Bureau of Human Resource and

Organizational Development

PPST-based Evaluative
Assessments for Teacher
Recruitment, Selection and
Placement (RSP)
 Bureau of Human Resource and
Organizational Development

Understanding Objective
the PPST-based Highlight the role of
RSP Objectives PPST in setting
for Evaluative objectives for Teacher
Assessment Recruitment
 Bureau of Human Resource and
Organizational Development

General Information on
Department Order No. 42, s. 2017

Secretary Briones signed

into policy DepEd Order
No. 42, S. 2017, The
National Adoption and
Implementation of the
Philippine Professional
Standards for Teachers.
http://media.philstar.com/images/the-philippine-star/headlines/20160707/leonor-
briones.jpg
 Bureau of Human Resource and
Organizational Development

DepEd No. 42, s. 2017

 Bureau of Human Resource and
Organizational Development

DO 42, S. 2017
The PPST:
(i) sets clear expectations of teachers along well-
defined career stages of professional development
from beginning to distinguished practice;
(ii) engages teachers to embrace ongoing
professional learning for their professional
development to enhance their own teaching;
(iii) provides a framework of uniform measures to
assess teacher performance; and
(iv) provides a basis for building public confidence in
and support for the work of teachers.
 Bureau of Human Resource and
Organizational Development

From DO 42, 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.
Bureau of Human Resource and
Organizational Development

PPST as the New

Framework for
Teacher Quality and
Teacher Development
 Bureau of Human Resource and
Organizational Development

K to 12 21st Century
(2013) Skills

Philippine
National
Professional
Competency-
Standards
based Teacherfor
Standards
Teachers
(NCBTS)
(PPST)
Philippine
Qualifications ASEAN Integration/
Internationalization
Framework
 Bureau of Human Resource and
Organizational Development

Brings together key factors that

Why PPST? are achievable at different Career
Stages.

recognition affirmation

opportunities growth
 Bureau of Human Resource and
Organizational Development

Teacher Professional Development Framework

Career Path

Stage 4
Stage 3 (Distinguished)
Stage 2 (Highly
Recruitment Proficient)
Stage 1 (Proficient)
and Hiring
(Beginning)

Teacher
Teacher Entry Induction Rewards,
Requirement Compensation (?)
Program
1🡪 2 Teacher Certification at Career
Stage 2, 3, 4 (?)
Teacher
Education Classroom Observation Tool & Self-Assessment Tool
Targeted Professional Development and Teacher Training
 Bureau of Human Resource and
Organizational Development

What are the four Career Stages of the PPST?

 Bureau of Human Resource and
Organizational Development

Philippine Professional Standards for Teachers DOMAINS

Central to the
1 Content Knowledge and Pedagogy K to 12
Reform and
places, at the
beginning, the
2 Learning Environment importance of
teachers
3 Diversity of Learners knowing their
content and
knowing how
4 Curriculum and Planning to teach it.

5 Assessment and Reporting

6 Community Linkages and Professional
Engagement
7 Personal Growth and Professional
Development
 Bureau of Human Resource and
Organizational Development

Domains

Strands

4 Career Stages: Descriptions of

developmental practice

Indicators per career stage

”concrete, observable, measurable teacher practices”
 Bureau of Human Resource and
Organizational Development

Who is the new DepEd

Teacher based on
expectations of the PPST?
 Bureau of Human Resource and
Organizational Development

What level of competency is expected from new

teachers/teacher applicants?

Beginning Proficient

Shown in COT
Levels 2-6
 Bureau of Human Resource and
Organizational Development

COT Rubric Levels

Teacher Applicants

Levels 2-6 capture the ‘good

performance’ in the beginning
towards proficient career stage
 Bureau of Human Resource and
Organizational Development

Objective
Understanding Discuss the new criteria in
the Evaluative the Recruitment, Selection
Assessment and Placement (RSP),
Objectives with focus on the
evaluative assessments
 Bureau of Human Resource and
Organizational Development

New Criteria for the Recruitment,

Selection and Placement (RSP)
30%
Documentary 70%
Requirements/ Evaluative Assessments
Credentials

Education 35%
Classroom Observation
(Rating of five classroom-observable objectives)

Training 10%
BLEPT
25%
Teacher Reflection
Experience (Rating of four non-classroom-observable objectives)
 Bureau of Human Resource and
Organizational Development

These 30%
criteria are measured
through
Documentary PPST-based 70%
objectives
Requirements/
Credentials
Evaluative Assessments

Education 35%
Classroom Observation
(Rating of five classroom-observable objectives)

Training 10%
BLEPT
25%
Teacher Reflection
Experience (Rating of four non-classroom-observable objectives)
 Bureau of Human Resource and
Organizational Development

What are the PPST-based RSP objectives?

