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Interim Guidelines for the DepEd Performance Management and Evaluation System (PMES) for Teachers in the SY 2024-2025

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What have been found out in the previous implementation?

  • Excessive workload and burden​
  • Too many MOVs and costly RPMS portfolio​
  • Subjective performance assessments

Issues Reported in the RPMS-PPST

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While the revised DepEd Order on the PMES is in the finalization phase, the Interim Guidelines on PMES for Teachers in the SY 2024-2025 is issued with simplified process and requirements.

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Salient Features of the Interim Guidelines on PMES for Teachers

(DM 017, s. 2025)

    • Reduced from 4 to 1 or 2 full-period classroom observations
    • Removed Plus Factor as KRA
    • Removed teacher portfolios
    • Reduced no. of MOVs to be presented
        • For Proficient Teachers – From 48 to at least 7
          • For Highly Proficient Teachers – From 54 to at least 5
    • Strengthened coaching & mentoring

​

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Purpose of the Interim PMES Guidelines for Teachers

Lift the suspension of the implementation of the performance management system for teachers for SY 2024-2025

Lift the suspension

Lifts the suspension

Provide simplified processes and requirements for performance evaluation of teachers

Simplify process and requirements

Complete the three-year cycle of teacher performance assessment per DM 008, s. 2023 covering all 37 PPST Indicators

Complete the three-year cycle

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Scope of the Interim PMES Guidelines for Teachers

ALL TEACHERS in public elementary and secondary schools, and community learning centers:

​

    • Regular teachers
    • ALS Teachers
    • Madrasah Teachers
    • IPEd Teachers
    • Special Needs Education Teachers
    • Special Science Teachers

Starting 4th Quarter of

School Year (SY)

2024-2025

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PMES Cycle for Teachers for SY 2024-2025

Interim PMES Guidelines for teachers shall be implemented starting the 4th quarter of SY 2024–2025.

​

Performance assessment shall be conducted only upon the issuance of DM 017, s.2025.

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PPST-based Objectives

Teachers I-III (Proficient Teachers)

Obj. No.

COI

Objective

1

COI

Apply knowledge of content within and across curriculum teaching areas (PPST Indicator 1.1.2)

3

COI

Ensure the positive use of ICT to facilitate the teaching and learning process (PPST Indicator 1.3.2)

4

COI

Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills (PPST Indicator 1.4.2)

5

COI

Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement (PPST Indicator 1.7.2)

6

COI

Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning (PPST Indicator 2.4.2)

7

COI

Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning (PPST Indicator 2.5.2)

8

COI

Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents (PPST Indicator 3.3.2)

9

COI

Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices (PPST Indicator 3.4.2)

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PPST-based Objectives

Teachers I-III (Proficient Teachers)

Obj. No.

NCOI

Objective

2

NCOI

Use research-based knowledge and principles of teaching and learning to enhance professional practice (PPST Indicator 1.2.2)

10

NCOI

Adapt and implement learning programs that ensure relevance and responsiveness to the needs of all learners (PPST Indicator 4.3.2)

11

NCOI

Maintain learning environments that are responsive to community contexts (PPST Indicator 6.1.2)

12

NCOI

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 (PPST Indicator 6.3.2)

13

NCOI

Comply with and implement school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders (PPST Indicator 6.4.2)

14

NCOI

Adopt practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity (PPST Indicator 7.2.2)

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PPST-based Objectives

Master Teachers I-IV (Highly Proficient Teachers)

Obj. No.

COI

Objective

1

COI

Model effective applications of content knowledge within and across curriculum teaching areas (PPST Indicator 1.1.3)

3

COI

Promote effective strategies in the positive use of ICT to facilitate the teaching and learning process. (PPST Indicator 1.3.3)

5

COI

Display a wide range of effective verbal and non-verbal classroom communication

strategies to support learner understanding, participation, engagement and achievement (PPST Indicator 1.7.3)

7

COI

Model successful strategies and support colleagues in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learning. (PPST Indicator 2.5.3)

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PPST-based Objectives

Master Teachers I-IV (Highly Proficient Teachers)

Obj. No.

