Course 3

COURSE 3
The Philippine
Professional
Republic of Philippines Department of Education MIMAROPA REGION SCHOOLS
Standards for
DIVISION OF ORIENTAL MINDORO TAGUMPAY PRIMARY SCHOOL TAGUMPAY,
BACO, ORIENTAL MINDORO
Teachers and its

Aligned
Systems and Tools
MODULE 1
Achieving Teacher
Quality
through PPST
SESSION 1

The PPST Career

Stages
RE
Q Activity
UI 1. What are the professional practices displayed by a Proficient, Highly
RE Proficient and Distinguished Teacher in terms of the following?
D Professional Practices Proficient Teacher Highly Proficient Distinguished Teacher
Teacher
TA Teaching
Characteristics
They provide focused
teaching programs
They manifest an in-
depth and
They exhibit
exceptional capacity to
SK
that meet curriculum sophisticated improve their own
and assessment understanding of the teaching practice and
requirements. teaching and learning that of others.
process.
1 of Philippines Department of Education MIMAROPA REGION SCHOOLS

Republic Management of They display skills in They have high They are recognized as
Learning Programs planning, education-focused leaders in education,
DIVISION OF ORIENTAL MINDORO
implementing,TAGUMPAY
and PRIMARY
situation cognition, SCHOOL TAGUMPAY,
are contributors to the
managing learning more adept in problem profession and
BACO,
programsORIENTAL MINDORO
solving and optimize initiators of
opportunities gained collaborations and
from experience. partnerships.
Collaboration and They actively engage in They have high They are recognized as
Partnerships collaborative learning education-focused leaders in education,
with the professional situation cognition, are contributors to the
community and other more adept in problem profession and
stakeholders for solving and optimize initiators of
mutual growth and opportunities gained collaborations and
advancement. from experience. partnerships.
Professional They are reflective They continually seek They exhibit

Development practitioners who to develop their commitment to inspire
continually consolidate professional the education
the knowledge, skills knowledge and community and
and practices of Career practice by reflecting stakeholders for the
Stage 1 teachers. on their own needs, improvement of
and those of their education provision in
colleagues and √
the Philippines.
students.
RE
Q
UI 2. What do you think is your current
Career Stage?
RE
DT ANSWER: Beginning Stage
AS
3. What do you think would support you
K1 to advance to the next Career Stage?
ANSWER: My principal and co teachers

DIVISION OF4.ORIENTAL
What MINDORO
Career TAGUMPAY
Stage do you aspire
PRIMARY to
SCHOOL TAGUMPAY,
ten years from now?
ANSWER: Distinguished Teacher
5. Are there aspects of your teaching

practice that exceed practices articulated
in the Career Stage 2 descriptors? If yes,
please cite them.
ANSWER: YES. It is the skills in planning,

implementing, and managing learning
programs.
RE
Q
UI 6. Is it possible for a newly-hired DepEd
teacher to exhibit teaching practices in
RE Career Stage 3 and 4? Explain your
DT answer.
AS
ANSWER: YES if the teacher is well
K1 experienced from his/her previous
school or the teacher already has high
position in her/his previous experiences.
SESSION 2
The PPST
Domains, Strands,
and Indicators
RE
Q
UI READING
RE 1. The PPST defines teacher quality in the
DT Philippines. It has domains which describe the
expectations required of Filipino teachers to be
AS effective in the 21st century in the Philippines.
K1 How many domains does the PPST have?
ANSWER: 7
2. The Domains collectively comprise of strands

that refer to more specific dimensions of
teacher practices. How MINDORO
BACO, ORIENTAL many strands does the
PPST have?
ANSWER: 37 STRANDS
3. The PPST defines the work expected from

teachers across different career stages. How
many career stages are there?
ANSWER: 37 Indicators for each Career Stage

RE
Q
UI Formative Quiz
RE Use a copy of the PPST to match the following
DT scenarios with the appropriate Domain.
AS 1. Teacher Joy, a Grade 9 adviser, caught one of her learners

smoking along a secluded corridor when going to the comfort
K2 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.
ANSWER: Learning Environment

DIVISION 2.
OFDuring the post
ORIENTAL conference,
MINDORO Mrs. Manuel,
TAGUMPAY PRIMARYbeing the school
SCHOOL TAGUMPAY,
head and rater BACO,
of teacher-ratee, emphasized that the use of
ORIENTAL MINDORO
varied learning materials aid learners’ 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.
ANSWER: Diversity of Learners
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.
ANSWER: Content Knowledge and Pedagogy

