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by Jay Daskeo - Tuesday, 5 October 2021, 12:01 PM
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[ Modified: Tuesday, 5 October 2021, 12:03 PM ]
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by aliyaj daskeo - Monday, 4 January 2021, 11:11 AM
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Simple process preparing Deviled Eggs


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Senior High School (SHS) Student Primer to be used during CGAP

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What are Annotations?

Self-reflection, explanation, or presentational mark-up attached to/ written on a document, artifact, or Means of Verification (MOV); see reflection notes.

What are the Artifacts?

All documents that provide evidence of quality instruction (e.g. lesson plan, instructional materials, etc.) which may be used as means of verifying the attainment of Key Result Areas (KRAs).

What is Assessment?

The process of gathering, documenting and organizing in measurable terms, knowledge, skills, attitudes, and values to determine how much they attain the KRAs. The process of determining the relevance, worth or value of documents and evidence.

What is the Assessment Phase?

Any of the stages in the portfolio assessment process: preassessment, assessment and post-assessment.

What is the Assessment Process?

A set of procedures or stages in evaluating a portfolio to determine the merits of its contents.

What is Authenticate?

Rater and Ratee affix their signatures to verify, prove or confirm that the contents/documents of an RPMS Portfolio are valid and genuine copies of the original.

What is Career Growth?

Developmental progression as teachers develop, refine their practice, and respond to the complexities of educational reforms.

What are Career Stages?

The different phases in one’s teaching career which starts from being a Beginning, to Proficient, to Highly Proficient and to Distinguished teacher.

What are Clarifications?

Definitions or explanations of some terms included in the level descriptions of the Classroom Observation Tool (COT) Rubric.

What is Classroom Context?

The setting or environment where the teaching-learning process takes place. It also points to all the factors which may affect the teaching-learning process in the classroom.

What is Classroom Observation Tool – Results-based Performance Management System (COT-RPMS)?

A subset of the full Classroom Observation Tool used for RPMS for Teachers.

What is Content Knowledge?

Competencies that teachers are expected to master for them to teach efficiently and effectively.

Wha are the Competencies?

Knowledge, skills and behavior that individuals demonstrate in achieving results. Competencies shall uphold the DepEd’s core values. They represent the way individuals define and live the values. (DepEd Order No. 2, s. 2015, p. 6) .

What is the Demonstration Teaching?

Showcasing the Master Teachers’ teaching-learning practice either in their own classrooms which may be attended by their colleagues or in a formal demonstration festival in school, district or division.

What are the Features of Practice?

Specific classroom practices, which may characterize a particular level in the COT Rubric.

What is the Inter-Observer Agreement Exercise?

A discussion among observers to arrive at a final rating. This occurs during the post-observation process and involves the use of the Inter-Observer Agreement Form.

What is the Learning Context?

The teaching/learning situation, environment and all the factors in which learners learn from instruction.

What is Lesson Plan?

The teacher’s detailed description of the steps a teacher will take to teach a particular topic. This includes the following: Detailed Lesson Plan (DLP), Weekly Lesson Log (for Alternative Learning System classes) and Indigenized Lesson Plan (for Indigenous Peoples Education classes).

What is Mid-year Review?

The Portfolio assessment process usually conducted in November to identify the areas that a teacher needs to improve in preparation for the year-end evaluation.

What are the Objectives?

The specific tasks that an office and/or individual employee needs to do to achieve the major final outputs under the key result areas. (DepEd Order No. 2, s. 2015, p. 2). They also refer to a specific result that a teacher aims to achieve within a time frame and with available resources.

What are the Outcomes?

The results achieved and/or the products developed as a result of the instructional process. In the RPMS, outcomes refer to the results of the teacher performance of their duties and responsibilities.

What is Observation?

A classroom observation, usually for 50-60 minutes.

What is the Observation Notes Form?

A form used by the observer(s) during the classroom observation.

Who are the Observers?

School Heads, Assistant Principals, Head Teachers, Master Teachers who conduct the classroom observation for RPMS. This is provided in DO 2,s 2015.

What is Performance?

The action or process of carrying out or accomplishing tasks, duties, and responsibilities.

What is Performance Data?

The rating that a teacher garnered from the portfolio assessment.

What are the Performance Indicators?

An exact quantification of objectives, which shall serve as an assessment tool that gauges whether a performance is positive or negative (DepEd Order No. 2, s. 2015).

What is the Philippine Professional Standards for Teachers (PPST)?

A set of professional standards for teachers that operationalizes teacher quality aspects of the K to 12 reform and elaborates teacher lifelong learning. It contains 37 performance indicators per career stage. It provides an acceptable common language for professional discussions among teachers and other concerned stakeholders.

