This document outlines the policies and guidelines regarding career progression and promotion for teachers in the Philippines. It discusses the importance of professional development for educators and how it benefits both students and teachers. It then describes the typical career stages and ladder for teachers, from rookie to mentor. The legal basis for teachers' career progression is also presented, drawing from the Constitution and relevant laws. The document proceeds to outline the specific guidelines and procedures for promotion, including the composition of selection boards, evaluation criteria, and qualifications for roles like Master Teacher I and II.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides means of verification and indicators for assessing teachers' performance level as outstanding, very satisfactory,
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
[Appendix 1A] RPMS Tool for Proficient Teachers SY 2021-2022 in the time of C...JAYSONDAGURO
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document outlines the policies and guidelines regarding career progression and promotion for teachers in the Philippines. It discusses the importance of professional development for educators and how it benefits both students and teachers. It then describes the typical career stages and ladder for teachers, from rookie to mentor. The legal basis for teachers' career progression is also presented, drawing from the Constitution and relevant laws. The document proceeds to outline the specific guidelines and procedures for promotion, including the composition of selection boards, evaluation criteria, and qualifications for roles like Master Teacher I and II.
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides means of verification and indicators for assessing teachers' performance level as outstanding, very satisfactory,
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
This document provides the performance rating system (RPMS) tool for teachers ranked as proficient (Teacher I-III) for the 2021-2022 school year in the Philippines amid the COVID-19 pandemic. It outlines the position and competency profile, qualifications, duties and responsibilities, and key result areas (KRA) for evaluating teachers. The KRA on content knowledge and pedagogy includes 4 objectives for evaluating teachers' mastery of content, use of research-based teaching practices, language proficiency, and communication strategies. Performance is rated on a 5-point scale based on classroom observations and other evidence like lesson plans. The tool provides a systematic way to assess proficient teachers' instructional practices during remote learning.
[Appendix 1A] RPMS Tool for Proficient Teachers SY 2021-2022 in the time of C...JAYSONDAGURO
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
[Appendix 1 a] rpms tool for proficient teachers sy 2021 2022 in the time of ...GlennOcampo
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
The document provides an RPMS tool for evaluating highly proficient teachers (Master Teachers I-IV) in the Philippines for the 2021-2022 school year. It outlines the position profile, qualifications, duties and responsibilities expected of Master Teachers. It also includes a performance rating system across three key result areas of content knowledge and pedagogy, learner development and diversity, and personal and professional growth. Objectives and performance indicators are defined for each key result area along with means of verification and quality performance ratings.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
This document contains position and competency profiles for three teacher positions - Teacher I, Teacher II, and Teacher III - within the Department of Education.
For each position, the document outlines the required and preferred educational qualifications, experience requirements, duties and responsibilities, and performance indicators for evaluation.
Teacher I requires a bachelor's degree in education plus 18 professional units, with no experience required. Teacher II requires the same qualifications as Teacher I plus one year of relevant experience. Teacher III requires the same qualifications as Teacher II plus two years of relevant experience.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
This document contains position and competency profiles for four Principal levels (Principal I-IV) within the Department of Education. It outlines the job summary, qualifications, duties and responsibilities, and performance indicators for each level. The job summary states that the Principal sets the school's mission, vision and goals, creates an environment conducive to teaching and learning, implements and monitors the curriculum, and is accountable for learning outcomes. The duties and responsibilities section lists various leadership, management, instructional, and administrative tasks. The performance indicators section establishes criteria for evaluating the Principal's performance in areas like instructional leadership, learning environment, human resource management, and school operations.
This document provides a summary of the RPMS Tool for teachers in the Philippines for the 2021-2022 school year. It includes the position and competency profile, qualifications, duties and responsibilities, and performance indicators for teachers ranked as proficient (Teacher I to Teacher III). The tool outlines 5 key result areas (KRAs) for evaluation: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Learner Development and Diversity, 4) Assessment and Reporting, and 5) Partnerships and Resources. Under each KRA are objectives and means of verification for assessing teacher performance based on a 5-point quality rating scale.
The Training and Development Agency for Schools (TDA) is responsible for teacher training in England. It allocates over 37,000 training places each year across various routes including undergraduate, postgraduate, employment-based. It also regulates teacher training providers and ensures quality through criteria for accreditation and inspection by Ofsted. The TDA collects data on trainees and providers to monitor quality and inform recruitment and funding.
