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Revisiting the RPMS
MARITES G. ABAD
Senior Education Program Specialist
Human Resource Development (HRD)
HOW FAR HADRCTQ
YOU GONE WITH
THE
Objectives: IMPLEMENTATION
OF RPMS?
1. Update one’s understanding on RPMS
2. Initially asses performance
3. Plan for improvement of performance
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Process of RPMS
Highlighting the Roles of Rater and Ratee
in each Phase of the RPMS Cycle
Raters RCTQ
Raters refer to the School Heads (e.g. Principals, Teachers-in-
Charge, Head Teachers), Department Heads and/or Master
teachers who assess teacher portfolios to assess teacher
performance.
TEACHER- DEPARTMENT
IN-CHARGE HEAD
Ratees RCTQ
Ratees are Teacher I-III and Master Teacher I-IV who submit
their portfolios as evidence of their teaching performance.
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The RPMS Cycle RCTQ
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Phase
Performance Planning
I and Commitment
MAY re
a w e e k b e f o
w e e k o r
last f c l a s s e s
o
the opening
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PERFORMANCE PLANNING
I AND COMMITMENT
Activity:
• Discussion of RPMS Tools
Principal
Tools / Forms:
• IPCRF
• SAT
• IPCRF-Development Plans Teacher II
Master Teacher
Teacher I Teacher III
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PERFORMANCE PLANNING
I AND COMMITMENT
Timeline:
• May – last week or a week before the opening
of classes
Output:
• Development Plans based on SAT
• Signed IPCRF
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n e t o
Ju
o b e r
Oct
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ne t o
Ju
o b e r
Oct
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Phase Performance Monitoring
II and Coaching
o u nd
a r-R
Ye
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PERFORMANCE MONITORING n d
II AND COACHING Year- ro u Octo
Nove
ber t
o
- E nd
of 1
mber
Timeline: st
S emes
ter
• Year-round
• October – November, End of 1st Semester
Outputs:
• Agreements based on IPCRF
• IPCRF-Development Plans
• Portfolio
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Tools:
1.RPMS Tools
2.SAT/eSAT
3.IPCRF Development Plans
using Performance
Monitoring & Coaching
Form (PMCF)
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Performance monitoring shall provide key inputs and
objective basis for rating. It shall facilitate feedback and
provide evidence of performance.
Year-Round
IPCRF-DP
Rater Ratee
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r- R ound
Yea
Coaching and feedback shall
be a continuous process.
Coaching and feedback shall
be provided by the rater
and/or shall be sought by
the ratee to improve work
performance and behavior.
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PERFORMANCE MONITORING
II AND COACHING October to
November
Activity: - End of 1 Semest
st er
• Mid-year Review and Assessment
Hi! Let’s talk about I am glad to hear
your performance about your
rating. comments, Ma’am.
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A mid-year review is prescribed to determine the
progress in achieving the Objectives
During the mid-year review, the rater shall inform the
Ratee status of performance
Coaching, feedback and appropriate interventions
shall be provided whenever necessary
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b e r t o
v e m
No ch
M a r
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PPST-based RPMS Tools
Classroom
Observation RPMS Tools
Tools (COT) for Teachers
Self-Assessment
Tools (SAT)
INDICATOR LISTLIST
INDICATOR FORFOR
HIGHLY PROFICIENT
PROFICIENT
OBSERVATION
OBSERVATION
NO.COT INDICATORS PERIOD
PERIOD
INDICATOR
NO.
INDICATOR DESCRIPTION 1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas 1 2
3 4
2
Uses a range of teaching strategies that enhance learner achievement in
literacyApplies knowledge of content within and across
1
and/or numeracy skills
Indicators to
3
Applies
Which indicators will be observed
curriculum teachingstrategies
a range of teaching areas to develop critical and
be observed
creative thinking, as well as other higher-order thinking skills
Applies a range of teaching strategies to develop critical
2
groups, and creative thinking,
in meaningful
during observation?