There are 9 PPST-based objectives in the RSP:
5 classroom observable and 4 non-classroom
observable.
Bureau of Human Resource and
Organizational Development

Classroom Observable
RSP Objectives
 Bureau of Human Resource and
Organizational Development

Choosing the classroom observable indicators (objectives) went

through a rigorous discussion among the members of the
TWG. Three main attributes were considered by the team:

1) indicators that are used in the first year of

implementation of PPST-based RPMS;

2) indicators chosen in the field (based on BHROD report);

and

3) indicators that are considered important to what

teachers are expected to deliver during early years of
teaching.
 Bureau of Human Resource and
Organizational Development

RSP Classroom Observable Objectives

1.1.2 Apply knowledge of content within and across curriculum
teaching areas.
1.4.2 Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
1.5.2 Apply a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order
thinking skills.
4.1.2 Plan, manage and implement developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
5.1.2 Design, select, organize and use diagnostic, formative
and summative assessment strategies consistent with
curriculum requirements.
 Bureau of Human Resource and
Organizational Development

RSP Classroom Observable Objectives for IPEd

Teacher-Applicants
1.1.2 Apply knowledge of content within and across curriculum
teaching areas.
1.4.2 Use a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
1.6.2 Display proficient use of Mother Tongue, Filipino, and
English to facilitate teaching and learning.
3.5.2. Adapt and use culturally appropriate teaching strategies
to address the needs of learners from indigenous groups.
5.1.2 Design, select, organize and use diagnostic, formative and
summative assessment strategies consistent with
curriculum requirements.
Bureau of Human Resource and
Organizational Development

Non-Classroom
Observable RSP
Objectives
 Bureau of Human Resource and
Organizational Development

Choosing the non-classroom observable indicators (objectives)

went through a rigorous discussion among the members of the
TWG. Two main attributes were considered by the team:

1) capacity of beginning teachers (and new teachers) to

show/prove attainment

2) ease in the assessing the MOV to be presented by the

teacher-applicants
 Bureau of Human Resource and
Organizational Development

RSP Non-classroom Observable Objectives

6.1.2 Maintain learning environments that are responsive to
community contexts.
6.3.2 Review regularly personal teaching practice using
existing laws and regulations that apply to the teaching
profession and the responsibilities specified in the Code
of Ethics for Professional Teachers.
7.2.2 Adopt practices that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude,
respect and integrity.
7.3.2 Participate in professional networks to share knowledge
and to enhance experience.
 Bureau of Human Resource and
Organizational Development

The same set of non-classroom

observable objectives will be used for
IPEd teacher applicants.
Bureau of Human Resource and
Organizational Development

The RSP Evaluative

Assessment Tools
 Bureau of Human Resource and
Organizational Development

RSP Tools
The classroom observable objectives are assessed through a
classroom demonstration using the Classroom Observation Tool
(COT) rubric; while the non-classroom observable objectives are
rated using a Teacher Reflection Form (TRF).

Classroom Observable • Classroom Observation

Objectives Tool – RSP rubric and
forms

• Teacher Reflection
Non-classroom
Observable Objectives
Form
 Bureau of Human Resource and
Organizational Development

RSP Tools

COT-RSP Rubric Observation Notes Form Rating Sheet Inter-Observer Agreement Form

Teacher Reflection Form Rubrics for Rating the TRF

 Bureau of Human Resource and
Organizational Development

Evaluative Assessment Tools – The COT-RSP

The Classroom Observation Tool –

RSP (COT-RSP) rubric for Teacher
Applicants

This measures the classroom

performance of teacher applicants
against the observable objectives for
RSP.
 Bureau of Human Resource and
Organizational Development

Rubric Level Summary

LEVEL LEVEL LABEL LEVEL DESCRIPTION

BUILDING The teacher demonstrates a limited range of separate

2 aspects of the indicator.

