Embedding the PPST

in HR Systems

The Results-based Performance

Management System (RPMS)
 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 Highly Proficient
Proficient Teacher Distinguished Teacher
Practices Teacher
Teaching Proficient Teachers are Highly Proficient Teachers
Distinguished Teachers embody
Characteristics professionally independent in the consistently display a high level
the highest standard for teaching
application of skills vital to the of performance in their teaching
grounded in global best practices.
teaching and learning process. practice.
Management of They have high education- They are recognized as leaders in
Learning Programs They display skills in planning, focused situation cognition, are education, contributors to the
implementing, and managing more adept in problem solving profession and initiators of
learning program. and optimize opportunities collaborations and partnerships.
gained from experience.
 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 Highly Proficient
Proficient Teacher Distinguished Teacher
Practices Teacher
Collaboration and They provide support and
Partnerships They actively engage in mentoring to colleagues in their
collaborative learning with the professional development, as They create lifelong impact in the
professional community and other well as work collaboratively with lives of colleagues, students and
stakeholders for mutual growth them to enhance the learning others.
and advancement. and practice potential of their
colleagues.
Professional They continually seek to
Development They are reflective practitioners develop their professional They consistently seek
who continually consolidate the knowledge and practice by professional advancement and
knowledge, skills and practices of reflecting on their own needs, relevance in pursuit of teaching
Career Stage 1 teachers. and those of their colleagues quality and excellence.
and students.
 Use Table 1 to accomplish the tasks below:

2. What do you think is your 3. What do you think would support you
current Career Stage? to advance to the next Career Stage?
I think I belong at Career Stage 1- I think engaging myself in
Beginning Teachers. I am only 1 professional trainings and workshop
year and a half in service and and of course, seek advice from
although I am qualified as a experienced colleagues to
professional teacher, I am still consolidate their teaching practice
lacking skills to be called will help me to gain knowledge and
proficient teacher. skills to become a proficient teacher.
 Use Table 1 to accomplish the tasks below:

4. What Career Stage do you aspire to 5. Are there aspects of your teaching practice
ten years from now? that exceed practices articulated in the Career
Stage 2 descriptors? If yes, please cite them.

Ten years from now, I dream to None as of the moment

become a distinguish teacher. I
want to become a globally
competitive teacher and I want to
create lifelong impact in the lives
of my colleagues, students and
others.
 Use Table 1 to accomplish the tasks below:

6. Is it possible for a newly-hired DepEd teacher to exhibit teaching practices in Career Stage
3 and 4? Explain your answer

I think yes. There are some people who really an expert on something.
There are people who are excellent even at school. As a result, I really
think it is possible for a newly hired teacher to exhibit teaching practices
in Career Stage 3 and 4 because knowledge and skills can be learned
through experience. There are some newly hired DepEd teachers who
rendered years of service in private institutions here they earned
knowledge and skills so I can say it is really possible.
 Read the following scenarios and choose the career
stage that aligns best with the described practice.

Question Option Feedback

1. Teacher Marilyn is in her 2nd year of teaching. She has adapted well A Being a beginning teacher since
to teaching in DepEd but she acknowledges that she still has a lot to she still has a lot to learn form
learn from her more seasoned colleagues. Marilyn is in the:
trainings/ workshops and even
a. Beginning Stage
b. Proficient Stage from her colleagues.
c. Highly Proficient Stage
d. Distinguished Stage

2. Teacher Rolly is a role model in his school. He is a consistent D He is a distinguished teacher

Outstanding Teacher in the Division and has been recognized by the since he exhibit the highest
Civil Service Commission as a recipient of Lingkod Bayan Award. Rolly
standard for teaching grounded
is in the:
a. Beginning Stage in global best practices and was
b. Proficient Stage even awarded and recognized
c. Highly Proficient Stage by the CSE.
d. Distinguished Stage
 Read the following scenarios and choose the career
stage that aligns best with the described practice.

