DEPED MEMO NO. 089, S. 2025
Guidelines of the DepEd
Performance Management
and Evaluation System (PMES)
for Teachers in the SY. 20252026 to 2027-2028
Guidelines for the DepEd
Performance Management and
Evaluation System (PMES) for
Teachers in the SY 2025-2028
Background
o The PMES institutionalizes an integrated, standards-
based performance evaluation for all teachers.
o Anchored on the Strategic Performance Management
System (SPMS) under CSC MC No. 6, s. 2012.
o Replaces the interim guidelines (DM 017, s. 2025).
o Implements a 3-year cyclical system aligned with the
Philippine Professional Standards for Teachers
(PPST).
Salient Features of the Guidelines on PMES for Teachers
(DM 089, s. 2025)
o
o
o
o
o
o
o
o
Implements a multi-year PMES for SY 2025-2028.
Applies to all teachers in public schools, ALS, SPED, IPEd, and
Madrasah.
Anchored on the Philippine Professional Standards for Teachers
(PPST).
Organized into four phases: Planning, Monitoring, Review, and
Rewarding.
Uses standardized tools and forms (SAT, COT, PMCF, e-IPCRF).
Ratings based on Quality, Efficiency, and Timeliness using a 5point scale.
Links performance with recognition, promotion, and professional
development.
Effective for three school years (2025-2028); repeals interim
guidelines (DM 017, s. 2025)
Purpose of the PMES Guidelines for Teachers
Implement a multi-year PMES for teachers
Establish a three-year performance management and
evaluation system (SY 2025-2028) that ensures consistency and
continuity across school years
Align teacher performance with national standards
Lifts the
suspension
Bases evaluation
on the
PPST and the Civil Service Commission’s
SPMS to promote fairness and merit-based assessment
Support teacher growth and accountability
Uses performance results to guide professional development,
recognition, and rewards, fostering continuous improvement in
teaching quality.
Scope of the PMES Guidelines for Teachers
ALL TEACHERS in public elementary and
secondary schools, and community
learning centers:
 Regular teachers
 ALS Teachers
 Madrasah Teachers
 IPEd Teachers
 Special Needs Education Teachers
 Special Science Teachers
Starts at the
beginning of the
School Year 20252026
A. PMES Cycle for Teachers
for SY 2025-2028
Four Phases of the PMES Cycle:
o Performance Planning and
Commitment
o Performance Monitoring and
Coaching
o Performance Review and
Evaluation
o Performance Rewarding and
Development Planning
All phases follow the school calendar and are supported by defined
tools and forms.
B. Annual Timeline Overview
PHASE
KEY ACTIVITIES
SCHEDULE
TOOLS
RESPONSIBLE
I
Planning &
Commitment
1 month before to 1
month after class
opening
IPCRF, SAT,
IPCRF- Part IV
(individual), IS Plan
Ratees,
Raters
II
Monitoring &
Coaching
Whole school year
COT, PMCF
Ratees,
Raters
(Observers)
III
Mid-Year &
Year-End
Review
5 months after
opening; after last day
of class
IPCRF, PMCF
Ratees,
Raters,
Approving
Authorities
IV
Rewarding &
Development
After end of classes
before next SY
IPCRF-IDP (Part
IV)
Ratees,
Raters
Phase I.
Part I. PPST
Alignment
o Teacher performance anchored
on DepEd Order 42, s. 2027
(PPST).
o Each SY assesses 14 PPST
indicators (Classroom
Observable and Non-Classroom
Observable).
o Indicators distributed across
three years (2025-2028).
Career Stages
TEACHER POSITION
PPST CAREER
STAGE
DESCRIPTION
Teacher I, II, III
Beginning - Proficient
Demonstrates
developing to
independent practice
Teacher IV-VII
Proficient
Consistently meets
DepEd standards
MT I-II
Highly Proficient
Supports and mentors
peers
MT III-V
Distinguished
Exemplary leaders
and innovators
Assessing the Classroom-Observable
Objectives (COIs)
o Teachers are evaluated on Classroom Observable
Indicators (COIs) through two (2) full-period
classroom observations per school year.
o Observations are based on PPST indicators aligned
to each teacher’s career stage using the
Classroom Observation Tool (COT).
o Ratings from observations are transmuted to the
PMES 5-point scale and reflected in the IPCRF.
Part II-A. Core Competencies
(For all teachers; based on RA 6713)
• Self-Management
• Professionalism and Ethics
• Results Focus
• Teamwork
• Service Orientation
• Gender Sensitivity
B. Leadership Competencies
(For Master Teachers and Supervisors)
• Leading People
• People Development
• People Performance Management
Self-Assessment and IDP
• Conduct full self-assessment (37 PPST
indicators) once every 3 years.
