RCTQ

Revisit the RPMS-PPST

and Orientation on its
Implementation for
S.Y. 2019-2020
Session Norms
No Disturbances RCTQ

Punctuality

Ask Questions

Participation

Respect Others
 Scope of DepEd’s Scale

RCTQ

800,000++
DepEd Employees

67,421
public and private schools 88 %
Teaching personnel
47,645 or 70 %
Public schools supervised

19,776 or 30 %
Private schools regulated
12 %
223 Schools Division Offices Non-teaching personnel
1 Central Office 17 Regional Offices
 RCTQ

“The quality of an education system

cannot exceed the quality of its
teachers.”
(McKinsey and Co., 2007)
HR Systems
RCTQ

Recruitment,
Selection,
Placement and
Induction
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- DEPARTMEN
IN-CHARGE T HEAD
Ratees
RCTQ

Ratees are Teacher I-III and Master Teacher I-IV who submit
their portfolios as evidence of their teaching performance.
The RPMS Cycle
RCTQ
What are included in the PPST- RCTQ

RPMS for SY 2019-2020

– Self Assessment Tool
– Classroom Observation Tool
– Results-based Performance
Management System
 – Self Assessment Tool RCTQ

This is the tool which would help

teachers assess them selves as to their
strength and immediate needs.
 True or False
True 1. Teachers are the ones who do the SAT. RCTQ

False 2. Teachers must show the SAT details to the

school head for compilation.

True 3. School Heads should only see the
consolidated SAT result of all the teachers.
True 4. Teachers should created his/her Development

plan based from the SAT result.

False 5. School Heads prescribe the things to be

undertaken in the development plan of the

teachers.
RPMS SELF-ASSESSMENT TOOLS

Parts of the SAT-RPMS

RCTQ
Demographic Profile Objectives

Cover Page
Page 205-206

RCTQ
 RCTQ
PART IV: DEVELOPMENT PLANS
Action Plan
(Recommended Developmental
Strengths Development Intervention) Resources
Timeline
Needs Needed
Learning
Intervention
Objectives
A. Functional Competencies
Objective 9, KRA 3 Enrich skills in Participating in Year- Supervisors
To select, develop, developing and seminars/ round / School
organize organizing workshops Heads /
and use appropriate localized and Master
teaching and indigenized Participating in Teachers
learning resources, materials that Learning Action
including ICT, to are aligned with Cells (LAC) Local Funds
address learning the learning
goals. goals.
 PART IV: DEVELOPMENT PLANS
RCTQ
Action Plan
(Recommended Developmental
Strengths Intervention) Resources
Development Needs Timeline
Needed
Learning
Intervention
Objectives
A. Functional Competencies
Objective 5, KRA 2 Learn non-verbal Seeking advice, Year- Supervisors /
To manage learner behavior strategies/cues to asking opinions, round School Heads
constructively by applying manage sounding out /
positive misbehavior of ideas from Master
and non-violent discipline to learners at all colleagues/ Teachers
ensure times without any mentors
learning-focused loss of Local Funds
environments; particularly instructional time Participating in
on how to respond Learning Action
appropriately to misbehavior Cells (LAC)
of learners at all times
without any loss of Requesting
instructional time. coaching from
manager/others
 PART IV: DEVELOPMENT PLANS
RCTQ
Action Plan
(Recommended Developmental
Strengths Intervention) Resources
Development Needs Timeline
Needed
Learning
Intervention
Objectives
A. Functional Competencies
Objective 3, KRA Objective 3, KRA 1 Acquire Applying new Year- Learning and
1 To apply a range of techniques learning from round Development
To apply a range teaching strategies to and strategies attending Team
of teaching develop critical and on the art of courses/seminars/
strategies to creative thinking, as well questioning workshops/ Supervisors /
develop critical as other higher-order that will enable Learning Action School Heads
and creative thinking skills; to develop Cells (LAC)/ E- /
thinking, as well particularly, to improve HOTS among learning Master
as other higher- on my art of questioning the students. Teachers
order thinking so that I will be able to Using feedback to
skills. make my students use try a new approach Local Funds
and develop their critical to an old practice
thinking skills
Coaching and
mentoring
 PART IV: DEVELOPMENT PLANS
RCTQ
Action Plan
(Recommended Developmental
Strengths Development Intervention) Resources
Timeline
Needs Needed
Learning
Intervention
Objectives
B. Core Behavioral Competencies
 Professionalism Innovation; Focus on Coaching Regular HRTD
and Ethics particularly on personal coaching Funds
 Teamwork conceptualizing productivity to Incorporating in In-service
 Service “Out of the Box” create higher the next in-service training in
Orientation ideas/approach value and training (INSET) April and
 Results Focus results the training on May
conceptualization
of innovative and
ingenious
methods and
solutions
What are included in the PPST- RCTQ

