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CORE
COUR
SE
in cola b or atio n w i th

Philippine National
Research Center for Teacher Quality

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 Course 3 - The Philippine
Professional Standards for Teachers
and its Aligned Systems and Tools

Introduction

W
elcome to Course 3 of the
Teacher Induction Program!
This course will help you to
become familiar with

tPhheilippine Professional Standards for

Teachers (PPST) as the new framework
for teacher
quality. It will guide you towards
understanding the expectations of
teachers and how DepEd’s systems and
tools are aligned with the standards.

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Intended Course Learning Outcomes

At the end of this course, you will be able to:

1. develop a deeper understanding of the expectations of
teachers as described in the PPST;
2. use PPST-aligned tools in developing your teaching
practices as defined
by the PPST; and
3. set professional development goals based on the Philippine
Professional Standards for Teachers by having a clear
understanding of the standards and its aligned systems and
tools (7.5.2).

Course Outline:
Module 1 – Achieving Teacher Quality through PPST
Module 2 – Embedding the PPST in HR Systems
Module 3 – The Results-based Performance Management
System (RPMS)
Estimated Time Required: 7 hours

Portfolio Output: Lesson Plan

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Module 1 – Achieving Teacher Required Resources
Quality through PPST • DepEd Order no. 42, s. 2016 National
Adoption and Implementation of the
Intended Module Learning Outcomes: Philippine Professional Standards for
At the end of this module, you should be Teachers
able • https://www.deped.gov.ph/wp-content/

to: uploads/2017/08/DO_s2017_042-1.pdf
• Online or hard copy of PPST Booklet
1. identify and navigate through the salient
features of the PPST (Domains, Strands,
Indicators, and Career Stages); and
2. develop a deeper understanding of
expectations of teachers as described
in the PPST.

Estimated Time Required: 2 hours

Module Outline
Session 1: The PPST Career
Stages Session 2: The PPST
Domains, Strands and
Indicators

Required Tasks
• Video Viewing
• Reading
• Discussion Activity
• Formative Quiz
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Session 1 – The PPST Career Stages

The PPST acknowledges that teachers in the field

have different levels of competency. Teachers
who have been teaching for a long time are
expected to have developed more proficiency in
their teaching practices. Teacher professional
development takes place in a continuum, and
teachers are expected to improve
developmentally. Thus, a ‘one size fits all’
standards will not appropriately describe the
expectations of teachers across the continuum.
Thus, the PPST defines the work of teachers at
different career stages.

Career stages generally refer to levels of

development that an individual passes through,
particularly in a profession. In the PPST, the teacher
development continuum is defined in four career
stages namely: Beginning, Proficient, Highly
Proficient, and Distinguished Stages. A Proficient
Teacher must exhibit at least Proficient Level of
practice for all 37 Indicators. The same applies for
Highly Proficient and Distinguished teachers.

Given the notion of a development continuum,

upon which the PPST is based, a teacher may
exhibit practice that aligns with indicators across
various career stages, but it is likely his/her
practice would mostly align with Indicators for a
particular career stage. This is accommodated by
the ‘at least’ qualifier in the previous paragraph.
Table 1 shows the descriptors of teacher’s
continuum development from the Beginning
career stage to the Distinguished stage.
 Guide for Mentors and Newly Hired 5
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(hmaestampos@gmail.com)
 Table 1: The Philippine Professional Standard for Teachers (PPST) Career Stages (DepEd Order No.42, S. 2017,
Enclosure 1, 9)

Career Stages
Beginning Stage Proficient Stage Highly Proficient Stage Distinguished Stage
Beginning Teachers have gained the Proficient Teachers are Highly Proficient Teachers Distinguished Teachers embody the
qualifications recognized for entry professionally independent in the consistently display a high level of highest standard for teaching
into the teaching profession. application of skills vital to the performance in their teaching grounded in global best
teaching and learning process. practice. practices.

They have a strong understanding of

the subjects/areas in which they are They provide focused teaching They manifest an in-depth and They exhibit exceptional capacity to
trained in terms of content programs that meet curriculum sophisticated understanding of the improve their own teaching practice
knowledge and pedagogy. They and ass es
s ment requirements. teaching and learning process. and that of others.
poss ess the requisite knowledge,
skills and values that support the
teaching and learning process. They display skills in They have high education-focused They arerecognized as leaders in
planning, implementing, and situation cognition, are more adept education, contributors to the
managing learning programs. in problem solving and optimize profession and initiators of
They manage learning programs opportunities gained from collaborations and partnerships.
and have strategies that promote experience.
learning based on the learning They actively engage in
needs of their students. collaborative learning with the They create lifelong impact in the
professional community and other They provide support and lives of colleagues, students and
stakeholders for mutual growth mentoring to colleagues in their others.
They seek advice from experienced and advancement. professional development, as well as
colleagues to consolidate their work collaboratively with them to
teaching practice. enhance the learning and practice They consistently seek professional
They are reflective practitioners potential of their colleagues. advancement and relevance in
who continually consolidate the pursuit of teaching quality and
knowledge, skills and practices of excellence.
Career Stage 1 teachers. They continually seek to develop
their professional knowledge and
practice by reflecting on their own They exhibit commitment to
needs, and those of their colleagues inspire the education community
and students. and stakeholders for the
improvement of education
provision in the Philippines.

