Republic of the Philippines Bepartment of Cducation FEB O7 2005 DepEd MEMORANDUM No. g4qi7 + & 2025 INTERIM GUIDELINES FOR THE DEPARTMENT OF EDUCATION PERFORMANCE MANAGEMENT AND EVALUATION SYSTEM FOR TEACHERS IN THE SCHOOL YEAR 2024-2025 To: Undersecretaries Assistant Secretaries Bureau and Service Directors Regional Directors Schools Division Superintendents Public Elementary and Secondary School Heads All Others Concerned i. Paithful to its commitment to providing support to teachers to be able to deliver quality education for Filipino learners, the Department of Education (DepEd) reviewed the Results-based Performance Management System (RPMS) issued as 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), ensuring streamlined, improved, and simplified processes and requirements for the performance management system. 2. As the comprehensive guidelines for the revision of DO No. 2, s. 2015 are underway, DepEd hereby issues the enclosed Interim Guidelines for the DepEd Performance Management and Evaluation System (PMES) for Teachers in the School Year (SY) 2024-2025. 3. These interim guidelines shall lift the suspension of the implementation of the performance management system for teachers per DM-OSEC-2024-002 (Guidance on the Implementation of DepEd Results-based Performance Management System (RPMS). Relative to Executive Order No. 61, s. 2024). This shall address the identified concerns relative to the current implementation of performance management for teachers. Further, this shall complete the three-year cycle of teacher performance assessment per DepEd Memorandum (DM) No. 008, s. 2023 (Multi-Year Guidelines on the Resuits-based Performance Management System-Philippine Professional Standards for Teachers), which covers all 37 Philippine Professional Standards for Teachers (PPST) Indicators. 4. This Memorandum shall cover all teachers in public elementary and secondary schools, as well as community learning centers, including Alternative Learning Systems, Madrasah, Special Needs Education, and Special Science Teachers, It shall guide the ratees, raters, approving authorities, and other stakeholders in managing and evaluating teachers’ performance aligned with the PPST. @ DepEd Complex, Meralco Avenue, Pasig city 1600 [ g633-7208/8633-7228 /8692-1361 4a 2536-4876 8607-6209 wa. depen5. Furthermore, these interim guidelines for PMES for teachers shall be implemented starting the fourth (44) quarter of SY 2024-2025. Only PMES-related activities conducted upon the issuance of this Memorandum shall be recognized and accepted to provide the rating of teacher performance. 6. All other provisions of DM 008, s. 2023 which are not affected by these guidelines shall remain in effect unless otherwise repealed, modified, or amended by subsequent policies. 7. 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 [Link]@[Link] or at telephone number (02) 8470-6630. 8. Immediate dissemination of this Memorandum is desired. SONNY ANGARA Secretary Enel.: As stated References: DepEd Order No. 2, s. 2015 DepEd Memorandum No. 008, s. 2023 To be indicated in the Perpetual Index under the following subjects: ASSESSMENT BUREAUS AND OFFICES CALENDAR CLASSES OFFICIALS PERFORMANCE RATING SCHOOLS ‘TEACHERS #RMO non ME, Or no Dep PES acer nS 2028-2005(Enclosure to DepEd Memorandum Nof) 3 '7, s. 2025) INTERIM GUIDELINES FOR THE DEPED PERFORMANCE MANAGEMENT AND EVALUATION SYSTEM (PMES) FOR TEACHERS FOR SY 2024-2025 I. Performance Management and Evaluation Cycle and Timeline 1. In the interim, the performance cycle of teachers shall follow the DepEd RPMS Cycle prescribed in DO No. 2, s. 2015 as anchored on the Strategic Performance Management System for government agencies mandated by the Civil Service Commission (CSC) through CSC Memorandum Circular (MC) No. 6, s. 2012. Figure 1 illustrates the four (4) phases of the Performance Management and Evaluation Cycle and related activities of teachers within a school year. Figure 1. PMES Cycle for Teachers for SY 2024-2025 ero) ee ueecnan x \ Were otto Legend: ‘TR Technical Assistance {WD tearing and Development2. For SY 2024-2025, the performance management and evaluation of teachers shall follow the timeline provided below (Figure 2) Figure 2. Timeline of PMES for Teachers for SY 2024-2025 i ee Person(s) ma Ce ee res a7 ante een Cc Copy of the Individual | 4 | Discussion of target Performance Raters and | Beginning a of 4th objectives Commitment and Rates | ie Review Form (IPCRF) rues Classroom Rates and | Any time in pans