Question Option Feedback

3. Teacher Elinor serves as mentor to her co-teacher during LAC C Teacher Elinor possessed all
Sessions and classroom observations. Her fifteen years of the characteristics of a highly
experience as an English teacher has earned her the trust of her
proficient teacher such as
colleagues in terms of in-depth knowledge and skills in teaching
the content and handling learners’ behavior of different levels. She providing support and mentoring
is good at collaborating with people and in providing support. to colleagues in their
Elinor is professional development and
in the: consistently display a high level
a. Beginning Stage of performance in their teaching
b. Proficient Stage
practice.
c. Highly Proficient Stage
d. Distinguished Stage
 Read the following scenarios and choose the career
stage that aligns best with the described practice.

Question Option Feedback

4. Teacher Kath can teach alone without the Master Teacher’s B She has the capacity to show
assistance. She has unique skills in planning, implementing and and display her skills in
managing learning programs in the school. Kath is in the:
planning, implementing and
a. Beginning Stage
b. Proficient Stage managing learning programs.
c. Highly Proficient Stage
d. Distinguished Stage
5. Teacher Christine has exceptional skills in influencing people through D Teacher Christine creates
her articles in different academic journals. She has been frequently invited lifelong impact in the lives of
to different conventions to share her successful innovation in teaching for
her colleagues, students and
benchmarking and collaboration. Christine is in the:
a. Beginning Stage others.
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
 The PPST is an enclosure to DO no. 42 s. 2017 and is
available for download online.

PART I: Refer to the Glossary (p. 24) and read the formal definitions of “Domain”, “Strand” and
“Indicator”.

PART II: It is important for you to be familiar with the features of the PPST in order to better understand
the upcoming sessions and modules. Let’s see if you were able to pick up the following information after
reading the booklet’s introduction.

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 21st century in the
Philippines. How many domains
does the PPST have? 7 domains
2. The Domains collectively
comprise of strands that refer
to more specific dimensions
of teacher practices. How
many strands does the PPST
have? 37 strands
3. The PPST defines the
work expected from teachers
across different career
stages. How many career
stages are there? 4 career
stages
 The PPST is an enclosure to DO no. 42 s. 2017 and is
available for download online.

PART III: Go to page 10 of the PPST booklet. You will see a table which shows the features of the
PPST.

In this table, you are introduced to indicators, which are concrete,

observable and measurable teacher behaviors/ practices covered
in every strand in the PPST. Each indicator is represented by a
code for easy reference. For example, Indicator 1.2.3 means that
the indicator is under:

Domain 1 – Content Knowledge and Pedagogy

Strand 2 of Domain 1 – Research-based knowledge and principles
of teaching and learning
Career Stage 3 (Highly Proficient) Strand 2 of Domain 1 –
Collaborate with colleagues in the conduct and application of
research to enrich knowledge of content and pedagogy.
 The PPST is an enclosure to DO no. 42 s. 2017 and is
available for download online.

PART III: Go to page 10 of the PPST booklet. You will see a table which shows the features of the
PPST.

Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain? Domain 3: Diversity Of Learners
Which Strand? Domain 3 of Strand 4: Learners In Difficult
Circumstances
Which indicator? Proficient Teachers
 Let’s check your understanding of the PPST domains.
Use a copy of the PPST to match the following
scenarios with the appropriate Domain.

Scenario Option Feedback

1. Teacher Joy, a Grade 9 adviser, caught one of her learners B. DOMAIN 2, STRAND 6:
smoking along a secluded corridor when going to the comfort Management of learner
room. Teacher Joy asked the learner to remain in the classroom behavior
after the lesson. During the conference with the learner, Teacher
Joy warned the learner to quit smoking at school otherwise his The teacher demonstrates
parents will be called for a conference.
knowledge of positive and
a. Domain 1 - Content Knowledge and Pedagogy
non-violent discipline in the
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners management of learner
d. Domain 4 - Curriculum and Planning behavior.
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement
g. Domain 7 - Personal Growth and Professional Development
 Let’s check your understanding of the PPST domains.
Use a copy of the PPST to match the following
scenarios with the appropriate Domain.