RE
Q
UI REFLECTION
RE Go through the PPST booklet and read through
DT the Domains and Strands. Use the table below
to identify Strands which you think could be
AS challenging for you.
K3
Because it is
1.2 MIMAROPA
Republic of Philippines Department of Education REGION SCHOOLS
research -based
DIVISION OF ORIENTAL MINDORO TAGUMPAY PRIMARY SCHOOL
Sometimes it is TAGUMPAY,
BACO, ORIENTAL2.2
MINDORO hard to show
fairness.
I do not have an idea
about strategies in
3.3 teaching gifted child
Sometimes it is hard
4.3 to integrate learning
programs
monitoring and
5.2 evaluation is hard for
me
I do not have an idea

6. 3 about existing laws
RE
Q
UI REFLECTION
RE
DT
AS Read through the PPST indicators focusing only
on the indicators under your career stage. For
K4 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.
ANSWER:
As I am reviewing and reading through the PPST
indicators in my career stage, I can confidently
say that I am align. This is because of the help
and mentoring of my co teachers and different
seminars attended to gain more knowledge.
MODULE 2
Embedding the
PPST in HR
Systems
SESSION 1
The PPST and

DepEd’s Human
Resource (HR)
Systems
RE
Q
UI Formative Test
RE
Scenario I: Teacher Anthony’s Dreams
DT
ANSWER: Answer: B, merely attending training sessions is
AS insufficient to help teacher Anthony reach his career goal.
K1 Scenario 2: An Advanced Teacher at the Beginning Stage of

PPST
Answer: A. There is a high potential for promotion, when

beginning teachers use the PPST to monitor their own
After youperformance
have filled-out and
youralign
visiontheir
boardprofessional practices
from the previous withwrite
session, the the
corresponding action/strategic
expectations pointsbased
from them which you thinkPPST,
on the will help youisachieve
which a your
nationally acceptedvision as a teacher:
standards for teacher quality (DepEd
Order No. 42, s.2017).
Scenario 3: Teacher Ruth’s Supportive Mentor
ANSWER: C
Scenario 4: Possibilities in the Life of a Newly Hired Teacher
ANSWER: B
Scenario 5: Propelling Teachers Motivation
ANSWER: D
SESSION 2
The PPST, RSP and

the Merit Selection

Plan (MSP) of
DepEd
RE
Q
UI Preliminary Activity
RE
DT
AS
K1 How this are
implemented
and used to
The PPST shall be used
as a basis for all learning
and development
By attending orientation
programs for teachers to
measure my ensure that teachers are
properly equip.
abilities as a
teacher
How this are
implemented The RSP is a series of
By reading and asking
After you have filled-out your and
vision board
used to
from the
sequentialprevious
HR session, write the
processes from
corresponding action/strategicmeasure
pointsmy which you think will help you achieve your
recruitment, selection
vision as
abilities asaa teacher:
to placement.
teacher
How this are The MSP facilitates the
implemented creation of criteria,
receipt of application,
and used to
screening, and selection By reading and asking
measure my up to the monitoring of
abilities as a scholars.
teacher
RE
Q
UI REFLECTION
RE
DT Reflect on your greatest learnings about
meritocracy and fitness principles on hiring and
AS promotion. What does this tell you? How will you
adjust your professional goal and practice with
K2 DepEd’s expectations from its personnel? Write
your reflections/insights on the space provided
below.
After you have filled-out your vision board from the previous session, write the
corresponding action/strategic points which you think will help you achieve your
Meritocracy means vision as athat hiring and promoting
teacher:
the best individuals is based on their talents. For
me, we should see also the following in
promoting an individual : attitude and behaviour
towards work, punctuality, quality of work, and
her/his accomplishments as subject teacher and
adviser and also her/his contributions.
SESSION 3
The Strategic
Alignment of the
RPMS with the

PPST
RE
Q
UI Preliminary Activity
RE
DT Recommended Readings: DO 2, s.2015 and RPMSPPST
AS Manual for Teachers and School
Heads
K1 Activity: Accomplish the “My RPMS-PPST Activity
Logs”
vision as a teacher:
Attend RPMS/PPST Orientation and