Observation Tool Raters 4th PHASE I a (con) (Observers) | Quarter Performance ® Monitoring aie costing Coaching and perinenanee Ratees and | Regularly © | Mentoring Sessions | Monitoring and Raters a is Coaching Form | Quarter (PMCr) | PHASE IIT Performance | Raters, | afer th Performance Assessment of IPCRF | Ratees, and | \25¢ ae Ke t Review and | Teachers with Final Approving a =e Evaluation | Rating in the IPCRF Authorities | “lasses PHASE IV Performance 3 Finalization of After the Reversing Individual IPCRF - IDP Rates and | jast day of Seoment | Development Plans | classes PlanningIl. _ PPST-based Objectives for Proficient and Highly Proficient Teachers 3. The performance management and evaluation of teachers shall use the PPST- based Tools for Proficient and Highly Proficient Teachers. 4, Teachers who will use the Proficient Teacher 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 Alternative Learning System (ALS), Madrasah, Special Needs Education (SNED), and/or Special Science Education, shall use the Proficient ‘Teacher Tools: a. Teacher I; b. Teacher II; and c. Teacher Ill. ‘The additional teacher positions of Teacher IV, V, VI, and VII that shall be created by virtue of Executive Order (EO) No. 174, s. 2022 (Establishing the Expanded Career Progression System for Public School Teachers) and its Implementing Rules and Regulations (IRR) shall likewise use the Proficient ‘Teacher tools, unless otherwise amended by subsequent guidelines. 6. Master Teachers who will use the Highly Proficient Teacher 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, SNED, and/or Special Science Education, shall use the Highly Proficient Teacher Tools: a. Master Teacher I; Master Teacher II; Master Teacher III; and Master Teacher IV. aos‘The additional Master Teacher V position that shall be created by virtue of EO No. 174, s. 2022 and its IRR shall likewise use the Highly Proficient Teacher Tools, unless otherwise amended by subsequent guidelines. 8. For SY 2024-2025, a set of PPST-based objectives shall be prescribed for the performance management of teachers nationwide. These are remaining objectives from the multi-year implementation of the performance management for teachers, completing the cycle covering all 37 indicators of the PPST. Any modification to the set of indicators shall not be allowed. 9. There shall be a total of 14 obigctives composed of Classroom Observable Indicators (COIs) and Non-Classroom Observable Indicators (NCOIs) of the PPST. [Link] Plys Factor shall not be included in the list of Objectives for the Teacher PMES. [Link] 3 provides the list of PPST-based objectives for teachers who will use the Proficient Teacher Tool, Figure 3 Objectives for Proficient Teachers for SY 2024-2025 T | COI | Apply knowledge of content within and across curriculum teaching areas (PPST Indicator 1.1.2) 2 | NCOI | Use research-based knowledge and principles of teaching and learning to enhance professional practice (PPST Indicator 1.2.2) S| COI | Ensure the positive use of ICT to facilitate the teaching and learning process (PPST Indicator 1.3.2) 4 | COL | Use a range of teaching strategies that enhance learner achievement in Weracy and numeracy skills (PPST Indicator 1.4.2) 3 | GOI | Use effective verbal and non-verbal dassroom communication strategies to Support Tearner understanding, participation, engagement and achievement (PPST Indicator 172) © | COI | Maintain supportive learning environments that nurture and Inspire learners to participate, cooperate and collaborate in continued learning (PPST Indicator 2.4.2) 7 [COI | Apply @ range of successful strategies that maintain learning environments that ‘motivate learners to work productively by assuming responsibilty for their own learning (PPST indicator 2.5.2) S| Cor | Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents (PPST Indicator 3.3.2) 9 | COI | Pian and deliver teaching strategies that are responsive tothe special educational necds of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices (PPST Indicator 3.4.2) FO | NGOT | Adapt and impiement learning programs that ensure relevance and responsiveness to the needs of all learners (PPST indicator 4.3.2) Ti | NCOT | Maintain Tearing environments that are responsive to community contexts (PPST Indicator 6.1.2) 12 | NCOT | Review regularly personal teaching practice using existing laws and regulations that apply to the teaching profession and the responsibilities specified in the Code of Bthics for Professional Teachers (PPST indicator 