RPMS for SY 2019-2020

– Classroom Observation Tool
 – Classroom Observation Tool RCTQ

This is the tool used to rate the teaching

competence of the teachers.
 RCTQ

FORMS AND TOOLS

FOR CLASSROOM OBSERVATION
Rubric
Indicator List
Observation Notes Form
Rating Sheet
Inter-observer
Agreement Form
 COT-RPMS RCTQ
INDICATOR 1
INDICATOR 1 Applies
Applies
knowledge of content within and across curriculum teaching areas
Applies
knowledge
knowledge
of content
of content
within
within
andand
across
across
curriculum
curriculum
teaching
teaching
areas
areas
1 43 2 3 5 4 4 655 6 76 7 8 87 9
Theteacher
The teacher The teacher TheThe teacher
teacher The teacherThe teacher
The teacher The teacher
The teacher applies TheThe
The teacher teacherThe
teacher applies
applies
teacher
demonstrates
demonstrates demonstrates demonstrates
minor demonstrates demonstrates demonstrates
demonstrates demonstrates
demonstratesapplies high- applies high-
high-level applies
knowledge
demonstrates high-level knowledge
substantial moderate minor content accurate accurate and accurate, in- level level exceptional
content
accurate
content errors errors either
knowledge in
of
content errors accurate knowledge
and
errors either in in-depth of
knowledge of accurate
accurate,
in-depthand in-depth
in-depth and
depth and accurate,
of content in-depth
and of andknowledge
knowledge of content
of and
within
knowledge andof
the
eitherpresentation
key concepts
in the of
both in
related the key concepts
to lessonknowledge both
of most
the presentation in
key concepts knowledge
broadknowledge
knowledge of most
of ofbroad broad
all pedagogy knowledge
that and
content of all
creates contentpedagogy
across that
withincurriculum creates
content within
presentationor ofin responding
concepts either theofpresentation
the lesson or of
lesson
the presentation of the concepts in the both thein the concepts
most concepts
concepts ininthethe knowledge of
concepts
a conducivepedagogy
in the that
learning andaacross
conducive
content and
areas toacross
learning
the lesson or in in the in responding to presentation of in the all concepts in creates a curriculum curriculum
to students’
lesson
responding andto in questions
presentation orof presentation
lesson and inof thethe lesson and
students’ presentation
presentation of the
of presentation
environment
the presentation of the
that
conducive environment
empower
content that areas
areas to students
content to to
responding to students’ lesson and in
comments.
students’ The
thelesson
lesson or in responding
questions orto students’
in respondinglesson
to theand
lessonin and of the enables an in-depth and acquire and apply and
lesson
lesson and in
learning enables
empower an in-depth
develop
questions or responding to comments. The students’ in responding to and in responding to students’
environment that students to students
content displays
questions or comments. responding students’ responding to students’ sophisticated
questions ortocomments. sophisticated
successful learning
comments. students’ lesson content questions or students’ responding to enables an in- acquire and lifelong
simple coherence.
The lesson content questions or The lesson
questions content
in a manner
displays simple comments. Thequestions in a
questions in a manner questions
students’understanding in a
depth and manner
of the apply understanding
strategies to of the
assist
learning in
skills.
displays coherence. comments. The that displays
coherence.coherence.
attempts to be attempts
that is
lesson content responsive
manner thatto betoquestions that
in ais responsive
teaching and learning
sophisticated to successful
teaching
their and learning
development as
lesson content The teacher attempts displays responsive attemptsto to be
studentmanner student
that is understanding of learning process to meet
The teacher attempts responsive to student student process to meet independent learners.
does not coherence. The responsive to responsive to the teaching and strategies to
to make connections display to make connections
developmental teacher developmental
student developmental
studentindividual or group
learning individual
process assist in their or group
across curriculum coherence across curriculum
learning needs. The attempts tolearning needs.and
needs
developmental Thedevelopmental
learningtoneeds and development
meet within learning as needs within
content areas if make teacherlearning
makes needs. learningpromotesneeds individual
student or independent
and across curriculum
content areas if teacher makes promotes student and across curriculum
connections The teacher and promotes group learning learners.
appropriate. appropriate. across
connections across connections
learning.
makes The across
teacher learning.needs
studentcontent The within
areas. teacher content areas.
curriculum contents curriculum
curriculum makes meaningful
connections contents learning. makes
The meaningful
and across
areas if appropriate. content areas
appropriate.
if across
areas if appropriate.
connection across
curriculum
teacher connection
meaningful
makes MASTER TEACHER I-IV
curriculum
across
content areas.
curriculum
contentscontent curriculum content
TEACHER I-III (PROFICIENT) areas connection
(HIGHLY PROFICIENT)
appropriate.across areas if appropriate.
areasififappropriate.
curriculum
content areas if
appropriate.
INDICATORS RCTQ