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 Required Task 1: Activity
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?
Profes ional Practices Proficient Teacher Highly Proficient Teacher Distinguished Teacher
Teaching Characteristics Proficient Teachers recognize the Highly Proficient Teachers apply Distinguished Teachers embody the
importance of mastery of content developmentally appropriate and highest standard for teaching grounded in
knowledge and its interconnectedness meaningful pedagogy grounded on global best practices.
within and across curriculum areas, content knowledge and current
coupled with a sound and critical research.
understanding of the application of
theories and principles of teaching
and learning.

Management of Learning Programs They utilize a range of resources and They provide support and mentoring to They translate curriculum content into
provide intellectually challenging and colleagues in their professional learning activities that are relevant to
stimulating activities to encourage development, as well as work learners and based on the principles of
constructive classroom interactions collaboratively with them to enhance effective teaching and learning.
geared towards the attainment of high the learning and practice potential of
standards of learning. i their colleagues.

Collaboration and Partnerships They apply their professional . They communicate learning goals to Establish school-community partnerships
knowledge to plan and design, support learner participation, aimed at enriching the learning
individually or in collaboration with understanding and achievement. environment, as well as the community’s
colleagues, well-structured and engagement in the educative process
sequenced lessons that are
contextually relevant, responsive to
learners’ needs and incorporate a
range of teaching and learning
resources
Professional Development They understand and fulfill their value personal growth and They value personal and professional
obligations in upholding professional professional development and exhibit reflection and learning to improve their
ethics, accountability and high personal regard for the practice. They assume responsibility for
transparency to promote professional profession by maintaining qualities personal growth and professional
and harmonious relationships with that uphold the dignity of teaching development for lifelong learning.
learners, parents, schools and the such as caring attitude, respect and
wider community. integrity. Guide for Mentors and
Newly Hired Teachers
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 2. What do you think is your
current Career Stage? 3. What do you think would support
you to advance to the next
Career Stage?

Proficient Teacher, because I am able to plan, As with any vocation, teachers need to
manage and implement developmentally develop strong identities as professionals. In
sequenced teaching and learning process to addition to obvious factors such as
meet curriculum requirements and varied recruitment, remuneration, and opportunities
teaching contexts. Set achievable and for advancement, teacher professionalism is
appropriate learning outcomes that are aligned also impacted by access to quality
with learning competencies. Another thing I professional development.
already know how to adapt and implement It’s hard to feel like a professional when you
learning programs that ensure relevance and don’t feel competent, when you get no
responsiveness to the needs of all learners. training or support, when you teach children
Participate in collegial discussions that use with severe academic and emotional needs
teacher and learner feedback to enrich and when you have no idea how to address
teaching practice. these needs.

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- Core Course 3

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

Yes, there are aspects in my teaching practice

that exceed practices articulated in the career
Stage 2 descriptors. The following aspects
that exceed teaching practices are
professionally independent in the application
of skills vital to the teaching and learning
process. First, provide focused teaching
programs that meet curriculum and
assessment requirements.
Second is display skills in planning,
implementing, and managing learning
programs. And last, actively engage in
collaborative learning with the professional
community and other stakeholders for
mutual growth and advancement.

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 Guide for Mentors and Newly Hired 9
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 6. Is it possible for a newly-hired DepEd
teacher to exhibit teaching practices in
Career Stage 3 and 4? Explain your
answer

Yes, is it possible for a newly-hired DepEd

teacher to exhibit teaching practices in Career
Stage 3 and 4. Each career Stages comprise
descriptors that have been informed by
teachers’ understandings of what is required at
each of four career stages. The descriptors
represent a continuum of development within
the profession by providing a basis for
attracting, preparing, developing and
supporting teachers. So as a newly-hired
DepEd teacher, we can exhibit some of the
teaching practices in other career stages.

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Optional Task: Formative Quiz

Read the following scenarios and choose the career stage that aligns best with the
described practice.

Scenario Answer Fe dback

1. Teacher Marilyn is in her 2nd year of teaching. She
has adapted well to teaching in DepEd but she
acknowledges that she still has a lot to learn from
her more seasoned colleagues. Marilyn is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
2. Teacher Roly is a role model in his school. He is a
consistent Outstanding Teacher in the Division and
has been recognized by the Civil Service Commis s ion
as a recipient of Lingkod Bayan Award. Rolly is in
the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
3. Teacher Elinor serves as mentor to her co-teacher
during LAC Sessions and classroom observations. Her
fifteen years of experience as an English teacher has
earned her the trust of her colleagues in terms of in-
depth knowledge and skills in teaching the content
and handling learners’ behavior of different levels. She
is good at collaborating with people and in providing
support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage

Guide for Mentors and Newly Hired 1

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Scenario Answer Fe dback

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The Teacher Induction Program - CoreCourse

