to be those, “factors that activate, something useful. But, they need more opportunities to
direct and sustain goal-directed behavior” (Iricinschi, 2020, explore and practice. So, one’s performance is determined
271). Beginning teachers need to see both the big and small by one’s ability, internal or external motivation, and
picture in order to comprehend their stake in the PPST and opportunities available. This is why beginning teachers are
the HR systems of DepEd in order to be fully motivated. given mentors. Mentors create opportunities for beginning
Nobody can truly be motivated by mere compliance or teachers to improve their teaching practice. When this
pleasing one’s immediate superior. Superficial motivation is happens, beginning teachers become more fulfilled and will
fleeting, it is surface level and the person would tend to show
likely progress in their career. Recognition is embedded in the RPMS-PPST. This is part of Phase IV, i.e.
Performance Recognition and Awarding. There are many forms of rewards. L&D is
one form of reward that is very evident in DepEd. The National Educators Academy
of the Philippines (NEAP) is DepEd’s training arm that hones teaching and non-
46 The Teacher Induction Program - Core Course 3 teaching personnel in DepEd. Scholarship is another form of reward to DepEd
Rewards and Recognition (R&R) is an essential aspect of performance management personnel. Scholarships are awarded to high performing, high potential employees
in any organization whether public or private. DepEd’s R&R mechanism is anchored of DepEd because they are expected to give a return of investment (ROI) to DepEd
on CSC’s Program of Awards and Incentives for Service Excellence (PRAISE). The when they return from their scholarship.
purpose of DepEd PRAISE is to motivate DepEd personnel to deliver excellent
performance which will in turn contribute to the overall performance of the Beginning teachers should not focus solely on these tangible rewards. Seeing their
Department. Phase IV of the RPMS, “Performance Rewarding and Development learners graduate and become productive citizens of our nation could be a lasting
Planning”, is about recognizing outstanding performers at all levels of governance. form of intrinsic reward. On the other hand, DepEd PRAISE motivates high
At the school level, its aim is to recognize outstanding teachers. DepEd wants all its performing teachers, who become good examples to their fellow teachers.
teachers to perform well..
Summary
Reward and recognition are forms of motivation – that is why

this is part of the RPMS cycle. The purpose is to reward
desirable performance as well as help teachers align their
practice with the expectations articulated in the PPST.
Module 3 – The Results-based Performance 48 The Teacher Induction Program - Core Course 3
Management System (RPMS) Required Tasks
• Table Completion Activity
• Reflection
Intended Module Learning Outcomes
At the end of this module you should be able to: Required Resources
1. demonstrate knowledge of the RPMS cycle, and • Updated RPMS Manual for Teachers and School Heads,
PPST-based RPMS tools and processes; http://deped.in/RPMSManualver2019 • PPST Resource Package Modules,
http://bit.ly/ PPSTResourcePackageA
2. use PPST-aligned tools in developing your teaching
• DepEd Order No. 2, s. 2015, Guidelines on the Establishment and Implementation
practices as defined by the standards;
of the Re sults-based Performance Management System (RPMS) in the Department
3. use PPST-aligned tools to monitor your progress of Education
towards achieving your professional development • Civil Service Commission (CSC) Memorandum Circular No. 06, s. 2012, Guidelines
goals; and in the Estab lishment and Implementation of Agency Strategic Performance
Management System (SPMS)
4. develop lesson plans as quality evidence for RPMS.
Session 1 – The Results-based Perfor mance Management
System (RPMS) of DepEd
Estimated Time Required: 2 hours Preliminary Activity
In five (5) minutes, list down all things you know about RPMS. Start with basic one-
Module Outline
liner information. Check these as you proceed with this session.
Session 1: The Results-based Performance Manage
ment System (RPMS) of DepEd
Session 2: The PPST-aligned RPMS
Session 3: The RPMS Cycle
Key Topic 1: The RPMS
Session 4: The PPST-based RPMS Tools and Pro
cesses
The Civil Service Commission (CSC) issued Memorandum Circular No. 06, s. 2012
Session 5: Lesson Plans as Quality Evidence for
titled Guidelines in the Establish ment and Implementation of Agency Strategic
RPMS
Performance Management System (SPMS). The SPMS is focused on linking
individual performance vis-à-vis the agency’s organi zational vision, mission, and
strategic goals. It is envisioned as a technology composed of strategies, methods,
and tools for ensuring fulfillment of the functions of the offices and its personnel as
well as for assessing the accomplish ments. It is also a mechanism that ensures that
the employ ee achieves the objectives set by the organization and the organization, Guide for Mentors and Newly Hired Teachers 49
on the other hand, achieves the objectives
that it has set itself in its strategic plan.
The SPMS follows the four-stage Performance Manage

