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Implementation of the
Results-Based Performance
Management System-
Philippine Professional
Standards for Teachers for
School Year 2021-2022

Erickson T. Gutierrez, PhD

Education Program Supervisor- I
SDO-Batangas
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Development and Validation of the

RPMS-PPST Year 3
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Literatures on emergency
remote learning; DepEd
issuances such as the
BE-LCP in the time of
COVID-19, memoranda on
learning delivery; Data from
BE-LCP dry run and
Learner Enrollment and
Survey
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Teachers and
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Adjusted August 2021 – September

2021

RPMS Cycle
for SY
2021-2022 A week after the sched graduation
Year-round (coaching &
mentoring); February 2022
(Mid-year review)

A week after the sched graduation

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Phase Performance Planning

I and Commitment
Task/Activity
❖ Start of RPMS cycle and start of portfolio collection
t -J a n uary ❖ Self-Assessment with Initial Development Planning
Augus 1*
202 ❖ Capacity Building Activities/Presentation of RPMS
Tools in the time of COVID-19
❖ National Orientation
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Phase Performance Monitoring

II and Coaching
Task/Activity
Augu ary
st ❖Monitoring and Coaching
e bru
❖Mid-Year Review* with
1 - F
202
2022*
Development Planning
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Phase Performance Review and

III Evaluation
Task/Activity
A w e e k a f t e r ❖ Year-End Review
u a t io n
grad
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Phase Performance Rewarding

IV and Development Planning
Task/Activity
e k a f t e r ❖ Ways Forward Development
Aw e
g r a du at i o n Planning
❖ IPCRF Data Collection
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• All Presented Means of Verification (MOVs) shall be obtained from

September 2021 - February 2022 (for RPMS Objectives 1 , 3, 4, 5,
6, 9, and 10) and from February 2022 - July 2022 (for RPMS
Objectives 2, 7, 8, and 11 to 19).
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Repeated across Years 1,2 and 3

Repeated across Years 1 and 2 only
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Deep Dive into the RPMS Tools

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for Teachers and

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MATRIX OF RPMS RATEE-RATER-APPROVING

AUTHORITY
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REGULAR
There are 18 priority indicators from the Philippine Professional
Standards for Teachers (PPST) chosen as RPMS objectives for this

TEACHER
school year. These priority indicators completes the integration of
PPST through RPMS

See Appendix 1A for the RPMS Tool for Proficient Teacher for S.Y. 2021-2022 and
Appendix 1B for the RPMS for Highly proficient Teachers for S.Y. 2021-2022,
respectively.
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CLASSROOM OBSERVABLE
OBJECTIVES
There are nine (9) classroom observable objectives for Proficient and teachers.
The performance indicators of these objectives are identified for Quality.
Objectives 1, 3, 4, 5, and 6 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 (TRF) depending on the context
of the teacher.
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CLASSROOM OBSERVABLE
There OBJECTIVES
are seven (7) classroom observable objectives for Highly Proficient
Teachers.
The performance indicators of these objectives are identified for Quality.
Objectives 1, 3, 4, 5, and 6 require means of verification (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, provision of supplemental material/s, or
accomplishment of a Teacher Reflection Form (TRF) depending on the context
of the teacher.
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CLASSROOM OBSERVABLE
OBJECTIVES
Only two (2) observations are required for both Proficient and
Highly Proficient Teachers for the entire school year.
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NON-CLASSROOM OBSERVABLE
OBJECTIVES
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 are identified for
Quality.
Plus Factor is Objective 19.
SUMMARY INDICATORS FOR PROFICIENT TEACHERS
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caring attitude, respect