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Summary

1. Four career stages are articulated in the the knowledge, skills and practices of Career Stage 1 teachers.
Philippine Professional Standards for
Teachers (PPST). Each stage is
constituted by particular professional
practice that defines and locates teacher
quality within a developmental
continuum.
2. Career Stage 1, or Beginning Teachers, have
gained the qualifications recognized for
entry into the teaching
profession. They have a strong
understanding of the subjects/areas in
which they are trained in terms of content
knowledge and pedagogy. They possess the
requisite knowledge, skills and values that
support the teaching and learning process.
They manage learning programs and have
strategies that promote learning based on
the learning needs of their students. They
seek advice from experienced colleagues to
consolidate their teaching practice.
3. Career Stage 2 or Proficient Teachers are
professionally independent in the
application of skills vital to the teaching
and learning process. They provide
focused teaching programs
that meet curriculum and
assessment requirements. They display
skills in planning, implementing, and
managing learning programs. They actively
engage in collaborative learning with the
professional community and other
stakeholders for mutual growth and
advancement. They are reflective
practitioners who continually consolidate
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4. Career Stage 3 or initiators of collaborations and partnerships.
Highly Proficient Teachers consistently They create lifelong impact in the lives of
level of performance in colleagues, students and others. They
their teaching practice. consistently seek professional advancement
They manifest an in- and relevance in pursuit of teaching quality
depth and and excellence. They exhibit commitment to
sophisticated inspire the education community and
understanding of the stakeholders for the improvement of
teaching and learning education provision in the Philippines.
process. They have
high education- focused situation cognition,
adept in problem
solving and optimize
opportunities gained
from experience.
They provide support
and mentoring to
colleagues in their
professional
development, as well as
work collaboratively
with them to enhance
the
learning and
practice potential of
their colleagues. They
continually seek to
develop their
professional knowledge and practice by reflecting
their own needs, and those of their colleagues
students.
5. Career Stage 4 or Distinguished Teachers embody
the highest standard for
teaching grounded in
global best practices.
They exhibit
exceptional capacity to
improve their own
teaching practice and
that of others. They are
recognized as leaders in
education, contributors
to the profession, and
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 Guide for Mentors and Newly Hired

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 The Teacher Induction Program - Core

Session 2 – The PPST

Domains, Strands, and
Indicators
Key Topic 1:
Domains

The PPST articulates teacher quality through well-

organized domains, strands, and indicators. The
succeeding tasks will guide you through this
structure.

Required Task 1: Reading

The PPST is an enclosure to DO no. 42 s.
2017 and is available for download online.

In this activity, you will need a copy of the PPST

booklet. You may get a copy of the DepEd Order
with PPST booklet through this link:
https://www.deped.gov.ph/wp-content/
uploads/2017/08/DO_s2017_042-1.pdf

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
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booklet’s introduction.
Teacher

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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?
There are 7 DOMAINS all in all and those are
Domain 1) Content Knowledge and Pedagogy
Domain 2) Learning Environment
Domain 3) Diversity of Learners
Domain 4) Curriculum and Planning
Domain 5) Assessment and Reporting
Domain 6) Community Linkages and Professional
Engagement Domain 7) Personal Growth and
Professional Development

2. The Domains collectively comprise of strands

that refer to more specific dimensions of teacher
practices. How many strands does the PPST have?

A total of 37 strands does PPST have that refer to more specific

dimensions of teacher practices.

3. The PPST defines the work expected from teachers

across different career stages. How many career
stages are there
4 CAREER STAGES which define the work of teachers.

1.) Beginning Teachers

2.) Proficient Teachers
3.) Highly Proficient Teachers
4.) Distinguished Teachers

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Course

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

Figure 1. The PPST Domains, Strands,

and Indicators
In this table, you are introduced to indicators, Domain 1 – Content Knowledge
which are and Pedagogy
concrete, observable and measurable teacher Strand 2 of Domain 1 – Research-based
behaviors/ practices covered in every strand in knowledge and principles of teaching and learning
the PPST. Each indicator is represented by a code
for easy reference. Career Stage 3 (Highly Proficient)
For example, Indicator 1.2.3 means that the Strand 2 of Domain 1 – Collaborate with
indicator colleagues in the conduct and
is under: application of research to enrich
knowledge of content and pedagogy.

Guide for Mentors and Newly Hired 15

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 Figure 1.2. The PPST Domains, Strands, and Indicators

Try it::
Indicator 3.4.2 means that the indicator is under:
Which domain? Domain 3 (Diversity of Learners)
Which strand? Strand 4 (Learners in difficult circumstances)
Which indicator? Career Stage 2 (Proficient Teachers) Strand 4 of Domain 3: Plan and deliver teaching
strategies that are responsive to the special educational needs of learners in difficult circumstances,
including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor.

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16 The Teacher Induction Program - Core

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Summary

1. The PPST defines teacher quality in the

Philippines. It sets clear expectations along
well-defined career stages.
2. In order to help teachers seamlessly
integrate the PPST into their practice, the
PPST shall be used as a basis for all learning
and development programs, selection and
promotion, and performance appraisals for
teachers.
3. The PPST booklet describes the
expectations of teachers organized through
its salient features: the Domains, Strands,
Indicators and career stages.
4. The PPST has 4 Career Stages, 37 Strands, and
7 Domains. There are 37 indicators for
each career stage.