ment System (PMS) cycle that underscores the importance
of performance management (Enclosure p. 6-11, CSC
Memorandum Circular No. 06, s. 2012):
Stage 1: Performance Planning and Commitment

Stage 2: Performance Monitoring and Coaching
Stage 3: Performance Review and Evaluation
Stage 4: Performance Rewarding and Development
Planning
The four-stage Performance Management System (PMS) is illustrated in Figure 6.
Figure 6: Performance Management Systems Process
Source: Enclosure p. 20, CSC Memorandum Circular No. 06, s. 2012

Key Topic 2: The SPMS Performance Measure
In the first stage of the cycle, or the performance planning,

CSC mandates that performance be measured by the
following categories: Effectiveness/Quality, Efficiency, and
Timeliness.
Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
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.
Efficiency The extent to which time or resources is used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount or quantity of

waste, expense, or unnecessary effort.
Timeliness Measures whether the deliverable was done on time based on the requirements of
the law and/or clients/ stakeholders.
Time-related performance indicators evaluate such things as project

completion deadlines, time management skills and other time-sensitive
expectations.
Source: CSC Memorandum Circular

No. 06, s. 2012, Enclosure p. 6,

Key Topic 3: The SPMS Rating Scale
In the third stage of the cycle of the performance evalua

tion, the CSC mandates a five-point rating scale.
Rating Description
Numerical Adjectival
5 Outstanding Performance represents an extraordinary level of achievement and commitment in terms

of quality and time, technical skills and knowledge, ingenuity, creativity, and initiative.
Employees at this performance level should have demonstrated exceptional job mastery
in all major areas of responsibility. Employee achievement and contributions to the
organization are of marked excellence.
4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets were achieved
above the established standards.
3 Satisfactory Performance met expectations in terms of quality of work, efficiency, and timeliness.
The most critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most critical goals
were not met.
1 Poor Performance was consistently below expectations, and/or reasonable progress toward
critical goals was not made. Significant improvement is needed in one or more
important areas.
Source: CSC Memorandum Circular No. 06, s. 2012, Enclosure p. 11

The SPMS Forms (Enclosure p. 15-16 & 26, CSC Memorandum Circular No. 06, s. 2012)
1. The Office
Performance
Commitment
and
Review Form
(OPCRF)
summarizes
the targets,
performance
measures,
budget and
responsibility
centers of
the Office.
Guide for Mentors and Newly
Hired Teachers 53
2. The Individual Perfor

mance Commitment and
Review Form (IPCRF) is
an individual’s target based
on the Office performance
targets and measures in
the OPCRF.
54 The Teacher Induction Program
- Core Course 3
3. The Professional
Devel
opment Plan is
used to
improve or
correct perfor
mance of
employees with
Unsatisfactory
and Poor
performance
ratings.

Figure 7: All government agencies adopted the CSC’s SPMS.
The Department of Edu
cation (DepEd) adopted
CSC’s SPMS and called it
the Results-based Per
formance Management
System (RPMS). The
Department released the
guidelines on the estab
lishment and implementa
tion of RPMS thru DepEd
Order No. 2, s. 2015.