John Mark C. Bartolome graduated from Central Luzon State University and is currently pursuing a Master's in Education with a focus on Educational Management. He works as a Kindergarten teacher at Deped San Jose. The document provides an overview of career planning and the career path for teachers in the Philippines. It discusses the history of career planning, the significance of career planning for teachers, and the Teacher Education Development Program and National Competency-Based Teacher Standards which guide teachers' career development from the beginning stages as a student or "Cadet" all the way through to becoming a master teacher or "Artist" with 10+ years of experience.
Assessment For The Future Core PresentationFoggyeyes
This document discusses changes in assessment practices in UK schools between 2003-2004 and 2009-2010. It outlines how the curriculum has become more flexible with an increased emphasis on skills, concepts, and real-world application. Teacher assessment has also been raised in status. The document also describes the implementation of Assessment for Learning (AfL) strategies, including the development of Assessment for Pupil Progress (APP) materials to support formative assessment. Finally, it argues that curriculum planning, teaching approaches, and assessment work most effectively when integrated together to support coherent and engaging learning.
This document provides information about license renewal requirements for teachers in Massachusetts. It discusses that professional licenses for both academic and vocational teachers must be renewed every five years. Teachers must complete 150 professional development points (PDPs) during each renewal cycle to maintain an active license. If a license expires and becomes inactive, teachers have different windows of time to complete PDPs and renew their license depending on their employment status. The document also outlines the PDP allocation requirements and approved professional development activities teachers can engage in to accrue points.
Dr. Stephen Pruitt and Megan Boren of SREB presented to the North Carolina State Board of Education on transforming the teaching profession through holistic systems change. They proposed an improved tiered licensure system with multiple pathways into teaching, such as apprenticeships and residencies. This system would provide mentoring supports, consider competencies over inputs, and allow career advancement through pay increases. The goal is to recruit and retain high-quality, diverse teachers through an inclusive, rewarding profession that invests in teachers and students.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
The document outlines Course 3 of the Teacher Induction Program, which helps teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. The course contains 3 modules that explore the PPST and how it establishes expectations for teachers through domains, strands, and indicators at different career stages. Upon completing the course, teachers will understand how DepEd's human resource systems and tools are aligned with the PPST to develop teaching practices and set professional goals.
The document provides an overview of Course 3 of the Teacher Induction Program, which aims to help teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. It discusses the following key points:
1. The PPST defines teacher quality through 4 career stages (Beginning, Proficient, Highly Proficient, Distinguished) and 7 domains comprising 37 strands that describe expectations of teachers.
2. Module 1 will focus on achieving teacher quality through understanding the PPST, including the career stages, domains, strands, and indicators.
3. The course is estimated to take 7 hours to complete and will require teachers to develop a lesson plan as the portfolio
Escasinas, Rhegee F. TIP-CourseBook-3 pg 1-25.pdfRhegeeEscasinas1
The document outlines the Philippine Professional Standards for Teachers (PPST) which defines teacher quality through 4 career stages and 7 domains, 37 strands, and indicators. Each career stage articulates the expected professional practices of teachers at different points in their career. The PPST is intended to help teachers understand expectations of teaching practice and guide their professional development goals based on the standards.
The document outlines Pittsburgh Public Schools' vision and strategic plan to empower effective teachers and increase college readiness among students. The plan has three strategic priorities: 1) Increase the number of highly effective teachers, 2) Increase exposure of high-needs students to highly effective teachers, and 3) Ensure teachers and students work in learning environments that promote college readiness. Key elements of the plan include improved teacher recruitment, a differentiated career ladder for teachers, and changes to the teacher evaluation and tenure systems to increase accountability and reward effectiveness. The goal is to increase the percentage of students completing post-secondary education to over 80% within five years.
This document proposes a new pathway model for teacher licensure in North Carolina with 4 license levels - Apprentice, License I, License II, License III - culminating in License IV (Expert Teacher). Requirements include degree/coursework, assessments, observations, student growth measures. Supports include mentoring, professional development funds. License terms are 1-3 years with options to remain as a teaching assistant if requirements aren't met. Salaries range from $30,000 to $56,000 with additional stipends for License IV levels focused on classroom excellence or adult leadership.
[Appendix 1 a] rpms tool for proficient teachers sy 2021 2022 in the time of ...GlennOcampo
This document contains an RPMS (Results-Based Performance Management System) tool for teachers in the Philippines for the 2021-2022 school year during the COVID-19 pandemic. It includes the position and competency profile, duties and responsibilities, and performance indicators for Key Result Areas related to content knowledge and pedagogy, and learning environment. Teachers are evaluated based on classroom observations, lesson plans, and other means of verification to determine their level of performance in establishing effective learning environments and demonstrating strong content knowledge and teaching skills.
