The expectations of teachers must be captured in their performance assessment through a more contextualized Results-based Performance Management System (RPMS). The modifications in RPMS, its tools, processes, and protocols, for SY 2020-2021 captures the DepEd current system that governs teachers’ functions. DOWNLOAD: RPMS Portfolio T-I to T-III (Editable in Word Format) Download for FREE the RPMS Portfolio which includes KRA’s 1 – 5 for Teacher I – III. We made it available in word format so you can freely edit it and add more designs as you like. PPST-aligned RPMS tools The RPMS tools pertain to the two different teacherRead More.
Free downloadable RPMS Portfolio Template (Ready to Print) and can be modified using Microsoft Word. You can use any font at your own style.
According to DepEd, RPMS or the Results-Based Performance Management System is being implemented in consonance with the Civil Service Commission’s (CSC) Strategic Performance Management System (SPMS) (Sample RPMS Portfolios and Covers Design Templates below). It follows the four-phase cycle of SPMS prescribed in CSC Memorandum Circular No. 6, s. 2012 and aims to ensure that both teaching and non-teaching personnel focus work efforts toward achieving the Department’s vision, mission, values, and strategic priorities. As stipulated in DepEd Order No. 2, s. 2015 (Guidelines on the Establishment and Implementation of RPMS in DepEd), RPMS is a systemic mechanism to manage, monitor and measure performance, and identify human resource and organizational development needs to enable continuous work improvement and individual growth.
As a learner-centered institution, the Department of Education (DepEd) is committed to continuously improve itself to better serve the Filipino learners and the community. The adoption of the SPMS in DepEd strengthens the culture of performance and accountability in the agency, with the DepEd’s mandate, vision and mission at its core.
There is a need to concretize the linkage between the organizational thrusts and the performance management system. It is important to ensure organizational effectiveness and track individual improvement and efficiency by cascading the institutional accountabilities to the various levels, units and individual personnel, as anchored on the establishment of a rational and factual basis for performance targets and measures. Finally, it is necessary to link the SPMS with other systems relating to human resources and to ensure adherence to the principle of performance-based tenure and incentives.
The RPMS shall align the performance targets and accomplishments with the Department’s mandate, vision, mission and strategic goals. It shall ensure 100% results orientation vis-a-vis the planned targets. On the other hand, the ratee’s demonstration of the required competencies shall be monitored for developmental purposes only.
The RPMS cycle shall cover performance for one whole year. All school-based personnel shall follow a performance cycle starting in April of the current year and ending in March of the following year; while non school-based personnel shall follow a performance cycle starting in January and ending in December.
The performance planning and commitment shall be done prior to the beginning of the performance cycle; while the performance monitoring and coaching shall take place immediately after Phase I, and continue throughout the performance cycle. The performance review and evaluation, as well as the performance rewarding and development planning shall be done at the end of the performance cycle.
Source: Department of Education
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PASIG CITY, September 22, 2018 – The Department of Education (DepEd) reaffirmed that the alignment of the Results-Based Performance Management System (RPMS) with the Philippine Professional Standards for Teachers (PPST) is the result of the Focus Group Workshops conducted between March and April 2015 across 17 regions in the country.
The participants in the workshop expressed the need for teachers to focus on teaching, and therefore recommended for the immediate alignment of the RPMS and PPST.
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To respond to these demands from the field, the Philippine National Research Center for Teacher Quality (RCTQ), in coordination with the Bureau of Human Resource and Organizational Development (BHROD), National Educators Academy of the Philippines (NEAP), Teacher’s Education Council (TEC) and the Basic Education Sector Transformation (BEST) program, conducted a two-phase project on the development and validation of the RPMS Tools.
This led to the development of the RPMS Manual for Teachers and School Heads that is aligned with PPST. This contains the RPMS Tools and its associated tools –Classroom Observation Tools (COT) and Self-Assessment Tools (SAT) – and performance appraisals forms such as Individual Performance Commitment and Review Form (IPCRF), Midyear Review Form, and Performance Monitoring and Coaching Form.
The Manual provides school heads and other raters a detailed reference to help in the understanding of the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance.
The Manual also guides the teachers through the basics in preparing, organizing and completing the Portfolio/RPMS documents, and introduces the concept of annotations to guide teachers through critical reflection of their practices for their continuous improvement.
Over 400 teachers, master teachers, principals, supervisors, DepEd regional directors and other educators across all regions in the country were involved in the development and validation of the RPMS Tools and Manual over three years. It can also be noted that the PPST was developed and validated by over 10,000 pre- and in-service teachers, principals, supervisors, regional directors and other educators, and representatives from government agencies and non-government organizations.
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PPST-aligned RPMS tools
The RPMS tools pertain to the two different teacher performance assessment instruments, one for Teacher I to III (Proficient Teachers) and another for Master Teacher I to IV (Highly Proficient Teachers).
Each tool describes the duties and responsibilities of teachers across career stages, the Key Result Areas (KRAs) for the realization of those duties, and the specific objectives to attain the KRAs. It further presents in detail the various Means of Verification (MOV) that serve as proof of the attainment of specific objectives alongside performance indicators, from outstanding to poor performance.
IPCRF-ready
These tools are practical to use, give preference to quality over quantity, ensure teacher effectiveness, and motivate professional growth and development. This set of RPMS tools were made by and for the teachers, resolving the issues of teachers having difficulty coming up with their IPCRF and compiling irrelevant and voluminous MOVs, and ensuring that their performance and practice of teaching are measured through standardized and objective manner.
It is important to note that with the development of these tools, teachers shall no longer craft/develop their own Individual Performance and Commitment Review Form (IPCRF) in view of the developed RPMS tools in the Manual allowing them to focus on teaching.
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