Key Topic 4: Guidelines on the Establishment and
Implementation of the RPMS
DepEd Order No. 2, s. 2015, otherwise known as Guide

lines on the Establishment and Implementation of the
Results-based Performance Management System (RPMS)
in the Department of Education, adopts the Civil Service
Commission’s Strategic Performance Management System
(SPMS) and stipulates the specific mechanisms, criteria
and processes for the performance target setting, monitor
ing, evaluation, and development planning (Enclosure p. 3,
DepEd Order No. 2, s. 2015).
This DepEd Order provides for the establishment and im

plementation of the RPMS in all DepEd schools and offices,
covering all officials and employees, school based and non
school-based, in the Department holding regular plantilla
positions. For school-based personnel, the RPMS shall be
used only as an appraisal tool, which shall be the basis for
training and development (DepEd Order No. 2, s. 2015).
Similar to the 4-stage SPMS Cycle, the RPMS follows a

4-phase cycle that covers performance for one whole year
(DepEd Order No. 2, s. 2015):

Figure 7. Updated Teachers RPMS Cycle and Timeline
The RPMS Performance Measure
Category Definition
Effectiveness/Quality The extent to which actual performance compares with targeted performance.
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.
Efficiency The extent to which time is or resources are used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount or quantity of
waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Timeliness Measures whether the deliverable was done on time based on the requirements of
the law and/or clients/ stakeholders.
Time-related performance indicators evaluate such things as project completion

deadlines, time management skills and other time-sensitive expectations.

The RPMS Rating Scale
Rating Description
Numerical Adjectival
5 Outstanding Performance represents an extraordinary level of achievement and

commitment in terms of quality and time, technical skills and knowledge,
ingenuity, creativity, and initiative. Employees at this performance level
should have demonstrated exceptional job mastery in all major areas of
responsibility. Employee achievement and contributions to the organization
are of marked excellence.
4 Very Satisfactory Performance exceeded expectations. All goals, objectives and targets
were achieved above the established standards.
3 Satisfactory Performance met expectations in terms of quality of work, efficiency, and
timeliness. The most critical annual goals were met.
2 Unsatisfactory Performance failed to meet expectations, and/or one or more of the most
critical goals were not met.
1 Poor Performance was consistently below expectations, and/or reasonable

progress toward critical goals was not made. Significant improvement is
needed in one or more important areas.

The RPMS Forms
Figure 8: Office Performance Commitment and Review Form (OPCRF)
The Office Performance Commitment Review Form (OPCRF) shall be accomplished by the head of
school, e.g. School Head, Head Teachers, including designated Teacher-in-Charge, to reflect the office
KRAs, objectives and performance indicators. Other personnel with administrative functions, but are
not head of office, must craft their own IPCRF.

Figure 9: The Individual Performance Commitment and Review Form (IPCRF)
The Individual Performance Commitment and Review Form (IPCRF) is a mechanism
used by government employees to evaluate the tasks completed by teachers over the
course of a year. The teacher’s major output is their performance on providing quality
basic education service.

Figure 10: The Professional Development Plan
Employee development is a continuous learning process that allows an employee to achieve his or her
personal goals within the framework of the organization’s goals. Employee creation is a joint responsibility
of the person, manager, human resources, and the organization.

Summary
• Civil Service Commission (CSC) Memorandum

Circular No. 6, s. 2012 provided for the establishment
of an institutionalized performance management
system in the public service.
• Department of Education (DepEd) Order No. 2, s.
2015 adopted the CSC’s Strategic Performance
Management System (SPMS) as the Results-based
Performance Management System (RPMS) of the
Department.
• The RPMS is done as a cycle of 4 phases. There are
corresponding forms and activities in each phase of
the RPMS Cycle.

