About the videos
Ep. 1
Ep. 2
Ep. 3
PPST-based RPMS Through the Years
An overview on key features of RPMS-PPST Year 3
An In-Depth Look into the 18 PPST Indicators
A comprehensive discussion on the indicators and MOVs for Proficient
and Highly Proficient Teachers and Teacher Broadcasters
Support Materials and Frequently Asked Questions
Available Tools and FAQs
01
PPST-based RPMS
Through the Years
An overview on the RPMS-PPST Tools and Timeline
Objectives
To discuss the following:
CONTEXT
TOOLS
TIMELINE
PPST Through the Years
Link with Teacher Progression
Key Features
RPMS Tools for Proficient
and Highly Proficient
Teachers
RPMS Cycle for SY 21-22
PPST THROUGH THE YEARS
SY 2018-2019 &
SY 2019-2020
Year 1
Indicators
(First 12)
SY 2021-2022
‐
The downloading and
integration of the 37 PPST
indicators in the RPMS of
teachers is originally slated
for 3 years
‐
Distinct contexts and
challenges were considered
in the selection of indicators
for each year
‐
This SY 2021-2022, teachers
shall be able to complete all
37 PPST indicators
Year 3
Indicators
(17 remaining
& 1 old)
Year 2 Indicators
(8 new & 3 old)
SY 2020-2021
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
*
1.1
2.1
3.1
4.1
5.1
6.1
7.1
1.2
2.2
3.2
4.2
5.2
6.2
7.2
1.3
2.3
3.3
4.3
5.3
6.3
7.3
1.4
2.4
3.4
4.4
5.4
6.4
7.4
** 1.5
2.5
3.5
** 4.5
5.5
1.6
2.6
1.7
7.5
SY 2018-2019 and SY 2019-2020 YEAR 1
SY 2020-2021 YEAR 2
SY 2021-2022 YEAR 3
Repeated across Year 1, 2, and 3 *
Repeated across Year 1 and 2 only **
WHY THE NEED TO COMPLETE THE
37 PPST INDICATORS?
We are serious in our commitment to uphold teacher
quality in schools and improve learning outcomes
Teacher performance is assessed based only on what
they do and what they are expected to do as a
teacher as defined in the PPST
We have a complete picture of teacher performance
as input to professional development interventions
We intend to prepare teachers for the implementation
of the new system career progression of teachers and
competency-based reclassification process
WHAT DOES IT MEAN FOR THE
CAREER PROGRESSION OF TEACHERS?
CSC- Approved
Qualification Standards
PPST-Based Performance
Requirements
PPST-Based
Selection Process
Education
Training
Experience
Eligibility (PBET/LET)
Competence (PPST)
Each position requires the
achievement of specific PPST
indicators demonstrated in
teacher’s performance and
measured through IPCRF
Classroom Observation to
assess PPST-Classroom
Observable indicators
Teacher Portfolio to showcase
PPST Non-Classroom Observable
indicators
Position
Performance Requirements
Beginning
T1 to T2
10 Proficient indicators at VS
T3
20 Proficient indicators at VS
Proficient
PPST-BASED
PERFORMANCE
REQUIREMENTS
T4
37 Proficient indicators at VS
T5
7 Proficient COIs at O; and 3 Proficient NCOIs at VS
T6
12 Proficient COIs at O; and 8 Proficient NCOIs at VS
T7
18 Proficient COIs at O; and 16 Proficient NCOIs at VS
Highly Proficient
MT 1
21 Proficient COIs at O; and 16 Proficient NCOIs at VS
MT 2
7 Highly Proficient COIs at O; and 3 Highly Proficient NCOIs at VS
Distinguished
MT 3
17 Highly Proficient COIs at O; and 20 Highly Proficient NCOIs at VS
MT 4
7 Distinguished COIs at O; and 3 Distinguished NCOIs at VS
MT 5
12 Distinguished COIs at O; and 8 Distinguished NCOIs at VS
WHAT ARE THE
KEY FEATURES
OF DM 4, s. 2022?
What? When? Who?
DM 004, s. 2022
Implementation of the RPMS-PPST for SY 2021-2022
•
Provides for the supplementary guidelines for the
implementation of the RPMS-PPST, specifically:
•
RPMS Cycle for SY 2021-2022
•
Performance OBJECTIVES, INDICATORS, and MEANS OF
VERIFICATION for Proficient and Highly Proficient
Teachers and Teacher Broadcasters
•
Guidelines for the RPMS Alternative Classroom
Observation
•
RPMS Tools such as: Classroom Observation Tool (COT),
Self-Assessment Tool (SAT), Teacher Reflection Form (TRF)
•
Ratee-Rater-Approving Authority Matrix for Teachers and
Teacher Broadcasters
THE SY 21-22
INDICATORS ARE
NOTHING NEW
They are the remaining 18* out of the 37 RPMSPPST objectives which were issued through
DepEd Order 42, .s 2017 or the “National
Adoption and Implementation of the Philippine
Professional Standards for Teachers”
* includes a repeated PPST indicator
RPMS TIMELINE FOR
SY 2021 - 2022
Output
•
•
Follows the 4 Phases of the
RPMS Cycle and prescribes a
timeline on the conduct of
RPMS-related activities.