ORGANIZING The teacher demonstrates a limited range of loosely-

3 associated pedagogical aspects of the indicator.

DEVELOPING The teacher demonstrates a range of associated

4 pedagogical aspects of the indicator that sometimes are
aligned with the learners' developmental needs.
APPLYING The teacher demonstrates a range of associated
5 pedagogical aspects of the indicator that usually are
aligned with the learners' developmental needs.
CONSOLIDATING The teacher uses well-connected pedagogical aspects of
6 the indicator that consistently are aligned with student
development and support students to be successful
learners.
 Bureau of Human Resource and
Organizational Development

Evaluative Assessment Tools – The TRF

The Teacher Reflection

Form (TRF) for Teacher
Applicants

This measures teacher

applicants’ understanding
of the non-classroom
observable objectives for
RSP.
 Bureau of Human Resource and
Organizational Development

Evaluative Assessment Tools – The TRF

Teacher applicants
demonstrate how
they can exhibit the
non-classroom
observable
objectives by writing
down specific
situations. They are
guided by prompt
questions.
 Bureau of Human Resource and
Organizational Development

Objective

Linking Classroom Discuss the guidelines

Observation to before, during, and
Evaluative after the classroom
processes observation
 Bureau of Human Resource and
Organizational Development

Protocols in Classroom Observation

What are the steps in conducting observation?

 Bureau of Human Resource and
Organizational Development

PRE- OBSERVATION
STEP 1 – OBSERVER/S

Review the COT-RSP

rubric for teacher
applicants.

COT-RSP
Rubric
 Bureau of Human Resource and
Organizational Development

ACTUAL OBSERVATION
STEPS 1 & 2 – OBSERVER/S ❑ The Observation
Notes Form is the
1. Sit at available chairs. Multiple only form to be
brought and
observers are expected to sit apart. completed during
the actual
2. Use the Observation Notes Form observation.
to record comments and
❑ Use the
observations on the teacher’s Observation
performance. Notes Form to
record comments
and observation
on the teacher’s
performance.
 Bureau of Human Resource and
Organizational Development

ACTUAL OBSERVATION
STEPS 3 & 4 – OBSERVER/S
• If there are multiple observers, avoid
engaging in any discussion with one
another. Avoid discouraging facial
expressions.
• It is highly recommended that the
teacher applicants be observed for an
entire class duration (45mins-1hr), in an
actual classroom with students.
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.
 Bureau of Human Resource and
Organizational Development

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.
 Bureau of Human Resource and
Organizational Development

POST- OBSERVATION
STEP 1 – OBSERVER/S

Thank the teacher and leave the

room immediately after the
observation.

❑ Do not discuss observations with

fellow observer/s while still inside
the classroom.
 Bureau of Human Resource and
Organizational Development

POST- OBSERVATION
STEP 2 – OBSERVER/S
Individual Rating ❑Rating should be done
individually.
Rate the teacher using the ❑If there are multiple observers,
COT-RSP rubric. the subject specialist/s will rate
Take note that applicants for indicator 1.
❑If there is only one observer,
IPEd has a different set of she/he will rate ALL indicators.
indicators. ❑Elementary teachers are
generalists; therefore, all
observers are expected to rate
Indicator 1.
 Bureau of Human Resource and
Organizational Development

POST- OBSERVATION
STEP 3 - OBSERVERS

In case of multiple observers

Inter-observer Agreement Exercise
• Discuss the rating with fellow
observer/s
• Decide the final rating

❑ The final rating is NOT an average;

it is the final rating based on
reasoned and consensual
judgment.
 Bureau of Human Resource and
Organizational Development

PRE- OBSERVATION
STEP 1 – TEACHER-APPLICANT

1. Review the COT-

RSP rubric.
 Bureau of Human Resource and
Organizational Development

PRE- OBSERVATION
STEP 2 – TEACHER-APPLICANT

2. Plan the lesson based on

the indicators.
 Bureau of Human Resource and
Organizational Development

PRE- OBSERVATION
STEP 3 – TEACHER-APPLICANT

Provide the observer/s

with the DLP.
 Bureau of Human Resource and
Organizational Development

ACTUAL OBSERVATION
STEP 1 – TEACHER-APPLICANT

Deliver the lesson.

