This is for the meet the staff trial

1. RCTQ
Revisit the RPMS-PPST
and Orientation on its
Implementation for
S.Y. 2019-2020

2. RCTQ
Recruitment,
Selection,
Placement and
Induction
HR Systems

3. RCTQ
Raters
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-
IN-CHARGE
DEPARTMEN
T HEAD

4. RCTQ
Ratees
Ratees are Teacher I-III and Master Teacher I-IV who submit
their portfolios as evidence of their teaching performance.

5. RCTQ
The RPMS Cycle

6. RCTQ
What are included in the PPST-
RPMS for SY 2019-2020
– Self Assessment Tool
– Classroom Observation Tool
– Results-based Performance
Management System

7. RCTQ
This is the tool which would help
teachers assess them selves as to their
strength and immediate needs.
– Self Assessment Tool

8. RCTQ
Parts of the SAT-RPMS
Demographic Profile
RPMS SELF-ASSESSMENT TOOLS
Objectives
Cover Page

9. RCTQ
Page 205-206

10. RCTQ
PART IV: DEVELOPMENT PLANS
Strengths Development
Needs
Action Plan
(Recommended Developmental
Intervention) Timeline
Resources
Needed
Learning
Objectives
Intervention
A. Functional Competencies
Objective 9, KRA 3
To select, develop,
organize
and use appropriate
teaching and
learning resources,
including ICT, to
address learning
goals.
Enrich skills in
developing and
organizing
localized and
indigenized
materials that
are aligned with
the learning
goals.
Participating in
seminars/
workshops
Participating in
Learning Action
Cells (LAC)
Year-
round
Supervisors
/ School
Heads /
Master
Teachers
Local Funds

11. RCTQ
PART IV: DEVELOPMENT PLANS
Strengths
Development Needs
Action Plan
(Recommended Developmental
Intervention) Timeline
Resources
Needed
Learning
Objectives
Intervention
A. Functional Competencies
Objective 5, KRA 2
To manage learner behavior
constructively by applying
positive
and non-violent discipline to
ensure
learning-focused
environments; particularly
on how to respond
appropriately to misbehavior
of learners at all times
without any loss of
instructional time.
Learn non-verbal
strategies/cues to
manage
misbehavior of
learners at all
times without any
loss of
instructional time
Seeking advice,
asking opinions,
sounding out
ideas from
colleagues/
mentors
Participating in
Learning Action
Cells (LAC)
Requesting
coaching from
manager/others
Year-
round
Supervisors /
School Heads
/
Master
Teachers
Local Funds

12. RCTQ
PART IV: DEVELOPMENT PLANS
Strengths
Development Needs
Action Plan
(Recommended Developmental
Intervention) Timeline
Resources
Needed
Learning
Objectives
Intervention
A. Functional Competencies
Objective 3, KRA
1
To apply a range
of teaching
strategies to
develop critical
and creative
thinking, as well
as other higher-
order thinking
skills.
Objective 3, KRA 1
To apply a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills;
particularly, to improve
on my art of questioning
so that I will be able to
make my students use
and develop their critical
thinking skills
Acquire
techniques
and strategies
on the art of
questioning
that will enable
to develop
HOTS among
the students.
Applying new
learning from
attending
courses/seminars/
workshops/
Learning Action
Cells (LAC)/ E-
learning
Using feedback to
try a new approach
to an old practice
Coaching and
mentoring
Year-
round
Learning and
Development
Team
Supervisors /
School Heads
/
Master
Teachers
Local Funds

13. RCTQ
PART IV: DEVELOPMENT PLANS
Strengths Development
Needs
Action Plan
(Recommended Developmental
Intervention) Timeline
Resources
Needed
Learning
Objectives
Intervention
B. Core Behavioral Competencies
 Professionalism
and Ethics
 Teamwork
 Service
Orientation
 Results Focus
Innovation;
particularly on
conceptualizing
“Out of the Box”
ideas/approach
Focus on
personal
productivity to
create higher
value and
results
Coaching
Incorporating in
the next in-service
training (INSET)
the training on
conceptualization
of innovative and
ingenious
methods and
solutions
Regular
coaching
In-service
training in
April and
May
HRTD
Funds