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 Guide for Mentors and Newly Hired

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 Required Task 2: Formative Quiz

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 Answer Fe dback

1. Teacher Joy, a Grade 9 adviser, caught one of her learners B Teacher Joy warned the learner
smoking along a secluded corridor when going to the comfort
room. Teacher Joy asked the learner to remain in the to quit smoking because if they
classroom after the lesson. During the conference with the will not quit smoking in school
learner, Teacher Joy warned the learner to quit smoking at the learning environment can
school otherwise his parents will be called for a conference.
influence young people to
smoke. So this learning
a. Domain 1 - Content Knowledge and Pedagogy environment will not be
b. Domain 2 - Learning Environment conducive for learning if there
are a lot of students who are
c. Domain 3 - Diversity of Learners
smoking. A learning environment
d. Domain 4 - Curriculum and Planning must be an eco-friendly school.
e. Domain 5 - As
s es
s ment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement

g. Domain 7 - Personal Growth and Professional Development

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Teacher
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 Scenario Answer Fe dback
2. During the post conference, Mrs. Manuel, being the school C To cater the learners need, we
head and rater of teacher-ratee, emphasized that the use of
varied learning materials aid learn- ers’ understanding of the must provide a varied learning
lesson and allow learners to practice the application of materials and learning activities
concepts. She also mentioned that varied learning materials that is suited to their ability. We
also cater to learners’ different learning styles.
must know first our students so
a. Domain 1 - Content Knowledge and Pedagogy that we can determine the activity
b. Domain 2 - Learning Environment that we give in our learners. We
c. Domain 3 - Diversity of Learners must always use a learner
centered approach. Threat every
d. Domain 4 - Curriculum and Planning
student a unique individual.
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and Professional Engagement

g. Domain 7 - Personal Growth and Professional Development

3. Teacher Roly, a Grade 7 English Teacher, discussed the rules A The teacher used a strategy where
on Subject- Verb Agreement in his lesson. During group
work, his learners were tasked to make a travel brochure for the students need to develop
a particular place. He reminded them to describe the beauty critical and creative thinking as
of the place and include short history while observing correct well other higher-order thinking
subject-verb agreement for their captions.
skills. And he used an application
a. Domain 1 - Content Knowledge and Pedagogy within and across curriculum
b. Domain 2 - Learning Environment areas wherein the students need
c. Domain 3 - Diversity of Learners to make a travel brochure for a
particular place. The students
d. Domain 4 - Curriculum and Planning
also need to familiarize with the
e. Domain 5 - Assessment and Reporting beauty and history of that place.
f. Domain 6 - Community Linkages and Professional Engagement

g. Domain 7 - Personal Growth and Professional Development

Guide for Mentors and Newly Hired 19

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 Key Topic 2: Strands
As you already know from the previous session,
domains are broad conceptual spheres of teaching
and learning practices defined by specific strands
of strands, e.g. Domain 1 contains seven (7)
in the set of professional standards for teachers.
whereas Domain 2 contains six (6) strands. Figure
The domains have varying numbers
1 shows the first three Strands in Domain 1.

Figure 2: First 3 Strands within

Domain 1

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Optional Task: Activity
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

2. Research-based knowledge and principles of
teaching and learning
3. Management of classroom structure and activities
4. Learners with disabilities, giftedness and talents
5. Learning outcomes aligned with learning competencies
6. Monitoring and evaluation of learner
progress and achievement
7. Establishment of learning environments
that are responsive to community
contexts
8. Positive use of ICT
9. Learners’ gender, needs, strengths and experiences
10. Planning and management of teaching and
learning process
11. Design, selection, organization, and
utilization of assessment strategies
12. School olicies andes Community
Content Personal
P Learnin
Procedur teaching o Diversity Cur iculum and As es Linkages
Knowled Growth &
13. Dignity g
as professi safety of Planning ment & and Profes
ge& Profes
of Environm Learners Reporting ional
Pedagog ional
ent Engagemen
y Engagemen
t
t

Refer to pages 5- f the PPST booklet check accuracy our

7 o
answers. to of y

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 21
Guide for Mentors and Newly Hired

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 Required Task 3: Reflection

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 Cha lenging Strands Why is it cha Input from the

(you may just lenging? (gray Mentor (optional,
indicate strand area or points for but highly
numbers e.g. clarification) encouraged)
1.3)
Content Knowledge and Pedagogy 3 I am not good in some
computer apps.
Learning Environment 6 Some parents are in
denial of the status of
their child
Diversity of Learners 3 Some learners are
hyperactive
Curriculum and Planning 5 less ability in ICT

As
s essment and Reporting 4 Others may not still
have mobile phones to
reach out
Community Linkages 2 Some parents are not
cooperative to their
child’s learning
Personal Growth and Professional Development 4 more patience and
perseverance

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(Optional)
It is encouraged that you consult your TIP mentor
so they could provide input or points for
clarification for challenging
concepts. The results of this activity can also be
discussed in the Learning Action Cell with other
newly- hired teachers, in order to identify in which
domains the newly-hired teachers need more help
or intervention.

If there are specific indicators which you wish to

know more about, you may read through the PPST
Resource Packages from the following online links:

https://www.rctq.ph/?page_id=2680

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 Guide for Mentors and Newly Hired

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Key Topic 3: Indicators
The PPST domains and strands describe the
dimensions of teaching and learning practices
across content areas and grade levels. In order to
further support teachers’ professional practice,
the PPST elaborates the strands into concrete,
observable and measurable teacher behaviors/
practices called indicators. Figure 2 shows the
four Indicators – one for each career stage – within
Strand 1.1.
The Teacher Induction Program - CoreCourse

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Figure
3:
Indicat
or s
articula
ti ng
develo
p
mental
practic
e
within
Strand
1.1

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 Required Task 4: Reflection
Each strand is progressively elaborated across the
four career stages to articulate continuum of
practice. This is evident if you read through the Based on the current default classification, in which
indicators from left to right,
starting from beginning towards proficient. career Proficient Career Stage
stage are
On the other hand, reading through the you in?
indicators by each
career stage column, you will see the behaviors Proficient of teaching practice on some Indicators.
and practices expected from teachers according to
their respective career stages.