6.3.2) TS [NCOI | Comply with and implement school policies and procedures consistently to foster ‘harmonious relationships with learners, parents, and other stakeholders (PPST Indicator 64.2)‘Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity (PPST Indicator 7.2.2) [Link] 4 provides the list of PPST-based objectives for teachers who will use the Highly Proficient Teacher Tool. Figure 4 Objectives for Highly Proficient Teachers for SY 2024-2025 ‘COI | Mosel effective applications of content knowledge within and across curriculum teaching ‘areas (PPST Indicator 1.1.3) 2| NCOT | Collaborate with colleagues in the conduct and application ofresoarch to enrich Imnowicdge of content and pedagogy. (PPST Indicator 1.2.3) ZS | COI | Promote effective strategies in the positive use of ICT to facilitate the teaching and learning process. (PPST indicator 1.3.3) | NCOI_| Gvaiuate with colleagues the effectiveness of leaching strategies that promote leamer ‘achievement in literacy and numeracy. (PPST Indicator 1.4.3) S| COT | Display a wide range of eflective verbal and non-verbal classroom communication strategies to support leamer understanding, participation, engagement and ‘achievement (PPST Indicator 1.7.3) | NCOT | 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 (PPST indicator 2.4.3) T_ | COI | Model successful strategies and support colleagues in promoting learning environments that effectively motivate Teamers to work productively by assuming responsibility for their own learning, (PPST Indicator 2.5.3) & | NCOT | Assist colleagues to design, adapt and implement teaching strategies that are ‘responsive to learners with disabilities, gitedness and talents (PPST Indicator 3.3.5) 9] NCOT | Evaluate with colleagues teaching strategies that are responsive to the apecial ‘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 practices (PPST indicator 3.4.3) TO. | NCOI_| Work collaboratively with colleagues to evaluate the design of learning programs that develop the knowledge and skills oflearners at different ability levels PPST Indicator 43,3) TT | NCOI | Reilect on and evaluate Teaming environments that are responsive to community contexts. (PPST Indicator 6.1.3) 12 | NCOT | Discuss with colleagues teaching and learning practices that apply existing codes, laws and regulations that apply to the teaching profession, and the responsibiies specified in the Code of Ethics for Professional Teachers (PPST Indicator 6.3.3) Ta | NCOT | Exhibit commitment to and support teachers in the implementation of school policies and procedures to foster harmonious relationships with learners, parents and ‘other stakeholders, (PPST Indicator 6.4.3) T# | NCOT | 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. (PPST Indicator 7.2.3)I. Assessing PPST-based Objectives 1 1 1 1 [Link] performance assessment shall focus on the demonstration and achievement of the PPST COIs and NCOlIs, which are translated as Objectives in the performance management and evaluation of teachers. [Link] (1) or two (2) full-period classroom observations shall be required to be conducted in assessing the performance of teachers for classroom observable objectives. These observations shall be conducted at any time during the 4th Quarter of SY 2024-2025, with the schedule agreed upon by the teacher and the rater (observer), [Link] shall be two (2) scheduling options for the full-period classroom observation: * Option A: Two (2) full-period classroom observations in 4th Quarter, with objectives (CO!) distributed across observations * Option B: One (1) full-period classroom observation in 4th Quarter covering all objectives (COI) 6. Figure 5 outlines the Option A schedule, detailing the distribution of objectives/COls that shall be observed in the first and second full-period dassroom observations for both Proficient and Highly Proficient Teachers; vhile Figure 6 presents the Option B, specifying the COIs to be observed in a single full-period classroom observation for Proficient and Highly Proficient ‘Teachers. Figure 5. Option A: Two (2) Fullperiod Classroom Observations — Schedule and Distribution of COIs for SY 2024-2025 for Proficient Teachers and Highly Proficient Teachers ‘Objective (COI) | ist full- | 2nd full- period | period co co Proficient Teachers Highly Proficient Teachers Obj. 1 PST 1.1.2) Obj. 1 (PPST1.13) |v v ‘Obj. 3 (PPST 1.3.2) . 