Session 4 Reviewing The PPST Based RPMS Tools and Associated Tools 1

Bureau of Human Resource
and Organizational
Development
Reviewing PPST-based RPMS

Tools and Associated Tools
and Organizational
Development
RPMS Tools
and Organizational
Development
There are two (2) RPMS Tools or teacher

performance assessment instruments:
1. RPMS Tool for Teacher I-III (Proficient Teachers); and

2. RPMS Tool for Master Teacher I-IV (Highly Proficient
Teachers)
Take Note: Ratees and raters

must use this version of the
RPMS tool for SY 2020-2021
which states “RPMS Tool…in
the time of COVID-19”.
and Organizational
Development
Next 11 RPMS objectives for SY 2020-2021

Teacher I-III Master Teachers I-IV
(Proficient Teachers) (Highly Proficient Teachers)
1. Applied knowledge of content 1. Modelled effective applications of
within and across curriculum teaching content knowledge within and
areas across curriculum teaching areas
2. Ensured the positive use of ICT to 2. Promoted effective strategies in the
facilitate the teaching and learning positive use of ICT to facilitate the
process teaching and learning process
3. Applied a range of teaching 3. Developed and applied effective
teaching strategies to promote
strategies to develop critical and
critical and creative thinking, as
creative thinking, as well as other well as other higher-order thinking
higher-order thinking skills skills
4. Established a learner-centered 4. Exhibited a learner-centered culture
that promotes success by using
culture by using teaching strategies
effective teaching strategies that
that respond to their linguistic,
respond to their linguistic, cultural,
cultural, socioeconomic and religious socioeconomic and religious
backgrounds backgrounds
and Organizational
Development

5. Planned and delivered teaching strategies 5. Evaluated with colleagues teaching
that are responsive to the special strategies that are responsive to the
educational needs of learners in special educational needs of learners in
difficult circumstances, including: difficult circumstances, including:
geographic isolation; chronic illness; geographic isolation; chronic illness;
displacement due to armed conflict, urban displacement due to armed conflict, urban
resettlement or disasters; child abuse and resettlement or disasters; child abuse and
child labor practices child labor practices
6. Used strategies for providing timely, 6. Used effective strategies for providing
timely, accurate and constructive
accurate and constructive feedback feedbackistoespecially
encourage learners to reflect
to improve learner performance This objective on and year
improve
selected for
this school as their own learning
learners (and the
7. Selected, developed, organized and 7. Advised and guided colleagues in the
people across the globe in general)
selection, organization, development haveand
used appropriate teaching and been
useaffected by the
of appropriate COVID-19
teaching and learning
learning resources, including ICT, pandemic. The way
resources, teachers
including ICT,adjust and
to address
to address learning goals specific
modify the learning
teachinggoals
and learning
delivery is captured in this year’s RPMS.
and Organizational
Development

8. Modelled to colleagues the setting of
8. Set achievable and appropriate achievable and challenging learning
learning outcomes that are aligned outcomes that are aligned with learning
with learning competencies competencies to cultivate a culture of
excellence for all learners
9. Built relationships with parents/ 9. Guided colleagues to strengthen
relationships with parents/ guardians
guardians and the wider school
and the wider school community to
community to facilitate involvement maximize their involvement in the
in the educative process educative process
10. Contributed actively to professional
10. Participated in professional
networks within and between schools to
networks to share knowledge and to
improve knowledge and to enhance
enhance practice practice
11. Developed a personal improvement 11. Initiated professional reflections and
plan based on reflection of one’s promote learning opportunities with
practice and ongoing professional learning colleagues to improve practice
and Organizational
Development
There are two (2) types of means of

verification (MOV):
Main MOV
This refers to the non-negotiable MOV needed
to demonstrate the attainment of the Objective.
Supporting MOV
This refers to the list of MOV ratees can choose
from to support the Main MOV in the attainment
of the Objective.
For RPMS SY 2020-2021, only
Objective 11 for both RPMS tools has
Main MOV and Supporting MOV.
and Organizational
Development
KRA 1 | Content Knowledge and Pedagogy

Objective 1
and Organizational
Development

Objective 2
and Organizational
Development

Objective 3
and Organizational
Development
KRA 2 | Diversity of Learners & Assessment and Reporting

Objective 4
and Organizational
Development

Objective 5
and Organizational
Development

Objective 6
and Organizational
Development
KRA 3 | Curriculum and Planning

Objective 7
and Organizational
Development
KRA 3 | Curriculum and Planning

Objective 8
and Organizational
Development
Community Linkages and Professional Engagement &
KRA 4 | Personal Growth and Professional Development
Objective 9
and Organizational
Development
Objective 10
and Organizational
Development
Objective 11
and Organizational
Development
KRA 5 | Plus Factor