Scenario Option Feedback

2. During the post conference, Mrs. Manuel, being the school D. DOMAIN 4, STRAND 4:
head and rater of teacher-ratee, emphasized that the use of Teaching and learning
varied learning materials aid learners’ understanding of the resources including ICT
lesson and allow learners to practice the application of concepts.
She also mentioned that varied learning materials also cater to The teacher has to show skills in
learners’ different learning styles.
the selection, development and
a. Domain 1 - Content Knowledge and Pedagogy
use of a variety of teaching and
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners learning resources, including
d. Domain 4 - Curriculum and Planning ICT, to address learning goals
e. Domain 5 - Assessment and Reporting and learning styles of each
f. Domain 6 - Community Linkages and Professional Engagement learner.
g. Domain 7 - Personal Growth and Professional Development
 Let’s check your understanding of the PPST domains.
Use a copy of the PPST to match the following
scenarios with the appropriate Domain.

Scenario Option Feedback

3. Teacher Rolly, a Grade 7 English Teacher, discussed the rules D. DOMAIN 4, STRAND 2:
on Subject-Verb Agreement in his lesson. During group work, his Learning outcomes aligned
learners were tasked to make a travel brochure for a particular with learning competencies
place. He reminded them to describe the beauty of the place and
include short history while observing correct subject-verb Set achievable and
agreement for their captions.
appropriate learning
a. Domain 1 - Content Knowledge and Pedagogy
outcomes that are aligned
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners with learning competencies.
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
 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- DOMAIN 7

2. Research-based knowledge and principles of teaching and learning- DOMAIN 1
3. Management of classroom structure and activities- DOMAIN 2
4. Learners with disabilities, giftedness and talents- DOMAIN 3
5. Learning outcomes aligned with learning competencies- DOMAIN 4
6. Monitoring and evaluation of learner progress and achievement- DOMAIN 5
7. Establishment of learning environments that are responsive to community contexts- DOMAIN 6
8. Positive use of ICT- DOMAIN 1
9. Learners’ gender, needs, strengths and experiences- DOMAIN 3
10. Planning and management of teaching and learning process- DOMAIN 4
11. Design, selection, organization, and utilization of assessment strategies- DOMAIN 5
12. School Policies and Procedures- DOMAIN 6
13. Dignity of teaching as profession- DOMAIN 7
14. Learner safety and security- DOMAIN 2
 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.

Content Learning Diversity of Curriculum Assessment & Community Personal

Knowledge Environment Learners and Reporting Linkages and Growth &
& Pedagogy Planning Professional Professional
Engagement Engagement
Research- Management Learners with Learning Monitoring and Establishment of Professional
based of classroom disabilities, outcomes evaluation of learning links with
knowledge structure and giftedness aligned with learner progress environments
colleagues
and principles activities and talents learning and that are
of teaching competencies achievement responsive to
and learning Learner safety Learners’ community Dignity of
and security gender, Planning and .Design, contexts teaching as
Positive use of needs, management selection, profession
ICT- strengths and of teaching organization, School Policies
experiences and learning and utilization of and Procedures
process- assessment
strategies
 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 Strands (you Why is it challenging? (gray area or points for Input from the
may just indicate strand clarification) Mentor
numbers e.g. 1.3) (optional, but
highly
encouraged)
Content Strand 1.2 Research-based I think it will be challenging to use research-based
Knowledge and knowledge and principles of knowledge and principles to enhance professional
Pedagogy teaching and learning practice if I lack skills and resources

Learning Strand 2.3 Management of It is quite hard to handle and structure a classroom
Environment classroom structure and which engages all learners despite the differences
activities and styles.
Diversity of Strand 3.1 Learners’ gender, It will be challenging to use differentiated,
Learners needs, strengths, interests and developmentally appropriate learning experiences
experiences to address what are mentioned on the strand.
Curriculum and Strand 4.2 Learning outcomes Struggle in finding the appropriate learning tasks
Planning aligned with learning that will meet the learning outcomes.
competencies
 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 Strands (you Why is it challenging? Input from the Mentor
may just indicate strand (gray area or points for (optional, but highly
numbers e.g. 1.3) clarification) encouraged)
Assessment and Strand 5.5 Use of assessment Lack of knowledge about
Reporting data to enhance teaching and different assessment data.
learning practices and
programs
Community Linkages Strand 6.2 Engagement of Most parents lacked
parents and the wider school interest on their child’s
community in the educative standing, learning , and
process even improvement.
Personal Growth and Strand 7.5 Professional Find it hard to set
Professional Development development goals professional development
goals
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.

