RSA new guidelines

1. Department
of Education
September 15 and 16, 2022 | 8:30 AM to 5:00 PM

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

6. TEACHER
HIRING &
PROMOTION

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
12 Program.
• 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.

9. PPST as the
New
Framework
for Teacher
Quality and
Development

10. 21st Century
Skills
ASEAN Integration/
Internationalization
Philippine
Qualifications
Framework
K to 12
(2013)
National
Competency-
based Teacher
Standards
(NCBTS)
Philippine
Professional
Standards for
Teachers
(PPST)

11. Teacher Development Framework

12. What are the 4 Stages of the PPST?

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
1 Content Knowledge and Pedagogy
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

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

17. TEACHER
HIRING &
PROMOTION

18. CRITERIA
MAXIMUM
POINTS
POSSIBLE
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
TOTAL 100
CRITERIA
MAXIMUM
POINTS
POSSIBLE
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
TOTAL 100
Teacher I
Hiring
Teacher
Promotion
How do we assess teachers using
the new guidelines?

19. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher I positions
CRITERIA DESCRIPTION MAX
POINTS
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).

22. Let’s simulate!
DepEd is looking
for a TEACHER I in
Secondary -
MAPEH!

23. NO.
Position Title
(Parenthetical
Title,
if applicable)
Plantilla
Item No.
Salary
/Job/
Pay
Grade
Monthly
Salary
Qualification Standards
Competency
(If applicable)
Place of
Assignment
Education Training Experience Eligibility
1 Teacher I
(Secondary)
OSEC-
DECSB-
TeacherI-
456-2022
11 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, I have
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

26. Let’s simulate!
Hi! I’m
RAMBUTAN
Hi! I’m
BUKO
Hi! I’m
APPLE
Let’s compute for the
points for ETE of the
three teacher applicants!

27. Hi! I’m
RAMBUTAN
Let’s simulate!
Criteria Minimum QS
Education
BSEd; or Bachelor’s degree
plus 18 units in Education
Training None
Experience None
Applicant’s Qualifications
BSEd
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
(or baseline) requirements for
ETE shall be given ZERO points

29. Let’s simulate!
Criteria Minimum QS
Education
BSEd; or Bachelor’s degree
plus 18 units in Education
Training None
Experience None
Applicant’s Qualifications
BSEd;
18 units for a Master’s degree
in Education
32 hours training on curriculum
contextualization/localization
and lesson planning
[January 26 to 29, 2021]
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
Criteria QS Apple
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/lo
calization 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]
Let’s simulate!
Increments Points
11 – 6 = 5
increments
6 pts
5 – 1 = 4
increments
6 pts
9 – 1 = 8
increments
10 pts
APPLE gets
22 points for ETE!

31. Let’s simulate!
Criteria Minimum QS
Education
BSEd; or Bachelor’s degree
plus 18 units in Education
Training None
Experience None
Applicant’s Qualifications
BS Sports Science
with 18 professional units in
Education
24 hours training on sport
training and coaching
[September 13 to 15, 2016]
6 years and 2 months as
Teacher in Sacred Heart
Academy - Novaliches
[July 1, 2016 to present]
Hi! I’m
BUKO

32. Hi! I’m
BUKO
Criteria QS Apple
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
Associate in Sacred
Heart Academy
[July 1, 2016 to
present]
Let’s simulate!
Increments Points
6 – 6 = 0
increments
0 pts
4 – 1 = 3
increments
4 pts
13 – 1 = 12
increments
10 pts
BUKO gets
14 points for ETE!

33. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher I positions
CRITERIA DESCRIPTION MAX
POINTS
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

34. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher I positions
CRITERIA DESCRIPTION MAX
POINTS
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. Rubrics for
Computation
of LEPT/LET/
PBET Rating
The points for LEPT / LET / PBET
Rating corresponding
10 points and shall be
computed as follows:
For applicants with PBET: For applicants with LEPT/LET:

36. CRITERIA AND
POINT SYSTEM
Hiring and Appointment to
Teacher I positions
CRITERIA DESCRIPTION MAX
POINTS
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

37. 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.

38. What are the PPST-RSP
indicators?

39. There are 9 PPST-based objectives in the RSP:
5 classroom observable
4 non-classroom observable.
What are the PPST-based RSP indicators?

40. PPST Classroom Observable Indicators
To be assessed
through
classroom
observation /
demonstration
teaching by the
HRMPSB or
sub-committees

41. PPST Classroom Observable Indicators
for IPEd Teachers
To be assessed
through
classroom
observation /
demonstration
teaching by the
HRMPSB or
sub-committees

42. PPST Non-Classroom Observable Indicators
To be assessed
through
Teacher
Reflection
Form by the
HRMPSB or
sub-committees

43. The RSP Evaluative
Assessment Tools

44. COT-RSP Rubric
• Classroom
Observation
Tool –
RSP rubric
and forms
Classroom
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

45. Classroom Observation
Protocols & Procedures

46. 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

47. 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

48. 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

49. 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 15-min
observation is allowed.

50. Actual Observation Protocols
7. Avoid engaging in any discussion with
co-observers.
Observers are encouraged to sit apart.
8. Avoid discouraging facial expressions.

51. ❑ If there are multiple observations
within a day, it is recommended
that an observer undertakes
no more than three (3)
observations per day.
How many observations are
recommended per day?

52. 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

53. ❑ 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.

54. 11. Undertake the Inter-Observer
Agreement Exercise
• Discuss the individual rating
with fellow observers
• Decide the final rating
Post-Observation Protocols
❑ The final rating is NOT an
average.
❑ The final rating must be
based on reasoned and
consensual judgment

55. Rubrics for
Computation
of PPST-COIs

56. ❑ 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.
Can classroom observations be
done remotely?

57. ❑ 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

58. TRF Administration
Protocols & Procedures

59. 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

60. 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

61. 6. TRF evaluators must assess the applicant’s
responses based on the TRF Rubric.
7. Use the portion ‘Comments from the
Evaluator’ to write down statement/s that
support the given rating.
TRF Administration Protocols
❑ 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.

62. ❑ 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?

63. Rubrics for
Computation
of PPST-COIs

64. Comparative Assessment
Results – Registry of
Qualified Applicants
(CAR-RQA)

65. • There are 2 types of CAR for Teacher I:
CAR and CAR-RQA (Cut-off score: 70 points)
• 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

66. CAR-RQA

67. 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:

68. • 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

69. Orientation
and
Onboarding
Call for
Applications
Receipt of
Application
Initial
Evaluation vis-
à-vis QS
Release of IER
(Qualified &
Disqualified)
Comparative Assessment
of Qualified Applicants
based on applicable
guidelines
Appointment 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
NOTE: Done prior to actual
vacancy and/or issuance of
NOSCA
NOTE: Upon release of
NOSCA by the DBM;
usually May of every
year
Processing of
Appointment
Papers
START
END
Assumption to
Duty