The document provides an RPMS tool for evaluating highly proficient teachers (Master Teachers I-IV) in the Philippines for the 2021-2022 school year. It outlines the position profile, qualifications, duties and responsibilities expected of Master Teachers. It also includes a performance rating system across three key result areas of content knowledge and pedagogy, learner development and diversity, and personal and professional growth. Objectives and performance indicators are defined for each key result area along with means of verification and quality performance ratings.
[Appendix 1 b] rpms tool for highly proficient teachers sy 2021 2022 in the t...GlennOcampo
The document is an RPMS tool for highly proficient teachers (Master Teacher I-IV) for the 2021-2022 school year that outlines their position, qualifications, duties and responsibilities, and performance evaluation. It contains details on the education, experience, and training requirements for each level of Master Teacher. It also lists key result areas (KRAs) related to content knowledge and pedagogy, learning environment, and learner development and engagement. Under each KRA are objectives with corresponding performance indicators and means of verification for evaluation.
This document contains position and competency profiles for three teacher positions - Teacher I, Teacher II, and Teacher III - within the Department of Education.
For each position, the document outlines the required and preferred educational qualifications, experience requirements, duties and responsibilities, and performance indicators for evaluation.
Teacher I requires a bachelor's degree in education plus 18 professional units, with no experience required. Teacher II requires the same qualifications as Teacher I plus one year of relevant experience. Teacher III requires the same qualifications as Teacher II plus two years of relevant experience.
Developing the skills of VET Practitioners - a real story
Presentation at VELG Conference 2015
Kerrie-Anne Sommerfeld (Rubric Training Solutions) and Claire Rasmussen (FedUni TAFE)
This document contains position and competency profiles for four Principal levels (Principal I-IV) within the Department of Education. It outlines the job summary, qualifications, duties and responsibilities, and performance indicators for each level. The job summary states that the Principal sets the school's mission, vision and goals, creates an environment conducive to teaching and learning, implements and monitors the curriculum, and is accountable for learning outcomes. The duties and responsibilities section lists various leadership, management, instructional, and administrative tasks. The performance indicators section establishes criteria for evaluating the Principal's performance in areas like instructional leadership, learning environment, human resource management, and school operations.
This document provides a summary of the RPMS Tool for teachers in the Philippines for the 2021-2022 school year. It includes the position and competency profile, qualifications, duties and responsibilities, and performance indicators for teachers ranked as proficient (Teacher I to Teacher III). The tool outlines 5 key result areas (KRAs) for evaluation: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Learner Development and Diversity, 4) Assessment and Reporting, and 5) Partnerships and Resources. Under each KRA are objectives and means of verification for assessing teacher performance based on a 5-point quality rating scale.
The Training and Development Agency for Schools (TDA) is responsible for teacher training in England. It allocates over 37,000 training places each year across various routes including undergraduate, postgraduate, employment-based. It also regulates teacher training providers and ensures quality through criteria for accreditation and inspection by Ofsted. The TDA collects data on trainees and providers to monitor quality and inform recruitment and funding.
John Mark C. Bartolome graduated from Central Luzon State University and is currently pursuing a Master's in Education with a focus on Educational Management. He works as a Kindergarten teacher at Deped San Jose. The document provides an overview of career planning and the career path for teachers in the Philippines. It discusses the history of career planning, the significance of career planning for teachers, and the Teacher Education Development Program and National Competency-Based Teacher Standards which guide teachers' career development from the beginning stages as a student or "Cadet" all the way through to becoming a master teacher or "Artist" with 10+ years of experience.
Assessment For The Future Core PresentationFoggyeyes
This document discusses changes in assessment practices in UK schools between 2003-2004 and 2009-2010. It outlines how the curriculum has become more flexible with an increased emphasis on skills, concepts, and real-world application. Teacher assessment has also been raised in status. The document also describes the implementation of Assessment for Learning (AfL) strategies, including the development of Assessment for Pupil Progress (APP) materials to support formative assessment. Finally, it argues that curriculum planning, teaching approaches, and assessment work most effectively when integrated together to support coherent and engaging learning.