Manages classroom structure to engage learners, individually or in
as discovery
exploration, well as other
per higher-order
and hands-on activities within
4
a range thinking skills
of physical learning environments
observation
Manages learner classroom
Manages behavior constructively
structure tobyengage
applyinglearners,
positive
5 and non-violent discipline to ensure learning-focused environments
individually or in groups, in meaningful exploration, period are
3
Uses differentiated, developmentally appropriate learning
discovery and hands-on
learners' activities within a rangeinterests
of highlighted in
6 experiences to address
physical learning environments
gender, needs, strengths, and
experiences
yellow
Plans, manages and implements developmentally sequenced
Manages learner behavior constructively by applying
7 teaching and learning processes to meet curriculum requirements and
varied positive and non-violent discipline to ensure learning-
teaching contexts
4 focused environments
8
Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals
9
Designs,Plans,
summative
manages
selects,
assessment
sequenced
and and
organizes, implements
strategies
teaching and learning
developmentally
uses diagnostic, formative and
consistentprocesses
with curriculum
to meet
pp. 92-93
When do observations take place?
There are four observations needed in the RPMS tool.
The results of these observations will form part of the teacher’s portfolio.
Sample Observation Schedule (Ideal)
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Sample 1 Observation 1 Observation 2 Observation 3 Observation 4
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Understanding
Means of Verification (MOV)
PPST-based RPMS for Proficient Teachers
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Non-negotiable
Suppor
ting
MOV
QUALITY OVER QUANTITY
Source: RPMS Tool for Proficient Teachers (Teacher I-III) 2018
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COT-RPMS
The results of classroom TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
observation are
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ____________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
DATE: __________________________________________ _____________________________
considered non- OBSERVATION
DIRECTIONS FOR THE OBSERVER:
1 2 3 4
negotiable means of
1. Indicate your individual rating for each indicator.
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must
resolve the difference and come up with an agreed rating. The final rating is not an average; it is a final rating
based on reasoned and consensual judgment.
verification (MOV) of
3. Attach all individual Rating Sheets to the Inter-Observer Agreement Form.
Observer Observer Observer FINAL
THE TEACHER: 1 2 3 RATING
teacher performance that 1.
2.
Applies knowledge of content within and across curriculum
teaching areas
Uses a range of teaching strategies that enhance learner
4 4 7 7
can prove teacher’s
achievement in literacy and numeracy skills 5 6 6 6
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 7 7 6 6
attainment of classroom 4. Manages classroom structure to engage learners, individually
or
in groups, in meaningful exploration, discovery and hands-on 6 5 6 6
observable objectives in 5.
activities within a range of physical learning environments
Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused 7 6 5 7
the RPMS Tools.
environments
6. Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests
and experiences 6 6 5 5
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts 7 6 5 5
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
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There are two (2) types of MOV:
Main MOV –
This refers to the non-negotiable MOV needed to
demonstrate attainment of the Objective.
Supporting MOV –
This refers to the list of MOV ratees could choose from to
support the Main MOV in the attainment of Objective.
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Main MOV
• Classroom Observation Tool (COT) Rating Sheet or Inter-
observer Agreement Form
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Supporting MOV (any ONE of the listed below)
• DLP/Modified DLL
• Instructional Materials
• Performance Tasks/ Assessment Tools
• Sample/ Compilation of Student Outputs
• Certificates/ Minutes and other Evidence of Participation
• Class Records/Report Cards
• Others (Specify and provide annotations)
Certificates/
Performance Sample/ Class
Minutes and
Instructional Tasks/ Compilation Records/
Objective COT DLP other Evidence
Materials Assessment of Student Report RCTQ
of
Tools Outputs Cards
Participation
Objective 1
Objective 2
Objective 3
Objective 4
Objective 5
Objective 6
Objective 7
Objective 8
Objective 9
Objective 10
Objective 11
Objective 12
Objective 13
Remember that one document may be used as MOV or evidence of performance for other objectives.