14. RCTQ
What are included in the PPST-
RPMS for SY 2019-2020
– Classroom Observation Tool

15. RCTQ
– Classroom Observation Tool
This is the tool used to rate the teaching
competence of the teachers.

16. RCTQ
Rubric
Observation Notes Form
Rating Sheet
Inter-observer
Agreement Form
Indicator List
FORMS AND TOOLS
FOR CLASSROOM OBSERVATION

17. RCTQ
COT-RPMS
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
3 4 5 6 7
The teacher
demonstrates minor
content errors either in
the presentation of the
lesson or in responding
to students’ questions or
comments. The lesson
content displays
simple coherence.
The teacher
demonstrates
accurate knowledge of
key concepts both in
the presentation of the
lesson and in
responding to students’
questions or comments.
The lesson content
displays coherence.
The teacher attempts
to make connections
across curriculum
content areas if
appropriate.
The teacher
demonstrates
accurate and in-depth
knowledge of most
concepts in the
presentation of the
lesson and in
responding to students’
questions in a manner
that attempts to be
responsive to student
developmental
learning needs. The
teacher makes
connections across
curriculum contents
areas if appropriate.
The teacher
demonstrates
accurate, in-depth and
broad knowledge of all
concepts in the
presentation of the
lesson and in
responding to students’
questions in a manner
that is responsive to
student
developmental
learning needs and
promotes student
learning. The teacher
makes meaningful
connection across
curriculum content
areas if appropriate.
The teacher applies
high-level knowledge
of content and
pedagogy that creates
a conducive learning
environment that
enables an in-depth and
sophisticated
understanding of the
teaching and learning
process to meet
individual or group
learning needs within
and across curriculum
content areas.
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
4 5 6 7 8
The teacher
demonstrates
accurate knowledge of
key concepts both in
the presentation of the
lesson and in
responding to students’
questions or comments.
The lesson content
displays coherence.
The teacher attempts
to make connections
across curriculum
content areas if
appropriate.
The teacher
demonstrates
accurate and in-depth
knowledge of most
concepts in the
presentation of the
lesson and in
responding to students’
questions in a manner
that attempts to be
responsive to student
developmental
learning needs. The
teacher makes
connections across
curriculum contents
areas if appropriate.
The teacher
demonstrates
accurate, in-depth and
broad knowledge of all
concepts in the
presentation of the
lesson and in
responding to students’
questions in a manner
that is responsive to
student
developmental
learning needs and
promotes student
learning. The teacher
makes meaningful
connection across
curriculum content
areas if appropriate.
The teacher applies
high-level knowledge
of content and
pedagogy that creates
a conducive learning
environment that
enables an in-depth and
sophisticated
understanding of the
teaching and learning
process to meet
individual or group
learning needs within
and across curriculum
content areas.
The teacher applies
high-level knowledge
of content within and
across curriculum
content areas to
empower students to
acquire and apply
successful learning
strategies to assist in
their development as
independent learners.
TEACHER I-III (PROFICIENT)
MASTER TEACHER I-IV
(HIGHLY PROFICIENT)
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
1 2 3 4 5 6 7 8 9
The teacher
demonstrates
substantial
content errors
either in the
presentation of
the lesson or in
responding to
students’
questions or
comments.
The teacher
demonstrates
moderate
content errors
related to lesson
concepts either
in the
presentation of
the lesson or in
responding to
students’
questions or
comments. The
lesson content
does not
display
coherence
The teacher
demonstrates
minor content
errors either in
the presentation
of the lesson or
in responding to
students’
questions or
comments. The
lesson content
displays simple
coherence.
The teacher
demonstrates
accurate
knowledge of
key concepts
both in the
presentation of
the lesson and
in responding to
students’
questions or
comments. The
lesson content
displays
coherence. The
teacher
attempts to
make
connections
across
curriculum
content areas if
appropriate.
The teacher
demonstrates
accurate and
in-depth
knowledge of
most concepts
in the
presentation of
the lesson and
in responding to
students’
questions in a
manner that
attempts to be
responsive to
student
developmental
learning needs.
The teacher
makes
connections
across
curriculum
contents areas
if appropriate.
The teacher
demonstrates
accurate, in-
depth and
broad
knowledge of
all concepts in
the presentation
of the lesson
and in
responding to
students’
questions in a
manner that is
responsive to
student
developmental
learning needs
and promotes
student
learning. The
teacher makes
meaningful
connection
across
curriculum
content areas if
appropriate.
The teacher
applies high-
level
knowledge of
content and
pedagogy that
creates a
conducive
learning
environment that
enables an in-
depth and
sophisticated
understanding of
the teaching and
learning process
to meet
individual or
group learning
needs within
and across
curriculum
content areas.
The teacher
applies high-
level
knowledge of
content within
and across
curriculum
content areas to
empower
students to
acquire and
apply
successful
learning
strategies to
assist in their
development as
independent
learners.
The teacher
applies
exceptional
knowledge of
content within
and across
curriculum
content areas to
develop
students
lifelong
learning skills.