This document provides information about license renewal requirements for teachers in Massachusetts. It discusses that professional licenses for both academic and vocational teachers must be renewed every five years. Teachers must complete 150 professional development points (PDPs) during each renewal cycle to maintain an active license. If a license expires and becomes inactive, teachers have different windows of time to complete PDPs and renew their license depending on their employment status. The document also outlines the PDP allocation requirements and approved professional development activities teachers can engage in to accrue points.
Dr. Stephen Pruitt and Megan Boren of SREB presented to the North Carolina State Board of Education on transforming the teaching profession through holistic systems change. They proposed an improved tiered licensure system with multiple pathways into teaching, such as apprenticeships and residencies. This system would provide mentoring supports, consider competencies over inputs, and allow career advancement through pay increases. The goal is to recruit and retain high-quality, diverse teachers through an inclusive, rewarding profession that invests in teachers and students.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
The document outlines Course 3 of the Teacher Induction Program, which helps teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. The course contains 3 modules that explore the PPST and how it establishes expectations for teachers through domains, strands, and indicators at different career stages. Upon completing the course, teachers will understand how DepEd's human resource systems and tools are aligned with the PPST to develop teaching practices and set professional goals.
The document provides an overview of Course 3 of the Teacher Induction Program, which aims to help teachers become familiar with the Philippine Professional Standards for Teachers (PPST) as the new framework for teacher quality in the Philippines. It discusses the following key points:
1. The PPST defines teacher quality through 4 career stages (Beginning, Proficient, Highly Proficient, Distinguished) and 7 domains comprising 37 strands that describe expectations of teachers.
2. Module 1 will focus on achieving teacher quality through understanding the PPST, including the career stages, domains, strands, and indicators.
3. The course is estimated to take 7 hours to complete and will require teachers to develop a lesson plan as the portfolio
Escasinas, Rhegee F. TIP-CourseBook-3 pg 1-25.pdfRhegeeEscasinas1
The document outlines the Philippine Professional Standards for Teachers (PPST) which defines teacher quality through 4 career stages and 7 domains, 37 strands, and indicators. Each career stage articulates the expected professional practices of teachers at different points in their career. The PPST is intended to help teachers understand expectations of teaching practice and guide their professional development goals based on the standards.
The document outlines Pittsburgh Public Schools' vision and strategic plan to empower effective teachers and increase college readiness among students. The plan has three strategic priorities: 1) Increase the number of highly effective teachers, 2) Increase exposure of high-needs students to highly effective teachers, and 3) Ensure teachers and students work in learning environments that promote college readiness. Key elements of the plan include improved teacher recruitment, a differentiated career ladder for teachers, and changes to the teacher evaluation and tenure systems to increase accountability and reward effectiveness. The goal is to increase the percentage of students completing post-secondary education to over 80% within five years.
This document proposes a new pathway model for teacher licensure in North Carolina with 4 license levels - Apprentice, License I, License II, License III - culminating in License IV (Expert Teacher). Requirements include degree/coursework, assessments, observations, student growth measures. Supports include mentoring, professional development funds. License terms are 1-3 years with options to remain as a teaching assistant if requirements aren't met. Salaries range from $30,000 to $56,000 with additional stipends for License IV levels focused on classroom excellence or adult leadership.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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1. DISTRICT ORIENTATION ON THE
AGENCY MERIT SELECTION PLAN
AND RECRUITMENT, SELECTION,
AND APPOINTMENT (RSA)
GUIDELINES (DO 7, series 2023)
TEACHER I
2. DepEd
MSP
Omnibus
Guidelines
on RSA
How will the Agency MSP be implemented in the
entire Department?
A necessary measure which
will enable the transition from
the existing RSPI process
towards a competency-based
RSPI system
3. Omnibus Guidelines on RSA
Guidelines on Recruitment, Selection, and
Appointment in the Department of Education
Teacher I
Criteria and Point System
for Teacher I Hiring
School Administration
Criteria and Point System for
Hiring and Promotion of School
Administration Positions
Related-teaching
Criteria and Point System
for Hiring and Promotion of
Related Teaching Positions
Non-teaching
Criteria and Point System
for Hiring and Promotion of
Non-Teaching Positions
Implementing Guidelines
Enclosures/Annexes:
Plus:
Interim Guidelines on Teacher Promotion
Guidelines on Recruitment, Selection, and Appointment to
Higher Teaching Positions (ES, JHS, SHS)
*pending career progression / reclassification policy
4. PROCEDURES
1. Publication and Posting
2. Submission and Receipt of Applications
3. Initial Evaluation vis-à-vis Qualification
Standards
4. Comparative Assessment
5. Appointment
5. Yay! Now that we got qualified
for the position, how are we
going to get the points for our
qualifications?