None negotiable MOV Support MOV
an MOV (e.g. COT, DLP/DLL) can be used for other objective
Total Number of RCTQ
Objective Main MOV Supporting MOV
Documents
Objective 1
Objective 2
Objective 3 4 DLP/DLL
Objective 4 or
Objective 5 4 COT other MOV/documents
8 documents
(e.g. 4 assessment tools
Objective 6 for Objective 10)
Objective 7
Objective 9
Objective 10
Objective 8 4 MOV/documents 4 documents
Objective 11 4 MOV/documents 4 documents
Objective 12 4 MOV/documents 4 documents
Objective 13 4 MOV/documents 4 documents
Total 20 documents 4 documents 24 documents
an MOV (e.g. COT, DLP/DLL) can be used for other objective
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Quarter
Objective
1st 2nd 3rd 4th Total
Objective 1
Objective 2
Objective 3 1 COT 1 COT 1 COT 1 COT
Objective 4 1 DLP (for 1 DLP (for 1 DLP (for 1 DLP (for
Objectives 1, Objectives 1, Objectives 1, Objectives 1,
Objective 5 8 documents
2, 3, 4, 5, 6, 2, 3, 4, 5, 7, 2, 3, 4, 5, 6, 2, 3, 4, 5, 7,
Objective 6 and 7) and 9) and 7) and 10)
Objective 7
Objective 9
Objective 10
Objective 8 1 MOV 1 MOV 1 MOV 1 MOV 4 documents
Objective 11 1 MOV 1 MOV 1 MOV 1 MOV 4 documents
Objective 12 1 MOV 1 MOV 1 MOV 1 MOV 4 documents
Objective 13 1 MOV 1 MOV 1 MOV 1 MOV 4 documents
Total 6 documents 6 documents 6 documents 6 documents 24 documents
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Things that were ought to have
been done?
eSAT
Commitment planning
2 accomplished COT per teacher
Partly done Portfolio
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Performance Monitoring and Coaching Form
A soft copy is form is available at http:deped.in/IPCRForms
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Tips to help you produce a well-prepared
document and well-organized Portfolio:
1. Start gathering documents at the
beginning of the school year.
2. Follow the steps in preparing your documents
and organizing your Portfolio.
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3. Check for the completeness of the documents
needed by preparing a checklist.
4. Reproduce the documents in clear
copies.
5. Have the photocopied documents in A4, long
bond paper or whatever size available.
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6. Label properly all the documents for easy
reference.
7. Submit complete documents and
keep them intact.
8. Keep your Portfolio simple yet presentable.
STEPS in Organizing the Portfolio: RCTQ
1. Put together MOV of objectives that are under the
same Key Result Area (KRA).
Ensure that the MOV are arranged according to the
list specified in the tool.
MOV 1 should go first followed by other supporting
MOV.
You may also arrange the MOV based on dates
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2. Use tabs labeled Objective 1, 2, 3 and so on to
separate MOV under every objective. Arrange
objectives in order (Objective 1, 2, 3 and so on).
3. Use tabs labeled KRA 1, KRA 2, KRA 3 and so on
to separate objectives under each KRA. Arrange KRAs in
order (KRA 1, KRA 2, KRA 3 and so on).
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4. Put together all the MOV. They could be either in soft bound,
ring bound or fastened to a folder following this sequence:
KRA 1, Objective 1 and its MOV;
Objective 2 and its MOV;
Objective 3 and its MOV.
Do the same thing for KRA 2 through KRA 5
5. Prepare a “Table of Contents” in your Portfolio
for easy reference.
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6. Provide a cover page in your Portfolio indicating the
following:
name of your school
name of your Rater
name of your Approving Authority and
current school year.
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7. Prepare a second copy of your Portfolio for submission to
your Rater/Approving Authority.
8. Affix your signature on top of your name on the cover
page of your Portfolio. The Rater will need the original
documents to authenticate the photocopied documents.
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With an agreement with your approving authority, you
may digitize your physical documents and submit an
electronic copy of your Portfolio to minimize printing
costs.