18. RCTQ
INDICATORS
Refer to the specific classroom observable
practice
PARTS OF THE RUBRIC

19. RCTQ
LEVEL DESCRIPTION
Refer to the description of practice for each level.

20. RCTQ
FEATURES OF PRACTICE
Refer to specific classroom practices, which help
describe a particular level
FEATURES OF PRACTICE
1. Instructional
materials and
resources are
minimally aligned
with the learning
goals.
1. Instructional
materials and
resources are
incompletely aligned
with the instructional
purposes.
1. Instructional
materials and
resources are fairly
aligned with the
instructional
purposes.
1. All instructional
materials ad
resources are
aligned with the
instructional
purposes.
1. Instructional
materials are diverse
and are consistently
aligned with the
instructional
purposes.

21. RCTQ
CLARIFICATIONS
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

22. RCTQ
NO. INDICATORS
OBSERVATION
PERIOD
1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas    
2
Uses a range of teaching strategies that enhance learner achievement in
literacy and/or numeracy skills
   
3
Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
   
4
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
   
5
Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments
   
6
Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests and
experiences
 
7
Plans, manages and implements developmentally 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 
INDICATOR LIST FOR PROFICIENT
INDICATOR LIST FOR HIGHLY PROFICIENT
 Indicators to
be observed
per
observation
period are
highlighted in
yellow
COT
INDICATOR
NO.
INDICATOR DESCRIPTION
OBSERVATION
PERIOD
1 2 3 4
1
Applies knowledge of content within and across
curriculum teaching areas
   
2
Applies a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills
   
3
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
   
4
Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments
   
5
Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts
   
pp. 92-93
Pre-Observation Protocol

23. RCTQ
RPMS
OBJECTIVE NO.
COT-RPMS INDICATORS (PROFICIENT)
COT INDICATOR
NO.
1 Applies knowledge of content within and across curriculum teaching areas
1
2
Uses a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills 2
3
Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills 3
4
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
4
5
Manages learner behavior constructively by applying positive and non-violent
discipline to ensure learning-focused environments 5
6
Uses differentiated, developmentally appropriate learning experiences to
address learners' gender, needs, strengths, interests and experiences 6
7
Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts
7
9
Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals 8
10
Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements 9
Mapped RPMS Objectives to COT Indicators
Mapped RPMS Objectives to COT Indicators
RPMS
OBJECTIVE NO.
COT-RPMS INDICATORS (HIGHLY PROFICIENT)
COT INDICATOR
NO.
1
Applies knowledge of content within and across curriculum
teaching areas 1
3
Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 2
4
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
3
5
Manages learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments 4
7
Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts 5