PARTS OF THE RUBRIC

Refer to the specific classroom observable
practice
LEVEL DESCRIPTION RCTQ

Refer to the description of practice for each level.

FEATURES OF PRACTICE RCTQ

FEATURES OF PRACTICE
1. Instructional 1. Instructional 1. Instructional 1. All instructional 1. Instructional
materials and materials and materials and materials ad materials are diverse
resources are resources are resources are fairly resources are and are consistently
minimally aligned incompletely aligned aligned with the aligned with the aligned with the
with the learning with the instructional instructional instructional instructional
goals. purposes. purposes. purposes. purposes.

Refer to specific classroom practices, which help

describe a particular level
CLARIFICATIONS RCTQ

Refer to definitions or elaborations of some terms in the level

descriptions
CLARIFICATIONS
TEACHING AND LEARNING RESOURCES
MAY INCLUDE:
• Chalkboard
• Manila paper or cartolina
• Printed materials like worksheets, flashcards,
activity sheets, etc.
• ICT Resources: slides presentation, audio
visual, social media, and other web-based
applications
• Manipulatives, models, and other tools
• …and others
LOOSELY-ALIGNED
substantially mismatched with the learning goals
OCCASIONALLY ALIGNED
sometimes matched with the learning goals
GENERALLY ALIGNED
usually matched with the learning goals
CONSISTENTLY ALIGNED
substantially matched with the learning goals
EXTENSIVE LEARNING RESOURCES
wide range of learning resources
MULTIDISCIPLINARY LEARNING RESOURCES
learning resources which can be used in various areas
 Pre-Observation Protocol
INDICATOR LISTLIST
INDICATOR FORFOR
HIGHLY PROFICIENT
PROFICIENT
COT
OBSERVATION
OBSERVATION RCTQ
NO.
INDICATOR INDICATORS
INDICATOR DESCRIPTION PERIOD
PERIOD
NO.
11 22 33 44
1 Applies knowledge of content within and across curriculum teaching areas    
2
1 
 
 
 
Applies knowledge of content within and across

Uses a range of teaching strategies that enhance learner achievement in
curriculum teaching areas
literacy and/or numeracy skills
 Indicators to
3
AppliesApplies
2 creative
a range
a range of
critical
teachingof
andascreative
 
 
teaching
Which indicators will be
strategies 

strategies
 observed
to develop
thinking, as well
toand
critical develop
as other
skills higher-
thinking, well as other
be observed
higher-order thinking
Manages classroom
order thinkingstructure   
skillsto engage learners, individually or in
during observation? 
4 groups, in meaningful exploration, discovery and hands-on activities within per
Manages classroom structure to engage learners,
a range of physical learning environments
individually or in constructively
groups, in meaningful exploration,
 observation
5 3
Manages learner behavior by applying positive    
discovery
and non-violent and hands-on
discipline activities within
to ensure learning-focused a range of
environments period are
Uses differentiated, developmentally
physical learning appropriate learning
environments
6 experiences to address learners' gender, needs, strengths, interests and   highlighted in
Manages learner behavior constructively by applying
experiences
Plans,positive
manages and non-violent
and implements discipline to
developmentally ensure learning-
sequenced  
   
yellow
7 4teaching and learning processes
focused environments to meet curriculum requirements and
varied teaching contexts
Selects, develops, organizes, and uses appropriate teaching and learning
8 Plans,
resources, manages
including
sequenced
ICT, to and
teaching
implements
address
andand
developmentally
learning goals
useslearning
diagnostic,processes
formative andto meet
   