Pre-workshop Activity RCTQ
Initial Assessment of Portfolio
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Teacher Sam is a proficient teacher who has been observed 2 times. The
following are her COT ratings for Indicator 1.
COT Rating Sheet COT Rating RPMS 5-Point Scale
(Proficient Teachers)
COT Rating Sheet 1 5
COT Rating Sheet 2 7
COT Rating Sheet 3
COT Rating Sheet 4
Total
Average
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To get the rating for Quality, the following steps must be done:
• Identify the corresponding rating in the RPMS 5-point scale for each COT rating.
Refer to the table below for the mapping of COT Rating for Proficient Teachers and
Highly Proficient Teachers and their equivalent rating in the RPMS 5-point scale.
COT Rating COT Rating
RPMS 5-POINT SCALE (Highly Proficient
(Proficient Teachers)
Teacher)
7 5 (Outstanding) 8
6 4 (Very Satisfactory) 7
5 3 (Satisfactory) 6
4 2 (Unsatisfactory) 5
3 1 (Poor) 4
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What is Teacher Sam’s average rating for Indicator 1?
COT Rating
COT Rating Sheet RPMS 5-Point Scale
(Proficient Teachers)
COT Rating Sheet 1 3 1
COT Rating Sheet 2 5 3
COT Rating Sheet 3
COT Rating Sheet 4
Total 4 /2
Average 2
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Determine the final rating for Quality by referring to the
table below. Teacher Sam got an average of 3.75.
The Teacher III’s final rating for Quality is 4 (Very Satisfactory)
See page 31
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2
WEIGHT PER
OBJECTIVE IN
THE RPMS
PORTFOLIO
ASSESSMENT
Teacher I RCTQ
Teacher Sam includes in her portfolio the following MOV under
KRA 1 Objective 1
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
COT Inter- COT Inter- COT Inter- COT Inter-
observer observer observer observer
Agreement Form Agreement Form Agreement Form Agreement Form
1– Final Rating 7 2 – Final Rating 6 3 – Final Rating 5 4 – Final Rating 5
DLP DLP Instructional Test Material
Material
For Efficiency, RCTQ
4 COT inter-observer agreement forms
Each with any 1 of the supporting MOV
See page 31
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2 5 - 3.500 0.2625
WEIGHT PER
OBJECTIVE IN
THE RPMS As a rater, what should you do knowing the low mid-year performance of the rate?
PORTFOLIO
ASSESSMENT
This is where Coaching Plan comes in as part of the Monitoring and Coaching Form,
which is an MOV of the school Head when he/she is rated in his/her OPCRF.
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What if at the end
of the year, a
teacher is only
observed thrice?
How will it affect
him/her?
OBSERVATION
NO. INDICATORS PERIOD RCTQ
1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas
2 Indicator 9will
be
Uses a range of teaching strategies that enhance learner achievement in
literacy and/or numeracy skills
rated
3 only on the 4thobservation.
Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
4
You will automatically
get
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 the lowest rating for the
Manages learner behavior constructively by applying positive
5
RPMS objective that
and non-violent discipline to ensure learning-focused environments
Uses differentiated, developmentally appropriate learning
6 corresponds to this.
experiences to address learners' gender, needs, strengths, interests and
experiences
Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements and
7
varied teaching contexts
8
Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals
Designs, selects, organizes, and uses diagnostic, formative and
9 summative assessment strategies consistent with curriculum
requirements
Workshop Proper:
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1. Group the participants by Department.
2. Rater and ratees assess the initial performance
3. Rater and ratee agree on:
When and how often should monitoring be done for the
second semester?
What mode of coaching shall be implemented to improve
ratee’s performance?
Workshop Proper:
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4. For the RATERS ONLY: make an action plan for
monitoring and coaching of
all the ratees.
For PSDS: Recommends the approval of the monitoring and
coaching plan
ASDS Judith V. Romaguera, CESE Approves/disapproves the
ASDS Danny B. Cordova, CESO VI monitoring and coaching
plan
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