DepEd Memorandum No. 008, s. 2023
Multi-Year Guidelines on the Results-Based Performance Management System-Philippine Professional Standards for Teachers
FEB 03 2023
DepEd MEMORANDUM
No. 008, s. 2023
MULTI-YEAR GUIDELINES ON THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM-PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondary School Heads
All Others Concerned
1. Consistent with DepEd Order (DO) No. 2, s. 2015 prescribing the Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS) in the Department of Education (DepEd) and pursuant to Section 5 of DO 42, s. 2017 on the National Adoption and Implementation of the Philippine Professional Standards for Teachers (PPST), which mandates that all performance appraisals for teachers shall be based on this set of standards, this Department continues its commitment to integrating and embedding the PPST into the RPMS for teachers.
2. Geared towards competency-based performance management, professional development, and career progression, the PPST-based RPMS for teachers shall utilize all the 37 indicators of the PPST and shall be distributed across three school years (SYs): SY 2022-2023, SY 2023-2024, and SY 2024-2025. This DepEd Memorandum titled Multi-Year Guidelines on the Results-Based Performance Management System-Philippine Professional Standards for Teachers (RPMS-PPST) details the enclosed procedures and all other necessary information on the adoption and implementation of performance management and appraisal of teachers. The tools, forms, and protocols stipulated herein are developed and modified to ensure that the measures of teacher performance throughout the next three SYs are appropriate, adaptive, and relevant to capture teachers' actual performance and are applicable to all contexts and scenarios faced by the schools adopting different learning modalities.
3. This Memorandum shall cover all teachers in public elementary and secondary schools and community learning centers (CLCs), including those assigned to teach under the Alternative Learning System (ALS), Madrasah Education, Special Education (SPEd), and Special Science Education. It shall guide the Ratees, Raters, Approving Authorities, and other stakeholders in managing and evaluating teachers' performance anchored on the PPST.
4. Furthermore, the RPMS timeline for the next three SYs shall be aligned with the annual School Calendar and Activities issued by the Department.
5. For more information, please contact the Bureau of Human Resource and Organizational Development, 4th Floor, Mabini Building, Department of Education Central Office, DepEd Complex, Meralco Avenue, Pasig City through email at bhrod.hrdd@deped.gov.ph or at telephone number (02) 8470-6630.
6. Immediate dissemination of this Memorandum is desired.
By Authority of the Secretary
(SGD) GLORIA JUMAMIL-MERCADO
Undersecretary
Reference:
DepEd Order (Nos. 42, s. 2017 and 2, s. 2015)
To be indicated in the Perpetual Index
under the following subjects:
EMPLOYEES
OFFICIALS
PERFORMANCE
POLICY
PROGRAMS
SCHOOLS
TEACHERS
(Enclosure to DepEd Memorandum No. 008, s. 2023)
MULTI-YEAR GUIDELINES ON THE RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM - PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (RPMS-PPST)
I. The Multi-Year RPMS Timeline and RPMS Cycle for Teachers
1. The performance cycle of teachers follows the DepEd RPMS Cycle prescribed in Deped Order (DO) No. 2, s. 2015 (Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS) in the Department of Education). Figure 1 illustrates the four (4) phases of the RPMS Cycle and its alignment with the RPMS-related activities of teachers within a School Year (SY).
Figure 1: The RPMS Cycle for Teachers
2. This guidelines shall cover three (3) SYs: SY 2022-2023, SY 2023-2024, SY 2024-2025. Each SY shall follow the prescribed RPMS timeline provided below (Figure 2).
Figure 2: The RPMS Timeline for Teachers
3. The performance rating of teachers shall follow the schedule provided in the School Calendar and Activities guidelines of each SY. It shall be used as basis for performance-based compensation and benefits (i.e. Mid-Year and Year-End bonuses, Productivity Enhancement Incentive), determination of length of service for purposes of computation for the Performance-Based Bonus (PBB), and for purposes of career progression of teachers.
II. RPMS-PPST Indicators for Proficient and Highly Proficient Tools
4. Teachers who will use the Proficient Tools are expected to be 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 and 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 the knowledge, skills, and practices of Career Stage 2 (Proficient) Teachers.