CRITERIA
AND
POINT
SYSTEM
7. DO 042, s. 2017
The PPST
:
• sets clear expectations of teachers along well-
defined career stages of professional
development from beginning to distinguished
practice;
• engages teachers to embrace ongoing
professional learning for their professional
development to enhance their own teaching;
• provides a framework of uniform measures to
assess teacher performance;and
• provides a basis for building public confidence
in and support for the work of teachers.
8. DO 042, s. 2017
• The PPST shall be used as a basis for all
learning and development programs for
teachers to ensure that they are properly
equipped to effectively implement the K to
12Program.
• It can also be used for the selection and
promotion of teachers.
• All performance appraisals for teachers
shall be based on this set of Standards.
13. What are we looking for?
2 Learning Environment
3 Diversity of Learners
4 Curriculum and Planning
5 Assessment and Reporting
6 Community Linkages and Professional Engagement
7 Personal Growth and Professional Development
Central to the K to 12
Reform is the
importance of
teachers knowing
their content and
knowing how to
teach it.
Philippine Professional Standards for Teachers DOMAINS
1 Content Knowledge and Pedagogy
14. Domains
Strands
Indicators per career stage
”concrete, observable, measurable teacher practices”
4 Career Stages: Descriptions of
developmental practice
15. Who is the new
DepEd teacher
under the
PPST?
Beginning Proficient
16. Teacher Applicants
Levels 2-6 capture the ‘good
performance’ in the beginning
towards proficient career stage
COT Rubric
18. CRITERIA
MAXIMUM
POINTS
POSSIBL
E
a. Education 10
b. Training 10
c. Experience 10
d. PBET / LET / LEPT Rating 10
e. PPST COIs
(Classroom Observation /
Demonstration Teaching)
35
f. PPST NCOIs (Teacher Reflection) 25
CRITERIA
MAXIMUM
POINTS
POSSIBL
E
a. Education 10
b. Training 10
c. Experience 10
d. PPST-based Performance 30
e. PPST COIs
(Classroom Observation /
Demonstration Teaching)
25
f. PPST NCOIs
(Portfolio Assessment)
15
Teacher
I Hiring
Teacher
Promotion
How do we assess teachers using
the new guidelines?
19. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher Ipositions
CRITERIA DESCRIPTION MAX
POINT
S
Education
Units and/or degree relevant to the position to be filled
(Kindergarten, Elem, JHS, and SHS), exceeding the QS 10
Training
Hours in Curriculum and Instruction, exceeding the
QS, acquired in the last five (5) years.
For SHS, must be relevant to learning area/specialization/strand
10
Experience
Months/years of Teaching, exceeding the QS.
For SHS, relevant industry/work experience may be considered
10
LEPT / LET / LEPT
Rating
Rating obtained as reflected in the Certificate of Rating 10
PPST-COIs
Measured through Classroom Observation /
Demonstration Teaching 35
PPST-NCOIs Measured through the Teacher Reflection Form (TRF). 25
20. Rubrics for
Computation
of Education,
Training, and
Experience
Based on the
Qualification
Standards
30 points
Education
Training
Experience
The points for ETE,corresponding
to the applicant’s qualifications
exceeding the QS,shall
be computed using the
Increments Table and the
ETE Rubrics.
Only those qualifications that are
relevant to the position to be filled
shall be given points.
21. Increments Table
a tool that is used in determining the incremental points in the education, training,
and experience obtained by the applicant that exceeds the minimum requirement
per CSC-approved Qualification Standards (QS).
23. NO.
Position Title
(Parenthetic
al Title,
if applicable)
Plantilla
Item
No.
Salary
/Job/
Pay
Grad
e
Monthl
y
Salary
Qualification Standards
Competency
(If
applicable)
Place of
Assignmen
t
Education Training Experience Eligibility
1 Teacher I
(Secondary
)
OSEC-
DECSB-
TeacherI
- 456-
2022
1
1 P25,439.00 BSEd; or
Bachelor’s
degree plus
18 units in
Education
None
required
None
required
RA 1080
(Teacher –
Secondary)