 Bureau of Human Resource and
Organizational Development

COT-RSP Observation Process and Protocol Summary

OBSERVERS TOOL NEEDED TEACHER-APPLICANT

• Review the COT-RSP rubric. • Reviews the COT-RSP rubric.

Teacher applicants for IPEd will be • Plans the lesson based on the
using a different rubric. indicators.
PRE- • Arrive at the designated classroom COT-RSP • Provides the observers with the
a few minutes before the RUBRIC lesson plan/DLP/DLL.
OBSERVATION observation.

• Sit at any available seats in the • Delivers the lesson

classroom. (Multiple observers are OBSERVATION
OBSERVATION to sit apart.) NOTES FORM
• Record all comments on the
Observation Notes Form.

• Rate the teacher-applicant RATING SHEET

In case of multiple observers: INTER-
POST- • Discuss the rating with fellow OBSERVER
OBSERVATION
observer/s. AGREEMENT
• Decide the final rating. FORM
Bureau of Human Resource and
Organizational Development

Questions?
 Bureau of Human Resource and
Organizational Development

Simulation

Watch the video of a sample

demonstration teaching.

Rate using the COT-RSP rubric.

Please avoid taking pictures/videos of the

sample classroom teaching video.
Bureau of Human Resource and
Organizational Development

Video - Part I
Bureau of Human Resource and
Organizational Development

Video - Part II
Bureau of Human Resource and
Organizational Development

Video - Part III

 Bureau of Human Resource and
Organizational Development

Simulation
Individually, rate the 5 mins.
‘teacher applicant’ using
the COT-RSP rubric.
Write your ratings on the
rating sheet.
Be guided by your
observation notes form.

Form a group of three 10mins

and do inter-observer
agreement exercise.
 Bureau of Human Resource and
Organizational Development

Activity

Share your experience in rating using

the COT-RSP.
 Bureau of Human Resource and
Organizational Development

Who should be part of the Sub-committee for RSP?

1. Observers for the classroom observation could

include: School Heads, Master Teachers, PSDSs,
EPSs (especially for the specific subject
areas/specialization)

2. Observers should be knowledgeable in the PPST

and Classroom Observation protocols

3. Members of the sub-committee who will be

assigned either to the classroom observation or rating
of the RSP should support and have an understanding
of the PPST and the new criteria for hiring
 Bureau of Human Resource and
Organizational Development

Objectives:
Linking Non- • Orient the participants on
classroom the non-classroom
observable observable objectives and
objectives to the tools used in assessing
Evaluative them
processes
• Simulate using and rating
the TRF
Bureau of Human Resource and
Organizational Development

The Teacher Reflection Form

Name of
Teacher
Applicant and
Date

Guide
questions

Comments
from the
rater and
Final Rating
Bureau of Human Resource and
Organizational Development

The Teacher Reflection Form

The TRF may be revised by the

Schools Division Office (SDO)
based on their needs and
preference, especially the portion
for the teacher applicant’s
information.
 Bureau of Human Resource and
Organizational Development

Recommended Protocols in Administering

the TRF to the Teacher Applicants

• The Teacher Reflection Form (TRF) should be

answered on the spot in one of the applicant’s
appointment to the Division Office.
• Suggested duration for answering the TRF is
45mins to 1hr.
• There should be an assigned place, preferably a
room, for the teacher applicants to answer the
TRF. There should be someone assigned in the
venue to oversee the process.
 Bureau of Human Resource and
Organizational Development

The details on the use of the

TRF depends on the agreed
time frame of the Promotion
and Selection Board (PSB).
 Bureau of Human Resource and
Organizational Development

Rubrics for Rating the TRF

Exemplary (E) Fully Acceptable (FA) Not Fully Acceptable
5 points 3 points (NFA) 1 point
The applicant was able to provide The applicant was able to The applicant was unable to
anecdotal and situational give support/provide evidence of
examples that support the examples/justifications/practi his/her demonstration/ability to
demonstration of the objective. ces/instances that demonstrate the objective. The
The examples/justifications/ somehow/do not fully align examples/justifications/practice
practices/ instances provided by with the objective. The s/instances do not align with
the applicant are aligned with the response demonstrates the objective and demonstrate
objective and showcase the limited understanding of little to no understanding of
applicant's deep the objective. the objective.
understanding of the objective.