24. RCTQ
If there are multiple observers,
avoid engaging in any discussion
with one another. Avoid discouraging
facial expressions.
ACTUAL OBSERVATION
Observe the entire class period.
NOTE:
Observers should only
bring the observation Note/s

25. RCTQ
COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ________________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
DATE: __________________________________________ ________________________________
OBSERVATION 1 2 3 4
DIRECTIONS FOR THE OBSERVER:
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.
3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.
THE TEACHER:
Observer
1
Observer
2
Observer
3
AGREED
RATING
1. Applies knowledge of content within and across curriculum
teaching areas 5 7 6 6
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills 5 5 5 5
3. Applies a range of teaching strategies to develop critical and
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
activities within a range of physical learning environments
6 6 6 6
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments 7 6 5 6
6. Uses differentiated, developmentally appropriate learning
experiences
to address learners' gender, needs, strengths, interests and
experiences
6 7 7 6
7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching strategies
6 6 6 6
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goal
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
STEP 3 - OBSERVERS
(5+7+6)/3=
6
In case of multiple observers
Inter-Observer Agreement
Exercise
• Discuss the rating with fellow
observer/s
• Decide the final rating
POST- OBSERVATION
 The agreed rating is NOT an
average; it is the final rating
based on reasoned and
consensual judgment.

26. RCTQ
COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ________________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
DATE: __________________ QUARTER: _____________ ________________________________
DIRECTIONS FOR THE OBSERVER:
1. Indicate your individual ratings for each indicator.
2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve the difference
and concur on an agreed rating. The final rating is not necessarily an average; it is a final rating based rating based on
reasoned and consensual judgment.
3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.
THE TEACHER:
Observer
1
Observer
2
Observer
3
AGREED
RATING
1. Applies knowledge of content within and across curriculum
teaching areas 5 7 6 6
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills 5 5 5 5
3. Applies a range of teaching strategies to develop critical and
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
activities within a range of physical learning environments
6 6 6 6
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments 7 6 5 6
6. Uses differentiated, developmentally appropriate learning experiences
to address learners' gender, needs, strengths, interests and
experiences
6 7 7 6
7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching strategies
6 6 6 6
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals 6 5 7 6
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
7 6 5 7
STEP 4 – OBSERVER/S &
TEACHER
Post- Conference
1. Meet with the teacher to
discuss the results of the
observation.
2. Affix
signatures
on the rating
sheets.
POST- OBSERVATION
COT-RPMS
TEACHER I – III
RATING SHEET
OBSERVER: _______________________________________ DATE: ______________
TEACHER OBSERVED:______________________________ QUARTER_____________
SUBJECT & GRADE LEVEL
TAUGHT:___________________________________________________
DIRECTIONS FOR THE TEACHER:
Put a check () mark on the box provided for each indicator that you think is observable
during your classroom teaching.
THE TEACHER: 3 4 5 6 7 NO
1. Applies knowledge of content within and across
curriculum teaching areas

2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills

3. Applies a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order
thinking skills

4. 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

5. Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments

6. Uses differentiated, developmentally appropriate
learning
experiences to address learners' gender, needs,
strengths, interests and experiences

7. Plans, manages and implements developmentally
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
Teacher
COT-RPMS
TEACHER I – III
RATING SHEET
OBSERVER: ________________________________ DATE: _______
TEACHER OBSERVED:_______________________ QUARTER_____________
SUBJECT & GRADE LEVEL
TAUGHT:____________________________________________
DIRECTIONS FOR THE TEACHER:
Put a check () mark on the box provided for each indicator that you think is
observable during your classroom teaching.
THE TEACHER: 3 4 5 6 7 NO
1. Applies knowledge of content within and across
curriculum teaching areas

2. Uses a range of teaching strategies that enhance
learner
achievement in literacy and numeracy skills

3. Applies a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills

4. 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

5. Manages learner behavior constructively by
applying positive and non-violent discipline to ensure
learning-focused environments