What is Portfolio Organization?

It is a systematic arrangement and presentation of documents done to facilitate the rater’s assessment process.

What is the Post-Assessment Phase?

A portfolio assessment conducted at the end of the school year.

What is the Post-Observation?

The concluding phase of the classroom observation process during which observers assign individual ratings, undertake the inter-observer agreement exercise and make recommendations to improve a teacher’s performance.

What is the Pre-Observation?

The preliminary phase of the observation process in which teachers and observers prepare for the observation.

What is Professional Development?

The continuous process of acquiring new knowledge and skills that relate to a teacher’s personal development, profession, job responsibilities, or work environment.

Who are the Ratee?

The individual teacher who is rated. They are the teachers from all career stages who submit their Portfolios as evidence of their teaching performance. (DepEd Order No. 2, s. 2015, p. 2).

Who is the Rater?

Maybe the school head, assistant principal, headteacher, master teacher who evaluates the Portfolio presented by the Ratee.

What is Reflection Notes?

The insights or realizations that teachers write as a result of careful introspection on events, discussions, decisions and/or actions they make. Reflections notes may be attached to an MOV, written as marginal notes or appended in the form of journal entries.

What is Reflective Thinking?

Critical self-reflection on one’s own teaching-learning process. It helps develop higher-order thinking skills. For teachers, reflective thinking aids them in improving their teaching practice because it allows them to note classroom experiences, critically evaluate them, relate new knowledge and insights to prior understandings and apply their insights to improve their teaching practice.

What is the Results-based Performance Management System (RPMS)?

DepEd-contextualized SPMS. It is an organization-wide process of ensuring that employees focus work efforts towards achieving DepEd vision, mission, values, and strategic priorities. It is also a mechanism to manage, monitor and measure performance, and identify human resource and organizational development needs (DepEd Order No. 2, s. 2015, p. 3).

What are the RPMS Tools?

Assessment instruments used to ensure quality teacher performance at different career stages.

What is a Teacher Portfolio?

Purposeful compilation of documents that display teacher’s achievements, classroom performance, teaching practices, student evaluation, actions that are used as evidence for midyear and year-end assessment.

What is Teaching Practice?

A teacher’s manner or habit on the delivery of instruction. This includes everything that a teacher does to achieve learning. It reflects the teachers’ knowledge, skills, values and attitudes as they perform their duties and responsibilities in teaching.

What is Teaching Competencies?

Competencies intended for teachers (DepEd Order No. 2, s. 2015, p. 6). They pertain to the knowledge, skills, and behavior expected of teachers for them to realize their duties and responsibilities efficiently and effectively.

What is the Year-End Evaluation?

Assessment of Teacher Portfolio conducted during Phase 3 of the RPMS Cycle to rate the performance of Ratees.

Why does DepEd have PPST-based RPMS?

DepEd has PPST-based RPMS to adhere with the Civil Service Commission’s Memorandum Circular No. 6 series of 2012 mandating all government agencies to have a Strategic Performance Management System (SPMS).

In 2017, DepEd adopted the Philippine Professional Standards for Teachers (PPST) through D.O. 42, s. 2017. With the demand that RPMS be aligned with PPST, PPST-based RPMS was developed.

How can the RPMS help us in our profession?

The RPMS was designed with the intent of improving teacher quality. It aims to align performance targets and accomplishments with the PPST.

As you can see here, in RPMS, teachers are provided with Key Result Areas (KRA), which are the general outputs or outcomes that are expected of them. These KRAs are aligned with the Domains under the PPST.

Furthermore, the objectives under each KRA were based on the indicators of high-quality teaching practices as stated in the PPST.

So, let me get this straight..RPMS and PPST are different?

Correct! RPMS is just one of the many DepEd systems that have been aligned with PPST so far. Other HR systems will also be aligned eventually.

How many types of Means of Verification (MOV) are there?

There are two types, namely, Main MOV and supporting MOV. Main MOV refers to the non-negotiable MOV needed to demonstrate the achievement of the objectives.

How about supporting MOV?

Supporting MOV are documents submitted with the Main MOV. You just have to submit one for each Main MOV.

What are the acceptable MOV for the RPMS?

Shown here in the table are the possible MOV that can serve as evidence for each objective.RPMS MOV

The number of required MOV seems to be overwhelming. How many do I need to submit in order to get an “outstanding” rating?

You could receive an “outstanding” rating with as few as 24 documents. Please check this table for reference.

We are ALS and SPED Teachers. Is the MOV also applicable to us?