3 (PPST 1. * (Obj. 4 (PPST 1.4.2) Obj. 5 (PPST I. ey ‘Obj. 5 (PPST 1.7.2) Obj. 7 (PPST 2.5.3) |__v v_ | ‘Obj. 6 (PPST 2.4.2) TOTAL 3 5 (Obj. 7 (PPST 2.5.2) ‘Obj. 8 (PPST 3.3.2) ‘Obj. 9 (PPST 3.4.3) TOTAL 5 5Figure 6. Option B: One (1) Full-period Classroom Observation for SY 2024-2025 ~ COIs for SY 2024-2025 for Proficient Teachers and Highly Proficient Teachers Objective (CON) | One (1) fall- z period CO Proficient Teachers Highly Proficient Teachers ‘Obj. 1 (PPST 1.1.2) Obj. 1 (PPST 1.1.3) Ti Obj. 3 (PPST 1.3.2) Obj. 3 (PPST 1.3.3) a Obj. 4 (PPST 1.4.2) i Obj. 5 (PPST 1.7.3) si ‘Obj. 5 (PPST 1.7.2) Obj. 7 (PPST 2.5.3) Q ‘Obj. 6 (PPST 2.4.2) TOTAL 4 Obj. 7 (PPST 2.5.2) Obj. 8 (PPST3.3.2) | Obj. 9 (PPST 3.4.2) [Bx TOTAL wi <}sisis]sis}s}<) [Link]-requisite and consequential teaching-learning materials and documents, ace a arson renee clecalecariec ie eeceaen ae assessment results, and other teaching materials shall be used as bases for assessing non-classroom observable objectives during the prey and post- CreereonTODServation conference, [Link] considered as means of verification or proof of demonstration and ‘AchieveNTeNeT the objectives shall not be required to be o1 ina —pbuaical portfolio for submis: SGHEEER Sua oT the school year. — teachers are encouraged to have their own repository of teaching-learning materials/documents to facilitate accessibility and resource sharing. a. Pre-Observation [Link] ratee (teacher) and rater (observer) shall agree on the schedule of classroom observations. The schedule must be set at least three (3) working days before the classroom observation. In the event that the agreed observation did not push through due to conflicting schedules, they must reschedule the soonest possible time. [Link] case of unforeseen 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 the adjusted schedule is approved by the Schools Division Superintendent (SDS); provided further, that all applicable classroom observation modes are exhausted prior to submitting the request. [Link] default made of classroom observation shall be in-person /face-to- face observation. In case of any national or local prOWouncemtentethar Trey —_———affect the operations of the school (e.g. extended period of work suspensions, community quarantines, implementation of blended learning, etc.), the following modes of alternative classroom observation may be considered, subject to internal guidelines issue by the Department: a. Online Synchronous Classroom Observation ‘b. Online Asynchronous Classroom Observation ¢. Classroom Observation via Learning [Link] (LAC) [Link]-observation Conference. Before the conduct of the classrooom observation, ratees (teachers) and raters (observers) shall conduct pre- observation conference to review the Classroom Observation Tool (COT) Rubric appropriate to the level of the ratee to be observed. They shall refer to the list of classroom observable indicators to be observed in the particular classroom observation period (see Figures 5 and 6). [Link] of lesson plans. Ratees (Teachers) to be observed shall gubmit their lesson plan to the rater (observers) at_least_one (1) day before the ‘Scheduled classtoom observation for review and assessment ficient Teachers, their lesson plans, activity sheets, or assessment materials shall be given appropriate rafings in the IPCRF using the PMES Proficient Teacher Tool as basis for its demonstration and achievement of Objective 2 (PPST Indicator 1.2.2). [Link] (Teachers) and raters (observers) shall ensure that lesson plans, instructional materials, assessment tools, and other teaching and learning resources to be used during classroom observations reflect those usually employed during regular class days. This ensures that the demonstration of teaching in Classroom observations represents the teaching-learning dynamics that learners and teachers experience on a daily basis. ~ b. Actual Observation [Link] the actual classroom observation, the ratee (teacher) shall deliver the lesson, For purposes of rating the performance, classroom observations shall be done for the entire class period. [Link] (Observers) shall only use the Observation Notes Form to record comments and observations on the teacher’s performance. [Link] Highly Proficient Teachers, colleagues shall be allowed to observe as part of the mentoring and coaching activities. ¢. Post-Observation 28 Individual Rating. The raters rate the performance of teacher using the COT appropriate to the teacher’s level. Only those indicators expected to beobserved in an observation period, as specified in Figures 5 and 6, shall be given rating. If there are multiple observers, only the