SDO Pasig
City
WE’RE HIRING
TEACHER I (Secondary MAPEH) position
24. Let’s simulate!
Hi! I’m
RAMBUTAN
Hi! I’m
BUKO
Hi! I’m
APPLE
Great! Based on the
Call for Applications and
Initial Evaluation,Ihave
shortlisted three teacher
applicants
25. Qualifications RAMBUTAN APPLE BUKO
Education BSEd
BSEd;
18 units for a Master’s degree
in Education
BS Sports Science
with 18 professional units in
Education
Training None
32 hours training on curriculum
contextualization/localization
and lesson planning
[January 26 to 29, 2021]
24 hours training on sport
training and coaching
[September 13 to 15,
2016]
Experience None
4 years and 3 months as
Teacher Associate in Marian
Academy
[June 1, 2018 to present]
6 years and 2 months as
Teacher in Sacred Heart
Academy - Novaliches
[July 1, 2016 to
present]
The date of HRMPSB assessment/Open Ranking System: October 03, 2022
27. Hi! I’m
RAMBUTAN
Let’s simulate!
Criteria Minimum QS Applicant’s Qualifications
Education
BSEd; or Bachelor’s degree
plus 18 units in Education
BSEd
Training None None
Experience None None
28. Hi! I’m
RAMBUTAN
Criteria QS Rambutan
Education
BSEd; or Bachelor’s
degree plus 18 units
in Education
BSEd
Training None None
Experience None None
Let’s simulate!
Points
0 pts
0 pts
0 pts
Meeting the minimum QS
(orbaseline) requirements for
ETE shall be given ZERO points
29. Let’s simulate!
Criteria Minimum QS Applicant’s Qualifications
Education
BSEd; or Bachelor’s degree
plus 18 units in Education
BSEd;
18 units for a Master’s degree
in Education
Training None
32 hours training on curriculum
contextualization/localization
and lesson planning
[January 26 to 29, 2021]
Experience None
4 years and 3 months as Teacher
Associate in Marian Academy
[June 1, 2018 to
present]
Hi! I’m
APPLE
30. Hi! I’m
APPLE
Let’s simulate!
Criteria QS Apple Increments Points
Education
BSEd; or Bachelor’s
degree plus 18 units
in Education
BSEd;
18 units for a
Master’s degree in
Education
11 – 6 = 5
increments
4 pts
Training None
32 hours training on
curriculum
contextualization/lo
calization and
lesson planning
[January 26 to 29,
2021]
5 – 1 = 4
increments
4 pts
Experience None
4 years and 3
months as Teacher
Associate in Marian
Academy
[June 1, 2018 to
present]
9 – 1 = 8
increments
8 pts
APPLE gets
16points for ETE!
31.
32. Let’s simulate!
Criteria Minimum QS Applicant’s Qualifications
Education
BSEd; or Bachelor’s degree
plus 18 units in Education
BS Sports Science
with 18 professional units
in Education
Training None
24 hours training on sport
training and coaching
[September 13 to 15,
2016]
Experience None
6 years and 2 months as
Teacher in Sacred Heart
Academy - Novaliches
[July 1, 2016 to
present]
Hi! I’m
BUKO
33. Hi! I’m
BUKO
Let’s simulate!
Criteria QS Apple Increments Points
Education
BSEd; or Bachelor’s
degree plus 18 units
in Education
BS Sports Science
with 18
professional units
in Education
6 – 6 = 0
increments
0 pts
Training None
24 hours training on
sport training and
coaching
[September 13 to 15,
2016]
4 – 1 = 3
increments
2 pts
Experience None
6 years and 2
months as Teacher
Associate in Sacred
Heart Academy
[July 1, 2016 to
present]
13 – 1 =
12
increments
10 pts
BUKO gets
1
2 points for ETE!
34. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher Ipositions
CRITERIA DESCRIPTION MAX
POINT
S
Education
Units and/or degree relevant to the position to be filled
(Kindergarten, Elem, JHS, and SHS), exceeding the QS 10
Training
Hours in Curriculum and Instruction, exceeding the
QS, acquired in the last five (5) years.
For SHS, must be relevant to learning area/specialization/strand
10
Experience
Months/years of Teaching, exceeding the QS.
For SHS, relevant industry/work experience may be considered
10
LEPT / LET / LEPT
Rating
Rating obtained as reflected in the Certificate of Rating 10
PPST-COIs
Measured through Classroom Observation /
Demonstration Teaching 35
PPST-NCOIs Measured through the Teacher Reflection Form (TRF). 25
35. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher Ipositions
CRITERIA DESCRIPTION MAX
POINT
S
Education
Units and/or degree relevant to the position to be filled
(Kindergarten, Elem, JHS, and SHS), exceeding the QS 10
Training
Hours in Curriculum and Instruction, exceeding the
QS, acquired in the last five (5) years.