6. Uses differentiated, developmentally appropriate
learning experiences to address learners' gender,
needs, strengths, interests and experiences

7. Plans, manages and implements developmentally
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
Teacher
COT-RPMS
TEACHER I – III
RATING SHEET
OBSERVER: ____________________________________________ DATE:
________________
TEACHER OBSERVED:___________________________________
QUARTER_____________
SUBJECT & GRADE LEVEL
TAUGHT______________________________________________
DIRECTIONS FOR THE TEACHER:
Put a check () mark on the box provided for each indicator that you think is
observable during your classroom teaching.
THE TEACHER: 3 4 5 6 7 NO
1. Applies knowledge of content within and across
curriculum
teaching areas

2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills

3. Applies a range of teaching strategies to develop critical
and
creative thinking, as well as other higher-order thinking
skills

4. 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

5. Manages learner behavior constructively by applying
positive
and non-violent discipline to ensure learning-focused
environments

6. Uses differentiated, developmentally appropriate
learning
experiences to address learners' gender, needs,
strengths,
interests and experiences

7. Plans, manages and implements developmentally
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

27. RCTQ
COT-RPMS OBSERVATION PROCESS
AND PROTOCOL
OBSERVERS TOOL NEEDED TEACHER
PRE-
OBSERVATION • Review the appropriate COT-
RPMS Rubric appropriate to the
position of the teacher to be
observed
• Review the Indicator List
expected to be observed in each
quarter/ observation period
• Arrive at the designated
classroom a few minutes before
the observation
COT-RPMS
RUBRIC
INDICATOR
LIST
• Reviews the COT-RPMS Rubric
appropriate to his/her position
• Refers to the Indicator List
expected to be observed in
each quarter/observation period.
• Plans the lesson based on the
indicators
• Provides the observers with the
lesson plan/DLP/DLL.
OBSERVA-
TION
• Sit at any available seats in the
classroom
• Multiple observers are to sit apart
• Record all comments on the
Observation Notes Form
OBSERVATION
NOTES FORM
• Delivers the lesson
POST-
OBSERVA-
TION
• Rate the teacher RATING SHEET
In case of multiple observers:
• Discuss the rating with fellow
observer/s
• Decide the final rating
INTER-
OBSERVER
AGREEMENT
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.

28. RCTQ
What are included in the PPST-
RPMS for SY 2019-2020
– Results-based Performance
Management System
Also known as the IPCRF (for teachers) and
OPCRF (for school heads).

29. RCTQ
are RPMS tools?

30. RCTQ
RPMS Tools pertain to the two (2) different
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)

31. RCTQ
Each tool has the following parts:
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

32. RCTQ
1. Position and Competency Profile

33. RCTQ
2. Job Summary (2.1 QS)

34. RCTQ
See page 133
2. Job Summary (2.2 Duties and Responsibilities)
Teacher I-III

35. RCTQ
See page 153
2. Job Summary (2.2 Duties and Responsibilities)
Master Teacher I-IV

36. RCTQ
See page 134-
3. MFOs, KRAs, Objectives and MOVs

37. RCTQ
4. Objectives, MOVs, PIs

38. RCTQ
Performance Indicators include the following:

39. RCTQ
RPMS TOOLS
is there a need for RPMS Tools?

40. RCTQ
It serves as a BLUE
PRINT
for teachers
to guide them
in accomplishing
their job.
***Photo credits: from Google Photos

41. RCTQ
RPMS TOOLS
uses the RPMS Tools?

42. RCTQ
WHO Uses the RPMS Tools?
• School Heads
• Designated Teachers-in-Charge
• Head Teachers
• Department Heads
• Master Teachers
RATERS
• Teachers I-III (Proficient Teachers)
• Master Teachers I-IV (Highly Proficient
Teachers)
• ***for SHS
RATEES

43. RCTQ
Raters (per DO 2, s. 2015)
Ratee Rater Approving Authority
Head
Teacher/Master
Teacher
Principal Superintendent
(Small & Medium Divisions)
Asst. Superintendent
(Large and Very Large Divisions)
Teacher Head Teacher/Master
Teacher
Principal

44. RCTQ
In the case of Head Teacher:
For elementary, HT serving as School Head
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.