Based on the current default classification, in which career stage are you in?
- I think I belong at Career Stage 1- Beginning Teachers. I am only 1 year and a
half in service and although I am qualified as a professional teacher, I am still
lacking skills to be called proficient teacher. I still need to develop skills and
hone my known teaching strategies.
 Multiple Choice Test: Respond to the following scenarios based on your understanding
of the PPST and the strategic connect of the DepEd HR systems:

Scenario I: Teacher Anthony’s Dreams
It is Teacher Anthony’s first year of teaching.
After going through the Teacher Induction
Program (TIP), he dreams of becoming a
Master Teacher someday. He knows that he
has to work on his competency gaps based
on the indicators for proficient teachers in the
PPST. After taking the self-assessment test
(SAT), Teacher Anthony admitted to his
mentor that he needs support in certain
domains at the beginning level.
Which of the following will NOT GREATLY help
Teacher Anthony achieve his dream of becoming
a Master Teacher?
a. Use the result of his SAT in identifying his
learning needs
b. Attend as many learning and development
activities to earn as many certificates for
promotion
c. Regularly revisit the PPST to align his
professional development needs with the
expectations of proficient teachers
d. Gather evidences of his good performance
Scenario 2: An Advanced Teacher at 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 practices
b. Get help from somebody she
knows in DepEd to serve as her
“padrino”
c. Gather certificates of her previous
trainings in the private school
where she taught and keep it for
promotion
d. Make friends with her school head,
so she can have his/her favor

Scenario 3: Teacher Ruth’s Supportive Mentor
Teacher Ruth is in her second year of teaching.
She is quite a fast learner when it comes to using
the PPST for her professional development
benefits. Her mentor has been very supportive
and is one of the key contributors 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

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 in the
professional ethics that he manifests in his
teaching practices.
Which of the following statement is NOT
possible in this case?
a. Teacher Abel could be a high potential
for future school leadership
b. He may not need to undertake DepEd’s
Induction Program
c. He can be tapped as resource person in
the school’s Learning Action Cell (LAC)
d. His progression across the PPST
continuum could be faster if he purposely
use PPST as the basis for his professional
practice.
Scenario 5: Propelling Teachers Motivation
School Head Ms. Lopez is a strong proponent
of DepEd’s contextualized Program of Awards
and Recognition for Service Excellence
(DepEd-PRAISE). Every year during “Teachers’
Day Celebration”, she recognizes her high
performing teachers and normally gives them a
“Certificate of Recognition for Outstanding
Performance”. Teachers Marlyn and Carmina
are both newly hired teachers in Mathematics
and 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
Reflect on the strategic relationships amongst the PPST and the 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.

ON THE NEXT PAGE

 I-Chart on HR Systems
HR What did I learn? What can I do with what I What are the implications of my new
System learned? learnings with my current practice?
RSP RSP is the one managing the Use the guidelines that were I will do my, best to improve and aim for
recruitment and hiring of imposed to improve and be more professional development
DepEd teachers. skillful.
RPMS- RPMS-PPST assessed the This guides teachers to improve This will help me to know what thigs should
PPST teacher’s performance their teaching performance I do to hone my skills as a teacher for
throughout the entire SY. throughout the SY. preparation for next SY.
L&D It serves as one of the many Learning and development I will be more open for mentoring and
bases for teachers’ needs and always come side by side. You coaching.
growth. know what to improve and learn
how to enhance it.
R&R It is an essential aspect of Giving rewards and praises to Even without R&R, I will make an effort to
performance management in teachers will definitely motivates become an excellent teacher to contribute
all organizations. the teachers to excel in whatever to the overall performance of the school.
they do.
 Accomplish the K-
W-L-H Chart below