The MOV listed are generic and can be adapted for either ALS or SPED teachers. For example, one of the evidence mentioned in the RPMS is the daily lesson plan, but in lieu of it, ALS teachers can use the weekly lesson plan.

Can I discuss the result of my self-assessment with the principal or other school heads?

Other people, including the principal, are not allowed to see the result of your self-assessment. However, you can discuss with them your Individual Development Plan (IDP) based on the SAT result.

How is classroom observation used in the RPMS Cycle?

In the RPMS Cycle, teaching practice is assessed against the indicators of the PPST.

Who are the possible observers for my classroom observation?

According to DepEd Order No. 2, s. 2015, the School Heads, Master Teachers, Head Teachers, and Department Head Teachers can conduct classroom observation.

Can a Teacher-in-Charge (TIC) also observe my class?

Yes, as long as he/she was officially designated by the Schools Division Superintendent.

Can a TIC observe the class of a teacher whose rank is higher?

Yes, it is included in their roles and responsibilities, as mandated by DepEd.

How about Supervisors?

The Supervisors may observe any teacher at actual classroom teaching, but the results of their observation will not form part of the MOV for RPMS as indicated in DepEd Order No. 2, s. 2015.

Are all RPMS objectives classroom observable?

No. Nine (9) objectives out of 13 are classroom observable for Proficient Teachers.

1. Applies knowledge of content within and across curriculum teaching areas.
2. Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
3. Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills.
4. Manages classroom structure to engage learners individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments.
5. Manages learner behavior constructively by applying positive non-violent discipline to ensure learning-focused environments.
6. Uses differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests, and experience.
7. Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts.
8. Selects, develops, organizes and uses appropriate teaching and learning resources including ICT to address learning goals.
9. Designs, selects, organizes and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements.

For highly proficient teachers there are 5 objectives that are classroom observable.

What happens if I did not meet the rating/level expected of me based on my career stage?

You and your mentor/coach (e.g. School Head, Head Teacher, Department Head, and/or Master Teachers) will come up with a Developmental Plan to improve your performance.

In a classroom observation, should all indicators in the RPMS be observed?

For each observation, there are different sets of prescribed indicators that have to be evaluated when observing Proficient teachers.

How about teachers in the Highly Proficient level?

They just have 5 indicators and every indicator is needed to be observed 4 times.

My fellow observers have different ratings after finishing our classroom observations. How do we determine the final rating?

Discuss and agree among yourselves what rating to give the observed teacher based on reasonable and consensual judgment. The final ratings should not be the average of the ratings that had been given.

My observers have given me a COT rating of NO (Not Observed). What is my RPMS rating?

You will receive an RPMS rating of 1 for Quality since no acceptable evidence was shown.

Also, a COT rating of 3 is given an RPMS rating of 1 for Teachers I-III as the teacher was not able to demonstrate acceptable behavior during observation expected of Teacher I-III.

Similarly, a COT rating of 4 is given an RPMS rating of 1 for Master Teachers I-IV.

Now, are you ready for the RPMS?

Yes! We are now ready! Thank you for your clarification.

How do you compute the corresponding RPMS Rating of your COT Rating?

1. Identify the corresponding rating in the RPMS 5-point scale for each COT rating.
2. Get the average of the total RPMS rating.
3. Determine the final rating for Quality based on the Adjectival Rating Equivalences.
4. Input the numerical equivalent of the adjectival rating as the rating for Quality in the IPCRF.

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Basic Requirements:

1. Permanent Teacher

2. Bachelor’s Degree for Teachers or its equivalent as provided in Magna Carta for Teachers Documents needed:

a. Appointment Paper as regular teacher

b. Transcript of Records, Special Order

3. Very Satisfactory Performance for the last two years Documents needed:

a. Performance Rating (PAST) with the signature of officials concerned

4. At least 3 years teaching experience

Document needed:

a. Service Record

5. At least 25 points in leadership and potential (Master Teacher I) or has been a demonstration teacher on the district level plus 15 points in leadership and potential.

At least 30 points in leadership, potential and achievement (Master Teacher II) or demonstration teacher on the division level plus 20 points in leadership and potential provided the activities or accomplishments listed for this purpose had not been credited or used for earlier promotion.

Documents needed:

*At least three of the following.

Requirements a and b are basic, so are required.

a. A certification on the demonstration teaching containing the following information:

Subject of lesson, level of demonstration, specific date, venue, and the name of the training program. If the demo is on the district level, the certification should be signed by the district supervisor; it should be signed by the division supervisor concerned.

b. Lesson Plan

Any one of the following:

c. Copy of the program of the activities or the memo naming the nominee as demonstration teacher.

d. Pictures of the actual demonstration/activity.