• Annual IDP created based on current focus
indicators.
• Newly hired teachers complete full SAT upon
onboarding.
Frequent short-period and
walkthrough observations
o Duration: 10-15 minutes
o Purpose: Non-rated, formative observation
for quick feedback
o Documentation: Recorded in PMCF
o Focus: Immediate technical assistance
Full-Period Classroom Observation
(PPST –based Assessment)
o Conducted by Rater
with pre- and postconference.
o Observation of
entire class period.
TASK/
ACTIVITY
SCHEDULE
1st Full CO
During the 1st
or 2nd Quarter
of the school
year
2nd Full CO
During the 3rd
or 4th Quarter
of the school
year
 The rubrics applied in
evaluating teaching
performance are
differentiated according
to position and career
stage as follows:
Table 10. Conesponding COT Rubic Leuels for Teacher Positions
Teacher Positions PPST Career Stage COT Rubric Levels
Teachers I-III
Beginning towards
Proficient
Levels 2 6
Teachers IV-VII
Proficient
Levels 3-7
Master Teachers IIII
Highly Proficient
Teacher
Levels 4-8
Master Teachers IVV
Distinguished
Teacher
Levels 5-9
Pre-Observation
 Agree on the schedule of classroom
observations
 Conduct pre-observation conference
 Ratee (teacher) shall submit lesson plan at
least one (1) day before the scheduled
classroom observation
 Rater shall review the lesson plan (For Proficient Teachers,
their lesson plans, activity sheets, or assessment materials shall be given
appropriate ratings in the IPCRF using the PMES Proficient Teacher Tool as basis
for its demonstration and achievement of Objective 2 (PPST Indicator 1.2.2).
Observation Modes
Default: Face-to-face
Alternative (if approved):
•Online Synchronous;
•Online Asynchronous; and
•Through Learning Action Cells (LACs)
Actual Observation
 Ratee (Teacher) shall deliver the entire lesson
 Classroom observations shall be done the entire
class period
 Raters (Observers) shall only use the
Observation Notes
 For Highly Proficient Teachers, colleagues shall
be allowed to observe as part of the mentoring
and coaching activities.
Post Observation
 Individual Rating. The raters rate the performance of
teacher using the COT appropriate to the teacher’s level.
 Inter-Observer Agreement Exercise. Raters (Observers)
shall meet to discuss the individual ratings given. The
final rating shall not be an average but a final rating
based on reasoned and consensual judgment.
 Post-Observation Conference. The rater/s shall conduct
a post-observation conference with the ratee to discuss
his or her experience and performance during the
classroom observation.
Phase III. Mid-Year Review Assessment
Performance
Phase
Expected Outputs
 Signed Mid-Year
Review form
 Updated IDP
 Revised IPCRF
Part I, if changes
in objectives are
made.
Mid-Year
Review and
Assessment
Major Activities
Tools/
Documents
Responsible
Persons
• Review
• IPCRF
progress vs.
(Parts I &
performance
II)
commitments • Performan
• Discuss
ce
achievements,
Monitoring
gaps, and
and
challenges
Coaching
• Adjust
Form
objectives and
(PMCF)
interventions
• Updated
• Update IDP
IDP
Teacher
(Ratee)
Rater (e.g.,
Master
Teacher,
Department
Head, or
School
Head)
•
Mid-Year Review and
Assessment of Core and
Leadership
Competencies
a. Core Competencies.
Teachers shall be
assessed on core
competencies anchored
on R.A. 6713.
b. Leadership
Competencies. Master
Teachers are rated on
leadership skills aligned
with the Highly Proficient
Career Stage of the
PPST.
Year-End Performance Review
Aspect
Details
When
Conducted
After the end of the school year
Participants
Rater and Ratee
Basis for
Review
Performance commitments and success indicators
agreed at the start of the year or revised during MidYear Review
Main Output
Final Individual Performance Commitment and
Review Form (IPCRF) rating
Assessing the Non-Classroom Observable
Objectives
Ratees shall provide evidence and
documentation of demonstration and
achievement of the objectives promptly, rather
than waiting for the end-of-year assessment.
Such evidence and documents are crosscutting
and targeting multiple Objectives, which means
that there is no need to reproduce or duplicate
copies of the documents per objective.
The rater shall then assess this evidence and
provide ratings using the tool appropriate to the
level of the teacher.
No portfolio for
performance
assessment shall
be collected.