What do What else do you want to know? What did you learn about the How will you learn more? e.g.
you know PPST and HR systems? read from online sources
about?
PPST How PPST helps teachers Enables teachers to Attending professional
towards their professional pursue their personal development trainings/
development? goals workshops

RSP How RSP helps teachers It intended to help School Heads, TIP Mentors
familiarize with the DepEd teachers on the
systems? transitioning to the public-
school system.
MSP How long is the needed service of It is the standard process Attending professional
the teacher to be promoted? for best-fit teaching and development trainings/
non-teaching DepEd workshops
personnel.
Reflect on your greatest learnings about meritocracy and fitness principles on hiring and
promotion. What does this tell you? How will you adjust your professional goal and practice
with DepEd’s expectations from its personnel? Write your reflections/insights on the space
provided below.

This tells me that a teacher applicant is evaluated based on his/her capabilities and
qualifications. A teacher is promoted based on the performance, merit and not on
the help of others or what we called “padrino system” or “backer.” So for a teacher
to be qualified in a promotion, he/she should use the PPST to monitor his/her own
performance and align his/her professional practices with the expectations based
on the PPST.
 RPMS My Intended Activities per Cycle (What preparatory
activities do you need to do in between each cycle?)
Cycles Inclusive Dates

Phase I: Discussion/ Issuance of RPMS Tools;

Performance Planning and First week before the Self-Assessment
Commitment class starts

Phase II: Performance Monitoring and Coaching;

Performance Monitoring Year-round Mid-Year Review and Assessment
and Coaching
 RPMS My Intended Activities per Cycle (What
preparatory activities do you need to do in
between each cycle?)
Cycles Inclusive Dates
Phase III: Performance Year-End Review & Assessment, Evaluation of
Review and Evaluation 1stweek of May/ a Portfolio & Computation of Final Rating
week after graduation
Phase IV: Performance Development Planning
Rewarding and May
Development Planning
Analyze the two (2) scenarios below and indicate whether the following
statements are true or false.
Scenario A: Teacher Paula is a new BSE graduate Major in Science who has
been hired to teach in a Junior High School.
Scenario B: Teacher Dennis has been teaching Science in a private school for the
past four (4) years. After he completed his doctoral degree, he applied to the
same public high school where Teacher Paula is working. Both Teachers Paula
and Dennis are newly-hired teachers handling Science.
 Statement Option Feedback
Since Teacher Paula is inexperienced, her TRUE
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 TRUE
identify their strengths and areas in which
they may need support.
Both teachers can have their L&D needs TRUE
addressed through the RPMS-PPST.
 Statement Option Feedback
Mentors’ feedback is important for both TRUE
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 TRUE
Major in Science who has been hired to
teach in a Junior High School.
 Read the scenarios below and answer the
question that follows by choosing the correct
answer from the given options.

Scenario 1: Classes have ended. Teachers Rona, Evalou and Rex are planning
for their development needs. Teacher Rona shared with the group that she
struggles to meet the indicators in Domain 2 of PPST. She has been challenged
in managing her learners’ behavior. Teacher Evalou admitted that she has not
fully developed all core competencies indicated in the RPMS. Teacher Rex is the
top performer among the three. He just got an “Outstanding Rating” for the
school year. Teacher Rex feels that he still needs to participate in L&D activities
to address his developmental needs.
 Question Response
Which of the following explains why all three of them need to participate in L&D Teachers Rona and
activity relevant to their needs? Evalou need L&D to
address their
Teachers Rona and Evalou need L&D to address their developmental needs developmental needs
while teacher Rex need to address his performance gaps while teacher Rex need
to address his
Teacher Rex needs L&D to address his developmental needs, while teachers performance gaps
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