NCOI

Objective

2

NCOI

Model effective applications of content knowledge within and across curriculum teaching areas (PPST Indicator 1.1.3)

4

NCOI

Promote effective strategies in the positive use of ICT to facilitate the teaching and learning process. (PPST Indicator 1.3.3)

6

NCOI

Display a wide range of effective verbal and non-verbal classroom communication

strategies to support learner understanding, participation, engagement and achievement (PPST Indicator 1.7.3)

8

NCOI

Model successful strategies and support colleagues in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learning. (PPST Indicator 2.5.3)

9

NCOI

Evaluate with colleagues teaching strategies that are responsive to the special

educational needs of learners in difficult circumstances, including: geographic isolation;

chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices (PPST Indicator 3.4.3)

10

NCOI

Work collaboratively with colleagues to evaluate the design of learning programs

that develop the knowledge and skills of learners at different ability levels (PPST Indicator 4.3.3)

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PPST-based Objectives

Master Teachers I-IV (Highly Proficient Teachers)

Obj. No.

NCOI

Objective

11

NCOI

Reflect on and evaluate learning environments that are responsive to community contexts. (PPST Indicator 6.1.3)

12

NCOI

Discuss with colleagues teaching and learning practices that apply existing codes, laws

and regulations that apply to the teaching profession, and the responsibilities specified in the Code of Ethics for Professional Teachers (PPST Indicator 6.3.3)

13

NCOI

Exhibit commitment to and support teachers in the implementation of school

policies and procedures to foster harmonious relationships with learners, parents and other stakeholders. (PPST Indicator 6.4.3)

14

NCOI

Identify and utilize personal professional strengths to uphold the dignity of

teaching as a profession to help build a positive teaching and learning culture within the school. (PPST Indicator 7.2.3)

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Only the 14 PPST-based objectives

shall be assessed in SY2024-2025, �both Classroom Observable Indicators (COIs) and Non-Classroom Observable Indicators (NCOIs).

 

The Plus Factor shall not be included in the list of Objectives for the �Teacher PMES.

Total of 14 PMES-PPST Objectives in SY 2024-2025

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Assessing the Classroom-Observable Objectives

1 or 2 full-period classroom observations shall be required for purposes of performance management and evaluation.

Option B

Option A

Two (2) full-period classroom observations in 4th Quarter, with objectives (COI) distributed across observations

One (1) full-period classroom observation in 4th Quarter covering all objectives (COI)

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Option A: 2 Full-period Classroom Observations

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8

Option B: 1 Full-period Classroom Observation

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  • Agree on the schedule of classroom observations

Pre-Observation

  • Conduct pre-observation conference
  • Ratee (teacher) shall submit lesson plan at least one (1) day before the scheduled classroom observation
  • Rater shall review the lesson plan (For Proficient Teachers, their lesson plans, activity sheets, or assessment materials shall be given appropriate ratings in the IPCRF using the PMES Proficient Teacher Tool as basis for its demonstration and achievement of Objective 2 (PPST Indicator 1.2.2).

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  • Ratee (Teacher) shall deliver the entire lesson

Actual Observation

  • Classroom observations shall be done the entire class period
  • Raters (Observers) shall only use the Observation Notes
  • For Highly Proficient Teachers, colleagues shall be allowed to observe as part of the mentoring and coaching activities.

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  • Individual Rating. The raters rate the performance of teacher using the COT appropriate to the teacher’s level.

Post Observation

  • Inter-Observer Agreement Exercise. Raters (Observers) shall meet to discuss the individual ratings given. The final rating shall not be an average but a final rating based on reasoned and consensual judgment.
  • Post-Observation Conference. The rater/s shall conduct a post-observation conference with the ratee to discuss his or her experience and performance during the classroom observation.

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Assessing the Non-Classroom Observable Objectives

Ratees shall provide evidence and documentation of demonstration and achievement of the objectives promptly, rather than waiting for the end-of-year assessment.

​

Such evidence and documents are crosscutting and targeting multiple Objectives, which means that there is no need to reproduce or duplicate copies of the documents per objective.

​

The rater shall then assess this evidence and provide ratings using the tool appropriate to the level of the teacher.

No portfolio for performance assessment shall be collected.

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Strengthening the Coaching, Mentoring and Performance Monitoring

Frequent short-period and walkthrough observations

Regular monitoring and provision of technical assistance on teaching and learning process and materials

  • Monitoring by walking around strategy
  • Approximately 10-15 minutes
  • Non-rated, formative, and developmental
  • Regular monitoring and targeted technical assistance
  • Complemented with immediate and constructive feedback
  • Tracking and recording of significant incidents

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Performance Measures

NCOI

COI

Both Quality and Efficiency shall be measured through classroom observation

Only Quality shall be measured through assessment of available MOVs.