For SHS, must be relevant to learning area/specialization/strand
10
Experience
Months/years of Teaching, exceeding the QS.
For SHS, relevant industry/work experience may be considered
10
LEPT / LET / LEPT
Rating
Rating obtained as reflected in the Certificate of Rating 10
PPST-COIs
Measured through Classroom Observation /
Demonstration Teaching 35
PPST-NCOIs Measured through the Teacher Reflection Form (TRF). 25
36. Rubrics for
Computation
of LEPT/LET/
PBET Rating
The points for LEPT /LET /PBET
Rating corresponding
10points and shall be
computed as follows:
For applicants with PBET/ LEPT/LET:
37. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher Ipositions
CRITERIA DESCRIPTION MAX
POINT
S
Education
Units and/or degree relevant to the position to be filled
(Kindergarten, Elem, JHS, and SHS), exceeding the QS 10
Training
Hours in Curriculum and Instruction, exceeding the
QS, acquired in the last five (5) years.
For SHS, must be relevant to learning area/specialization/strand
10
Experience
Months/years of Teaching, exceeding the QS.
For SHS, relevant industry/work experience may be considered
10
LEPT / LET / LEPT
Rating
Rating obtained as reflected in the Certificate of Rating 10
PPST-COIs
Measured through Classroom Observation /
Demonstration Teaching 35
PPST-NCOIs Measured through the Teacher Reflection Form (TRF). 25
38. Rubrics for
Computation
of PPST
Indicators
25 points
Non-Classroom
Observable
Indicators
(NCOIs)
35 points
Classroom
Observable
Indicators
(COIs)
As part of DepEd’s overall strategic
HR framework and direction on
competency-based HR,
teacher hiring shall now be based on
the demonstration of expected
competencies and professional
standards as defined in the PPST.
Select indicators are featured,
measuring the proficiency levels of
Beginning towards Proficient.
40. There are 9 PPST-based objectives in the RSP:
5 classroom observable
4 non-classroom observable.
What are the PPST-based RSP indicators?
41. PPST Classroom Observable Indicators
To be assessed
through
classroom
observation /
demonstration
teaching by the
HRMPSB or
sub-committees
42. PPST Classroom Observable Indicators
for IPEd Teachers
To be assessed
through
classroom
observation /
demonstration
teaching by the
HRMPSB or
sub-committees
43. PPST Non-Classroom Observable Indicators
To be assessed
through
Teacher
Reflection
Form by the
HRMPSB or
sub-committees
45. • Classroom
Observation
Tool –
RSP rubric
and forms
COT
C
-Rl
S
a
Pssroom
Observable
Objectives
• Teacher
Reflection
Form
Non-
classroom
Observable
Objectives
PPST-RSP Tools
COT-RSP
Rubric
Observation
Notes Form
Rating Sheet Inter-Observer
Agreement Form
Teacher Reflection Form TRF Rubric
47. 1. Designate sub-committee members who:
• Have in-depth understanding of the
PPST
, RSP process, and classroom
observation protocols
• Are trained COT assessors/observers
• Learning area experts
• e.g. Master Teachers, Head Teachers,
School Heads, PSDSs, EPSs, Supervisors
Pre-Observation Protocols
48. 2. Sub-committees must be composed of
2-3 observers.
• Single observer shall not be allowed for
purposed of hiring and promotion
3. Observers to review the COT-RSP Rubric
and Forms
• Observation Notes Form
• Rating Sheet
• Inter-Observer Agreement
Form
Pre-Observation Protocols
49. 4. The Observation
Notes Form is the
only form to be
brought and
completed during
the actual
observation.
• Record comments
and observations
on the teacher’s
performance
Actual Observation Protocols
50. Actual Observation Protocols
5. Observations must be done
with actual learners.
6. Duration: 45mins-1hr
(highly recommended).
However, if this will be
difficult due to the number
of applicants or the
availability of students and
raters/observers, a
minimum of 1
5
-min
observation is allowed.
51. Actual Observation Protocols
7. Avoid engaging in any discussion with
co-observers.
Observers are encouraged to sit apart.
8. Avoid discouraging facial expressions.
52. How many observations are
recommended per day?
If there are multiple observations
within a day, it is recommended
that an observer undertakes
no more than three (3)
observations per day.
53. 9. Thank the teacher and leave the room
immediately after the observation.
• Note: Do not discuss observations with fellow
observers in the presence of the teacher
applicant.
10.Accomplish the Rating Sheet individually.