Objective 12
and Organizational
Development
Summary
Required/expected
KRA Objective Q E T number of MOVs
1 2 COs
KRA 1 2 2 Supplementary materials
3 2 Supplementary materials
4 2 Supplementary materials
KRA 2 5 2 COs
6 2 evidence
7 2 COs
KRA 3
8 1 MOV
9 *4 MOVs
KRA 4 10 *4 MOVs
11 *4 MOVs
KRA 5 12 *4 MOVs
*expected no. of MOV to merit an Outstanding in Efficiency

and Organizational
Development
Additional Features of the RPMS Tools

and Organizational
Development
Classroom Observation Tool

and the Alternative Classroom
Observation
and Organizational
Development
COT-RPMS Rubrics
Take Note: Ratees and raters

must use this version of the
The PPST-based COT is used to assess all
COT-RPMS for SY 2020-2021
classroom observable
which indicators.
states “COT-RPMS…in
the time of COVID-19”.
and Organizational
Development
7 out of 11 priority strands for RPMS

SY 2020-2021 are classroom observable.
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
1.1
1.1 2.1 3.1 4.1 5.1 6.1 7.1
1.2 2.2 3.2

3.2 4.2 5.2 6.2 7.2
1.3
1.3 2.3 3.3 4.3 5.3
5.3 6.3 7.3
1.4 2.4 3.4

3.4 4.4 5.4 6.4 7.4
1.5
1.5 2.5 3.5 4.5
4.5 5.5 7.5
1.6 2.6
1.7 But only 3 will be subject to

classroom observation.
and Organizational
Development
RPMS Tool
Strand 1.1 Content Knowledge
and its application within and across curriculum areas

and Organizational
Development
RPMS Tool
Strand 3.4 Learners in difficult
circumstances

and Organizational
Development
RPMS Tool
Strand 4.5 Teaching and learning
resources, including ICT

and Organizational
Development
RPMS Alternative Classroom Observation

The alternative classroom observations for RPMS
is considered only for SY 2020-2021 due to the
absence of or limited capacity for face-to-face learning.
and Organizational
Development

Alternative
Classroom Guidelines
Observation
1. Online ∙ This applies to teachers who will adopt
observation online synchronous learning
regardless of the number of classes and
learners.
2. Observation ∙ Consider this mode of observation only
of a video when option 1 is not possible.
lesson ∙ This applies to teachers who will adopt
online asynchronous learning in any of
their classes and learners.
and Organizational
Development

On Option #2:
Video lesson
• used in the lesson delivery as supplementary material or
as learning material for online asynchronous learning
• not the same as the video lesson for TV-based instruction
• SLM-based or MELC-aligned
• a video recording of a teacher while teaching a lesson
• can be stored in a cloud (e.g., Google Drive) or any storage
device (e.g., flash drive), or uploaded to an online
classroom (e.g., Google Classroom) or a Learning
Management System
and Organizational
Development

Alternative
Classroom Guidelines
Observation
3. Observation of a • Consider this mode of observation
demonstration only when options 1 and 2 are not
teaching via possible.
Learning Action • This applies to teachers who will
Cell (LAC) adopt pure modular learning
(print/digital), radio-based
instruction, and TV-based
instruction.
and Organizational
Development

On Option #3:
Learning Action Cell (LAC)
• In DepEd’s BE-LCP in the time of COVID-19,
“a support mechanism shall be established for

teachers and school leaders to have access to relevant
on-demand technical and administrative advice and
guidance which come in many forms…including
professional learning communities through the LAC”
(DepEd Order No. 12, s. 2020, p. 41).
and Organizational
Development
There should be 2 classroom observations for the

entire school year. Ratees should submit 2 classroom
observation tool (COT) rating sheets/inter-observer
agreement forms as MOV for objectives that require
such (i.e., Objectives 1, 5, and 7).
The alternative classroom observations should follow

this timeframe:
∙ CO 1 – between January and March 2021
∙ CO 2 – between April and May 2021
and Organizational
Development
Classroom Observation Process

and Protocols
and Organizational
Development
Alternative Classroom Observation

Process and Protocols
Online Observation
Meet with the
teacher to discuss
the schedule and
the online platform
to be used.
Access the
online platform
at the
scheduled
online class.
Deliver the lesson in the

chosen online platform.
and Organizational
Development

Observation of a video lesson
Meet with the
teacher to discuss
the schedule of
submission of
video lesson.
View the video

lesson after
submission.
Delivers the lesson using a video recording device.

Then submit the video lesson to the observer/s.
and Organizational
Development

Observation of a demonstration teaching via Learning Action Cell
Meet with the
teacher to discuss
the schedule of
the LAC sessions
intended for demo
teaching.
Deliver the lesson on the

agreed time and location.
and Organizational
Development

Note:
For highly proficient teachers, a proof of attendance during
observation is part of their MOV. The following protocols should be
observed:
1) Online observation – (i) Invite your colleague/s to sit in your
online class. (ii) Have an attendance sheet signed after the class.
2) Observation of a video lesson – (i) Give a copy of your video
lesson to your colleague/s which they should view. (ii) Have an
attendance sheet signed afterwards. (Note: Observer/s must
ensure that colleague/s view the video lesson.)
3) Observation of a demonstration teaching via LAC – (i) Invite
your colleague/s to observe your demonstration teaching during
a LAC session. (ii) Have an attendance sheet signed afterwards.
and Organizational
Development
What is the role of the supervisors in the

classroom observation process?
The supervisors (e.g., PSDS, EPS) may use the

COT-RPMS rubrics and observe teachers. Their
feedback may be used to provide technical
assistance to the school head of the observed
teacher. However, their ratings will not form part of
the teacher’s RPMS rating and portfolio.
Based on DO 2, s. 2015 (Annex A, pg. 18), only

the master teacher, head teacher, and school
head can rate the teacher.
and Organizational
Development
Self-Assessment Tool
(SAT)
and Organizational
Development
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)
and Organizational
Development
Parts of the SAT-RPMS