subject specialist is expected to rate Objective 1. If there is only one rater (observer), he or she rates Objective 1. Elementary teachers are generalists; all observers are expected to rate Objective 1. [Link]-Observer Agreement Exercise (in case of multiple observers). Raters (Observers) shall meet to discuss the individual ratings given. In case of different ratings, they shall come up with a final rating. The final rating shall not be an average but a final rating based on reasoned and consensual judgment. [Link]-Obgervation 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, allowing the ratee to reflect on his or her strengths and areas for improvement and enhancement. —— EE [Link] is recommended that the Post-Observation Conference is conducted in a supportive and friendly environment. 32,During the post-classroom observation conference, teaching materials and documents, such as activity_sherts, assessment matefals, assessment results, and other materials shall i ropriate ratings in the IPCRF for non-classroom observable objectives, when applicable, using the PMES Tool appropriate to the level of the teacher. d. Assessment of Non-Classroom tion-related objectives [Link] ratge_shall_consistently demonstrate achievement of non-classroom Gbserr nie sEjectnee tioeaonr he school year, as teaching and learning activities such as Learning Action Cell (AC) sessions, coaching and mentoring sessions, learning programs, and other®@re conducted. [Link] are expected to provide evidence and documentation of demonstration and achievement of the objectives promptly, rather than waiting for the end- of-year assessment, Such evidence @@f-documents are crosscutting and targetting multiple Objectives, which means that there is no need to reproduce or duplicate copies of the documents per objective. The rater shall thep assess: this evidence and provide ratings using the tool appropriate to the level of the teacher. No portfolfo for performance assessment shall be collected. The Ratees and Raters shall refer to Figures 7 and 8 for the matrices outlining possible acceptable evidence of demonstration and achievement of the objectives.IV. Strengthening the Coaching, Mentoring and Performance Monitoring —— a. Frequent short-period and walkthrough observations 35.o provide continuous support to teachers in enhancing their effectiveness in instruction and to address gaps identified during full-period classroom observations, frequent short-period and walkthrough (i.e., monitoring by aroun: tegy) observations, approximately 10-15 minutes, shall be conducted as a non-rated, formative, and developmental approach These brief and informal observations will allow for timely feedback and targeted support, fostering continuous improvement and enhancement in teaching strategies. i. Frequency and Duration: Short-period and walkthrough observations should occur regularly, with a focus on specific instructional practices or areas of concern. ii, Purpose: The primary goal of these observations is to provide constructive feedback, identify areas for growth, and support professional development. . Collaboration: Teachers are encouraged to collaborate with colleagues or mentors during these observations to foster a culture of shared learning and support. iv. Follow-Up: After each observation, a brief debriefing session will be conducted to discuss findings, celebrate successes, and outline actionable steps for improvement. v. Documentation: Observer-mentors shall maintain a record of each observation in the Performance Monitoring and Coaching Form (PMCF) and the associated feedback to track progress over ie b. Regular monitoring and provision of technical assistance on teaching and learning process and materials [Link] ensure the effective design and implementation of teaching and learning process and materials, including lesson plans, instructional materials (IMs), and assessment tools, among others, regular monitoring and targeted technical assistance shall be conducted, complemented with immediate and constructive feedback. This feedback will allow teachers to make timely improvements and enhancements on teaching strategies and material development. [Link] shall be the responsibility of both the Ratee and Rater who agree to track and record significant incidents through the use of the PMCF or other available technical assistance provision and monitoring form. [Link] Rater, as the coach or mentor of the Ratee, plays a critical role in the performance monitoring, coaching, and provision of technical assistance. 