9
5
Designs,
summative
selects, organizes,
curriculum requirements
assessment and varied
strategies consistent teachingrequirements
with curriculum contexts  pp. 92-93
 Mapped RPMS Objectives to COT Indicators
RCTQ

RPMS
RPMS COT COT
INDICATOR
INDICATOR
COT-RPMS INDICATORS
COT-RPMS INDICATORS (PROFICIENT)
(HIGHLY PROFICIENT)
OBJECTIVE
OBJECTIVE NO.
NO. NO. NO.
Applies knowledge of content within and across curriculum teaching areas
1 1
Applies knowledge of content within and across curriculum
21 2 1
Uses a range of teaching strategies that enhance learner achievement in
teaching
literacy areas skills
and numeracy
Applies
Appliesa range of teaching
a range strategies
of teaching to develop to
strategies critical and creative
develop critical and
33 thinking, as well as other higher-order thinking skills 3 2
creative thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4 meaningful
Managesexploration,
classroom discovery and hands-on
structure to engage activities within individually
learners, a range of or 4
physical learning environments
4 in groups, in meaningful exploration, discovery and hands-on
Manages learner behavior constructively by applying positive and non-violent 3
5 activities
discipline within learning-focused
to ensure a range of physical learning environments
environments 5
Uses differentiated, developmentally appropriate learning experiences to
6 Manages
address learner
learners' behavior
gender, constructively
needs, strengths, interestsby
andapplying
experiencespositive and 6
5 non-violent
Plans, managesdiscipline to ensure
and implements learning-focused
developmentally environments
sequenced teaching and 4
7 learning processes to meet curriculum requirements and varied teaching 7
contexts
Plans,develops,
Selects, manages and implements
organizes, developmentally
and uses appropriate teaching and learning
9 sequenced teaching and learning processes
resources, including ICT, to address learning goals to meet 8
7 curriculum
Designs, requirements
selects, organizes, andand
usesvaried teaching
diagnostic, formativecontexts
and summative
5
10 assessment strategies consistent with curriculum requirements 9
 ACTUAL OBSERVATION RCTQ

If there are multiple observers,

avoid engaging in any discussion
with one another. Avoid discouraging
facial expressions.

Observe the entire class period.

NOTE:

Observers should only

bring the observation Note/s
 POST- OBSERVATION RCTQ

STEP 3 - OBSERVERS COT-RPMS

TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:

In case of multiple observers OBSERVER 2: ___________________________________

OBSERVER 3: ___________________________________
DATE: __________________________________________
________________________________________
SUBJECT & GRADE LEVEL TAUGHT
________________________________

Inter-Observer Agreement OBSERVATION 1

DIRECTIONS FOR THE OBSERVER:
2 3 4

1. Indicate your individual rating for each indicator.

(5+7+6)/3=
Exercise 2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must resolve the
6
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.

• Discuss the rating with fellow

3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer AGREED
THE TEACHER: 1 2 3 RATING
1. Applies knowledge of content within and across curriculum
teaching areas 5 7 6 6
observer/s 2.

3.
Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills
Applies a range of teaching strategies to develop critical and
5 5 5 5

• Decide the final rating creative thinking, as well as other higher-order thinking skills 5 6 6 6
4. Manages classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on 6 6 6 6
activities within a range of physical learning environments
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments 7 6 5 6

 The agreed rating is NOT an

6. Uses differentiated, developmentally appropriate learning
experiences
to address learners' gender, needs, strengths, interests and 6 7 7 6
experiences

average; it is the final rating 7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching strategies
6 6 6 6

based on reasoned and 8.

9.
Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goal
Designs, selects, organizes, and uses diagnostic, formative and

consensual judgment. summative assessment strategies consistent with curriculum

requirements
 POST- OBSERVATION RCTQ

STEP 4 – OBSERVER/S & COT-RPMS

TEACHER I – III COT-RPMS

TEACHER
RATING SHEET
TEACHER I-III
OBSERVER: _______________________________________ DATE: ______________INTER-OBSERVER AGREEMENT FORM
TEACHER OBSERVED:______________________________ QUARTER_____________
COT-RPMS
SUBJECT & GRADE LEVELOBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: ___________________________________
TAUGHT:___________________________________________________ TEACHER I – III ________________________________________
DIRECTIONS FOR THE TEACHER:OBSERVER 3: ___________________________________RATING SHEET SUBJECT & GRADE LEVEL TAUGHT

Post- Conference Put a check () mark on the box providedOBSERVER:

THE TEACHER:
DIRECTIONS
1. Applies knowledge of content
for each indicator
DATE: __________________
during your classroom teaching.
SUBJECT
FOR THE
within and across
that you think

& GRADE
is

4
observable
________________________________
QUARTER: _____________
LEVEL
OBSERVER:
5 6 7 NO

TAUGHT:____________________________________________
________________________________
DATE: _______
TEACHER OBSERVED:_______________________ QUARTER_____________
3

COT-RPMS
curriculum teaching areas 1. Indicate your individual ratings for each indicator.