study the tools.
Start gathering MOVs and conduct
classroom observations
Continue gathering MOVs
Submission
RE
Q
UI Activity
RE
DT
AS Analyze the two (2) scenarios below and indicate
whether the following statements are true or false.
K2
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.
RE
Q
UI Activity
RE
DT
AS
K2 TRUE
TRUE
TRUE
TRUE
FALSE
SESSION 4
Role of RPMS-PPST in
Teachers’ Learning and
Development
RE
Q
UI Activity
RE
Read the scenarios below and answer the question that
DT follows by choosing the correct answer from the given
options
AS
K1
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
After you have filled-outin managing
your her from
vision board learners’ behaviour.
the previous Teacher
session, write the
corresponding action/strategic
Evalou pointsshe
admitted that which
hasyou
notthink
fullywill help you all
developed achieve
core your
vision as in
competencies indicated a teacher:
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.
Which of the following explains why all three of them
need to participate in L&D activity relevant to their
needs?
ANSWER: 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
RE
Q Professional
UI Development Plan
RE
Prepare your Professional Development Plan that you intend to
DT implement for the current school year, using the template provided
below:
AS Development Goal
(Target PPST
Development
Activity
L&D Modality Target Completion
Date
K2 Domains)
Content Knowledge Used research School mentoring March 21

and Pedagogy based knowledge and coaching
and/or principles
of teaching and
learning in all the
components of
After you have filled-out your vision board
instruction in the from the previous session, write the
lesson plan to
corresponding action/strategic points
improve which you think will help you achieve your
student
learning
Learning Established safe Peer observation March 22

Environment and secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines
and procedures
Diversity of Designed, adapted Work samples March 23

Learners and implemented
teaching strategies
that are responsive
to learners with
disabilities,
giftedness and
talents
SESSION 5
Rewards and
Recognition (R&R) BACO, ORIENTAL MINDORO
in the Context of
RPMS-PPST
MODULE 3
The Results-based
Performance
Management System
(RPMS)
SESSION 1
Session 1 – The Results-

based Performance BACO, ORIENTAL MINDORO
Management System
(RPMS) of
DepEd
PR
EL
IM
IN
AR Scenario
YA Analysis
CT
IV
IT
Y
In five (5) minutes, list down all things you
knowTardy
Case 1 : On Being about
Rhea:RPMS. Start
I live a few with basic
kilometers one-liner
away from my school. In the
information.
morning, sometimes I have toCheck these
fetch water andas you
cook proceed
food withbefore I
for my siblings
can go to school. I have no money for transport, so I walk to school. Learners in
this session.
our school get late slips when we don’t arrive on time. I don’t want to get too
many. Rhea’s teacher: I have to make sure the children understand that coming
late to school is not acceptable. They have to know that there are consequences
ANSWER
for their tardiness. I always give them punishment. Some of them are even used
to it. They just offer themselves up because they know I don’t listen to any
excuses. What It is an organization-wide
alternative/s process ofcould
to corporal punishment ensuring thatto the teacher?
suggest
employees focus work efforts towards achieving DepEd
vision, mission, values, and strategic priorities.
SESSION 2

The PPST-aligned RPMS BACO, ORIENTAL MINDORO
RE
Q
UI Reflection
RE
DT What have you learned about PPST and RPMS
as two separate entities in DepEd? How about
AS their alignment?
K1
ANSWER
Case 1 : On Being Tardy Rhea: I live a few kilometers away from my school. In the
morning, sometimes I have to fetch water and cook food for my siblings before I
can go to school. I have no money for transport, so I walk to school. Learners in
ThelateResults-based
our school get Performance
slips when we don’t arrive on time.Management
I don’t want to get too
many. Rhea’sSystem
teacher: I(RPMS) wassure
have to make aligned withunderstand
the children the Philippine
that coming
late to schoolProfessional
is not acceptable. They have tofor
Standards know that there(PPST)
Teachers are consequences
for their tardiness. I always give them punishment. Some of them are even used
to it. Theyanchored on the up
just offer themselves provisions
because theyofknow
DepEd Order
I don’t No.
listen to any
excuses. What42, s. 2017,toand
alternative/s duepunishment
corporal to the feedback of field
could suggest to the teacher?
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
RE
Q Preliminary
UI Activity
RE
DT Teacher Mary Grace finished two (2) classroom
observations before the scheduled Mid-year
AS Review. Her Principal asked her to update her
Development Plan. What steps should she take
K1 to do this? Briefly discuss in the box below.
Case 1 : On Being Tardy Rhea: I live a few our school get late slips when we don’t
ANSWER
arrive on time. I don’t want to get too many. Rhea’s teacher: I have to make sure
the children understand that coming late to school is not acceptable. They have
to know that there are consequences for their tardiness. I always give them
punishment. Some of them are even used to it. They just offer themselves up
because theyTeacher Mary
know I don’t listen toGrace should
any excuses. update her
What alternative/s to corporal
punishment could suggest to the teacher?
developmental plan by reviewing first
and understanding the RPMS-PPST
guidelines. She needs to first check the
key results areas, domains, then
objectives and indicators.
SESSION 4
The PPST-based
RPMS Tools and

Processes
RE
Q
UI REFLECTION
RE
D Refer to your COT rating sheets, SAT
assessment results, and IPCRF-Development
TA Plan, if you have any. Reflect on your teaching
performance based on the results that these
SK forms reflect. Briefly discuss what you have
1 discovered.
punishment. ANSWER
Some of them are even used to it. They just offer themselves up
because they know I don’t listen to any excuses. What alternative/s to corporal
We do not yet have.