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Computation of Rating

Objective

Weight

Objectives 1 to 14

7.143% each

Total

100%

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Computation of Rating

For repeating Objectives in the case of Option A (2 full-period COs),

the final rating shall be computed by averaging the Quality ratings

from the 2 classroom observations.

For COI

PMES Rating Transmutation Table

Outstanding (5)

4.500-5.000

Very Satisfactory (4)

3.500-4.499

Satisfactory (3)

2.500-3.499

Unsatisfactory (2)

1.500-2.499

Poor (1)

1.000-1.499

Illustrative samples for rating Quality:

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Computation of Rating

For repeating Objectives in the case of Option A (2 full-period COs), �the final rating shall be computed by averaging the Efficiency ratings �from the 2 classroom observations.

PMES Rating Transmutation Table

Outstanding (5)

4.500-5.000

Very Satisfactory (4)

3.500-4.499

Satisfactory (3)

2.500-3.499

Unsatisfactory (2)

1.500-2.499

Poor (1)

1.000-1.499

Illustrative samples for rating Efficiency:

For COI

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Matrix of Documentation�Teachers I-III (Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 1 (PPST 1.1.2)

COI

Classroom Observation Tool (COT) rating sheet or inter-observer agreement form/s done through onsite / face-to-face / in-person classroom observation

1 or 2

Obj. 3 (PPST 1.3.2)

COI

Obj. 4 (PPST 1.4.2)

COI

Obj. 5 (PPST 1.7.2)

COI

Obj. 6 (PPST 2.4.2)

COI

Obj. 7 (PPST 2.5.2)

COI

Obj. 8 (PPST 3.3.2)

COI

Obj. 9 (PPST 3.4.2)

COI

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Matrix of Documentation�Teachers I-III (Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 2 (PPST 1.2.2)

NCOI

Any one (1) of the following used in each of the full-period classroom observations:

  • Lesson Plan (e.g., DLP, DLL, WHLP, WLL, Lesson Exemplars, and the likes)
  • Activity Sheet
  • Assessment materials
  • Others (specify)

​

with annotation describing the use of research-based knowledge and principles of teaching and learning process

1 or 2

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Matrix of Documentation�Teachers I-III (Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 10 (PPST 4.3.2)

NCOI

Any one (1) of the following:

  1. Proof of implementation of learning programs (e.g., progress report, accomplishment report
  2. Proof of contextualization, localization and indigenization of learning programs (e.g., progress report, technical report)
  3. Proof of adaptation of learning programs (e.g., progress report, accomplishment report)
  4. Action plan / activity proposal / activity matrix for adaptation and implementation of learning programs

​

with annotation describing the relevance and responsiveness of the learning programs to the needs of all learners

1

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Matrix of Documentation�Teachers I-III (Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 11 (PPST 6.1.2)

NCOI

Any one (1) of the following:

          • Communication letter about a program / project / activity that highlights maintaining learning environments that are responsive to community contexts
          • Minutes of a consultative meeting / community stakeholders meeting about a program / project / activity that highlights maintaining learning environments that are responsive to community contexts with proof of attendance
          • Program / Project / Activity Plan that highlights maintaining learning environments that are responsive to community contexts
          • Report on the implementation/ completion of a program, project, and/or activity that maintains learning environments responsive to community contexts

1

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Matrix of Documentation�Teachers I-III (Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 12 (PPST 6.3.2)

NCOI

Any one (1) of the following:

  1. Minutes/Notes of coaching and mentoring sessions/meetings/FGDs/other collegial discussions
  2. Teaching materias, with annotation highlighting the objective, e.g.,
        • lesson plan
        • activity sheet
        • assessment materials
        • others (please specify)
  3. Reflection Notes

1

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Matrix of Documentation�Teachers I-III (Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 13 (PPST 6.4.2)

NCOI

Any one (1) of the following:

  1. Proof of participation / involvement in a school-community partnership for the implementation of a school policy / procedure
  2. Minutes of parent-teacher conference / stakeholders’ meeting about an implemented school policy/ procedure with proof of attendance
  3. Proof of participation / involvement in a school- community partnership for the implementation of a school policy / procedure
  4. Accomplishment report