1. Meet with the teacher to 2. Uses a range of teaching2.

achievement in literacy and
3. Applies a range of teaching
Discussthat
strategies
andnumeracy
concur on
strategies
reasoned
DIRECTIONS FOR THE TEACHER:
within
Put a the

to
and
enhancegroup
skills
THE
an agreed
observable
develop
consensual
and creative thinking, as well as other higher-order
TEACHER:
learneryour reason for such rating. In case of different ratings, the
check () mark
rating.
during
critical
on the box
yourThe
judgment.
 provided
final rating
classroom teaching.


for each indicator

________________
that

4
you

5
think

6
is
is not necessarily an average; it is RATING
7
TEACHER I – III must resolve the difference
observers
SHEETbased rating based on
a final rating
OBSERVER:3____________________________________________
NO DATE:
3. Attach all individual Rating Sheets
1. Applies knowledge to this
of content Inter-Observer
within and across Agreement Form.

discuss the results of the thinking skills

4. Manages classroom structure
THE to
curriculum teaching areas
engage learners,
TEACHER: 2. Uses a range of teaching strategies that enhance
individually or in groups, in meaningful exploration,
1.
discovery and hands-on activities Applies
within
learner
knowledge
a range of

of content within and across
TEACHER
QUARTER_____________
SUBJECT & GRADE LEVEL
curriculum

OBSERVED:___________________________________


Observer
1
TAUGHT______________________________________________
Observer
2
Observer
3
AGREED
RATING

physical learning environments teaching3.areas

achievement in literacy and numeracy skills
DIRECTIONS FOR THE TEACHER: 5 7 6 6
observation. 2.
positive and non-violent discipline to ensure
focused environments
6. Uses differentiated, developmentally
Applies a range of teaching strategies to develop
5. Manages learner behavior constructively by applying
Uses acritical
rangeand
order learning-
of creative
thinking
teaching
skills
strategies
thinking,
achievement in literacy and numeracy skills
that
as well

asenhance

4. Manages classroom structure to engage learners,

appropriate
Put a check () mark on the box provided for each indicator that you think is
learner
other higher- 
5
observable during your classroom teaching.
THE TEACHER:
1. Applies knowledge
5
of content within and across
5 3 4 5
5 6 7 NO

3. Applies a range of or teaching

in groups,strategies to develop critical and
individually in meaningful exploration,
5 6 6 6
2. Affix learning creative discovery
strengths, interests and experiences
7. Plans, manages and implements in groups,
thinking, as
experiences to address learners' gender, needs,
4. Managesphysical
andwell
classroom
as other
hands-on
learningstructure
higher-order
activities
environments
to engage learners,
5. Manages learner behavior constructively by
in meaningful exploration, discovery and
developmentally
applying positive and non-violent discipline to ensure
curriculum
thinking
withina range of skills
teaching areas
2. Usesindividually or
a range of teaching


strategies that enhance learner

6
hands-on in literacy and numeracy skills
achievement
 6 6 
6


sequenced activitieslearning-focused
within a rangeenvironments
of physical learning 3. Applies a range of teaching strategies to develop critical
environments

signatures teaching and learning processes

5. to meet curriculum
Manages
requirements and varied teaching contexts
6. Uses learner behaviordevelopmentally
differentiated,
learning experiences
and non-violent
8. Selects, develops, organizes, and uses appropriate
6. Uses
teaching and learning resources, including
discipline totoensure


addresslearning-focused
needs, strengths, interests and experiences
differentiated, developmentally
and
constructively appropriate
by applying positive
7 6
creative thinking, as well as other higher-order thinking
learners' gender, environments 
skills
 appropriate4.learning
Managesexperiences
classroom structure to engage learners,
5 6