Upon adoption of the PPST, the Department

decided to assign teachers to ‘default’ career
stages based on their designation or rank.
Eventually, the Department will develop a system
of teacher certification to assign or promote
teachers to career stages based on their
competencies. Currently, the default career
stage classification is as follows:
Teacher 1-3 with 0-3 years of teaching
experience: Beginning Career Stage
Teacher 1-3 with more than 3 years of
teaching experience: Proficient Career
Stage
Master Teacher I-II: Highly Proficient Career
Stage Master Teacher III-IV: Distinguished
Career Stage

However, it is important to note that a teacher is

not ‘boxed’ in a Career Stage. For example, a
teacher may exhibit the majority of his/her
practice in Indicators for the Beginning Career
Stage but may exhibit Proficient or even Highly
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Read through the PPST indicators show the continuum of
indicators focusing only on practice from beginning to proficient
the indicators under your career stage.
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.

Summary

1. The PPST is
sufficiently
generic to
describe
teaching and
learning
practices across
content areas
and grade
levels.
2. The PPST contains
domains of broad
conceptual spheres
of teaching and
learning practices
which are defined
by specific strands.
Each strand is
further elaborated
into concrete,
observable and
measurable teacher
behaviors/practices
called indicators.
3. The PPST
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 Guide for Mentors and Newly Hired

Module 2 – Embedding the PPST in

HR Systems

Intended Module Learning Outcomes

At the end of this module, you should be

able to:
1. set professional goals that are aligned with the
PPST; and
2. develop a personal professional
improvement plan that will support your
career goals.
3. share own reflections with peers on
desirable personal and professional
practices that are geared towards higher
level practice/indicators.

Estimated Time Required: 2 hours

Module Outline

Session 1 – The PPST and DepEd’s

Human Resource (HR)
Systems
Session 2 – The PPST, RSP and the Merit
Selection Plan (MSP) of DepEd
Session 3 – The Strategic Alignment of the
RPMS with the PPST
Session 4 – Role of RPMS-PPST in Teachers’
Learning and Development
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Session 5 – The Rewards and Recognition (R&R)
in the Context of RPMS-PPST

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 • DepEd Order 78 s., 2007,
“Strengthening the Program on Awards
Required Tasks and Incentives for Service Excellence
(PRAISE) of the Department of
• Formative test Education”
• Reflection • DepEd Order No. 32 s., 2016,
• Scenario-based Activity “Addendum to DepEd Order No. 3 s.,
Required Resources 2016 (Hiring Guidelines for Senior High
School (SHS) Teaching Positions
• Department Oder No. 2 s., 2015, “Guidelines in
Effective School Year (SY) 2016- 2017)”
the Implementation of the Results-Based
• DepEd Order No. 7 s., 2015, “Hiring
Performance Management System in the
Guidelines for Teacher I Positions
Department of Education”;
Effective School Year (SY) 2015-2016”
• Department Order No. 66 s., 2017,
• Philippine Development Plan 2017 to 2022;
“Revised Guidelines on the • Results-Based Performance Management
Appointment and System (RPMS) Manual for Teachers and
Promotion of other Teaching, Teaching School Heads
Related and Non- Teaching Positions” • Republic Act 7041, “An Act Requiring
• DepEd Order 001 s., 2020, “Guidelines for NEAP Regular Publication of Existing Vacant
Recognition of Professional Development Positions in Government Offices,
Programs and Courses for Teachers and Schools Appropriating Funds Therefore, and for
Leaders” other Purposes”.

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Session 1 –The PPST and DepEd’s Human Resource (HR)
Systems
Key Topic 1: The DepEd Human Resource DepEd’s HR systems (Figure 1) are support
(HR) Systems mechanisms that are meant to help teachers
Think of the PPST as a yardstick of teacher realize their career goals. It is good for new
quality and the Department’s human resource teachers to see how these HR systems are
(HR) systems as support mechanisms that interconnected so that they can know how each of
enable teachers to progress across career these systems work for their benefits, for their
stages from Beginning to Distinguished stage. learners and for the nation as a whole.
The

Figure 4: DepEd’s HR Systems (BHROD, 2017)

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 Therefore, one HR system is not to be
treated as stand-alone because one
system’s output is input to another. As
a whole, these systematic connections
amongst the HR systems and the PPST
Figure 1 depicts the four (4) HR systems in is called ‘Strategic Human Resource
DepEd that are PSST-aligned. These are Management’ (SHRM). Using the
Recruitment, Selection
and
Placement (RSP), Results-Based Performance
Management System (RPMS), Learning and
Development (L&D) and Rewards and Recognition
(R&R). The RSP is the initiating mechanism that
enables DepEd to attract talents to enter into the
DepEd workforce. In the very near future, DepEd
intends to manage its talent by strategically
connecting the other three
(3) HR systems, RPMS, L&D and R&R -- through the
standards. This means that one HR system
reinforces the other, an output in one HR system is
an input to another. Teachers should be able to see
this strategic link in order for them to optimize its
utility for their benefit and that of their learners,
and ultimately for DepEd to achieve its mandate,
i.e., to provide every Filipino learner, quality
education as stated in Paragraph 4, Section 1 of
the Republic Act 9155.
RSP
Teachers get into the DepEd system through the RSP
system. The RSP is a series of sequential HR
processes from recruitment, selection to placement.
Teacher induction, or on- boarding, is another HR
system that is intended to help teachers transition
the public-school system. Beginning with the end in
mind can help teachers see the big picture. From
DepEd’s perspective, Teacher I will not remain
Teacher I. Each teacher must progress towards the
continuum of the PPST, i.e., from Beginning to
Distinguished teacher.