5. The following teacher positions, including those of similar rank that teach under the ALS, Madrasah Education, SPED, and/ or Special Science Education, shall use the Proficient Tools:
a. Teacher I;
b. Teacher II; and
c. Teacher III.
The additional teacher positions that may be created by virtue of Executive Order (EO) No. 174 (Establishing the Expanded Career Progression System for Public School Teachers) shall likewise use the Proficient tools, unless otherwise stated in subsequent guidelines.
6. Master Teachers who will use the Highly Proficient Tools are those that consistently display high levels of performance in their teaching practice. They manifest an in-depth and sophisticated understanding of the teaching and learning process, have high education-focused situation cognition, and are more adept in problem solving and optimize opportunities gained from experience. Career Stage 3 (Highly Proficient) Teachers work collaboratively with colleagues and provide them support and mentoring to enhance their learning and practice. They continually seek to develop their professional knowledge and practice by reflecting on their own needs, and those of their colleagues and students.
7. The following Master Teacher positions, including those of similar rank teaching under the ALS, Madrasah Education, SPED, and/or Special Science Education, shall use the Highly Proficient Tools:
a. Master Teacher I;
b. Master Teacher II;
c. Master Teacher III; and
d. Master Teacher IV.
The additional Master Teacher position that may be created by virtue of EO No. 174 shall likewise use the Highly Proficient Tools, unless otherwise rescinded in subsequent guidelines.
8. These guidelines shall prescribe the specific set of indicators for each school year, all of which were based on consultation with selected field personnel, teachers, and master teachers nationwide. Thus, all school-based personnel covered by this DepEd Memorandum shall strictly abide by the set of indicators assigned for each SY. Any modification to the set of indicators per school year shall not be allowed.
9. The 37 PPST indicators for both Proficient and Highly Proficient Tools shall be divided across three (3) school years, each with a total of 15 indicators composed of Classroom Observable Indicators (COIs), Non-Classroom Observable Indicators (NCOIs), and the Plus Factor.
10. Figure 3 provides for the 3-year distribution of the 37 PPST indicators using the Proficient Tools.
Figure 3: 3-Year Distribution of PPST Indicators for Proficient Teachers
11. Figure 4 provides for the 3-year distribution of the 37 PPST indicators using the Highly Proficient Tools.
Figure 4: 3-Year Distribution of PPST Indicators for Highly Proficient Teachers
12. The weight per each indicator shall be as follows:
PPST Objective | Weight |
Objectives 1 to 14 | 7% each (total of 98%) |
Objective 15 (Plus Factor) | 2% |
Total | 100% |
13. All COIs shall be measured using the following Performance Indicators: Quality and Efficiency.
Quality shall be measured through the demonstration of COis during the Classroom Observation (CO) and the submission of the Classroom Observation Tool (COT) or Inter-Observer Agreement Form, whichever is applicable, as means of verification (MOV).
Efficiency shall be measured through efficient delivery of the lesson objectives within the prescribed period or time allotment.
There shall be no Timeliness performance indicators for all COIs.
14. On the other hand, NCOIs shall be measured using the following Performance Indicators: Quality, Efficiency, and/or Timeliness.
III. Multi-Year RPMS-PPST Tools
15. The following RPMS-PPST Tools shall be used in SY 2022-2023, SY 2023- 2024, and SY 2024-2025:
a. Annex Al: Proficient RPMS-PPST Tools for SY 2022-2023;
b. Annex A2: Proficient RPMS-PPST Tools for SY 2023-2024;
c. Annex A3: Proficient RPMS-PPST Tools for SY 2024-2025;
d. Annex Bl: Highly Proficient RPMS-PPST Tools for SY 2022-2023;
e. Annex B2: Highly Proficient RPMS-PPST Tools for SY 2023-2024;
f. Annex B3: Highly Proficient RPMS-PPST Tools for SY 2024-2025;
g. Annex C: Full RPMS-Classroom Observation Tool Rubric
h. Annex D: Modes of Classroom Observation
i. Annex E: Classroom Observation Process
16. The aforementioned tools may also be accessed using the QR code below or through this link: https://bit.ly/RPMSPPSTMULTIYEAR which can be accessed using the official DepEd e-mail address (example juan.delacruz@deped.gov.ph). In case the employee does not yet have a DepEd e-mail address, they may request from their respective Division Information Technology Officer (ITO).