Points for demonstration teaching

No. of demonstration teaching

Congressional / Municipal14118

e. Observation/Evaluation Sheets of three (3) observers

*A candidate for Master Teacher must have a regular teaching load of at least 4 loads as per DESC Order No. 39, S. 1990.

Documents needed:

a. Class Program

Credit Point for Leadership, Potential, and Accomplishments

1. Introduced/ initiated any of the following which has been adopted or used by the school or district (not initiated by principals)

Curriculum or instructional materials in —
(not outputs of any seminar-workshops)


Documents needed:

1. Certification/ Recognition by subject area supervisor

2. Presentation of finished product for the evaluation of quality and quantity* of output

* Quantity of output: Minimum is a set of 40 copies

– Effective teaching techniques or strategies (demonstration teaching on the district/division level)

Documents needed:

1. Lesson Plan

2. Form 178 signed by the district/division supervisor

3. Certification signed by district/division supervisor indicating the date, place and subject of demo lesson

4. Pictures showing the teacher during the demo lesson

5. Observation sheet by five teachers who attended the demonstration.

– Simplification of work as in reporting system, record keeping, etc. or procedure that resulted in cost reduction

Documents needed:

1. Presentation of outputs

2. Description of project

3. Certification by principal of the project

– A worthwhile income-generating project for pupils given recognition by higher officials in the division

Documents needed:

1. Approved project proposal

2. Financial report showing income generated by project

2. Served efficiently and effectively in any of the following:

a. Subject coordination/grade chairman for at least 1 year; or as adviser of school publication or any special school organization like dramatic club, glee club, science club, etc. and discharged such assignment satisfactorily for at least 2 years provided such assignments or services are in addition to, and not considered part of, the regular teaching load.

Coordinator – certification by district and subject area supervisor as to performance of district coordinator

As Coordinator:

Level4 yrs. & above3 yrs.2 yrs.1 yr.
District12 pts.10 pts.8 pts.6 pts.
School8 pts.6 pts.4 pts.2 pts.
As Grade Chairman8 pts.6 pts.4 pts.2 pts.

1. List of activities/projects undertaken during term

2. Certification by principal and five teachers of the same grade as claimant, as to the authenticity of activities/projects undertaken.

Documents needed:

1. Appointment/designation signed by principal/ district supervisor stating the nature of the assignment, specific date of service.

2. Certification of very satisfactory performance signed by principal/district/division supervisor.

3. Copy of publication if a school paper adviser

3. Served as a chairman of a special committee,* such as curriculum study committee, committee to prepare instructional materials**, committee to prepare school program*** and discharged the work efficiently.

*Other special committees: testing committee, remedial instruct, etc.

** Points for participation in a national/regional/division-initiated preparation of instructional materials.

National20 - 1215 - 6
Regional18 - 1013 - 5
Division16 - 811 - 4
Congressional14 - 69 - 3
Municipal- 4
District12 - 27 - 2

*** School program refers to the program of the school such as action plan/action program geared towards the attainment of the educational objectives of the year and not merely the schedule of classes in the intermediate grades.

Documents needed:

a. Appointment / designation as chairman/ member of the committee signed by the officials concerned.

b. Presentation of output

c. Narrative report of activities/accomplishments made including the specific dates.

4. Initiated or headed an educational researched activity duly approved by educational authorities either for improvement of instruction, for community development or teacher welfare;

Documents needed:

a. Approved research proposal

b. Finished research rated by officials concerned using the following rating based on quality, content and accuracy:

10012 pts86 - 875 pts
98 - 9911pts84 - 854 pts
96 - 9710 pts82 - 833 pts
94 - 959 pts80 - 812 pts
92 - 938 pts79 - 791 pt
90 - 917 pts76 - 77.50 pt
88 - 896 pts75.25 pt

5. Coordinator of community project or activity or of a program of another agency or coordinator of a rural service improvement activity in a community such as feeding, nutrition, agro shall not exceed 10 points. The following table shows the distribution of points:

First Place10531.5
Second Place942.75.4
Third Place831.50.3
Fourth Place72.75.25.1
Fifth Place61.500

Example 1: Contestant A wins first place in the district Math contest and is qualified in the division level. He wins first place in the division and so is qualified in the regional Math Contest. He wins third place. The coach of Contestant A is entitled to 7 points but not more than the maximum points of 10:

District – 1 (first place)
Division – 3 (first place)
Region – 3 (first place)
= 7 pts