Session 1 – The PPST-aligned RPMS
Required Activity 1: Reflection

The Rationale for the Alignment of RPMS with PPST
The idea of aligning the RPMS with PPST emerged from

What have you learned about PPST and RPMS as two sep
the National Validation Study of the PPST conducted by
arate entities in DepEd? How about their alignment?
the Philippine National Research Center for Teacher Quali
ty (RCTQ) across 17 regions in the country in 2015. Focus
Key Topic 1: What happened with RPMS after
group workshops were conducted as part of the final phase
DepEd’s adoption and implementation of PPST?
to validate the PPST.
Figure 11: Issues raised by teachers in the National Validation of the PPST

During this National Validation, various comments and issues were raised by be integrated seamlessly.
teachers (as shown in Figure 11). The participants saw alignment of the Revised Supervisors and principals expressed the same views as teachers (as shown in
Professional Standards for Teachers with the existing DepEd systems such as Figure 12). They recommended the presence of support structures in the
the Results-based Performance Management System (RPMS), promotion, as implementation of the standards.
well as hiring and recruit ment systems. They indicated that the alignment should
Figure 12: Issues raised by Supervisors and Principals in the National Validation of the PPST

These issues prompted the Bureau of Human Resource and
Organizational Development (BHROD), with RCTQ, to:
• Align the performance assessment tool,

responsive to career stages, with the PPST
of Verification (MOV) as evidence of performance
• Focus on the essential duties and
• Refine the RPMS evaluation process to ensure
responsibilities of teachers
efficiency, fairness and equity in the evaluation
process that places greater premium on quality not
• Set tangible and realizable objectives from the
indicators of PPST and provide specific Means
quantity
Key developments in the creation of the PPST-aligned RPMS are shown on Figure 3.
Figure 13: Key developments in the creation of the PPST-aligned RPMS

Key Topic 2: Alignment of RPMS with PPST in the
PPST-based IPCRF
The PPST-based IPCRF, as described during the previous

session, is one of the most familiar forms in RPMS. Due to
the clamor of the field to integrate PPST to the other exist
ing HR systems during the National Validation Study of the
PPST. The RPMS adopted the Domains and Indicators of
the PPST as its Key Result Areas (KRAs) and Objectives,
respectively.
Key elements of the PPST-based IPCRF is shown in Figure 14.

Figure 14: Key elements of the PPST-Based IPCRF

The PPST-aligned RPMS in School Years (SYs) 2018-
2019 and 2019-2020
In SYs 2018-2019 and 2019-2020, the first 12 priority PPST

indicators were downloaded to the field and formed part of
the PPST-aligned RPMS for these rating periods.
RPMS PPST
KRA 1: Content Knowledge and Pedagogy Domain 1: Content Knowledge and Pedagogy
KRA 2: Learning Environment and Diversity of Learners Domain 2: Learning Environment
Domain 3: Diversity of Learners

KRA 3: Curriculum and Planning Domain 4: Curriculum and Planning
KRA 4: Assessment and Reporting Domain 5: Assessment and Reporting
KRA 5: Plus Factor N/A
Teachers who were categorized under the default Proficient career stage used these RPMS Objectives (or PPST Indicators): 70 The Teacher Induction Program -
Core Course 3
RPMS PPST
Objective 1: Apply knowledge of content within and Indicator 1.1.2: Apply knowledge of content within and
across curriculum teaching areas. across curriculum teaching areas.
Objective 2: Use a range of teaching strategies that Indicator 1.4.2: Use a range of teaching strategies that
enhance learner achievement in literacy and enhance learner achievement in literacy and numeracy
numeracy skills. skills.
Objective 3: Apply a range of teaching strategies to Indicator 1.5.2: Apply a range of teaching strategies to
develop critical and creative thinking, as well as other develop critical and creative thinking, as well as other
higher-order thinking skills. higher-order thinking skills.
Objective 4: Manage classroom structure to engage learners, Indicator 2.3.2: Manage classroom structure to engage
individually or in groups, in meaningful exploration, discovery learners, individually or in groups, in meaningful exploration,
and hands-on activities within a range of physical learning discovery and hands-on activities within a range of physical
environments. learning environments.
Objective 5: Manage learner behavior constructively by Indicator 2.6.2: Manage learner behavior constructively by
applying positive and non-violent discipline to ensure applying positive and non-violent discipline to ensure learning-
learning-focused environments. focused environments.
Objective 6: Use differentiated, developmentally Indicator 3.1.2: Use differentiated, developmentally