RPMS
Teachers’ professional development and
recognition of their accomplishments are
embedded in the four (4) cycles of RPMS.
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 Guide for Mentors and Newly Hired
PPST as the basis of teachers’ performance
within the HR systems is the essence of SHRM.
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L&D and R&R
L&D is embedded within the RPMS cycles. During
“Development Planning” in Phase IV, teachers are given the
opportunity to identify their learning gaps or developmental needs
through the Individual Development Plan (IDP). The IDP is an
important part of the teachers’ Individual Performance
Commitment Rating Form (IPCRF). The IDP is signed by both the
teachers and their mentors. This is an indication that both have
the responsibility to carry-out what was stated in the IDP. At the
beginning of the performance rating, i.e., the IDP serves as one of
the bases for teachers’ learning needs. The needs are anchored on
the PPST. Phase II of the RPMS is where coaching is carried out until
the evaluation phase to address teachers’ learning needs.
Coaching is a workplace professional development modality,
through which learning interventions occur in school where
teachers are appointed. Research has found that coaching is an
effective professional learning modality that can help teachers
improve their teaching practices as well as learners’ academic
performance (Blazar, David, & Kraft, 2015, 563).

Rewards and Recognition (R&R) is an essential aspect of

performance management in all organizations. DepEd’s R&R
mechanism is anchored on Civil Service Commission Program of
Awards and Incentives for Service Excellence (PRAISE). The
purpose of DepEd-PRAISE is to motivate DepEd personnel to
deliver excellent performance which will in turn contribute to the
overall performance of the
Department.
Both L&D and R&R are relevant HR systems that help
strengthen the performance management practices of school heads
to provide teachers the needed support to progress across the
PPST continuum.

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Required Task 1: Formative Test goal.
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

Answer: B, merely attending training sessions is

insufficient to help teacher Anthony reach his career
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Scenario 2: the PPST her professional
An teaching practices
Advanced b. Get help from somebody she knows in
Teacher at DepEd to serve as her “padrino”
the
Beginning c. Gather certificates of her previous
Stage of trainings in the private school where
she taught and keep it for promotion
PPST
d. Make friends with her school head, so
she can have his/her favor
Teacher Ruth had three
(3) years teaching
experience in a private Answer: A. There is a high potential for promotion,
school before she was when beginning teachers use the PPST to monitor
hired in the public high their own performance and align their professional
school where she is practices with the expectations from them based on the
currently teaching. PPST, which is a nationally accepted standards for
Because of her prior teacher quality (DepEd Order No. 42, s.2017).
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
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 Guide for Mentors and Newly Hired
The Teacher InductionevPirdoegnrtam - CoreCourse

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
Answer: C

Scenario 4: Possibilities in the Life of a Newly

Hired Teacher

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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

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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

Answer: B

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?

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 Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of
DepEd

Required Task 1: Preliminary Activity Accomplish the K-W-L-H Chart below.

What doyou know What else doyou want What did you learn How will you learn
about? to know? about the PPST and more?
HR systems? e.g. read from
online
sources
PPST Teachers who successfully That it is very important for Read from online sources.
progress across the PPST beginning teachers to
continuum are high potential understand how they can
for future master teacher. optimize the PPST & HR
system to help them reach
their career goals.
RSP RSP is an acronym for A registered retirement plan/ Read from online sources.
Retirement Savings Plan that retirement savings plan for
refer to any number of holding savings and
financial products designed investment assets.
to help you save for
retirement.
MSP Managed service providers A managed service providers Read from online sources.
offered data center (MSP) delivers services, such
management, network, as network, application,
management, mobility infrastructure and security,
D 66 m an via ongoing and regular
Recommended a g se .m, e n t an d se
Readings:
O 2 0 0 7 a nd D O support.
c u r ity
2015 7 s .,
management.

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34 The Teacher Induction Program -

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Service Commission’s (CSC’s) Memorandum Circular Selection Plan (MSP), which operates
03 s., 2001, “Revised Policies on Merit Promotion under the principle of meritocracy and
Plan”, which underscores the merit and fitness fitness, defines the standard process for
principle which serve as a general framework for promoting best- fit teaching and non-
hiring and promotion of government personnel. teaching candidates. Qualification and
The MSP is also a mechanism that supports DepEd competence are the critical bases for
in achieving its mission, vision, goals and objectives. promoting DepEd personnel.

Key Topic 3: RSP and MSP

Recruitment, Selection and Placement (RSP) is the
initiating step within the HR system. Recruitment is
about attracting the quality of teachers that the
Department needs to teach in public schools
across the country. This is done by posting
vacancies in places where they can be broadly
announced in compliance with the
requirements of publication law embodied in RA
7041. DepEd needs to attract good quality
teacher-applicants to respond to the needs of its K
to 12 learners and ensure that quality education
will continue to be provided in all public schools.
Quality teachers are needed to
produce quality K to 12 learners. Research
findings support the growing need to hire quality
teachers as they serve as input to learners’
performance (Goldhaber, 2015, 64; Kelly,
2012; Kennedy,
2010).
When teachers enter DepEd, the onboarding
process scaffolds their smooth transition to their
new environment. This entails a more detailed
understanding about the organization. The PPST
defines teacher quality and guides teachers’
performance, professional development needs and
possible career progression. The PPST supports
teachers to achieve their career goals, and
DepEd’s policy guidelines on hiring and promotion
set out the standard processes. DepEd’s Merit and
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Required Task 2: Reflection
Reflect on your greatest learnings about meritocracy and fit-
ness principles on hiring and promotion. What does this tell
you? How will you adjust your professional goal and prac- tice
with DepEd’s expectations from its personnel? Write your
reflections/insights on the space provided below.