10‘They shall provide an enabling environment and intervention for continuous improvement. V. Computation of Rating oe [Link] weight per objective shall be as follows: PPST-based Objective ‘Weight Objectives 1 to 14 7.143% each J tot 100% 40. All COls 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 submissién of the Rating Sheet or Inter-Observer“Agreement Form, whichever is applicable. Efficiency shall be measured through the demonstration and ‘achievement of the PPST-based objectives (COls) within the prescribed time. For repeating Objectives in the case of Option A with two (2) full-period classroom observations, the final rating shall be computed by averaging the ratings from the two (2) classroom observations. Mlustrative samples for rating Quality: Teacher II (Proficient Teacher) ‘Means of COT |PMES 5-point| Average |PMES Rating for Verification _| Rating | Scale Rating Quality COT Rating Sheet1 | 6 4 3.500 4 COT Rating Sheet 2 [5 3 (Very Satisfactory) PMES Rating Transmutation Table ‘Outstanding (5) 4,500-5.000 Very Satisfactory (4) 3.500-4,.499__| Satisfactory (3) 2.500-3.499 Unsatisfactory (2) 1,300-2.499 Poor (1) 1,000-1.499 Master Teacher I (Highly Proficient Teacher) ‘Means of COT |PMES 5-point| Average |PMES Rating for Verification Rating | Scale Rating mat Quality COT Rating Sheet1 [8 4 3.500 4 COT Rating Sheet 2 [7 3 (Very Satisfactory) lw‘Outstanding (5) 4.500-5.000 Very Satisfactory (4) 3.500-4.499 ‘Satisfactory (3) 2.500-3.499 Unsatisfactory (2) 1.500-2.499 Poor (1) 1.000-1.499_ _| Ilustrative samples for rating Efficiency: Classroom Observation | Rating] Average PMES Rating for Efficiency Full-period Classroom 5 Observation 1 4.000 5 Full-period Classroom Bi (Outstanding) Observation 2 Range of Average Efficiency Final Rating | 4.00-5.00 Ss 2.00-3.99 3s 1.00-1.99 1 There shall be no Timeliness performance indicators for all COIs. —~ — 41. On the other hand, NCOIs shall be measured only on Quality as Performance Indicator. § ——e — 42. To assist both ratees and raters in identifying potential documents that serve as proof of demonstration and achievement of objectives, Figures 7 and 8 present a matrix of documentation options for this purpose. Figure 7. Matrix of Documentation for Proficient Teachers Objective COI / | MOVs / Proof of Demonstration and Achievement of | No. of NCOL jective — —————— MOVs Obj. 1 (PPST 1.1.2) | COL Classroom Observation Tool (COT) rating sheet or lor? 053 PST. | COI —| imter-observer agreement form/s done through onsitd ‘Obj 4 PPST 1.4.2) [Cor | / face-to-face / in-person classroom observation ‘Obj. 5 (PPST 1.7.2) | COL Obj. 6 (PPST 2.4.2) | COL (08. 7 (PPST2.5.2) | COL Obj. 8 (PPST 3.3.2) | COT Obj. 9 (PPST 3.4.2) | COT 03 |.2 (PST 1.2.2) | NCOT | Any one (1) of the following used in each of the full. | 1 or 2 period classroom observations: ‘+ Lesson Pian (e.g., DLP, DLL, WHLP, WLL, Lesson Exemplars, and the likes) + Activity Sheet 12‘Objective ‘MOVs / Proof of Demonstration and Achievement of | Wo. of | Objectives * Assessment materials © Others (specify) annotation describing the use of research-based knowledge and principles of teaching and learning process Oj. 10 (PPST 4.3.2) ‘NCOI ‘Any one (1) of the following: 1. Proof of implementation of learning programs | (e.g, progress report, accomplishment report 2, Prod otcotertualzation, localization and indigenization of learning programs (c.g. profites feport, technical report 3. Proof of adaptation of learning programs (c progress report, accomplishment report) 4, Action plan / activity proposal / activity matrix for adaptation and implementation of learning programs with annotation describing the relevance and responsiveness of the learning programs to the needs of all learners ‘Obj. 11 PPST EID) ‘COT ‘Any one (1) of the following: ‘Coms ation letter about a program / Sethe cy has ign teas [Earning environments that are responsive © capes amen 2. Minutes of a consultative meeting / cate Wy aber ere Retest program / project / activity that highlights Ethane nceiag sericea a are Fesponsive fo community contexts with proof of coedane 3. Progam / Project / Activity Pla that highlights maintaining long environments Sat ey eget sosreouesiy maces 4. Report on the implerseatation/ completion of program, project, and/or aotvty that isolate cs geval eee Ge sso ae Obj. 12 PPST 6.3.2) NCOT “Any one (1) of the following: 1, Minutes/Notes of coaching and mentoring sessions/meetings/FGDs/other collegial discussions 2. Teaching materias, with annotation highlighting the objective, e.g., ‘lesson plan © activity sheet ‘© assessment materials * others (please specify) 3.