IV. Guidelines for Classroom Observation
17. For SY 2022-2023, only two (2) classroom observations are required, which shall be conducted in the last two (2) quarters (one per quarter). For SY 2023-2024 and SY 2024-2025, four (4) classroom observations are required, which shall be conducted once every quarter.
18. Figure 5 provides for the schedule and distribution of the identified COis that shall be observed across quarters for Proficient Teachers; while Figure 6 provides for the schedule and distribution of the identified COIs that shall be observed across quarters for Highly Proficient Teachers.
Figure 5: Schedule and Distribution of COIs across Quarters for Proficient Teachers for SY 2022-2023, SY 2023-2024, and SY 2024-2025
YEAR 1 SY 2022-2023 | CLASSROOM OBSERVATION | |||
1st | 2nd | 3rd | 4th | |
COI 1 | 1.1.2 | 1.1.2 | ||
COI2 | 1.4.2 | 1.4.2 | ||
COI3 | 1.5.2 | 1.5.2 | ||
COI4 | 2.3.2 | |||
COI5 | 2.6.2 | |||
COI6 | 3.1.2 | |||
COI7 | 4.1.2 | |||
COI8 | 4.5.2 | |||
COI9 | 5.1.2 | |||
TOTAL | 0 | 0 | 6 | 6 |
YEAR 2 SY 2023-2024 | CLASSROOM OBSERVATION | |||
1st | 2nd | 3rd | 4th | |
COI 1 | 1.1.2 | 1.1.2 | 1.1.2 | 1.1.2 |
COI2 | 1.4.2 | 1.4.2 | 1.4.2 | 1.4.2 |
COI3 | 1.5.2 | 1.5.2 | 1.5.2 | 1.5.2 |
COI4 | 1.6.2 | 1.6.2 | ||
COI5 | 2.1.2 | 2.1.2 | ||
COI6 | 2.2.2 | 2.2.2 | ||
COI7 | 3.2.2 | 3.2.2 | ||
COI8 | 3.5.2 | 3.5.2 | ||
COI9 | 5.3.2 | 5.3.2 | ||
TOTAL | 6 | 6 | 6 | 6 |
YEAR 3 SY 2024-2025 | CLASSROOM OBSERVATION | |||
1st | 2nd | 3rd | 4th | |
COI 1 | 1.1.2 | 1.1.2 | 1.1.2 | 1.1.2 |
COI2 | 1.4.2 | 1.4.2 | 1.4.2 | 1.4.2 |
COI3 | 1.3.2 | 1.3.2 | ||
COI4 | 1.7.2 | 1.7.2 | ||
COI5 | 2.4.2 | 2.4.2 | ||
COI6 | 2.5.2 | 2.5.2 | ||
COI7 | 3.3.2 | 3.3.2 | ||
COI8 | 3.4.2 | 3.4.2 | ||
TOTAL | 5 | 5 | 5 | 5 |
Figure 6: Schedule and Distribution of COIs across Quarters for Highly Proficient Teachers for SY 2022-2023, SY 2023-2024, and SY 2024-2025
YEAR 1 SY 2022-2023 | CLASSROOM OBSERVATION | |||
1st | 2nd | 3rd | 4th | |
COI 1 | 1.1.3 | 1.1.3 | ||
COI2 | 1.5.3 | 1.5.3 | ||
COI3 | 2.3.3 | |||
COI4 | 2.6.3 | |||
COI5 | 3.1.3 | |||
COI6 | 4.1.3 | |||
TOTAL | 0 | 0 | 4 | 4 |
YEAR 2 SY 2023-2024 | CLASSROOM OBSERVATION | |||
1st | 2nd | 3rd | 4th | |
COI 1 | 1.1.3 | 1.1.3 | 1.1.3 | 1.1.3 |
COI2 | 1.5.3 | 1.5.3 | 1.5.3 | 1.5.3 |
COI3 | 1.6.3 | 1.6.3 | ||
COI4 | 2.1.3 | 2.1.3 | ||
COI5 | 2.2.3 | 2.2.3 | ||
COI6 | 3.2.3 | 3.2.3 | ||
COI7 | 3.5.3 | 3.5.3 | ||
COI8 | 5.3.3 | 5.3.3 | ||
TOTAL | 5 | 5 | 5 | 5 |
YEAR 3 SY 2024-2025 | CLASSROOM OBSERVATION | |||
1st | 2nd | 3rd | 4th | |
COI 1 | 1.1.3 | 1.1.3 | 1.1.3 | 1.1.3 |
COI2 | 1.3.3 | 1.3.3 | ||
COI3 | 1.7.3 | 1.7.3 | ||
COI4 | 2.5.3 | 2.5.3 | ||
TOTAL | 3 | 2 | 3 | 2 |
19. The average rating of the classroom observations done across quarters shall constitute the final rating for each COI.