This particular schedule is only
applicable for this SY.
Output
Output
•
The cycle’s schedule in
succeeding SYs shall be aligned
with the School Calendar of
Activities released by the
Curriculum & Instruction Strand
Output
RPMS TIMELINE FOR SY 2021 - 2022
Phases of RPMS Cycle
PHASE I: Performance Planning
and Commitment
PHASE II: Performance Monitoring
and Coaching
PHASE III: Performance Review
and Evaluation
PHASE IV: Performance
Rewarding and Development
Planning
Task/Activity
Person(s) Responsible
Schedule
Start of RPMS cycle and start of
portfolio collection
Ratees
August 1, 2021
Self-Assessment with Initial
Development Planning
Ratees
September 2021
Capacity Building
Activities/Presentation of RPMS
Tools in the time of COVID-19
Regional Office/Schools Division
Office/ School Head/Raters
September to December
2021
Monitoring and Coaching
School Head/Raters
August 2021 –
June 2022
Mid-Year Review* with
Development Planning
School Head/Raters/Ratees
February 2022
Year-end Review**
Raters, Ratees, and Approving
Authorities
A week after scheduled
graduation
Ways Forward Development
Planning
Ratees
A week after scheduled
graduation
IPCRF Data Collection
School Head/Raters
A month after scheduled
graduation
SCOPE OF THE SY 21-22 INDICATORS
Regular Teacher
•
•
Has direct contact
with learners
Adopts any of the
following learning
delivery modalities
▪
▪
▪
▪
▪
Synchronous learning
Asynchronous learning
Blended learning
Modular learning
Limited face-to face classes
Full-time Teacher
Broadcaster
•
•
•
•
Those with official
Reassignment Orders to
the Central Office
Has no direct contact
with students
Delivers lessons through
TV-based, Radio-based,
and/or DepEd Teleradyo
Creates and
contextualized videos
lessons and radio-based
instructions
SUMMARY INDICATORS FOR PROFICIENT TEACHERS
*for BOTH Regular Teacher and Full-time Teacher Broadcaster
1.1.2 Apply knowledge of content within and across curriculum teaching areas.
1.2.2 Use research-based knowledge and principles of teaching and learning to enhance professional practice.
1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
engagement and achievement.
2.1.2 Establish safe and secure learning environments to enhance learning through the consistent implementation of policies,
guidelines and procedures.
2.2.2 Maintain learning environments that promote fairness, respect and care to encourage learning
2.4.2 Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in
continued learning
2.5.2 Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by
assuming responsibility for their own learning
3.3.2 Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents.
3.5.2 Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups.
4.3.2 Adapt and implement learning programs that ensure relevance and responsiveness to the needs of all learners.
5.5.2 Utilize assessment data to inform the modification of teaching and learning practices and programs.
6.1.2 Maintain learning environments that are responsive to community contexts.
6.3.2 Review 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
6.4.2 Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners,
parents, and other stakeholders.
7.1.2 Apply a personal philosophy of teaching that is learner-centered.
7.2.2 Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and
integrity
7.5.2 Set professional development goals based on the Philippine Professional Standards for Teachers.
SUMMARY INDICATORS FOR HIGHLY PROFICIENT TEACHERS
*for BOTH Regular Teacher and Full-time Teacher Broadcaster
1.1.2 Apply knowledge of content within and across curriculum teaching areas.
1.4.3 Evaluate with colleagues the effectiveness of teaching strategies that promote learner achievement in literacy and numeracy.
1.6.3 Model and support colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to develop
the learners’ pride of their language, heritage and culture.
1.7.3 Display a wide range of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
engagement and achievement.
2.1.3 Exhibit effective strategies that ensure safe and secure learning environments to enhance learning through the consistent implementation of
policies, guidelines and procedures
2.2.3 Exhibit effective practices to foster learning environments that promote fairness, respect and care to encourage learning
2.4.3 Work with colleagues to share successful strategies that sustain supportive learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning
2.5.2 Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility
for their own learning
3.3.3 Assist colleagues to design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents.
3.5.3 Develop and apply teaching strategies to address effectively the needs of learners from indigenous groups.
4.3.3 Work collaboratively with colleagues to evaluate the design of learning programs that develop the knowledge and skills of learners at different
ability levels
5.5.3 Work collaboratively with colleagues to analyze and utilize assessment data to modify practices and programs to further support learner progress
and achievement.
6.1.3 Reflect on and evaluate learning environments that are responsive to community contexts.
6.3.3 Discuss 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
6.4.3 Exhibit commitment to and support teachers in the implementation of school policies and procedures to foster harmonious relationships with
learners, parents and other stakeholders
7.1.3 Manifest a learner-centered teaching philosophy in various aspects of practice and support colleagues in enhancing their own learner-centered
teaching philosophy.
7.2.3 Identify and utilize personal professional strengths to uphold the dignity of teaching as a profession to help build a positive teaching and learning
culture within the school
7.5.3 Reflect on the Philippine Professional Standards for Teachers to plan personal professional development goals and assist colleagues in planning
and achieving their own goals
Are you ready to dive
into the
RPMS-PPST indicators?
Watch “Episode 2: An In-Depth Look
into the 18 PPST Indicators” now!