appropriate learning experiences to address learners’ appropriate learning experiences to address learners’
gender, needs, strengths, interests and experiences. gender, needs, strengths, interests and experiences.
Objective 7: Plan, manage and implement developmentally Indicator 4.1.2: Plan, manage and implement developmentally
sequenced teaching and learning processes to meet sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts. curriculum requirements and varied teaching contexts.
Objective 8: Participate in collegial discussions that use Indicator 4.4.2: Participate in collegial discussions that use
teacher and learner feedback to enrich teaching practice. teacher and learner feedback to enrich teaching practice.
Objective 9: Select, develop, organize and use Indicator 4.5.2: Select, develop, organize and use
appropriate teaching and learning resources, including appropriate teaching and learning resources, including ICT,
ICT, to address learning goals. to address learning goals.
Objective 10: Design, select, organize and use diagnostic, Indicator 5.1.2: Design, select, organize and use diagnostic,
formative and summative assessment strategies consistent formative and summative assessment strategies consistent
with curriculum requirements. with curriculum requirements.
Objective 11: Monitor and evaluate learner progress and Indicator 5.2.2: Monitor and evaluate learner progress and
achievement using learner attainment data. achievement using learner attainment data.
Objective 12: Communicate promptly and clearly the learners’ Indicator 5.4.2: Communicate promptly and clearly the learners’
needs, progress and achievement to key stakeholders, needs, progress and achievement to key stakeholders, including
including parents/guardians. parents/guardians.
Comparison between RPMS (pre-PPST) and PPST-aligned RPMS
Elements RPMS 2015 PPST-aligned RPMS
Duties and Responsibilities Teachers may include non- Focus on the teaching-learning
teaching related functions as process – the core job of teachers
objectives
Crafting of IPCRF Teachers craft their own IPCRF is prepared, standardized, and
objectives and performance aligned with the PPST
indicators
Means of Verification Not standardized Standardized
Focused on quantity Focus on quality
Weight per Objective/Indicator Teacher may assign more weight to Each objective/indicator has the
one indicator over another same weight as the others
Associated Tools Teachers may use varied forms for Use a common (Classroom
classroom observation Observation Tool) COT that is aligned
with the RPMS Tools
Optional Task 72 The Teacher Induction Program - Core Course 3

Have you already encountered the indicators used in SYs Summary
2018-2019 and 2019-2020? If so, briefly summarize your • The Results-based Performance Management System (RPMS) was aligned with
experiences during the RPMS-related activities? the Philippine Professional Standards for Teachers (PPST)
anchored on the provisions of DepEd Order No. 42, s. 2017, and due to the
feedback of field personnel during the National Validation Study of PPST to
integrate PPST with other existing HR systems.
• Key Result Areas and Objectives in RPMS are based on Domains and Indicators in
the PPST, respectively.
Session 3 – The RPMS Cycle
Preliminary Activity
Teacher Mary Grace finished two (2) classroom observa
tions before the scheduled Mid-year Review. Her Principal
asked her to update her Development Plan. What steps
should she take to do this? Briefly discuss in the box below.

Key Topic 1: The RPMS Cycle
Let’s revisit the Results-Based Performance Management (RPMS) Framework (Figure 15)
Figure 15: Results-Based Performance Management (RPMS) Framework
(Source: BHROD Slidedeck for PPST-RPMS Preliminary Orientation SY 2019-2020)

The RPMS Cycle, as discussed in Session 1 of this Module, is composed of four (4) phases, namely:
• Phase I: Performance Planning and Commitment

• Phase II: Performance Monitoring and Coaching
• Phase III: Performance Review and Evaluation
• Phase IV: Performance Rewarding and Development Planning
Table 1. The RPMS Cycle Phases

These phases happen in one school year for school-based personnel, including teachers like you. The cycle is designed to
gauge teacher performance against the PPST and help them in their professional development. Take note that all content
of the RPMS Cycle in Figure 1 adheres to the PPST-aligned RPMS.
Each phase of the cycle happens in a specific timeline within the rating period and requires the accomplishment of
specific activities using PPST-based tools, as shown in the matrix below:
Phase Timeline* Activity Forms Output

