In February 2025, the Department of Education (DepEd) issued Memorandum No. 17, s. 2025, introducing interim guidelines for the Performance Management and Evaluation System (PMES) with the changes in RPMS for SY 2024-2025. This memorandum signifies a pivotal shift from the previously established guidelines outlined in DepEd Memorandum No. 8, s. 2023, which provided multi-year directives for the Results-Based Performance Management System (RPMS) aligned with the Philippine Professional Standards for Teachers (PPST). This blog delves into the key changes introduced by DM 17, s. 2025, and their implications for educators. The following tools for RPMS (with some changes) shall be used in SY 2024-2025, accessible here:
- Annex A: PMES Tool for Proficient Teachers
- Annex B: PMES Tool for Highly Proficient Teachers
- Annex C: Classroom Observation Tool (COT) for PMES
- Annex C-1: COT-Rubric for Proficient Teacher
- Annex C-2: COT-Rubric for Highly Proficient Teacher
- Annex C-3: COT-Rating Sheet for Proficient TeacherAnnex
- C-4: COT-Rating Sheet for Highly Proficient Teacher
- Annex C-5: COT Inter-Observer Agreement Form for Proficient Teacher
- Annex C-6: COT Inter-Observer Agreement Form for Highly Proficient Teacher
- Annex C-7: COT Observation Notes Form
- Annex D: Electronic IPCR Form (Excel-based)
Adoption of Executive Order (EO) No. 174, s. 2022
The introduction of new teaching positions in the Department of Education shall also be reflected in this Performance Management and Evaluation System (PMES). Based on DepEd Memorandum No. 17 s. 2025, additional teacher positions of Teacher IV, V, VI, and VII and its Implementing Rules and Regulation (IIR) will follow the Proficient Teacher tools. Likewise, the newly created Master Teacher IV will be included in Career Stage 3 (Highly Proficient Teachers) and shall follow the same tools.
Changes in PPST (RMPS) Objectives for SY 2024-2025
The PPST-based objectives shall be prescribed for the performance management of teachers nationwide. These are the remaining objectives from the multi-year implementation of the performance management for teachers, completing the cycle covering all 37 indicators of the PPST. Any modification to the set of indicators shall not be allowed. However, in the School Year 2024-2025, there are only 14 objectives composed of Classroom Observable Indicators (COIs) and Non-Classroom Observable Indicators (NCOIs). One of the major changes in RPMS for SY 2024-2025 is the elimination of the Plus Factor as one of the PPST Objectives. Thus, giving more focus on classroom demonstration and achieving the COIs and NCOIs.
Required Number of Classroom Observations for SY 2024-2025
One (1) or two (2) full-period classroom observations shall be required to be conducted in assessing the performance of teachers for COIs. These observations shall be conducted at any time during the 4th Quarter of SY 2024-2025, with the schedule agreed upon by the teacher and the rater (observer). Teachers had two options for doing their classroom observations. In Option A, two (2) full-period classroom observations in the 4th Quarter, with objectives (COI) distributed across observations. Otherwise, Option B offers one (1) full-period classroom observation in the 4th Quarter covering all objectives (COI). Figure 5 below details the Schedule Distribution of COIs for two (2) full-period classroom observations.
More importantly, DepEd Memorandum 17 s. 2025 states that documents considered as means of verification or proof of demonstration and achievement of the objectives shall not be required. Also, there is no need to be organized in a physical portfolio for submission at the end of the school year. It is one of the notable changes in RPMS for SY 2024-2025 provided by the said memorandum. Nevertheless, these documents are encouraged to be stored by teachers in their repository or means of file management.
Implementation of Classroom Observations
Pre-observation
The ratee (teacher) and rater (observer) shall agree on the schedule of classroom observations. The schedule must be set at least three (3) working days before the classroom observation. In case of unforeseen circumstances, concerned schools may be allowed to deviate from the prescribed timeline of conducting classroom observations. This adjustment is possible upon the approval of the Schools Division Superintendent (SDS) and the exhaustion of all applicable classroom observation modes.
Thus, in case of unforeseen circumstances and fortuitous events that are outside the control of the schools (such as natural or man-made calamities or disasters, lockdowns, etc.), the school can implement classroom observation through:
- Online Synchronous Classroom Observation
- Online Asynchronous Classroom Observation
- Classroom Observation via Learning Action Cells (LAC)
These following modes of alternative classroom observation are subject to internal guidelines issued by the Department. Further, the default mode of classroom observation shall be in-person/ face-to face observation. Pre-observation Conference shall be conducted to review the Classroom Observation Tool (COT) rubrics in Figure 5. The rate must submit a lesson plan at least one (1) day before the actual observation.
Actual Observation
During the actual classroom observation, the ratee (teacher) shall deliver the lesson. For purposes of rating the performance, classroom observations shall be done for the entire class period. Raters (Observers) shall only use the Observation Notes Form to record comments and observations on the teacher’s performance.
Post Observation
The raters rate the performance of the teacher using the COT appropriate to the teacher’s level. Only those indicators expected to be observed in an observation period, as specified in Figure 5 shall be given a rating. If there are multiple observers, only the subject specialist is expected to rate Objective 1. If there is only one rater (observer), he or she rates Objective 1. On the other hand, in elementary, all observers are expected to rate Objective 1. In case of multiple observers, raters 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. A post-observation conference shall be conducted to discuss his or her experience and performance during the classroom observation.
Assessment of Non-Classroom Observation Indicators (NCOIs)
Teachers are expected to provide evidence and documentation of demonstration and achievement of the objectives promptly, rather than waiting for the end of-year assessment. Such evidence targets multiple objectives which means that there is no need to reproduce copies of the documents per objective. No portfolio for performance assessment shall be collected.
Computation of Rating
All COIs shall be measured using the following Performance Indicators (Quality and Efficiency). Quality shall be measured through the demonstration of COis during the Classroom Observation (CO) and the submission of the Rating Sheet or Inter-Observer Agreement Form, whichever is applicable. Efficiency shall be measured through the demonstration and achievement of the PPST-based objectives (COIs) within the prescribed time. Each PPST-based objective is weighted at 7.143% as shown below. There shall be No Timeliness performance indicators for all COIs.
Submission of Accomplished e-IPCRF in the Online System
All ratee (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. School Heads or the non-teaching personnel assigned shall upload the accomplished and finalized eIPCRF tools of individual teachers in the system. For a full copy of DepEd Memorandum 17 s. 2025, visit this page.