Presentation

of New
RPMS-PPST Standards
MATT RANILLO S. PAGUIA
Teacher III/RPMS Coordinator
The RPMS Cycle

Source: RPMS Updated Manual 2019 (pg. 10)

Phase
I
Performance Planning
and Commitment

2 0 2 1-
u s t
Aug e r 2 0 2 1
m b
Septe
*Based on the adjusted RPMS Cycle timeline only for SY 2021-2022
I PERFORMANCE PLANNING
AND COMMITMENT

Activity:
• Discussion/Issuance of RPMS Tools;
Self-assessment
Forms:
• IPCRF, SAT, IPCRF-Development Plans
Output:
• Signed IPCRF-Development Plans based
on SAT
School Head Teacher
• Signed IPCRF

Phase I Phase II Phase III Phase IV

 SAT-RPMS
There are two SAT-
RPMS tools:
1) SAT-RPMS for
Teacher I-III
(Proficient Teachers)
and
2) SAT-RPMS for
Master Teacher I-IV
(Highly Proficient
Teachers)
 Parts of the SAT-RPMS
Objectives and Behavioral
Demographic Profile Competencies

Since indicators are

new, teachers must
Cover Page fill-up the SAT-
RPMS to
determine their
strengths and
areas for
development
based on the new
indicators.
After the SAT-RPMS
teachers must calibrate
their existing IDP to
add new needs from
new indicators and
schools must calibrate
their SPPD based on
the consolidated needs
of teachers in their IDP.
Phase Performance Monitoring
II and Coaching

r o un d;
Year ruary 2022
-
eb
Mid- year F
I PERFORMANCE MONITORING
IActivity:
AND COACHING

• Performance Monitoring and Coaching; Mid-year Review and

Assessment

Hi! Let’s talk I am glad to

about your hear about your
performance comments,
rating. Ma’am.

Phase I Phase II Phase III Phase IV

I PERFORMANCE MONITORING
I AND COACHING
Forms:
• RPMS Tools, IPCRF, SAT, IPCRF-DP
using PMCF; Mid-year Review Form
Output:
• Agreements based on PMCF, MRF,
updated IPCRF-DP and Portfolio

Phase I Phase II Phase III Phase IV

Phase Performance Review
III and Evaluation

a f t e r
w eek
A at i o n
gradu
II PERFORMANCE REVIEW AND EVALUATION
IActivity:
• Year-end Review & Assessment,
Evaluation of Portfolio &
Computation of Final Rating
Forms:
• RPMS Tools, IPCRF, SAT, IPCRF-DP
using PMCF
Output:
• Signed Portfolio and IPCRF with
Computed Final Rating
Phase I Phase II Phase III Phase IV
Phase Performance Rewarding

IV
and Development
Planning

a f t e r
w e e k
A ti o n
a
gradu
 PERFORMANCE REWARDING AND
IV DEVELOPMENT PLANNING
Activity:
• Ways Forward and Development Planning

Form:
• Final IPCRF-DP

Output:
• Reward, Recognition, IPCRF-DP

Phase I Phase II Phase III Phase IV

The RPMS Cycle

Source: RPMS Updated Manual 2019 (pg. 10)

 New
RPMS-PPST Standards
SY 2021-2022
 37 PPST Indicators
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7

1.1 2.1 3.1 4.1 5.1 6.1 7.1

1.2 2.2 3.2 4.2 5.2 6.2 7.2

1.3 2.3 3.3 4.3 5.3 6.3 7.3

1.4 2.4 3.4 4.4 5.4 6.4 7.4

1.5 2.5 3.5 4.5 5.5 7.5

1.6 2.6

1.7
18 indicators are chosen for SY 2021-2022
 RPMS-PPST Alignment

Results-based Philippine
Performance Professional
Management Standards for
System Key Result Domains Teachers
Areas

Objectives Indicators
 Key Result Areas
1
These are general
outputs or outcomes. In
the context of the RPMS
Tools, the KRAs capture
the Domains of the
PPST.

2 Objectives
These objectives are the
indicators of the PPST. In the RPMS Tools, teachers target a set of
objectives to realize the five (5) KRAs.
 18 RPMS
Objectives for SY
2021-2022
 CLASSROOM OBSERVABLE OBJECTIVES
PROFICIENT TEACHERS
nine (9) classroom observable objectives.
Objectives 7, 3, 4, 5, and 5 require means of
verification (MOV) from a classroom
observation. While Objectives 7,8,9, and 10
have SET A and SET B options that require
MOV from either a classroom observation,
provision of supplemental material/s, or
accomplishment of a Teacher Reflection Form
(1RF) depending on the context of the teacher.
HIGHLY PROFICIENT TEACHERS
seven (7) classroom observable objectives
Objectives 1, 3, 4, 5, and 5 require MOV from
a classroom observation. While Objectives 9
and 10 have SET A and SET B options that
require MOV from either a classroom
observation or
accomplishment of a Teacher Reflection Form
(TRF) depending on the context of the
Teacher.