__Reflection Notes Obj. 13 PPST 6.4.2) NOT ‘Any one (1) of the following: 1. Proof of participation / involvement ina school-community partnership for the implementation of a school policy / procedure Minutes of parent teacher conference / jolders” meeting about an implemented school policy/ procedure with proof of attendance 3. Proof of participation / involvement in a school- community partnership for the implementation of a school policy / procedure‘Objective: ‘COI 7” | MOVs / Proof of Demonstration and Achievement of | No. of NCOI_| Objectives : | Movs ‘4. Accomplishment report ‘Obj. 14 (PPST 7.2.2) | NCOI | Any one (1) of the following: lL ion /j ntry that highlights Meee apetle ee clonty of eashng an a profession eee 2. Annotated evidence of practice, including but not limited to the following: + Documented feedback from superiors, | colleagies, SPOME: stalccholders directly reflecting the ratee’s good practices that uphold the dignity of teaching as a profession + Remarks from superiors, colleagues, or master teacher / school head about one’s qualities (@.g, entries in Performan ing and Coaching Form [PMCF] or in Mid-Year Review rae : from the school / schoo! community about one's qualities 3. _ Others (please specify) FOTAL | Foro Figure 8. Matrix of Documentation for Highly Proficient Teachers Objective: ‘COI 7 | MOVs / Proof of Demonstration of Objectives Wo. of NCOI [Movs ‘Obj. 1 PPSTI.1.3) [COI | Classroom Observation Tool (COT) rating sheet or Tora [[0bj. 5 @PST1.3.5) [COI __| inter-observer agreement form/s done through onsite Obj. 5 (PPST1.7.3)_| COI _| / face-to-face / in-person classroom observation ‘Obj. 7 (PPST2.5.3) | COT and proof of attendance of colleague/s PomraeRarra ay woor] ares aa that tie mise Ne ghee ‘Obj. 4 (PPST 1.4.3) | NCOT_| objectives: ‘Obj. 6 (PPST2.4.3)_| NCOT ‘+ Proof/s of attendance in coaching and ‘Obj. 8 (PPST3.3.3)_[ NCOT ee er a Set sg | aout Fighlights the ject RD YTAS ees A HOE + Minutes/Notes of coaching and mentoring 12 (PPST6.3.3) | NCOL sessions/ mectings/ FGDs/ other collegial discussions that highlights the objective ‘+ Reflection notes of teachers on the coaching ‘and mentoring sessions/meetings/LAC sessions/ FGDs/ other collegial discussions that highlights the objective with proof/s of attendance + Performance Monitoring and Coaching Form (PMCF), with annotations highlighting the objective ‘Obj. 11 (PPSTC.1.3) | NCOT | Any one (1) of the following: 7 ‘+ Synthesis of evaluation of a program / project / activity that maintains the learning environment responsive to community contexts ‘+ Minutes of consultative meeting with parents / other external stakeholders on programs, projects, and/or activities that maintain a 14NCOI Objective "| Cor” | MOVa 7 Proof of Demonstration of Objectives Tearning environment, highlighting the evaluations made, with proof of attendance Minutes of focus group discussion (FGD) with teachers on a program / project / activity that maintains a learning environment, highlighting the evaluations made, with proof of attendance Survey on programs/ projects / activities that maintain a learning environment ‘Obj. 13 (PPST6.4.3) | NCOI | Any one (1) of the following: Evaluation report on the implementation of school policies/ procedures or minutes of subject area / grade level meetings or professional meetings on evaluating school policies/procedures Minutes of subject area/grade level meetings on the implementation progress of school policies/ procedures Minutes of subject area/ grade level meeting or professional meeting on disseminating information and implementing school policies/ procedures, Proof of implementation of school policies and procedures: Obj. 14 (PPST 7.2.3) | NCOI_| Reflection Notes TOTAL | Sor Vi. Ratee, Rater, and Approving Authority [Link] the interim, the expanded ratee-rater-approving authority matrix (Figure 9) as released in DM 008, s. 2023 and as anchored on DO 2, s. 2015 (RPMS Guidelines) shall be followed. Figure 9. Ratee-Rater-Approving Authority Matrix ee ea y eae Head Teacher Principal/School Head ‘Superintendent Master Teacher ‘Small and Medium Divisions Assistant Superintendent Large and Very Large Divisions Teacher Principai/School Head ‘Superintendent (for schools with no Master ‘Small and Medium Divisions Teachers, Head Teachers, and/or Assistant Principal) Assistant Superintendent Large and Very Large