Performance Last week of • • IPCRF • Signed IPCRF
Planning and May, a week Discussion/Issuance • Self-Assessment Tool Development Plans
Commitment before start of of RPMS Tools (SAT) • IPCRF- based on SAT
classes • Self-Assessment • Signed IPCRF
Development Plans
(DP)
Performance • Year-round • Monitoring and • RPMS Tools • Agreements

Monitoring and • November Coaching • IPCRF based on
Coaching • Mid-year Review PMCF
• SAT
and Assessment • MRF
• IPCRF-DP using
Performance Monitoring • Updated IPCRF-DP
and Coaching • Portfolio
Form (PMCF)
• Mid-Year Review Form
(MRF)
Performance 1st week of April, • Year-end Review • RPMS Tools • Signed Portfolio and
Review and a and Assessment • IPCRF IPCRF with Computed
Evaluation week after • Evaluation of Final
• SAT
graduation Portfolio • Rating
• IPCRF-DP using PMCF
Computation of
Final Rating
Performance April • Ways Forward • Final IPCRF-DP • Reward

Rewarding and and • Recognition
Development Development
• IPCRF-DP
Planning Planning
* The timeline may be adjusted for RPMS 2020-2021 because of the COVID-19 Situation

Following activities in Phase I from June to October, about 2 classroom timing is agreed by both the Rater and the Ratee. In this time, the preparation and
observations are conducted before the Mid-Year Review in November. The exact organization of RPMS Portfolio must have also started.
In Phase II, coaching, feedback, and appropriate interventions shall be provided expected for the year, and they shall also continue gathering and organizing their
whenever necessary within the year covered. All key inputs, feedback, and other documents for their Portfolio.
evidence of performance for the entire year shall be recorded in the Performance
Monitoring and Coaching Form (PMCF). The Mid-Year Review, which happens in In Phases III and IV, teachers and their raters will have to discuss and agree on
November, is prescribed to determine the progress of a teacher in achieving the the teacher’s final performance rating based on actual accomplishments within
RPMS Objectives. At this the rating period. The IPCRF-Development Plan will then be finalized. This marks
point, raters need to provide suggestions, recommendations, and/or technical the end of the RPMS Cycle for the rating period and begins again in the next
assistance to support teachers in achieving their targets. After Phase II, school year.
classroom observations must resume to complete the four (4) observations
Key Topic 2: What other things do I need to know about the RPMS Cycle?
For teachers, below is the matrix of ratee-rater-approving authority intended for the RPMS:
Ratee Rater Approving Authority
(Teachers who submit portfolios as (School Heads, Assistant Principals, Head Teachers,
evidence of their teaching performance) and/or Master Teachers who rate teacher
portfolios to assess teacher performance)
Head Teacher Principal/School Head Superintendent

Master Teacher Small and Medium Divisions
Assistant Superintendent
Large and Very Large Divisions
Teacher Principal/School Head Superintendent

Small and Medium Divisions
Assistant Superintendent
Large and Very Large Divisions
Master Teacher/Head Teacher/Assistant Principal Principal/School Head
ALS Implementers Master Teacher/Head Teacher/Assistant Principal Principal/School Head

(School-based)
ALS Implementers Education Program Specialist for ALS Chief of Curriculum Implementation Division
(Community Learning Centers-based) (CID)

Summary/Key Learning
• The RPMS Cycle is composed of four (4) phases.
• Each phase is undertaken in a specific
timeline within the rating period and requires
accomplishment of specific activities and PPST
based tools.