The response contained little to The response contained few The response contained
no grammatical and technical grammatical and technical several grammatical and
(capitalization, punctuation, etc.) (capitalization, punctuation, technical (capitalization,
errors. The applicant has good etc.) errors. However, these punctuation, etc.) errors which
command of the language used. did not greatly affect the interfere with the
quality of the response. understanding of the ideas
presented.
 Bureau of Human Resource and
Organizational Development

Reminders in evaluating the TRF

1. Evaluators assess the applicant's demonstration

and/or understanding of the objective based on
the narrative and responses, NOT the quantity of
narratives or experiences. Long answers do
not automatically merit an Exemplary rating.
 Bureau of Human Resource and
Organizational Development

Reminders in evaluating the TRF

2. Use the portion Comments from the Evaluator to write
down statement/s that support your given rating. Some
examples:
My rating is 1 because the examples given are very general
and do not demonstrate his/her understanding of the
indicator.
I gave a rating of 3 because although the examples are
aligned with the objective, the explanation was not focused
on how the activities relate to his/her teaching practices.
My rating is 5 because although only 1 example was given,
it demonstrated deep understanding of the objective. The
explanation directly targets the intention of the objective.
 Bureau of Human Resource and
Organizational Development

Simulation

Rate the following responses in the

Teacher Reflection Form (TRF)
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 6 “In my ten years teaching in a private school, I

Maintained have practiced being responsive to our
learning immediate school community's needs by
environments fostering good relationship with the parents and
that are the local barangay. For instance, I am always
responsive to ready to update the parents regarding their
community child's classroom performance. As a teacher in
contexts our school, I support initiatives by the parent
teacher organization and the local community. I
Prompt: How do you
maintain a learning
always get my students involved in co-curricular
environment that is and extra-curricular activities so that they
responsive to your
community's
continue learning inside and even outside the
context? Describe classroom. As a teacher, I believe my role in
the context in your
area and share how
maintaining responsive learning environments is
your practices as a by ensuring that the parents and the community
teacher contribute to
further improvement
are updated in the school's initiatives towards
of your community. the children's welfare.”
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 6 “In my ten years teaching in a private school, I

Maintained have practiced being responsive to our
learning immediate school community's needs by
environments fostering good relationship with the parents and
that are the local barangay. For instance, I am always
responsive to ready to update the parents regarding their
community child's classroom performance. As a teacher in
contexts our school, I support initiatives by the parent
teacher organization and the local community. I
Prompt: How do you
maintain a learning
always get my students involved in co-curricular
environment that is and extra-curricular activities so that they
responsive to your
community's
continue learning inside and even outside the
context? Describe classroom. As a teacher, I believe my role in
the context in your
area and share how
maintaining responsive learning environments is
your practices as a by ensuring that the parents and the community
teacher contribute to
further improvement
are updated in the school's initiatives towards
of your community. the children's welfare.”
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 6 “In our area, the school has a good

Maintained relationship with the local government
learning and they always support the school's
environments initiatives. Our school is also in constant
that are
responsive to communication with our local barangay to
community ensure the safety of our students. The
contexts parents are also very supportive of the
Prompt: How do you
school's initiatives. I aim to continue
maintain a learning
environment that is
being an avenue of this kind of good
responsive to your relationship among stakeholders in any
community's
context? Describe work that I will be in. I will always uphold
the context in your
area and share how
my commitment towards collaboration
your practices as a
teacher contribute to
towards quality education.”
further improvement
of your community.
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 6 “In our area, the school has a good

Maintained relationship with the local government
learning and they always support the school's
environments initiatives. Our school is also in constant
that are
responsive to communication with our local barangay to
community ensure the safety of our students. The
contexts parents are also very supportive of the
Prompt: How do you
school's initiatives. I aim to continue
maintain a learning
environment that is
being an avenue of this kind of good
responsive to your relationship among stakeholders in any
community's
context? Describe work that I will be in. I will always uphold
the context in your
area and share how
my commitment towards collaboration
your practices as a
teacher contribute to
towards quality education.”
further improvement
of your community.
 Bureau of Human Resource and
Organizational Development

Simulation

Your turn!