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RPMS Objectives taken from PPST Priority Indicators

for 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 and learning to enhance professional
practice
3. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
4. Used effective verbal and nonverbal classroom communication strategies to support learner
understanding, participation, engagement and achievement
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
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RPMS Objectives taken from PPST Priority Indicators

for Teacher I-III (Proficient Teachers)
7. Maintained learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning
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
12. Utilized assessment data to inform the modification of teaching and learning practices and programs
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RPMS Objectives taken from PPST Priority Indicators

for Teacher I-III (Proficient Teachers)
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
16. Applied a personal philosophy of teaching that is learner-centered.
17. Adopted Practices that uphold the dignity of teaching as a profession by exhibiting qualities such as
caring attitude, respect and integrity
18. Set professional development goals based on the Philippine Professional Standards for teachers
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RPMS Objectives taken from PPST Priority Indicators

for Teacher I-III (Proficient Teachers)
19. Performed various related works/activities that contribute to the teaching-learning process.

9 - Classroom Observable Objectives

9 - Non-Classroom Observable Objectives
1 - Plus Factor .
19 RPMS-PPST Objectives
SUMMARY INDICATORS FOR HIGHLY PROFICIENT TEACHERS
*for BOTH Regular Teacher and Full-time RCTQ

numeracy

positive teaching and

and assist colleagues in
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RPMS Objectives taken from PPST Priority Indicators

for 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 learning process
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 learner’s pride of their language, heritage and
culture.
4. Displayed a wide effective verbal and non-verbal classroom communication strategies to support
learner understanding Participation, engagement and achievement
5. Exhibited effective strategies that ensure safe and secure learning environments to enhance learning
though the consistent implementation of policies, guidelines and procedures
6. Exhibited effective practices foster learning environments that promote fairness, respect and care to
encourage learning
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RPMS Objectives taken from PPST Priority Indicators

for Master Teachers I-IV (Highly Proficient Teachers)
7. Work with colleague to share successful strategies that sustain supportive learning environments
that nurture and inspire learners to participate, cooperate and collaborate in continued learning.
8. Modelled successful strategies and support colleagues in promoting learning environments that
effectively motivate learner 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
12. Worked collaboratively with colleagues to analyze and utilize assessment data to modify practices
and programs to further support learner progress and achievement
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RPMS Objectives taken from PPST Priority Indicators

for Master Teachers I-IV (Highly Proficient Teachers)
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
16. Manifested a learner-centered teaching philosophy in various aspects of practice and support
colleagues in enhancing their own learner-centered teaching philosophy
17. Identified and utilized personal professional strength to uphold the dignity of teaching as a
profession to help build a positive teaching and learning culture within the school
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RPMS Objectives taken from PPST Priority Indicators

for Master Teachers I-IV (Highly Proficient Teachers)
18. Reflected on the Philippine Professional Standard for teachers to plan personal professional
development goals and assist colleagues in planning and achieving their own goals.
19. Performed various related works/activities that contribute to the teaching-learning process.

7 - Classroom Observable Objectives

11 - Non-Classroom Observable
Objectives
1 - Plus Factor
.
19 RPMS-PPST Objectives
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RPMS Tool for

Teacher I-III (Proficient Teachers)
in the time of COVID-19 S.Y. 2021-2022
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in the time of COVID-19 S.Y. 2021-2022 RCTQ
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COT Rating
Sheet
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Indicator 1

Apply knowledge of
content within and
across curriculum
teaching area
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Indicator 1

Apply knowledge of
content within and
across curriculum
teaching area
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Teacher-Reflection
Form
Objective 9
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Teacher-Reflection
Form
Objective 10
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TRF Rubric
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RPMS Tool for S.Y. 2021-2022

for Teacher I-III
Full-time Teacher-Broadcasters only
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RPMS Tool for Master Teacher I-IV

(Highly Proficient Teachers)
in the time of COVID-19 S.Y. 2021-2022
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COT Rating
Sheet
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No Set A and Set B

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Teacher-Reflection
Form
Objective 9
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Teacher-Reflection
Form
Objective 10
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RPMS Tool for Master Teacher I-IV

(Highly Proficient Teachers)
Full-time Teacher-Broadcasters only
in the time of COVID-19 S.Y. 2021-2022
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Maraming salamat po!