7. ICT,
Plans, to address
manages and implements developmentally

on the rating learning goals

9. Designs, selects, organizes, and
to address learners'teaching
sequenced
uses diagnostic,
experiences
formative and summative assessment strategies
7. Plans, manages
consistent with curriculum requirements
gender, andneeds,
learningstrengths,
curriculum requirements and varied teaching

individually
processesinterests
to meet and
or in groups, in meaningful
hands-
contexts and implements developmentally sequenced teaching
6 7
 exploration, discovery and

on activities within a range of physical learning

7 6


8. Selects,
and learning develops,
processes organizes,
to meet and uses
curriculum appropriate and varied
requirements
environments 6 6 6 6
sheets. ____________________
Signature over Printed Name
Teacher
teachingaddress
8.of theSelects,
Observer
_______________
teaching and learning resources, including ICT, to
strategies
develops,
9. Designs,
learningformative
resources,
learning goals
Signature organizes,
over
selects, and
Printed
organizes,
andincluding
summativeICT,
uses
Name
and of appropriate
uses
to address
assessment
thediagnostic, teaching and
learning
strategies goals
environments

5. Manages learner behavior constructively by applying
positive
6  5
and non-violent discipline to ensure learning-focused 7 
6
consistent with curriculum requirements
9. Designs, selects, organizes, and uses diagnostic, 6. Usesformative and developmentally appropriate
differentiated,
summative assessment strategies consistent learning
____________________ with curriculum 7 6
experiences to address learners' gender, needs,
5 7 
requirements
_______________ strengths,
interests and experiences
Signature over Printed Name of the Observer7. Plans, Signature over Printed
manages Name of the
and implements developmentally
Teacher 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

____________________ _______________
Signature over Printed Name of the Observer Signature over Printed Name of the
 OBSERVERS TOOL NEEDED TEACHER
OBSERVATION • Review the appropriate COT- • Reviews the COT-RPMS Rubric RCTQ
RPMS Rubric appropriate to the appropriate to his/her position
position of the teacher to be COT-RPMS • Refers to the Indicator List
observed RUBRIC expected to be observed in
PRE-

• Review the Indicator List each quarter/observation period.

COT-RPMS OBSERVATION
INDICATOR • PROCESS
expected to be observed in each
LIST
Plans the lesson based on the
quarter/ observation period indicators
• AND PROTOCOL•
Arrive at the designated Provides the observers with the
classroom a few minutes before lesson plan/DLP/DLL.
• theat
Sit observation
any available seats in the • Delivers the lesson
OBSERVA-

classroom OBSERVATION
TION

• Multiple observers are to sit apart NOTES FORM

• Record all comments on the
Observation Notes Form
• Rate the teacher RATING SHEET
OBSERVA-
POST-

In case of multiple observers:

TION

INTER-
• Discuss the rating with fellow OBSERVER
observer/s AGREEMENT
• Decide the final rating FORM

Observer/s and the teacher meet to discuss the results of the observation. The teacher and observer/s
affix their signatures on the rating sheets.
What are included in the PPST- RCTQ

RPMS for SY 2019-2020

– Results-based Performance
Management System

Also known as the IPCRF (for teachers) and

OPCRF (for school heads).
 RCTQ

are RPMS tools?

RPMS Tools pertain to the two (2) different RCTQ

teacher performance assessment

instruments:

1. RPMS Tool for Teacher I-III (Proficient

Teachers); and
2. RPMS Tool for Master Teacher I-IV (Highly
Proficient Teachers)
Each tool has the following parts: RCTQ

1. Position and Competency Profile

2. Job Summary which includes
2.1 Qualification Standards
2.2 Duties and responsibilities
3. MFOs, KRAs, Objectives, MOV
4. Performance Indicators
1. Position and Competency Profile

RCTQ
2. Job Summary (2.1 QS)

RCTQ
2. Job Summary (2.2 Duties and Responsibilities)

Teacher I-III See page 133

RCTQ
2. Job Summary (2.2 Duties and Responsibilities)

See page 153

Master Teacher I-IV RCTQ
3. MFOs, KRAs, Objectives and MOVs

See page 134-

RCTQ
4. Objectives, MOVs, PIs

RCTQ
Performance Indicators include the following:

RCTQ
RPMS TOOLS

RCTQ

is there a need for RPMS Tools?

 RCTQ

It serves as a BLUE
PRINT
for teachers
to guide them
in accomplishing
their job.

***Photo credits: from Google Photos

 It also serves as a WAZE for teachers
to guide them in going to their target destination in
RCTQ

reaching outstanding performance and redirect

them once they are lost along the process.
RPMS TOOLS

RCTQ

uses the RPMS Tools?