Only two (2) observations are required for both Proficient and Highly Proficient Teachers
for the entire school year.
 NON- CLASSROOM OBSERVABLE OBJECTIVES

PROFICIENT TEACHERS HIGHLY PROFICIENT TEACHERS

There are thirteen (13) non-classroom objectives for both
Proficient and Highly Proficient
Teachers.
This includes the objectives that have SET A and SET B
options. The performance
indicators of these objectives ate identified for Quality. Plus
Factor is objective 19.
 Teacher I-III
(Proficient Teachers)
1. Applied knowledge of content within and
across curriculum teaching areas
2. Used research-based knowledge and
principles of teaching & learning to enhance
professional practice
3. Displayed proficient use of Mother Tongue,
Filipino & English to facilitate teaching &
learning.
4. Used effective verbal and non-verbal
classroom communication strategies to
support learner understanding, participation,
engagement and achievement
Master Teachers I-IV
(Highly Proficient Teachers)
1. Modelled effective applications of content
knowledge within and across curriculum
teaching areas
2. Evaluated with colleagues the effectiveness
of teaching strategies that promote learner
achievement in literacy and numeracy
3. Modelled and supported colleagues in the
proficient use of Mother Tongue, Filipino
and English to improve teaching and
learning, as well as to develop learners’
pride of their language, heritage and culture.
4. Displayed a wide range of effective verbal
and non-verbal classroom
communication strategies to support
learner understanding, participation,
engagement and achievement
 Teacher I-III
(Proficient Teachers)
5. Established safe and secure learning
environments to enhance learning through
the consistent implementation of policies,
guidelines and procedures
6. Maintained learning environments that
promote fairness, respect and care to
encourage learning
7. Maintained learning environments that
nurture and inspire learners to participate,
cooperate and collaborate in continued
learning
Master Teachers I-IV
(Highly Proficient Teachers)
5. Exhibited effective strategies that ensure
safe and secure learning environments to
enhance learning through the consistent
implementation of policies, guidelines and
procedures
6. Exhibited effective practices to foster
learning environments that promote
fairness, respect and care to encourage
learning
7. Worked with colleagues to share
successful strategies that sustain
supportive learning environments that
nurture and inspire learners to participate,
cooperate and collaborate in continued
learning
 Teacher I-III
(Proficient Teachers)
8. Applied a range of successful strategies that
maintain learning environments that motivate
learners to work productively by assuming
responsibility for their own learning
9. Designed, adapted and implemented teaching
strategies that are responsive to learners with
disabilities, giftedness and talents
10. Adapted and used culturally appropriate
teaching strategies to address the needs of
learners from indigenous groups
11. Adapted and implemented learning programs
that ensure relevance and responsiveness to
the needs of all learners
Master Teachers I-IV
(Highly Proficient Teachers)
8. Modelled successful strategies and supported
colleagues in promoting learning environments
that effectively motivate learners to work
productively by assuming responsibility for
their own learning
9. Assisted colleagues to design, adapt and
implement teaching strategies that are
responsive to learners with disabilities,
giftedness and talents
10. Developed and applied teaching strategies to
address effectively the needs of learners from
indigenous groups
11. Worked collaboratively with colleagues to
evaluate the design of learning programs that
develop the knowledge and skills of learners
at different ability levels
 Teacher I-III
(Proficient Teachers)
12. Utilized assessment data to inform the
modification of teaching and learning practices and
programs
13. Maintained learning environments that are
responsive to community contexts
14. Reviewed regularly personal teaching practice
using existing laws and regulations that apply to the
teaching profession and the responsibilities
specified in the Code of Ethics for Professional
Teachers
15. Complied with and implemented school policies
and procedures consistently to foster harmonious
relationships with learners, parents, and other
stakeholders
Master Teachers I-IV
(Highly Proficient Teachers)
12. Worked collaboratively with colleagues to
analyze and utilize assessment data to modify
practices and programs to further support learner
progress and achievement
13. Reflected on and evaluated learning
environments that are responsive to community
contexts
14. Discussed with colleagues teaching and
learning practices that apply existing codes, laws
and regulations that apply to the teaching
profession, and the responsibilities specified in the
Code of Ethics for Professional Teachers
15. Exhibited commitment to and supported
teachers in the implementation of school policies
and procedures to foster harmonious relationships
with learners, parents and other stakeholders
 Teacher I-III Master Teachers I-IV
(Proficient Teachers) (Highly Proficient Teachers)
16. Manifested a learner-centered teaching
16. Applied a personal philosophy of teaching that philosophy in various aspects of practice and
is learner-centered support colleagues in enhancing their own
learner-centered teaching philosophy
17. Adopted practices that uphold the dignity of 17. Identified and utilized personal professional
teaching as a profession by exhibiting qualities strengths to uphold the dignity of teaching as a
such as caring attitude, respect and integrity profession to help build a positive teaching and
learning culture within the school
18. Reflected on the Philippine Professional
18. Set professional development goals based on Standards for Teachers to plan personal
the Philippine Professional Standards for professional development goals and assist
Teachers colleagues in planning and achieving their own
goals
19. Performed various related works / activities 19. Performed various related works/activities that
that contribute to the teaching-learning process contribute to the teaching-learning process
Thank you…