1

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Matrix of Documentation�Teachers I-III (Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 14 (PPST 7.2.2)

NCOI

Any one (1) of the following:

  1. A reflection/journal entry that highlights practices that uphold the dignity of teaching as a profession
  2. Annotated evidence of practice, including but not limited to the following:
  3. Documented feedback from superiors, colleagues, or other stakeholders directly reflecting the ratee’s good practices that uphold the dignity of teaching as a profession
  4. Remarks from superiors, colleagues, or master teacher / school head about one’s qualities (e.g., entries in Performance Monitoring and Coaching Form [PMCF] or in Mid-Year Review Form)
  5. Recognition from the school / school community about one’s qualities
  6. Others (please specify)

1

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Matrix of Documentation�Master Teachers I-IV (Highly Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 1 (PPST 1.1.3)

COI

Classroom Observation Tool (COT) rating sheet or inter-observer agreement form/s done through onsite / face-to-face / in-person classroom observation

​

and proof of attendance of colleague/s

1 or 2

Obj. 3 (PPST 1.3.3)

COI

Obj. 5 (PPST 1.7.3)

COI

Obj. 7 (PPST 2.5.3)

COI

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Matrix of Documentation�Master Teachers I-IV (Highly Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 2 (PPST 1.2.3)

NCOI

At least one (1) of the following that highlights the objectives:

  • Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions/FGDs/other collegial discussions that highlights the objective
  • Minutes/Notes of coaching and mentoring sessions/ meetings/ FGDs/ other collegial discussions that highlights the objective
  • Reflection notes of teachers on the coaching and mentoring sessions/meetings/LAC sessions/ FGDs/ other collegial discussions that highlights the objective with proof/s of attendance
  • Performance Monitoring and Coaching Form (PMCF), with annotations highlighting the objective

1

Obj. 4 (PPST 1.4.3)

NCOI

Obj. 6 (PPST 2.4.3)

NCOI

Obj. 10 (PPST 4.3.3)

NCOI

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Matrix of Documentation�Master Teachers I-IV (Highly Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 11 (PPST 6.1.3)

NCOI

Any one (1) of the following:

  • Synthesis of evaluation of a program / project / activity that maintains the learning environment responsive to community contexts
  • Minutes of consultative meeting with parents / other external stakeholders on programs, projects, and/or activities that maintain a learning environment, highlighting the evaluations made, with proof of attendance
  • Minutes of focus group discussion (FGD) with teachers on a program / project / activity that maintains a learning environment, highlighting the evaluations made, with proof of attendance
  • Survey on programs/ projects / activities that maintain a learning environment

1

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Matrix of Documentation�Master Teachers I-IV (Highly Proficient Teachers)

Objective

COI / NCOI

MOVs / Proof of Demonstration and Achievement of Objectives

No. of MOVs

Obj. 13 (PPST 6.4.3)

NCOI

Any one (1) of the following:

  • Evaluation report on the implementation of school policies/ procedures or minutes of subject area / grade level meetings or professional meetings on evaluating school policies/procedures
  • Minutes of subject area/grade level meetings on the implementation progress of school policies/ procedures
  • Minutes of subject area/grade level meeting or professional meeting on disseminating information and implementing school policies/ procedures
  • Proof of implementation of school policies and procedures

1

Obj. 14 (PPST 7.2.3)

NCOI

Reflection Notes

1

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Total No. of MOVs/Documentations

PMES for Teachers for SY 2024-2025

Teachers I-III�(Proficient Teachers)

Total: 7 or 9

Master Teachers I-IV�(Highly Proficient Teachers)

Total: 5 or 6

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Ratee, Rater and Approving Authority

Ratee

Rater (Observer)

Approving Authority

Master Teacher

​

Head Teacher �(with teaching load)

Principal/School Head

Superintendent

(Small and Medium Divisions)

Assistant Superintendent

(Large and Very Large Divisions)

Teacher

(for schools with no Master Teachers, Head Teachers, and/or Assistant Principal)

Principal/School Head

Superintendent

(Small and Medium Divisions)

Assistant Superintendent

(Large and Very Large Divisions)

Teacher

​

ALS Implementers

(school-based)