20. Additional classroom observations may be conducted for purposes of technical assistance to teachers to improve their teaching practice. However, classroom observations conducted for technical assistance purposes will not be a factor in the determination of a Ratee's performance rating. The purpose or objective of the observation shall be clearly stated prior to any scheduled classroom observation.
21. All classroom observations for performance evaluation purposes shall be scheduled in advance. The Ratee must be informed of the schedule at least three (3) working days before the classroom observation.
22. In case observations circumstances and fortuitous events that are outside the control of the schools (such as natural or man-made calamities or disasters, lockdowns, etc.), concerned schools may be allowed to deviate from the prescribed timeline of conducting classroom observations; provided that requests in relation thereto shall be subject for approval of the Schools Division Superintendent; provided further, that all applicable classroom observation modes are exhausted prior to submitting the request.
23. The default mode of classroom observation shall be in-person/face-to-face observation. In case of any national pronouncements that may affect the operations of the school (e.g. community quarantines, implementation of blended learning, etc.), the following modes of alternative classroom observation may be considered:
a. Online Synchronous Classroom Observation
b. Online Asynchronous Classroom Observation
c. Classroom Observation via Learning Action Cells (LAC)
The usual protocols and procedures indicated in the 2019 DepEd RPMS Manual for Teacher and School Heads shall apply. Annex D provides for the additional guidelines on the conduct of all classroom observation modes.
24. To further guide the Ratees and Raters on the conduct of the various classroom observation modes, Annex E provides for the pre-observation, observation, and post-observation processes for any mode of classroom observation.
V. Ratee, Rater, and Approving Authority in the RPMS
25. The matrix reflecting the appropriate raters and approving authorities is enclosed and established in DO 2, s. 2015 (RPMS Guidelines). To address operational concerns that have surfaced since the issuance of DO 2, s. 2015, the said matrix shall be expanded in the table below to provide for a clearer ratee-rater-approving authority relationship.
Figure 7. Ratee-Rater-Approving Authority Matrix
Ratee/Teacher | Rater/Observer | Approving Authority |
Head Teacher Master Teacher | Principal / School Head | Superintendent Small and Medium Divisions Assistant Superintendent Large and Very Large Divisions |
Teacher (for schools with no Master Teachers, Head Teachers, and/or Assistant Principals | Principal / School Head | Superintendent Small and Medium Divisions Assistant Superintendent Large and Very Large Divisions |
Teacher | Master Teacher / Head Teacher / Assistant Principal | Principal / School Head |
ALS Implementers (school-based) | Master Teacher / Head Teacher / Assistant Principal | Principal / School Head |
ALS Implementers (community learning centers-based) | Education Program Specialists for ALS / In charge for ALS | Chief of Curriculum Implementation Division (CID) |
VI. Glossary of Terms
Figure 8: Glossary for the RPMS Tools SY 2021-2022
GLOSSARY | |
Audio Lesson | Refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material.