SESSION 5
Developing Lesson Plans

as BACO, ORIENTAL MINDORO
Quality Evidence for

RPMS
RE
Q
PRELIMINARY
UI
ACTIVITY
RE Choose a lesson plan which you have previously crafted.
DT Enumerate all parts and describe what you have entered on
each part.
AS
ANSWER
K1
Part of the Lesson Plan Description
Case 1 : OnI. Being Tardy Rhea: I live a few our school

Objectives
get late slips when we don’t
This is compose of Content standard,
arrive on time. I don’t want to get too many. Rhea’s teacher:
performance I have
standard. MELCtoand
make sure
the children understand that coming late to school objectives
is not acceptable. They have
to knowII.that there are consequences for their
Content Thistardiness.
is the title of Ithe
always
lesson give them
III. Learningpunishment
Resources could suggest toThisthe teacher?
includes all the references use by both
teacher and students.
IV. Procedures This includes the following

a. Drill, review previous lesson or
present the new lesson
b. Establishing a purpose for the lesson
c. Presenting examples/instances of
the new lesson
d. Discussing new concepts and
practicing new skills #1
e. Discussing new concepts and
practicing new skills #2
f. Developing Mastery
g. Finding practical applications of
concepts and skills in daily living
h. Making generalizations and
abstractions about the lesson
i. Evaluating learning
j. Additional activities for application or
remediation
RE
Q
UI ACTIVITY
RE
Using either a lesson plan prepared by your mentor
DT (recommended) or the lesson plan/lesson exemplar you
provided, check which COT Indicators (or RPMS Objectives) are
AS present. Elaborate on your findings. If an indicator is not
present, is it possible to have it present in the lesson plan?
K2 How?
ANSWER
RE
Q
UI
RE
DT
AS
K2
RE
Q
UI
RE
DT
AS
K2
RE
Q
UI
RE
DT
AS
K2
RE
Q
UI
RE
DT
AS
K2
Using either a lesson plan prepared by your mentor (recom - mended) 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?
Note: All the observable KRA objectives of RPMS are indicated.

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COURSE 3

Teachers and its

Republic of Philippines Department of Education MIMAROPA REGION SCHOOLS

The PPST Career

1 of Philippines Department of Education MIMAROPA REGION SCHOOLS

Professional They are reflective They continually seek They exhibit

ANSWER: My principal and co teachers

ANSWER: Distinguished Teacher

5. Are there aspects of your teaching

ANSWER: YES. It is the skills in planning,

2. The Domains collectively comprise of strands

3. The PPST defines the work expected from

ANSWER: 37 Indicators for each Career Stage

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

ANSWER: Learning Environment

ANSWER: Diversity of Learners

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

ANSWER: Content Knowledge and Pedagogy

I do not have an idea

The PPST and

K1 Scenario 2: An Advanced Teacher at the Beginning Stage of

Answer: A. There is a high potential for promotion, when

Scenario 3: Teacher Ruth’s Supportive Mentor

Scenario 4: Possibilities in the Life of a Newly Hired Teacher

Scenario 5: Propelling Teachers Motivation

The PPST, RSP and

the Merit Selection

RPMS with the

Attend RPMS/PPST Orientation and

Continue gathering MOVs

Scenario A: Teacher Paula is a new BSE graduate Major in

Scenario B: Teacher Dennis has been teaching Science in

ANSWER: Teacher Rex needs L&D to address his

Content Knowledge Used research School mentoring March 21

Learning Established safe Peer observation March 22

Diversity of Designed, adapted Work samples March 23

Recognition (R&R) BACO, ORIENTAL MINDORO

Republic of Philippines Department of Education MIMAROPA REGION SCHOOLS

Session 1 – The Results-

based Performance BACO, ORIENTAL MINDORO

Republic of Philippines Department of Education MIMAROPA REGION SCHOOLS

RPMS Tools and

We do not yet have.

Developing Lesson Plans

Quality Evidence for

Case 1 : OnI. Being Tardy Rhea: I live a few our school

IV. Procedures This includes the following

Note: All the observable KRA objectives of RPMS are indicated.

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