Example 2: Contestant B wins first place in a district story Telling Contest; Contestant C wins second place in a Division Science Quiz Bee; Contestant D wins Fourth place in a Regional HEKASI Quiz. If Teacher 1 is the coach of all the three winners, he gets the 6 points but not over 10 points:

Contestant B – 1 (first place district)
Contestant C – 2 (second place division)
Contestant D – 3 (fourth place regional)
= 6 points

*1. Trainor or coach to contestants who receive prizes, commendations or any form of recognition

National winner – 10 pts
Regional winner – 5 pts
Division winner – 3 pts
District winner – 1 pt

*2. Athletic coach of athletes or teams who won prizes as follows:

National level – 10 pts
Regional winner – 5 pts
Division level – 3 pts
District Level – 1 pt

Documents needed:

Any of the following:

a. Appointment/designation to serve as coach/trainer, coordinator signed by school official concerned; or a district/ division bulletin naming the nominee as such.

b. Program/memorandum announcing the results of contest, or certification of winner

c. Certificate of commendation, recognition, merit of coach/ trainor

3. Coordinator of Boy Scout or Girls Scout activities:

National Level – 10 pts
Regional Level – 5 pts
Division Level – 3 pts

Industrial fairs ___ to at least two years.

For participation as member (7 pts)

Documents needed:

All the following are to be submitted

a. Certification of nominee by head of agency concerned to the position as coordinator or member

b. Program/schedule of activities

c. Description of activity/project

d. Certification that the activity occurred for at least 2 years

6. a. Organized/managed an in-service activity or other similar activities at least on the school level

For participation as member – (7 pts)

Table of Points

Organized/managed a training

Over - all Chairman/ in chargeMember

b. Served as a trainor / resource speaker / facilitator in an in service activity or similar activity at least on the school level.

Lecturer / Trainor / Resource SpeakerFacilitator
National7 points5 points
Regional5 points3 points
Division3 points1 point
District1 point.50 point
School.50 point.25 point

Documents needed:

a. Program of activities showing working committees and designated chairmen and members and the number of days of the seminar (a minimum of two days or four half – days seminar or 16 hours)

b. Certification by principal / district / division / supervisor

7. Credited with meritorious achievement such as –

*Winners in all levels are to be credited but total points

Area (CD/Municipal) Level – 1.5 pt.
District level – 1 pt

Documents needed:

1. Certification of recognition / commendation duly signed by authorities concerned

2. Program of activities

3. Designated as coordinator

8. Autographic: Published books/ article that are on education

Title of Book/ Article

Sole Authorship – 10 pts.
Co – Authorship – 5 pts.
Article published in a National newspaper or Magazine – 1 pt. per article

Picture of Jay Daskeo
by Jay Daskeo - Friday, 1 January 2021, 12:40 PM
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Master Teacher I

  1. Permanent Teacher
  2. Bachelor’s degree for teachers or Criteria for Master Teacher as provided in Magna Carta for Teachers 
  3. Very satisfactory performance rating for the last two years (at least 33 pts.) 
  4. At least three years experience 
  5. At least 25 points in leadership and potential (see attached table or has been a demonstration teacher in the district level plus 15 points in leadership and potential

Master Teacher II 

  1. Master Teacher I (or ESP I) for at least one year 
  2. Very satisfactory rating (at least 33 pts.) as Master Teacher I (or ESP I) 
  3. Bachelor’s degree for teachers or equivalent as provided in Magna Carta for teachers, plus completion of academic requirements for MA 
  4. At least 30 points in leadership, potential, and achievement or demonstration teacher in the division level plus 20 points in leadership and potential provided the activities or accomplishments listed for this purpose had not been credited or used for earlier promotions. 

Master Teacher III 

  1. Master Teacher II 
  2. M.A. in education or equivalent The following are considered M.A. equivalent: (a.)Bachelor’s degree for teacher or equivalent plus 20 years experience and at least 20 units M.A. (b.) Bachelor’s degree for teachers or equivalent plus at least 20 graduate units and at least 18 credit allowances 
  3. Very satisfactory performance rating (at least 35 pts.) as Master Teacher II 
  4. At least 45 points in leadership, potential and achievement provided the activities or accomplishments cited for this purpose had not been credited for an earlier promotion.

Master Teacher IV 

  1. Master Teacher III 
  2. At least an M.A. Education, MAT, or M.Ed.
  3. Outstanding performance rating as Master Teacher III 
  4. At least 60 points in leadership, potential and achievements cited for this purpose and had not been credited for an earlier promotion.
Picture of Jay Daskeo
by Jay Daskeo - Friday, 1 January 2021, 6:01 AM
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Attached is the MELC for Senior High School