This can be saved in a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.) |
Career Stage | Articulates the progression of teacher performance from Beginning to Distinguished teaching practice. |
Classroom Observable Indicators (COIs) | Refers to teacher behaviors/practices that can be observed inside the classroom context and measured by COT |
Daily lesson Log (DLL) | See Lesson Plan |
Demonstration Teaching with co-teachers as learners | Demonstration option where ratees will demonstrate the identified COIs and deliver the lesson with co-teachers who will serve as learners as if it were in a real class. |
Demonstration of best practices | Demonstration option where ratees will demonstrate the identified COIs based on their understanding of the objective and share it with their co-teacher during the LAC session |
Detailed Lesson Plan (DLP) | See Lesson Plan |
Learning Action Cell (LAC) | Functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of Education 2016a, i)
LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to enable teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional collaborative spirit among school heads, teachers, and the community as a whole (Department of Education 2016a, 31 |
Lesson Exemplar | "During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies" (Department of Education - CALABARZON 2020, 10). |
Lesson Plan | Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b)
Other forms of a lesson plan are the Weekly Lesson Plan(WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars (LE). |
Most Essential Learning Competencies (MELCs) | Refer to the competencies from the K to 12 curriculum guides which are most useful in many professions and in everyday life, thereby satisfying the so-called endurance criterion.
Anchored on the prescribed standards, these competencies identified by the Department in consultation with stakeholders are to be used nationwide by field implementers and private schools for SY 2020-2021 as a response to developing resilient education systems most especially during emergencies such as the current global pandemic (Department of Education, 2020a). |
Non Classroom Observable Indicators (NCOIs) | Pertains to teacher behavior/ practices that are performed by teachers outside the classroom and not observable within the classroom (NCOIs) context. |
Online Synchronous Teaching | A mode of teaching that utilizes video conferencing, live chat, instant messaging, or a combination of any of the online tools to engage learners to work in real-time
These materials may be designed for collaborative tasks to engage learners on virtual collaboration among peers (Department of Education 2020b, 31). |
Supplementary Materials | Refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd division/regional/central offices
These materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TV- and radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, and MELCs-aligned video- and audio-lessons (Department of Education - Undersecretary for Curriculum and Instruction 2020, 3). Writing tasks can also be part of the supplementary materials where learners can write the challenges they are facing and what parts of the lesson they did not fully understand and need additional help for from their teacher (Department of Education 2020b, 37) |
Two-way Radio Instruction | Refers to real-time instruction via handheld two-way radios or walkie-talkies.
"Those areas with Last Mile Schools which cannot be reached by the 25-50 kilometer radius coverage area would now be served using handheld two-way radios or 'walkie-talkies.' These schools would each be given sets of walkie-talkies to be able to reach learners who are 3-5 kilometers away from the school. Paired with DepEd printed modules, teachers are able to guide their students and answer their questions real-time. The combination of the two modalities, printed modules and handheld radios, enable the effective delivery of lessons even in the absence of online options, television and radio broadcast services" (Department of Education - Undersecretary for Administration 2021) |
Video Lesson | Refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used as supplementary material
This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g., flash drives or CD-ROMs). |
VII. References
1. Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Leaming Competencies. Pasig City.
2. Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the Covid-19 Public Health Emergency. Pasig City.
3. Government of the Philippines, Department of Education. 2019a. Classroom Observation Tool. Pasig City.
4. Government of the Philippines, Department of Education. 2019b. Results-based Performance Management System Updated Manual. Pasig City.
5. Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. Pasig City.
6. Government of the Philippines, Department of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. Pasig City. Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Pasig City.
7. Government of the Philippines, Department of Education. 2015. Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC). Pasig City.
8. Government of the Philippines, Department of Education - CALABARZON. 2019. PNOT 4A Budget of Work in AU Learning Areas in Key Stage 1-4 (version 2.0). Cainta.
9. Government of the Philippines, Department of Education - Undersecretary for Curriculum and Instruction. 2020. Policy Guidelines on the Implementation of Learning Delivery Modalities for the Formal Education. Pasig City.
10. Government of the Philippines, Department of Education -Teacher Education Council. 2019. Philippine Professional Standards for Teachers (PPST) Resource Package Module 17. Pasig City.
11. United Nations Educational, Scientific and Cultural Organization. 1999. Programme for the Education of Children in Difficult Circumstances: street children, working children… access to education, even for the most destitute. https://unesdoc.unesco.org/ark:/48223/pfO00011810l_eng?poslnSet=l&queryld=9046c1d9-f537-4e9c-9641-9d4d93b0a429
Full copy of DepEd Memorandum No. 008, s. 2023:
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