45. RCTQ
SESSION 6
PORTFOLIO ASSESSMENT

46. RCTQ
Steps in the Assessment Phase
Step 1: Rate the Portfolio based on the MOV presented.
RPMS PORTFOLIO ASSESSMENT PROCESS
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

47. RCTQ
What rate will Teacher Grace get?

48. RCTQ

49. RCTQ
Q E T Total Average
Weight per
Objective
Rating
5 -

50. RCTQ
COT Rating 7 7 7 7
RPMS 5-point scale rating 4 4 4 4

51. RCTQ
COT Rating RPMS 5-Point Scale Rating
7 = 4
7 = 4
7 = 4
7 4
16
16 ÷ 4 = 4

52. RCTQ
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.
Q E T Total Average
Weight per
Objective
Rating
4 5 -
She also got a rating of 5 for Efficiency having
submitted the required number of MOV.
9 4.500 7.5% 0.337

53. RCTQ
What rate will Teacher Adelyn get?

54. RCTQ

55. RCTQ
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.
Q E T Total Average
Weight per
Objective
Rating
3 3 3 9 3.000 7.5% 0.225

56. RCTQ
There are instances, however, that
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.

57. RCTQ
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.

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

59. RCTQ
• Determine the final rating for Quality by
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):

60. RCTQ
WORKSHOP
Instruction
Following the portfolio assessment process in the
RPMS Manual, rate the provided Sample Portfolio
Scenarios using the RPMS Tools and forms.
RPMS PORTFOLIO ASSESSMENT PROCESS

61. RCTQ
Teacher Mark, Teacher III, submitted the following
MOV for Objective 1:
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
Objective
RATING
Score
Q E T Total Average

62. RCTQ

63. RCTQ

64. RCTQ

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66. RCTQ

67. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 5 -

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

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

70. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 4 5 - 9 4.500 0.337

71. RCTQ
Teacher Gerlie, Master Teacher I, submitted the
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
Objective
RATING
Score
Q E T Total Average

72. RCTQ

73. RCTQ

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76. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 4 -

77. RCTQ
RPMS 5-Point Scale Rating 5 3 4
COT Rating 8 6 7

78. RCTQ
COT Rating RPMS 5-Point Scale Rating
8 = 5
6 = 3
7 = 4
12
12 ÷ 3 = 4

79. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 4 4 - 8 4.000 0.300

80. RCTQ
Teacher Bernadette submitted the following MOV for
Objective 2, KRA 1:
• 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
Objective
RATING
Score
Q E T Total Average

81. RCTQ

82. RCTQ

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87. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 5 5 5 15 5.000 0.375

88. RCTQ
Teacher Michael submitted the following MOV for
Objective 13, Plus Factor:
• 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
Objective
RATING
Score
Q E T Total Average

89. RCTQ

90. RCTQ

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97. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
10 % 5 5 - 10 5.000 0.500

98. RCTQ
Teacher Karina, Teacher II, submitted the following
MOV for Objective 8, KRA 3:
• 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
Objective
RATING
Score
Q E T Total Average

99. RCTQ

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105. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 3 3 - 6 3.000 0.225

106. RCTQ
Teacher Myles, Teacher I, submitted the following
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
Objective
RATING
Score
Q E T Total Average

107. RCTQ

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110. RCTQ

111. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 4 -

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

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

114. RCTQ
Weight per
Objective
RATING
Score
Q E T Total Average
7.5 % 4 4 - 8 4.000 0.300

115. RCTQ

116. RCTQ
Let’s give PPST the chance and let
this change be the change.