Rate the following responses in the

Teacher Reflection Form
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 6 “I maintain learning environment responsive to

Maintained our community's context by applying teaching
learning strategies that will respond to contexts in our
environments community. I make sure that my students will
that are be successful individuals who will be able to
responsive to help out in the community. I believe in the
community saying that the way we bring up a child, and
contexts the way we teach them, will reflect whether
Prompt: How do you they will be good citizens in the future. I do my
maintain a learning best to always inspire my students to be the
environment that is
responsive to your best that they can be so that they will be
community's successful individuals. I do not just teach them
context? Describe
the context in your concepts or lessons from the book but
area and share how moreover, I teach them life lessons that they
your practices as a
teacher contribute to could apply in their daily lives.”
further improvement
of your community.
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 7 “I studied the Code of Ethics for Professional

Review regularly
personal teaching Teachers and made sure that I will always be
practice using
existing laws and
reminded of my roles and responsibilities. I
regulations that apply have not been involved in any conflict, in my
to the teaching
profession and the five years as teacher in private schools. I
responsibilities practice professional self-reflection so that I
specified in the Code
of Ethics for am made aware if I have flaws and room for
Professional
Teachers.
improvement. I also learn from my colleagues
and we provide constructive feedback to one
Prompt: How do you another so that we have someone to check
develop your
teaching practice in with us. I believe that by being accountable for
accordance to the
existing laws and my own thoughts, words and actions, and by
regulations that apply having other people involved in my self-
to teaching and the
responsibilities reflection and improvement, I fully abide by the
specified in the Code expectations from teachers.”
of Ethics for
Professional
Teachers?
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 8 “I show care to all people and respect all

Adopt practices
that uphold the people no matter who they are, may be
dignity of teaching
as a profession by
my superior or someone that I do not
exhibiting qualities know. I show integrity by doing what
such as caring
attitude, respect needs to be done even if no one is
and integrity. watching me. My practices inside and
Prompt: In which outside the school are always based on
practices do you the qualities of caring attitude, respect
show care, respect
and integrity to and integrity. I am proud of being a
learners, teacher.”
colleagues,
parents, and other
stakeholders?
How do these
practices uphold
the dignity of the
teaching
profession?
 Bureau of Human Resource and
Organizational Development

OBJECTIVE 9
Participate in
“I was part of the Student Government and I
professional was trained to socialize and be diplomatic in
networks to share terms of dealing with stakeholders. I learned a
knowledge and to lot by attending different seminars and
enhance practice.
workshops and have also participated in
Prompt: What co- several contests and demonstration teaching
curricular and/or activities. I shared my knowledge to my co-
extra-curricular
activities did you student leaders and also in our community, as
participate in, that I am a member of the Sangguniang Kabataan
enabled you to share as well. In my one year experience being a
your knowledge and
enhance your teacher in a private school, I also attended
teaching practice? several workshops on CPD and has served as
How did your coach and mentor to student organizations
membership in this
organization/ and trained students for competitions as well.”
participation in this
activity help your
professional
development?
 Bureau of Human Resource and
Organizational Development

Evaluative Assessment Roll out materials:

1. Session guide
2. Slide decks with presenter notes
3. Manual for the evaluative assessment
4. FAQs on processes and tools (for the PSB)
5. One pager publication material which may be
used to inform the teacher-applicants on the
new processes
Bureau of Human Resource and
Organizational Development
Bureau of Human Resource and
Organizational Development
Bureau of Human Resource and
Organizational Development

Questions?
 Bureau of Human Resource and
Organizational Development

REFERENCES:

Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and

supporting effective teaching. Stanford, CA. Stanford Center for
Opportunity Policy in Education.

Ho, A.D. & Kane, T.J. (2013). The reliability of classroom observations by school
personnel. Harvard Graduate School of Education: Harvard, CA.

Kane, T.J. & Staiger, D.O. (2012). Gathering feedback for teaching: Combining
high quality observations with student surveys and achievement gains.
Philippine professional standards for teachers. (2017). Department of Education.

Results-based management performance system manual for teachers and school

heads. (2018). Department of Education.
Bureau of Human Resource and
Organizational Development

Presentation slides prepared by:

Dr. Jennie V. Jocson

[email protected]
Deputy Director & Project Leader, RCTQ

Ms. Ma. Izella Lampos

[email protected]
Project Officer, RCTQ

Contact Us
Phone +63 2 53171768 Local 763/764
Telefax +63 2 3369755
Web www.rctq.ph Email [email protected]