Post-Observation Protocols
54. ❑ Rating should be done
individually.
❑ The subject specialist/s
will rate indicator 1
.
❑ Elementary teachers are
generalists; therefore, all
observers are expected to
rate Indicator 1
.
Individual Rating
Rate the teacher using
the COT-RSP rubric.
Take note that applicants
for IPEd has a different
set of indicators.
55. Post-Observation Protocols
11.Undertake the Inter-
Observer Agreement
Exercise
• Discuss the individual rating
with fellow observers
• Decide the final rating
❑ The final rating is NOT an
average.
❑ The final rating must be
based on reasoned and
consensual judgment
57. Can classroom observations be
done remotely?
In the event when face-to-face
classroom observation is not
feasible, a remote /online
observation may be conducted;
provided it is done with
actual learners.
58. Review the COT-RSP Rubric
Plan the lesson based on the
identified indicators
Provide the observers
with the DLP
Deliver the lesson
Reminders for Teacher-Applicants
60. 1. Designate sub-committee members who:
• Have in-depth understanding of the
PPST
, RSP process, and classroom
observation protocols
• Are trained COT assessors/observers
• Learning area experts
• e.g. Master Teachers, Head Teachers,
School Heads, PSDSs, EPSs, Supervisors
TRF Administration Protocols
61. 2. The TRF must be administered on the spot.
3. Duration: 45mins-1hr
4. The HRMPSB must
identify a designated
location, preferably a room,
for teacher applicants to
answer the TRF.
5. A proctor must be assigned to discuss the
instructions and oversee the process.
TRF Administration Protocols
62. TRF Administration Protocols
6. TRF evaluators must assess the applicant’s
responses based on the TRF Rubric.
❑ Focus on applicant’s demonstration and
knowledge of the indicator as reflected in
the narrative or responses.
❑ Focus on content;not on quantity of
narratives.Long answers do not
necessarily merit an Exemplary rating.
7. Use the portion ‘Comments from the
Evaluator’ to write down statement/s that
support the given rating.
63. In the event when face-to-face TRF
administration is not feasible, the
TRF may be administered online or
through other platforms.
Various online platform options are
laid down in the guidelines.
Can TRF be administered
remotely or online?
66. • There are 2 types of CAR for Teacher I:
CAR and CAR-RQA (Cut-off score:)
• For multiple vacancies:
• CAR-RQA submitted to AA must be in ranked from
highest to lowest; CAR-RQA posted publicly must
be in alphabetical order
• CAR-RQA prepared for a specific SY is
valid for the entire SY
CAR-RQA
Total number of top-ranking candidates =number of vacant items x 5
68. REGISTRY OF
QUALIFIED
APPLICANTS
refers to the Comparative
Assessment Result for teaching
positions, containing only the
candidates who have met the cut-
off score of 70 points.
Appointment
shall be made
from among the
top five (5)or less,
depending on the
number of
vacancies
RA No. 8190 (Localization Law)
grants priority in the appointment or assignment of
teachers to public elementary or secondary schools to
bona fide residents of the barangay, municipality, city
or province where the school is located
Merit and Fitness
grants priority if the top-ranking candidates do not
possess the necessary learning area specialization
required by the position to be filled, or all the top-
ranking candidates who possess the necessary
learning area specialization have already been
appointed
Relevant law or national policies
grants priority in the appointment through an
enactment of a law, national policy, and/or agreement
entered into by DepEd with other entities
However,
those who
ranked
below the
top five (5)or
less may be
appointed
within the
purview of
the following
exemptions:
69. • The HRMPSB may establish sub-committees to
assist in the conduct of comparative assessment,
e.g. Classroom Observation and TRF Assessment
• The release of CAR-RQA must be done in a timely
manner to ensure adequate teacher workforce
throughout the school year
Other Reminders
70. Orientation
and
Onboarding
Receipt of
Application
Initial
Evaluation vis-
à-vis QS
Release of IER
(Qualified &
Disqualified)
Comparative Assessment
of Qualified Applicants
based on applicable
guidelines
Appointment
NOTE: Upon release of
NOSCA by the DBM;
usually May of every
year
Release of CAR-
RQA
TEACHER HIRING PROCESS
Submission of
Appointment
Documents by the
applicants
December-January of each year
Starting October (for large divisions)
February-May
May
May-June
Call for
Applications
NOTE: Done prior to actual
vacancy and/or issuance of
NOSCA
Processing of
Appointment
Papers
START
END
Assumption to
Duty