WHO Uses the RPMS Tools?
RCTQ

• School Heads
• Designated Teachers-in-Charge
RATERS • Head Teachers
• Department Heads
• Master Teachers

• Teachers I-III (Proficient Teachers)

• Master Teachers I-IV (Highly Proficient
RATEES Teachers)
• ***for SHS
 Raters (per DO 2, s. 2015) RCTQ

Ratee Rater Approving Authority

Head Principal Superintendent
Teacher/Master (Small & Medium Divisions)
Teacher
Asst. Superintendent
(Large and Very Large Divisions)
Teacher Head Teacher/Master Principal
Teacher
In the case of Head Teacher:
For elementary, HT serving as School Head RCTQ

may use their OPCRF aligned to the existing

NCBSSH.

For secondary, HT with teaching load, may

use the Highly Proficient Tools for Master
Teacher I-IV; HT without teaching load but
serving as Department Head may craft their
IPCRF anchored on the OPCRF of the Principal.
 SESSION 6
PORTFOLIO ASSESSMENT RCTQ
RPMS PORTFOLIO ASSESSMENT PROCESS

Steps in the Assessment Phase

RCTQ
Step 1: Rate the Portfolio based on the MOV presented.

Examine the MOV presented by the teacher and rate

the teacher’s level of performance using the 5-point
scale: 5 – Outstanding; 4 - Very Satisfactory;
3 – Satisfactory; 2 – Unsatisfactory; 1 - Poor
 RCTQ

What rate will Teacher Grace get?

RCTQ
 Weight per RCTQ
Q E T Total Average Rating
Objective

5 -
COT Rating 7 7 7 7
RPMS 5-point scale rating 4 4 4 4
RCTQ
COT Rating RPMS 5-Point Scale Rating
7 = 4 RCTQ

7 = 4
7 = 4
7 4
16
16 ÷ 4 = 4
 Weight per RCTQ
Q E T Total Average Rating
Objective

4 5 - 9 4.500 7.5% 0.337

Therefore, Teacher Grace got a rating of 4 for Quality by

submitting 4 COT rating sheets with a rating of 7, supported
by DLLs, instructional materials used, performance tasks/test
materials and results of assessment.
She also got a rating of 5 for Efficiency having
submitted the required number of MOV.
 RCTQ

What rate will Teacher Adelyn get?

RCTQ
 Weight per
Q E T Total Average Rating
Objective RCTQ

3 3 3 9 3.000 7.5% 0.225

Therefore, Teacher Adelyn got a rating of 3

(Satisfactory) for Quality as evidenced by the valid
MOV.
Although she submitted 4 MOV, only 2 were valid which
gave her a rating of 3 for Efficiency.

She submitted these MOV across 2 quarters; hence,

she got a rating of 3 for Timeliness.
There are instances, however, that RCTQ

Teachers may submit classroom

observation rating sheets that have
different ratings.

For example, a Teacher III may submit 4

COT rating sheets:
– COT 1 with a rating of 7;
– COT 2 with a rating of 6;
– COT 3 and 4 with a rating of 5.
To get the rating for Quality, the following steps must be
done: RCTQ

• 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.
 In this case, Teacher III, got the following rating:

RCTQ

Get the average of the total RPMS rating. The average

rating will be your rating for Quality. In Teacher III’s case,
the average is 3.75, as show in the table below.
• Determine the final rating for Quality by RCTQ

referring to the table below. Teacher III

got an average of 3.75 and his or her
final rating for Quality is 4 (Very
Satisfactory):
RPMS PORTFOLIO ASSESSMENT PROCESS

RCTQ

WORKSHOP

Instruction
Following the portfolio assessment process in the
RPMS Manual, rate the provided Sample Portfolio
Scenarios using the RPMS Tools and forms.
 Teacher Mark, Teacher III, submitted the following
MOV for Objective 1: RCTQ

4 COT Rating Sheets

• COT 1 has a rating of 5, COT 2 and 3 are rated 6; and
COT 4 has a rating of 7
• COT 1, 2 and 3 are each supported by Lessons plans/
modified DLLs developed highlighting integration of
content knowledge within and across subject areas
• COT 4 is supported by Test materials highlighting
integration of content knowledge within and across
subject areas
What rating should Teacher Mark get?
Weight per RATING
Objective Score
Q E T Total Average
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Weight per RATING