Anchored on the principle of lifelong learning,

the set of professional standards framework
that articulates developmental progression as
teachers develop, refine their practice and
respond to the complexities of educational
reforms. Educators should emphasize skills
and attitudes over curriculum and rote
memorization.

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Key Topic 1: The RPMS-PPST Framework: needs should be addressed.
How does it Work for Teachers?

The Results-Based Performance Management

(RPMS), as defined in DO 2 s., 2015, is a
contextualized version of Civil Service
Commission’s (CSC’s) Strategic Performance
Management System (SPMS). It is strategically
linked with the PPST and it also provides input to
other HR systems, like L&D and R&R. The RPMS-
PPST framework (Figure 2) encapsulates the
relationships of these HR systems and clearly
shows how teachers’ performance can be used as
input to the L&D and R&R systems. The PPST is
used to identify teachers’ performance gaps
and/or developmental needs. Developmental L&D
needs are future-oriented; they help teachers
address competencies that might be needed for
their future higher-level position. On the other
hand, competency gaps are needs that must be
met to enable teachers to perform their current
teaching job as stated in the PPST.

The RPMS-PPST manual and associated tools

clearly communicate the activities that teachers
will undergo, expected outputs, and timelines, and
include the forms that teachers need in each cycle.
Notice that the PPST is at the core of the
framework (Figure 2). The PPST is not just about
standard expectations from teachers across
the country; it is also a statement of accountability
as per the PPST. It clearly sets out what DepEd and
its external stakeholders, e.g., parents, business
partners, etc., expect from public school teachers.
The PPST guides teachers on how they can
calibrate or align their current practices with the
standards. Developmental and competency gap
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Technical Assistance (TA) is consistently embedded in each
phase of the RPMS-PPST. This is done through the mentoring
program in which continuous coaching and feedback are given
to teachers. Mentors play a crucial role in the professional life
of beginning teachers. Studies report positive results when
beginning teachers have access to the kind of support they
need (Martin, Buelow and Hoffman, 2016; Kyndt, Gijbels,
Grosemans & Donche, 2016; Murray, 2015). Mentoring and
coaching support teachers to adjust their performance and
calibrate their perspectives based on the PPST.

Required Task 2: Activity

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.

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The Teacher Induction Program - CoreCourse

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 Statement Response Fe dback
Since Teacher Paula is inexperienced, her L&D False I think this is false because these
needs might be different from that of Teacher L&D give an equal opportunity to
Dennis, who has been teaching for the past enhance the skills and capabilities
three (3) years. of being a teacher even though you
have more experiences than others
Both teachers may use the PPST tools to identify True It will set the standards on what
their strengths and areas in which they may need teachers should know, be able to do
support. and improve learning outcomes and
a quality education
Both teachers can have their L&D needs addres
s ed True It is important to ensure the
through the RPMS-PPST. delivery of quality,
accessible, relevant and
liberating basic
education in the country
Mentors’ feedback is important for both teachers to True It will help them to grow as a
monitor their teacher and improve their skills of
own progress. They can get feedback from their giving learnings
mentors whether formally or informally as s igned.
Teacher Paula is a new BSE graduate Major in True Teacher Paula is a new BSE
Science who has been hired to teach in a Junior graduate Major in Science who has
High School. been hired to teach in a Junior High
School.

Summary
Key Learnings: The PPST is a measure of teacher quality and the RPMS is a standard performance
management mechanism that puts forth a standard performance process for the benefit of teachers and
learners.
In order for teachers to optimize the benefits from RPMS-PPST, they need to internalize the standards and
performance man- agement processes. This entails collaboration with peers and mentors. Since the RPMS
cycle is embedded in teachers’ daily job, continuous feedback is needed to support them until the RPMS
processes become teachers’ professional practice.

Newly Hired 41

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 Guide for Mentors and
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performance and are able to identify their learning
needs. These L&D needs are documented during Required Task 1: Activity
Phase IV of the RPMS cycle where teachers plan
their Individual Develop- ment Plan. The previous
Read the scenarios below and answer the
year’s Individual Development Plan is carried over
question that follows by choosing the correct
into the next performance cycle so it can be
answer from the given options.
addressed. During Phase III of the RPMS cycle, per-
formance gaps or developmental needs are Scenario 1: Classes have ended. Teachers Rona,
identified and corresponding L&D activities are Evalou and Rex are planning for their development
determined and reflected in the IDP during Phase needs. Teacher Rona shared with the group that she
IV. The most feasible L&D modality is taken in struggles to meet the indicators in Domain 2 of
order to realize them within the performance PPST. She has been challenged in managing her
cycle. learners’ behavior. Teacher Evalou admitted that
Just like the RPMS, L&D is also a shared she has not fully developed all core competencies
responsibility between teachers and the indi- cated in the RPMS. Teacher Rex is the top
organization. The IDP is signed by both the ratee performer among the three. He just got an
and the rater to make it evident that each person “Outstanding Rating” for the school year. Teacher
has the responsibility to ensure the commitments Rex feels that he still needs to participate in L&D
inthe IDP are realized (DO 2 s., 2015, 10). L&D Question se
continuously happens during the entire
performance cycle, this is carried out through Respo
various modalities and n
pthrro ovuisgihoncoonftinfueoeudsback
to improve performance. L&D intervention
for all public-school teachers should be
relevant, needs- based, empowering, uphold G
equality, and strategically M
connected with other HR systems and the PPST. N
Coaching and mentoring are sample modalities of T
L&D that are made explicit in the RPMS that
commences immediately after Phase I. This shows
that workplace learning is put forth as the most
effective L&D modality. Researchers in the field
recognize the value of workplace learning over
formal learning (Klein & Moore, 2016; Kyndt et al.,
2016). Continuous improvement on performance is
expected through feedback and monitoring.