 Prepare your Professional Development Plan
that you intend to implement for the current
school year, using the template provided below:

Development Goal (Target Development Activity L&D Target

PPST Domains) Modality Completion Date
Content Knowledge and Demonstrate research-based knowledge IPCRF August 2022
Pedagogy and principles of teaching and learning
Learning Environment Manage classroom structure to engage IPCRF September 2022
my learners, individually or in groups, in
meaningful study, discovery and hands-
on activities.
Curriculum and Planning I will try to develop effective strategies in IPCRF August 2022
teaching to cater my students’ learning
needs
Personal Growth and Professional I will continue to enhance and hone my IPCRF Year-Round
Development skills professionally.
In five (5) minutes, list down all things you know about
RPMS. Start with basic one-liner information. Check these
as you proceed with this session.
• Performance
• Measurement
• Development
• Portfolio
• Mentoring and Coaching
What have you learned about PPST and RPMS as two separate
entities in DepEd? How about their alignment?
PPST is the heart and basis of all learning and development
programs for teachers to ensure teachers are properly equipped to
effectively teach and implement the program while RPMS assessed
the quality of teachers’ performance at different career stages. The
Objectives in RPMS are based on the Domains and Strands in the
PPST.
Have you already encountered the indicators used in SYs
2018-2019 and 2019-2020? If so, briefly summarize your
experiences during the RPMS-related activities?
No, I was hired towards the end of the Sy so I don’t have much
idea and encounter with the indicators used.
Teacher Mary Grace finished two (2) classroom observations 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.

Teacher Mary Grace should update her development plan based

on the technical assistance given to her by her School head and
Head Teacher.
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.

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.
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.

Statement Answer Feedback from ypur

Mentor
Statement 1: School A used all Cases (i), (ii), (iii), (iv), C
and (v) in RPMS 2019-2020.
Statement 2: The Division is a small division. C
Statement 3: In School A, the rater of Teachers I-III is A
the Master Teacher.
Statement 4: In School A, a Teacher III can rate a C
Master Teacher
Statement 5: In School A, the PSDS can rate a Master A
Teacher.
Refer to your COT rating sheets, SAT assessment results, and IPCRF-
Development Plan, if you have any. Reflect on your teaching performance
based on the results that these forms reflect. Briefly discuss what you
have discovered.
I discovered that I have many things to improve especially on the strategies that I
am using in teaching. I also need to be attentive in mentoring/ coaching session
from my skilled colleagues. I already have the foundation and I just need to
improve and hone my skills in teaching and continue my professional development.
Choose a lesson plan which you have previously crafted. Enumerate
all parts and describe what you have entered on each part.

The lesson exemplar that I have chosen is in Edukasyon Sa Pagpapakatao learning area. I
used the IDEA exemplar (Tagalog) since my learning area is ESP. First on the development
part, I started with the review of the previous lesson and had an activity which motivates
the learner to stimulate what they know about the new topic. As for the Development
part, I started discussing the new topic based on the guesses and answers from the
motivation activity. I also prepared activities using the different platforms in ICT to engage
them better. I asked them to explain one thing or another to encourage their creative and
critical thinking skills. As per the Engagement part, I group the class into five and have
them collaborate with one another. In the assessment part, I conducted a 5-item quiz to
identify their learnings and if the competencies have been met.
From the lesson plan/exemplar you provided in the Introductory Activity,
which portions demonstrate/highlight COT Indicator 1? Elaborate.

The Development part of my lesson exemplar. It exhibits the

heart of the lesson. I integrated my lesson on another learning
area (AP) and use different platforms of ICT to engage my
learners in the discussion itself.
Using either a lesson plan prepared by your mentor (recommended) or the
lesson plan/lesson exemplar you provided, check which COT Indicators (or
RPMS Objectives) are present. Elaborate on your findings. If an indicator is not
present, is it possible to have it present in the lesson plan? How?

Almost all indicators are present because I made the lesson exemplar
considering the indicators that will be needed to be seen. I consider the
indicators because all COT indicators are helpful in teaching and learning
process.