Objective Score
Q E T Total Average

7.5 % 5 -
COT Rating RPMS 5-Point Scale Rating
5 = 3 RCTQ

6 = 4
6 = 4
7 = 5
16
COT Rating RPMS 5-Point Scale Rating
5 = 3 RCTQ

6 = 4
6 = 4
7 = 5
16
16 ÷ 4 = 4
 RCTQ

Weight per RATING

Objective Score
Q E T Total Average

7.5 % 4 5 - 9 4.500 0.337

 Teacher Gerlie, Master Teacher I, submitted the RCTQ

following MOV for Objective 4, KRA 2:

• 3 COT Rating sheets with the rating of 8, 6 and 7.
• 3 Lessons plans/ modified DLLs highlighting various
classroom management strategies that engage
learners in activities/tasks in different physical learning
environments as support for each COT rating sheets

What rating should Teacher Gerlie get?

Weight per RATING
Objective Score
Q E T Total Average
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 RCTQ

Weight per RATING

Objective Score
Q E T Total Average

7.5 % 4 -
RPMS 5-Point Scale Rating 5 3 4
COT Rating 8 6 7 RCTQ
COT Rating RPMS 5-Point Scale Rating
8 = 5 RCTQ

6 = 3
7 = 4
12

12 ÷ 3 = 4
 RCTQ

Weight per RATING

Objective Score
Q E T Total Average

7.5 % 4 4 - 8 4.000 0.300

Teacher Bernadette submitted the following MOV for
Objective 2, KRA 1: RCTQ

• Copy of the research proposal focused on enriching

knowledge of content and pedagogy
• Proof of participation and/or contribution to a collaborative
research
• Certified completed research focused on enriching
knowledge of content and pedagogy
• Proof of utilization of research findings with colleagues
Teacher Bernadette was also able to disseminate her research
to her colleagues.
What rating should Teacher Bernadette get?
Weight per RATING
Objective Score
Q E T Total Average
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Weight per RATING
Objective Score
Q E T Total Average

7.5 % 5 5 5 15 5.000 0.375

Teacher Michael submitted the following MOV for
Objective 13, Plus Factor: RCTQ

• Photocopy of Performance Mentoring and Coaching Form

• Certificate for Division Level Speakership
• Certificate of Participation in an International Seminar
• Represented the principal in 3-day budget preparation
workshop
• Observation Sheets on the observed classes of T1-T3
• Photocopy of the Cover Page of the Research Journal and
the Research Article Published

What rating should Teacher Michael get?

Weight per RATING
Objective Score
Q E T Total Average
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Weight per RATING
Objective Score
Q E T Total Average

10 % 5 5 - 10 5.000 0.500
 Teacher Karina, Teacher II, submitted the following
MOV for Objective 8, KRA 3: RCTQ

• LAC Session notes on enhancing the development of

Instructional Materials with proof of attendance
• LAC Session notes on School Roll-out of the RPMS for
Teachers and School Heads
• LAC Session notes on Faculty Capacity Building on Action
Research with proof of attendance
• Annotation on the LAC session on 2C2I1R Approach in
Teaching highlighting the use of teacher and learner
feedback to enrich teaching practice
What rating should Teacher Karina get?

Weight per RATING

Objective Score
Q E T Total Average
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Weight per RATING

Objective Score
Q E T Total Average

7.5 % 3 3 - 6 3.000 0.225

 Teacher Myles, Teacher I, submitted the following RCTQ

MOV for Objective 5, KRA 2:

• 3 Classroom Observation Tool (COT) rating sheets on 6
lessons about teacher management of learner behavior
using at least 4 given acceptable strategies supported by
annotations
• COT 1, 2 and 3 about teacher management of learner
behavior are rated 5, 6 and 7, respectively
What rating should Teacher Myles get?
Weight per RATING
Objective Score
Q E T Total Average
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 RCTQ

Weight per RATING

Objective Score
Q E T Total Average

7.5 % 4 -
COT Rating RPMS 5-Point Scale Rating
5 = 3 RCTQ

6 = 4
7 = 5
12
COT Rating RPMS 5-Point Scale Rating
5 = 3 RCTQ

6 = 4
7 = 5
12

12 ÷ 3 = 4
 RCTQ

Weight per RATING

Objective Score
Q E T Total Average

7.5 % 4 4 - 8 4.000 0.300

RCTQ
 RCTQ

Let’s give PPST the chance and let

this change be the change.