Republic of the Philippines

MINDANAO STATE UNIVERSITY

Fatima, General Santos City
SCHOOL OF GRADUATE STUDIES
School Administration

Educ 203-A
SCHOOL ADMINISTRATION

Prepared by: Professor:

Celeste Mae L. Gonzales Dr. Cornelio R. Rollo

RESULTS-BASED
PERFORMANCE
MANAGEMENT
SYSTEM
QUESTIONS:

How does the RPMS

help the teachers?

How does the RPMS

help the school?
STRATEGIC PERFORMANCE MANAGEMENT
SYSTEM (SPMS)- mechanism that links employee
performance with organizational performance to
enhance the performance of individual employee

RESULTS-BASED PERFORMANCE
MANAGEMENT SYSTEM (RPMS)-
assessment mechanism used to ensure
quality teacher performance at different
career stages
RPMS Tools
Who uses the RPMS Tools?

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 gauge
teacher performance.

Ratees -are the teachers from all career stages, Teacher I-III
and Master Teacher I-IV who submit their portfolios as
evidence of their teaching performance. Senior High
School teachers, including those who are in probationary
status, shall use the tools corresponding to their current
rank/position, regardless of the years in service.
What are the RPMS Tools?
RPMS Tools pertain to the two different teacher
performance assessment instruments, one for Teacher I-III
(Proficient Teachers) and another for Master Teacher I-IV
(Highly Proficient Teachers). Each tool describes the
duties and responsibilities of teachers across career stages;
the Key Result Areas (KRAs) for the realization of those
duties and the specific objectives to attain the KRAs.

Each tool also presents in detail the various Means of

Verification (MOV) that serve as proof of the attainment of
specific objectives alongside performance indicators, from
outstanding to poor performance, to help both Ratees and
Raters in the assessment process.
RPMS Tool for Teacher I-III (Proficient Teachers)
Generally, teachers at this level are expected to:
• display skills in planning, implementing, managing and evaluating
learning programs;

• actively engage in collaborative learning with the professional

community and other stakeholders for mutual growth and
advancement; and

• reflect on their practice to continually consolidate the knowledge, skills and

practices of career stage 1 teachers.
Figure 1.1. RPMS Tool for Teachers I-III
RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers)

Generally, Master Teacher I-IV are expected to:

• manifest an in-depth and sophisticated understanding of the teaching
and learning process;

• have high education-focused situation cognition, are more adept in

problem solving and optimize opportunities gained from experience;
• provide support and mentoring to colleagues in their professional development,
as well as work collaboratively with them to enhance the potential for learning
and practice of their colleagues; and

• continually seek to develop their professional knowledge and practice by

reflecting on their own needs and those of their colleagues and learners.
Figure 1.2. RPMS Tool for Master Teachers I-IV
Duties and Responsibilities
One
1. Applies mastery of
content knowledge and its
Three
application across learning Manages an environment
areas conducive to learning

Two
Facilitates learning using Four
appropriate and innovative
teaching strategies and Addresses learner
classroom management diversity
practices
Duties and Responsibilities
Five
Implements and supervises
curricular and co-curricular
Seven
programs to support Maintains updated records
learning of learners’ progress

Six
Monitors and evaluates Eight
learners’ progress and
undertakes activities to Counsels and guides
improve performance learners
Duties and Responsibilities
Nine
Works with relevant
stakeholders, both internal
and external, to promote
learning and improve Eleven
school performance
Does related work

Ten
Undertakes activities
towards personal and
professional growth
Key Result Areas (KRA)
They refer to the general outputs or outcome– the
mandate or the functions of the office and/or the
individual employee. The KRAs are the very
reasons why an office and/or a job exists (D.O.
No. 2, s. 2015).

In the context of the RPMS Tools, the KRAs

capture the Domains of the PPST – a document
that defines teacher quality in the country. The
KRAs are: (1) Content Knowledge and Pedagogy,
(2) Learning Environment and Diversity of
Learners, (3) Curriculum and Planning, (4)
Assessment and Reporting, and the (5) Plus
Factor.
Figure 1.3. Key Result Areas of RPMS Tool Teacher I-III
 Objectives

They are specific tasks that an office and/or

individual employee needs to do to achieve the
KRAs. In the RPMS Tools, teachers target thirteen
(13) objectives to realize the five (5) KRAs. These
objectives are aligned with the indicators of the
Philippine Professional Standards for Teachers
(PPST).
Figure 1.4. Objectives of Master Teacher I-IV
Means of Verification (MOV)
The MOV column gives Ratees and Raters list of documents that can
prove the teachers’ attainment of objectives. They have been
judiciously selected to show evidence of attainment of objectives.
Teachers gather, select, organize and annotate MOV to help Raters in
assessing teacher performance.

MOV include classroom observation tool (COT) rating sheet and/or

interobserver agreement form; lesson plans/modified daily lesson logs
(DLLs); instructional materials; formative and summative assessment
tools; compilations of student outputs; certificates of attendance to
professional development activities like graduate studies, seminars,
forums, and/or learning action cells; and evidence showing the
conduct of collaborative activities with parents/colleagues/other
stakeholders.
Figure 1.5. MOV (RPMS Tool for Teacher I-III)
Performance Indicators
This part provides the exact quantification of
objectives, which shall serve as the assessment
tool that gauges whether performance is positive
or negative (D.O. No. 2 s. 2015). In the RPMS
Tools, the performance indicators provide
descriptions of quality and quantity given five
performance levels: 5-Outstanding, 4-Very
Satisfactory, 3-Satisfactory, 2-Unsatisfactory,
and 1-Poor.
Performance Indicators
Outstanding Very Satisfactory Satisfactory
The Ratee has presented all The Ratee has presented the The Ratee has presented the
the MOV listed under required MOV listed under required MOV listed under
number 5. number 4. number 3.

5/5 4/5 3/5

Unsatisfactory Poor
The Ratee has presented any The Ratee has not presented
of the given MOV under any of the acceptable MOV.
● Level of
number 2. Performance
2/5 1/5
Figure 1.6. Performance Indicators of Teacher I-III
 Categories of performance measures
The performance indicators of the RPMS Tools for Teachers operationalize the
performance measures, namely quality, efficiency and timeliness required by the D.O.
No. 2, s. 2015.
The extent to which actual performance compares with targeted
Effectiveness/Quality performance. The degree to which objectives are achieved and the extent to
which targeted problems are solved. In management, effectiveness relates
to getting the right things done.

The extent to which time or resources is used for the intended task or
Efficiency purpose. Measures whether targets are accomplished with a minimum
amount of quantity of waste, expense, or unnecessary effort. In
management, efficiency relates to doing the things right

Measures whether the deliverable was done on time based on the

Timeliness requirements of the rules and regulations, and/or clients/stakeholders.
Time-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive
expectations.
Figure 1.7. Performance Indicators of RPMS Tool for Master Teacher I-IV with QET
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YOU VERY MUCH !!!
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