DepEd RPMS Tools

Personnel Management in Education
EDUC 210
Ms. Renalyn H. Tarog
MAE-English

The Department of Education promotes
the Results-Based Performance Management
System (RPMS) to be used as the guiding tool
for the teachers and non-teaching staff. The
responsibilities and duties of a government
employee are stated in the RPMS Manual to
ensure, promote and improve the quality of
education in our country.

The Tools within the
RPMS Cycle

The RPMS Manual for Teachers and School
Heads provides information and guidance to
Teachers and Schools in the use of different tools
and forms to assess performance, the different
assessment processes and different
developmental activities for teachers as they
undergo the four-stage performance RPMS cycle,
namely, Performance Planning and Commitment.

Phase 1: Performance Monitoring and Coaching
Phase 2: Performance Review and Evaluation
Phase 3: Performance Rewarding
Phase 4: Development Planning

The is a
common tool for assessing teacher
performance. It can be used as a
starting point for informal purposes of
self-reflection to clarify performance
expectations and determine which
competencies to focus on.

Self-assessment as a crucial step
towards development planning

The Self-Assessment Tools-RPMS (SAT-
RPMS) comprises two different self-
assessment questionnaires within the RPMS
designed for Teacher I-III and Master Teacher
I-IV to reflect on the different performance
indicators that relate to their professional
work. It is meant to support teacher
performance and professional development.

There are two SAT-RPMS:
1) SAT-RPMS for Teacher I-III; and
2) SAT-RPMS for Master Teacher I-IV

 Teacher I, Teacher II and Teacher III
shall use the SAT-RPMS for Teacher I-III
 Master Teacher I, Master Teacher II,
Master Teacher III and Master Teacher IV
shall use the SAT-RPMS for Master I-IV.

There are 13 objectives in the
SAT-RPMS, including the Plus
Factor. These objectives are
aligned with the objectives listed
in the RPMS Tools.

The electronic Self-
Assessment Tool
(e-SAT) is an
electronic version
of the Self-
Assessment Tool
for RPMS.
What is the
Electronic
Self-assessment
Tool (e-SAT)?

 This page introduces the SAT-
RPMS, its purposes and parts. It
also provides instructions on how
to accomplish the SAT-RPMS.

 This part collects the teacher’s
demographic information, such
as age, sex, rank or position,
highest degree obtained, among
others.

 This page contains the 13 objectives of the
SAT-RPMS. Using a four-point Likert scale,
the teachers will rate themselves in terms of
how capable they are in performing each
objective and the development priority they
give to each objective.

Identify your SAT-RPMS by considering
your current position and general
description of your practice based on
the Philippine Professional Standards
for Teachers.

 If you are a Teacher I, Teacher II or
Teacher III, use the tool for SAT-RPMS
for Teacher I-III.

 If you are a Master Teacher I, Master
Teacher II, Master Teacher III and
Master Teacher IV, use the tool for
Master Teacher I-IV.

 Senior High School teachers shall use
the SAT-RPMS corresponding to their
current rank/position, regardless of the
years in service.

 Accomplish Part I:
Demographic Profile by ticking the item
that describes you.

 Accomplish Part II:
Objectives by shading the circle that
corresponds to the rating you give yourself
for each indicator according to the level of
your capability and development priority.

 Accomplish Part II:
You may also write your comments about
the indicators in the box provided at the end
of SAT-RPMS page.

The teacher can reflect in the plan as
development needs the objectives that
rated “Low” in terms of level of capability,
or “High” or “Very High” in terms of priority
for development.

is a process of
providing feedback to a teacher’s classroom
practice. given provides quality
input for the continuous improvement of
teacher practice and provides opportunities
to share ideas and expertise, as well as
promote mentoring and coaching among
colleagues.

 Teachers I-III (Proficient)
 Master Teachers I-IV
(Highly Proficient)

The indicators in the tools are
the observable classroom
objectives listed in the RPMS
tools.

 Teachers I-III (9 indicators)
 Master Teachers I-IV
(5 indicators)

Not all objectives in the RPMS
tools are classroom observable.

Classroom observation in the
RPMS cycle is distributed within
the academic year.

 Rubric
 Observation Notes Form
 Rating Sheet
 Inter-Observer Agreement Form

The rubric contains a
performance continuum for each
career stage.

Teacher I-III
 Levels 3-7
 expected attained level at
least Level 6, Consolidating

Master Teacher I-IV
 Levels 4-8
 expected attained level at
least Level 7, Integrating

The observer(s) use(s) this form
to take note of his or her specific
observations and comments
during the classroom
observation.

 This form lists the indicators in the COT-
RPMS tool.
 The observer(s) use(s) this form to indicate
the rating/level attained by the observed
teacher in each indicator.
 This form is completed after the observation.

 Observer(s) use(s) this form.
 It serves as the final rating form used during
the Inter-Observer Agreement Exercise.
 To arrive at an agreed rating, each observer
discusses and justifies the rating(s) given to
the observed teacher.

 The agreed rating is not the average of the
ratings given but the rating agreed upon by
all the observers.
 In case there is only one observer, i.e. the
Principal, his or her rating is the final rating.

 Review the Classroom Observation
Rubric appropriate to their career
stage.
 Understand the observation
process.

 Prepare for and participate in each
step of the observation process.
 Prepare and provide the lesson
plan/modified DLL for the
observation.

 Review the observation process
and ensure that all steps are
correctly followed.

 Review and understand the
Classroom Observation Rubric and
the different forms to be used at
different stage in the observation.

 Rate the teacher using the Rating
Sheet. Identify the teacher’s strengths
and areas for improvement then make
recommendations for improving
performance, as guided by the COT-
RPMS rubric.

 Ensure that the Classroom
Observation Forms (Observation Notes
Form, Rating Sheet, and Inter-
Observer Agreement Form) contain
accurate information about the
teacher and the class observed.

 Meet with the teacher after the
observation to discuss the results
of the observation.

It is highly encouraged that 2-3
observers participate in the
observation. However, if challenges
like schedules and availability of
observers hinder a school to follow
this recommendation, one (1)
observer will be enough.

The main purpose of the RPMS is to help the
teachers to acquire a clear understanding of the
different tools for performance management and
to help them design implementation strategies as
well as strategic framework to provide support
mechanism in the school. Teacher should equip a
great understanding about RPMS to meet the
objectives of the quality education.

Through RPMS Tools, I will be able to achieve
competencies in education, improve student
learning outcomes and eventually quality
education. The results and evaluation of the
standard measures of professional accountability
in teaching could be a great help to reflect and
assess my own practices and teaching strategies
as I aspire for professional growth and
development.

Philippine National Research Center for Teacher Quality (2018). Results-based
Performance Management System (RPMS) Updated Manual for Teachers and
School Heads. Manila: Department of Education-Bureau of
Human Resource and Organizational Development.
Dizon, A., el al. (2018, January). International Journal of Research – Granthaalayah.
Level of Implementation of the Results-Based Performance Management System
in the Department of Education Division of Gapan City, Philippines,
6(1),1-3. Retrieved from http://www.granthaalayah.com
Enriches Teachers’ Professional Accountability. (2018, June) GovPh
Retrieved from https://www.depedpasay.ph

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