Master Teacher/�Head Teacher/�Assistant Principal

Principal/School Head

ALS Implementers

(community learning centers-based)

Education Program Specialist for ALS/In charge for ALS

Chief of Curriculum Implementation Division (CID)

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Tools/Forms Used by Personnel

Position

Forms/Tools to be Used

Head Teacher

(designated as School Head)

Office Performance Commitment and Review Form (OPCRF)

Head Teacher with teaching load

Individual Performance Commitment and Review Form (IPCRF), capturing the expected administrative tasks and objectives in the Highly Proficient Tools

Head Teacher without teaching load

IPCRF anchored on the OPCRF of the School Head

Assistant Principal

School Head/designated Teacher-in-Charge

Office Performance Commitment and Review Form (OPCRF)

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Teacher PMES Tools and Forms for SY 2024-2025

​

https://bit.ly/PMESTeachersSY2425

​

​

​

​

​

​

Use your official DepEd e-mail address (example juan.delacruz@deped.gov.ph). �In case the employee does not yet have a DepEd e-mail address, they may request from the Division ITO.

​

​

    • Annex A: PMES Tool for Proficient Teachers
    • Annex B: PMES Tool for Highly Proficient Teachers
    • Annex C: Classroom Observation Tool (COT) for PMES
      1. Annex C-1: COT-Rubric for Proficient
      2. Annex C-2: COT-Rubric for Highly Proficient
      3. Annex C-3: COT-Rating Sheet for Proficient
      4. Annex C-4: COT-Rating Sheet for Highly Proficient
      5. Annex C-5: COT Inter-Observer Agreement Form for Proficient
      6. Annex C-6: COT Inter-Observer Agreement Form for Highly Proficient
      7. Annex C-7: COT Observation Notes Form
    • Annex D: Electronic IPCR Form (Excel-based)

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Acknowledgement

We would like to thank the following DepEd field personnel for sharing their technical expertise in developing the Electronic IPCRF (eIPCRF) and Online eIPCRF Collection and Consolidation System.

Christine Anne M. Prepuse

Principal I

New Era Elementary School

SDO Dasmariñas City

Kevin Milo

Division ITO

SDO Island Garden City of Samal

Jekyll Cadungog

Division ITO

SDO Zamboanga Sibugay

eIPCRF Tool (Excel-based)

Online eIPCRF System

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Walkthrough of the eIPCRF Tool and Online eIPCRF Collection and Consolidation System

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Excel-based eIPCRF Tool

Accomplishment of the Excel-based IPCRF Tool

All ratees (teachers) shall use the official Excel-based electronic IPCRF tool in inputting IPCR data for SY 2024-2025.

​

Before finalizing the eIPCRF tool, the Rater and Approving Authority shall verify the ratings encoded by the Ratees.

​

After finalizing the eIPCRF tool, ratees shall submit it to the school head.

Note: Each teacher shall use a newly-downloaded file from the OneDrive to avoid technical errors in uploading the file.

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Online e-IPCRF Collection and Consolidation System

Uploading and submission of the e-IPCRF Tool

To upload and submit, access the online eIPCRF collection and consolidation system at eipcrf.deped.gov.ph using only the official school email account registered in the system.

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Online e-IPCRF Collection and Consolidation System

Uploading and submission of the e-IPCRF Tool

  • By default, school email accounts registered in the system are school ID-based (SchoolID@deped.gov.ph). For example: 123456@deped.gov.ph.

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Online e-IPCRF Collection and Consolidation System

Uploading and submission of the e-IPCRF Tool

  • By default, school email accounts registered in the system are school ID-based (SchoolID@deped.gov.ph). For example: 123456@deped.gov.ph.

​

  • For schools with extensions in their official school email accounts or with different email convention (example: mnhs.001@deped.gov.ph), they shall coordinate with the Division Information Technology Officer (ITO) for registration of email accounts in the system.

​

  • For schools that need resetting of their school email account passwords, they shall coordinate with the Division ITO.

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Submission of Accomplished e-IPCRF in the Online System

Timeline of submission of the accomplished eIPCRF of teachers

​

​

​

​

​

​

 

STARTING

End of 4th Quarter

SY 2024-2025

UNTIL

First month of opening of classes

SY 2025-2026

Schools unable to upload their teachers’ eIPCRFs within the specified timeline due to technical issues shall email the Excel files in a compressed folder to helpdesk.rpms@deped.gov.ph and submit printed copies of the eIPCRFs to their respective SDOs.