Performance Measures
COI
NCOI
Measured through
classroom observation
using the COT, focusing
on Quality and Efficiency
of teaching practices
Rated based on Quality,
Efficiency, and
Timeliness using
submitted evidence of
accomplishments
Computation of Rating
PPST Indicators
Indicators 1 to 14
Total
The rating per COI shall
be transmuted to the
PMES S-point scale
using the prescribed
rating transmutation
tables
Weight
6.786% each
95%
For repeating COIs, the final rating
sha-ll be computed by averaging the
PMES ratings of the transmuted COT
scores from the two (2) classroom
observations.
Table 15. Teacher III (Beginning Towards Proficient Teacher)
Table 16. Master Teacher n (Highly Proficient Teacher)
Means of
Verificatio
n
COT
Sco
re
PMES
Rating
Average
PMES
Rating
for
Quality
Means of
Verificatio
n
COT
Sco
re
PMES
Rating
Average
PMES
Rating
for
Quality
COT
Rating
Sheet 1
6
5
4.500
5
(Outstan
ding)
COT
Rating
Sheet 1
6
3
3.500
4 (Very
Satisfact
ory)
COT
Rating
Sheet 2
5
4
COT
Rating
Sheet 2
7
4
Computation of Final Rating
Final performance ratings
are computed by combining
all PMES component scores
according to their weights
and interpreting the result
using the PMES rating
scale.
Finalization of the Individual Development Plan (IDP)
IDP Contents
Implementation
 Identified strengths and development needs
based on the Year-End Review
 Coaching and mentoring needs discussed during
the performance cycle
 Alignment with the School Improvement Plan
(SIP) and school capacity-building priorities.
 The rater and ratee collaboratively finalize the IDP
after performance review.
 The IDP serves as a living document for
continuous professional development.
 Progress in the IDP is monitored and updates
throughout the next performance cycle
Ratee, Rater and Approving Authority Matrix
Ratee
Head Teachers
(with teaching load)
Master Teacher
(Elementary/JHS/SHS)
Teacher (Elementary)
Teacher with no Master
Teacher(Elementary/JHS/SHS)
Teacher
(JHS)
Teacher (SHS)
ALS Teacher
(School-based)
ALS Teacher
(Community Learning Center)
Rater (Observer)
Principal/School Head
Approving Authority
Assistant Schools Division
Superintendent
Master Teacher
School Head
School Head
Assistant Schools Division
Superintendent
School Head
Master Teacher
/Department Head/
Assistant School Head
Master Teacher/ Assistant
School Head
Master Teacher/
Department Head
Functional Division Chief for
CID
School Head
School Head
Assistant Schools Division
Superintendent
Special and Meritorious Cases
Observation may be
rescheduled outside the
prescribed timeline for
the following valid
reasons, subject to
approval:
a. Calamities or force
majeure
b. Pregnancy, illness, injury,
or disability affecting
teaching performance
c. Newly hired teachers who
joined after the observation
schedule
Request must be justified and approved by the appropriate authority.
Teachers on Leave or Scholarship
 Teachers on official or study leave (≥6 months to 3 years) shall
use their previous IPCRF rating as valid reference for the
current year.
Promotion Across Career Stages
 If ≥90 days in new position → evaluation under new career
stage.
 If <90 days, performance continues to be rated under previous
position.
 Prior ratings and documents shall be carried over and
recognized.
Personnel Movement (Transfer, Reassignment, or Detail)
 Ratings and evidence from the previous school shall be
carried over to the new assignment.
 NCOI documents validated by the previous rater shall be
honored by the receiving school.
 Ensures continuity and fairness in performance evaluation.
PMES Tools/Forms for Teachers
Annex
Tool/Form
Purpose/Description
A
Teacher Self-Assessment Tool
(Excel-based)
Self-assessment based on
PPST
B
Instructional Supervision (IS) Plan
Template
Guides observation and
coaching schedule
C-1 to C-4
PMES Tools per Career Stage
Evaluation tools for each
teacher level
D
Performance Monitoring and
Coaching Form
Tracks feedback and
coaching sessions
E-1 to E-4
Classroom Observation Tools
(COT)
Rubric, Rating Sheet, Notes,
Inter-Observer Form
F
Electronic IPCRF (e-IPCRF Tool)
For encoding and
submission of final ratings
Access Link: https://tinyurl.com/MultiYear PMESTeachers
Key Takeaways
•Recognizes outstanding teacher
performance through merit-based rewards
and advancement.
•Ensures continuity andfairness in rating
despite transfers, promotion, or leave.
•Institutionalizes evidence-based
evaluation and professional growth
through IDPs.
•Provides complete tools and guidance for
implementation through Annexes A–F.
•Effective starting SY 2025–2026 for three
school years.