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 Which of the following explains why all three of them need to participate As I understand from the
in L&D activity relevant to their needs?
scenario, Teacher Rona has
Teachers Rona and Evalou need L&D to address their developmental needs performance gap in Domain 2
while teacher Rex need to address his performance gaps
of PPST while Teacher
Teacher Rex needs L&D to address his developmental needs, while Evalou has performance gap
teachers Rona and Evalou need to participate in L&D to address their B in developing core
competency gaps
competencies. On the other
All teachers need to attend L&D to address their hand, Teacher Rex may not
developmental needs All teachers need to attend need to address performance
gap, but he may need to
coaching sessions
improve his developmental
needs for future higher-level
position.
Their participation in L&D
activity should be based on
their determined needs,
anchored on the PPST.
Summary
L&D is strategically connected with the RPMS and
PPST. Each cycle of the RPMS is supported by
relevant L&D ac- tivities for teachers. All
professional development (PD) for teachers
should be relevant, needs-based and anchored on
the PPST. This strategic alignment of L&D system
with RPMS, PPST and R&R is designed to bring
about DepEd’s intended outcomes.

44 The Teacher Induction Program

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 Required Task 2: Professional Development Plan

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 Modality Target Completion Date
PPST Domains)

Demonstrate content knowledge and Content knowledge and its SCHOOL YEAR 2021 – 2022
Domain 1: Content its application within and/or across application within and across
Knowledge and Pedagogy curriculum teaching areas. curriculum areas
Research-based knowledge and
principles of teaching and learning
Positive use of ICT
Strategies for promoting literacy and
numeracy
Strategies for developing critical and
creative thinking, as well as other
higher-order thinking skills
Mother Tongue, Filipino and English
in teaching and learning
Classroom communication strategies

Domain 2: Learning Demonstrate knowledge of policies, Learner safety and security SCHOOL YEAR 2021 – 2022
guidelines and procedures that Fair learning environment
Environment
provide safe and secure learning Management of classroom structure
environments. and activities
Support for learner participation
Promotion of purposive learning
Management of learner behavior

Demonstrate knowledge and Learners’ gender, needs, strengths,

Domain 3: Diversity of Learners interests and experiences
understanding of differentiated
teaching to suit the learners' gender, Learners’ linguistic, cultural, socio-
needs, strengths, interests and economic and religious backgrounds
experiences. Learners with disabilities, giftedness
and talents
Learners in difficult circumstances
Learners from indigenous groups

Guide for Mentors and Newly

Hired Teachers

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 Required Task 2: Professional Development Plan

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

Development Goal Development Activity L&D Modality Target Completion Date

(TargetPPST
Domains)

Prepare developmentally 4. Mobile Learning SCHOOL YEAR 2021 – 2022

Domain 4: Curriculum and Planning sequenced teaching and learning
process to meet curriculum
requirements.
Demonstrate knowledge of the 5. Blended Learning SCHOOL YEAR 2021 – 2022
Domain 5: Assessmentand Reporting design, selection, organization
and use of diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements.

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Newly Hired Teachers

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Summary/Key Learning
In my classroom observation Lesson Plan,
• Preparing for lessons through the Daily
Lesson Log (DLL) or Detailed Lesson Plan
the COT indicators that are present are I apply
(DLP) provides teachers with an knowledge of content within and across
opportunity for reflection on what curriculum teaching areas. I Plan and deliver
learners need to learn, how learners teaching strategies that are responsive to the
learn, and how
best to facilitate the learning process. special educational needs of learners in
• A detailed Lesson Plan (DLP) is a teacher’s difficult circumstances, including . And I
“roadmap” for a lesson. It contains a select develop, organize and use appropriate
detailed description of the steps a teacher teaching and learning resources, including
will take to teach a particular topic. A
ICT, to address learning goals. In my lesson
typical DLP contains the following parts:
Objectives, Content, Learning Resources, plan all the indicators needed are presented.
Procedures, Remarks and Reflection.
• Lesson plans are recognized Means of
Verification for classroom-observable
RPMS objectives in
the RPMS.

Required Task 2: Activity

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?

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 Guide for Mentors and Newly Hired 97
Teachers

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 Congratulations!
You’ve come to the end of this course.

Please go to this link for the summative assessment:

Don’t forget to take a screenshot of your score.

It will be submitted to your mentor for verification and
recording purposes.

Once you’re done, kindly input your score here: Input your
score here.

Additional reminder:
Compile your portfolio output/s and
make sure that your mentor has
checked your coursebook.

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