Objectives and Behavioral
Demographic Profile Competencies
Cover Page
and Organizational
Development
Electronic Self-Assessment Tool (e-SAT)
The e-SAT is
an electronic
version of the
SAT for RPMS.
The tool supports schools in analyzing school-wide SAT

data of teachers to help plan for teachers’ professional
development.
and Organizational
Development
and Organizational
Development
Why do you need the summary results

of teachers’ data?
This can help you prepare the

The summary results of teachers’ school and division development
data can provide you an overall plans and other various
picture of your teachers’ development interventions in
strengths and needs. preparation for the next school year.
and Organizational
Development
Why should you take the e-SAT?
The e-SAT is a self-assessment

tool that helps teachers reflect
on the different objectives related
to their professional work.
The results of the self-

assessment will guide teachers
on which RPMS objectives they
must improve and the areas
where they need coaching and
mentoring.
and Organizational
Development
Questions?
and Organizational
Development
Reference
Department of Education – Bureau of Human Resource and
Organizational Development. (2019). Results-based
Performance Management System (RPMS) updated manual for
teachers and school heads.
and Organizational
Development
Contact Us
Bureau of Human Resource and Organizational
Development-Human Resource Development Division
(BHROD-HRDD)
bhrod.hrdd@deped.gov.ph
Ma. Paula Bianca Manas

Project Development Officer III
ma.manas@deped.gov.ph
Cecille Anyayahan
Project Development Officer IV
cecille.anyayahan@deped.gov.ph
and Organizational
Development
Presentation Slides prepared by

Dr. Allen A. Espinosa
RCTQ Senior Program Manager
espinosa.aa@pnu.edu.ph
Donnadette SG. Belza

RCTQ Project Officer
belza.ds@pnu.edu.ph
Jonathan J. Lumanog, Jr.

RCTQ Research Officer
lumanog.jj@pnu.edu.ph
Contact Us
Phone +63 2 53171768 Local 763/764
Telefax +63 2 53369755
Web http://www.rctq.ph/
Email rctq@pnu.edu.ph

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Session 4 Reviewing The PPST Based RPMS Tools and Associated Tools 1

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Bureau of Human Resource

Reviewing PPST-based RPMS

There are two (2) RPMS Tools or teacher

1. RPMS Tool for Teacher I-III (Proficient Teachers); and

Take Note: Ratees and raters

Next 11 RPMS objectives for SY 2020-2021

Next 11 RPMS objectives for SY 2020-2021

Next 11 RPMS objectives for SY 2020-2021

There are two (2) types of means of

KRA 1 | Content Knowledge and Pedagogy

KRA 1 | Content Knowledge and Pedagogy

KRA 1 | Content Knowledge and Pedagogy

KRA 2 | Diversity of Learners & Assessment and Reporting

KRA 2 | Diversity of Learners & Assessment and Reporting

KRA 2 | Diversity of Learners & Assessment and Reporting

KRA 3 | Curriculum and Planning

KRA 3 | Curriculum and Planning

KRA 5 | Plus Factor

*expected no. of MOV to merit an Outstanding in Efficiency

Additional Features of the RPMS Tools

Classroom Observation Tool

Take Note: Ratees and raters

7 out of 11 priority strands for RPMS

1.2 2.2 3.2

1.4 2.4 3.4

1.7 But only 3 will be subject to

Classroom Observation Tool

Classroom Observation Tool

Classroom Observation Tool

RPMS Alternative Classroom Observation

RPMS Alternative Classroom Observation

RPMS Alternative Classroom Observation

RPMS Alternative Classroom Observation

RPMS Alternative Classroom Observation

“a support mechanism shall be established for

RPMS Alternative Classroom Observation

There should be 2 classroom observations for the

The alternative classroom observations should follow

Classroom Observation Process

Alternative Classroom Observation

Deliver the lesson in the

Alternative Classroom Observation

View the video

Delivers the lesson using a video recording device.

Alternative Classroom Observation

Deliver the lesson on the

Alternative Classroom Observation

What is the role of the supervisors in the

The supervisors (e.g., PSDS, EPS) may use the

Based on DO 2, s. 2015 (Annex A, pg. 18), only

Parts of the SAT-RPMS

Electronic Self-Assessment Tool (e-SAT)

The tool supports schools in analyzing school-wide SAT

Why do you need the summary results

This can help you prepare the

Why should you take the e-SAT?

The e-SAT is a self-assessment

The results of the self-