Divisions Teacher Master Teacher/Head Principal/School Head Teacher/Assistant Principal ALS implementers Master Teacher/Head Principal/School Head (scheol-based) Teacher/ Assistant Principal No. of ‘MOVsEducation Program Chief of Curriculum (community learning Specialist for ALS/In charge | Implementation Division centers-based) for ALS (CID) VII. Submission of Accomplished e-IPCRF in the Online System [Link] of the Excel-based IPCRF Tool. All ratees (teachers) shall use the official Excel-based electronic IPCRF tool in inputting IPCR data for SY 2024-2095. Before finalizing the cIPCRF tool, the Rater and Approving Authority shall verify the ratings encoded by the Ratees, After finalizing the elPCRF tool, ratees shall submit it to the school head. [Link] Heads or the non-teaching personnel assigned shall upload the accomplished and finalized elPCRF tools of individual teachers in the system. [Link] and submission of the e-IPCRF Tool. To upload and submit, access the online eIPCRF collection and consolidation system at [Link] using only the offcial school email account registered in the system 47 By default, school email accounts registered in the system are school ID-based (SchoollD@[Link]). For example: 123456@[Link]. For schools with extensions in their official school email accounts or with different email convention (example: mnhs.001@[Link]), they shall coordinate with the Division Information Technology Officer (ITO) for registration of email accounts in the system. For schools that need resetting of their school email account passwords, they shall coordinate with the Division ITO. Registration and access to the Online eIPCRF System shall strictly for official school email accounts ONLY. This is to avoid potential issues of accessibility in case of personnel (teacher, school heads, administrative officers) movements such as promotion, transfer, details, and others. [Link] ITO shall manage the user accounts in the division level. As division account managers, they shall have the following system accessibilities: a. Registration of official school email accounts in the system b. Modification or updating of school account credentials c. Deletion of registered accounts when needed d. Generation of division summary of performance 16[Link], Divisions, and Regions shall have user access to the system to monitor progress of uploading of elPCRF of teachers and generate summary reports in their respective governance levels. Governance Level__| Office/s with User Access Central Office of the Undersecretary for Human Resource and Organizational Development Bureau of Human Resource and Organizational | Development (BHROD) National Educators Academy of the Philippines (NEAP) Region ‘Office of the Regional Director Human Resource Development Division (HRDD) Division Office of the Schools Division Superintendent ‘School Governance and Operations Division (SGOD) School ‘All public secondary and elementary schools [Link] of submission. Uploading and submission of the accomplished eIPCRF tools of individual teachers may be done after the performance evaluation, starting from the end of 4th Quarter until the first month of opening of classes for the next school year. [Link] unable to upload their teachers’ eIPCRFs within the specified timeline due to technical issues shall email the Excel files in a compressed folder to [Link]@[Link] and submit printed copies of the e[PCRFs to their respective SDOs. [Link] other concerns and issues encountered, users may submit an email to [Link]@[Link]. ‘VIII. Tools and Forms [Link] following tools shall be used in SY 2024-2025: a. Annex A: PMES Tool for Proficient Teachers b. Annex B: PMES Tool for Highly Proficient Teachers c. Annex C: Classroom Observation Tool (COT) for PMES i, Annex C-1: COT-Rubric for Proficient Teacher ii, Annex C-2: COT-Rubric for Highly Proficient Teacher iii, Annex C-3: COT-Rating Sheet for Proficient Teacher iv. Annex C-4: COT-Rating Sheet for Highly Proficient Teacher v. Annex C-5: COT Inter-Observer Agreement Form for Proficient ‘Teacher 17wi. Annex C-6: COT Inter-Observer Agreement Form for Highly Proficient Teacher vii. Annex C-7: COT Observation Notes Form d. Annex D: Electronic IPCR Form (Excel-based) [Link] aforementioned tools may also be accessed through this link: [Link] and QR code below, which can be accessed using the official DepEd e-mail address (example [Link]@[Link]). In case the employee does not yet have a DepEd e-mail address, they may request from their respective Division ITO. 18