Required Task 1: Scenario-based Activity
Study the following scenarios and decide which of the options may be applied to each statement.
A. The data presented is sufficient to infer the statement.
B. The data presented is not sufficient to infer the statement.
C. The statement is false based on the data presented and/or the guidelines.
Scenario: A Division issued a Memorandum with the attached Ratee-Rater-Approving Authority matrix that shall be used
for the IPCRF of SY 2019-2020.
Ratee Rater Approving Authority
(i) Teacher Master Teacher/Head Teacher/ Principal/School Head

Assistant Principal
(ii) Principal/School Head Superintendent
(iii) Master Teacher Principal/School Head Superintendent
(iv) Head Teacher
(v) Principal/School Head Assistant Superintendent Superintendent
School A, a secondary school in this Division has 200 Teacher I-III, 10 Master Teachers I-II, and 4 Head Teachers III and VI.
Statement Answer Feedback from your mentor
Statement 1:
School A used all Cases (i), (ii), (iii),
(iv), and (v) in RPMS 2019-2020.

Statement 2:
The Division is a small division.
Statement 3:
In School A, the rater of
Teachers I-III is the Master Teacher.
Statement 4:
In School A, a Teacher III
can rate a Master Teacher.
Statement 5:
In School A, the PSDS
can rate a Master Teacher.
Session 4 – The PPST-based RPMS Tools and Processes

Key Topic 1: The RPMS Tools
The RPMS tools are the major PPST-based tools that teachers need to be familiar with. There are two (2) RPMS Tools
intend ed for 2 career stages:
1. RPMS Tool for Teachers I-III (Proficient Teachers)
2. RPMS Tool for Master Teachers I-IV (Highly Proficient Teachers)
See Figure 17.
Parts of the RPMS Tools
As outlined in the second session of this Module, the RPMS is aligned with PPST as seen in the RPMS Tools. Figure 17A
shows the alignment of the RPMS with the PPST through the KRAs and Objectives, and Figure 17B highlights the Means of
Verification (MOV) and the Performance Indicators.
Key Topic 2: The RPMS Associated Tools


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Teacher

Program (TIP) gbooksdownloader.

W elcome to Course 3 of the Teacher

Induction Program! This course will help you

At the end of this course, you will be able to:

Portfolio Output: Lesson Plan

1. identify and navigate through the salient features of Module Outline

The PPST acknowledges that teachers in the field have

Career stages generally refer to levels of development that

Given the notion of a development continuum, upon which

Guide for Mentors and Newly Hired Teachers 5

They continually seek to develop They exhibit commitment to

6 The Teacher Induction Program - Core Course 3

Professional Practices Proficient Teacher Highly Proficient Distinguished Teacher

Guide for Mentors and Newly Hired Teachers 7

exceed practices articulated in the Career Stage 2

1. Teacher Marilyn is in her 2nd year of teaching. She has

2. Teacher Rolly is a role model in his school. He is a

3. Teacher Elinor serves as mentor to her co-teacher

4. Teacher Kath can teach alone without the Master

5. Teacher Christine has exceptional skills in influencing

12 The Teacher Induction Program - Core Course 3

The PPST articulates teacher quality through well-organized

Required Task 1: Reading

In this activity, you will need a copy of the PPST booklet.

Figure 1. The PPST Domains, Strands, and Indicators

Career Stage 3 (Highly Proficient) Strand 2 of

Figure 1.2. The PPST Domains, Strands, and Indicators

Indicator 3.4.2 means that the indicator is under:

16 The Teacher Induction Program - Core Course 3

2. In order to help teachers seamlessly integrate the

3. The PPST booklet describes the expectations of

4. The PPST has 4 Career Stages, 37 Strands, and 7

Guide for Mentors and Newly Hired Teachers 17

Let’s check your understanding of the PPST domains. Use

the appropriate Domain.

1. Teacher Joy, a Grade 9 adviser, caught one of her learners

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c. Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and

Professional Engagement g. Domain 7 - Personal

Growth and Professional Development

18 The Teacher Induction Program - Core Course 3

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c. Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning

e. Domain 5 - Assessment and Reporting

f. Domain 6 - Community Linkages and

Professional Engagement g. Domain 7 - Personal

Growth and Professional Development

3. Teacher Rolly, a Grade 7 English Teacher, discussed the rules

a. Domain 1 - Content Knowledge and Pedagogy

b. Domain 2 - Learning Environment

c. Domain 3 - Diversity of Learners

d. Domain 4 - Curriculum and Planning