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Online e-IPCRF Collection and Consolidation�User Access per Governance Level

Governance Level

Office/s with User Access

Central

  • Office of the Undersecretary for Human Resource and Organizational Development
  • Bureau of Human Resource and Organizational Development (BHROD) 
  • National Educators Academy of the Philippines (NEAP)

Region

  • Office of the Regional Director
  • Human Resource Development Division (HRDD)

Division

  • Office of the Schools Division Superintendent 
  • School Governance and Operations Division (SGOD)

School

All public secondary and elementary schools

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Acknowledgement

We would like to thank the following DepEd field personnel for sharing their technical expertise in developing the Electronic IPCRF (eIPCRF) and Online eIPCRF Collection and Consolidation System.

Christine Anne M. Prepuse

Principal I

New Era Elementary School

SDO Dasmariñas City

Kevin Milo

Division ITO

SDO Island Garden City of Samal

Jekyll Cadungog

Division ITO

SDO Zamboanga Sibugay

eIPCRF Tool (Excel-based)

Online eIPCRF System

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Frequently Asked Questions and Possible Scenarios

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How to determine and choose between the two classroom observation options for teachers?

The scheduling options for the classroom observation shall be agreed upon by the teacher and the rater (observer).

Determining which between the options is feasible shall be the discretion of the teacher and observer, taking into account factors such as class schedules, number of teachers to be observed, and other relevant considerations.

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Given that there are Options 1 and 2 for the classroom observation, what will happen if the teacher does not meet the required COI?

Teacher rating  shall get the lowest rating in the rubric level

(For example, for Proficient Teachers, lowest rating in the classroom observation is 3, while for Highly Proficient the lowest rating is 4.)

​

The lowest rating would mean Not observed/not met indicators in the classroom observation

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The effectivity of guidelines is starting 4th Quarter. �Can teachers show MOV (e.g., minutes of consultative meeting with community stakeholders) conducted in previous quarters?

For COIs

For NCOIs

Classroom observations shall be conducted in 4th quarter

​

Any MOVs across quarters shall be valid and accepted

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What are the acceptable MOVs for teachers who transferred from one school to another mid-school year?�Who validates their MOVs?

  • The acceptable MOVs are contained in the Figure 7 and �Figure 8 of DM 017 s. 2025

​

  • The assigned rater/s of the current school shall validate the MOVs presented for purposes of evaluation.

​

  • Approval/signatures from the previous rater shall not be required.

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Should we submit physical or digital copies of MOVs? �Are there specific formats we should follow �(e.g., PDF, scanned copies)?

  • Submission of Portfolio shall not be required.
  • Teachers shall ONLY present to the rater any available relevant MOV from their daily teaching activities. Raters shall immediately evaluate and rate the MOVs presented, then return the document to the teacher.
  • Physical or digital documents can be presented, depending on its original format.

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I have two newly-hired teachers assigned in our school just this January 2025, shall they be required to submit IPCRF for this SY?

Yes.

​

Per CSC MC 6, s. 2012, personnel who have already met the required minimum rating period of 90 days in their current position shall be required to accomplish and submit the IPCRF.

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Other Questions from the Live Q&A Session

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Does the reduction from 4 to 1 or 2 full period classroom observations apply to the following school years, meaning there will only be 1 or 2 full period classroom observations for the school year?

The reduction of the required classroom observations from 4 to 1 or 2 shall only be applicable in SY 2024-2025. A separate guidelines shall be issued for the next 3-year cycle of PMES for Teachers.

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Is the assessment of NCOIs done during the post-con, or can the rater schedule a separate date as long as it's not during the year-end? The instructions state that NCOIs should be rated promptly.

NCOI assessment may be conducted during the post-conference or scheduled at any time within the fourth quarter, as agreed upon by the rater and ratee.

However, the assessment of lesson plan for Objective 2 (PPST Indicator 1.2.2 for Proficient Teacher) can already be completed before the actual observation, upon the teacher's submission of the lesson plan.

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Are teachers on maternity leave for the entire period of 4th Quarter required to accomplish the IPCRF?

No. Teachers who are on maternity leave for the entire duration of 4th Quarter shall no longer be required to submit IPCRF.

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