Schools Division of Lucena City embraced the Philippine Professional Standard for Teachers (PPST) Resource Package and Results-based Performance Management System (RPMS) Manual for Teachers and School Heads in Lucena City Teachers & Employees Conference Center and Queen Margarette Hotel Downtown, Lucena City, July 31 to Aug. 3
Participants of the training-workshop were 45 master teachers, 58 school heads, 10 education program supervisors, and 10 public schools district supervisors. The training aimed to capacitate the participants on how to effectively conduct re-orientation for teachers on PPST & RPMS, enable participants to demonstrate understanding of the PPST module and RPMS manual for teachers and school heads, identify key concepts of the PPST and RPMS, and develop action plan for their respective schools.
Schools Division Superintendent Aniano M. Ogayon emphasized the importance of PPST and RPMS in the continuing professional development and advancement of teachers based on the principle of lifelong learning and making DepEd programs/projects/activities a learner-focused through quality education. He added that what matters most at the end of the day was that PPST was linked to RPMS and making our learners learned through quality teaching. Hence, school heads and master teachers should take charge of improving competencies of the new teachers.
Epifania F. Carandang, Chief of School Governance & Operations Division, revisited the Department of Education Mission, Vision and Core Values. Carandang also talked about the Self-Assessment Tool (SAT) which is defined as a common tool for assessing teacher performance that can be used as a starting point for informal purposes of self-reflection to clarify performance expectations and determine which competencies to focus on; monitor the progression or improvement of teacher competencies; validate whether the interventions provided are effective; and guide discussions about goal-setting and professional development needs.
Likewise, Josephine T. Natividad, Chief of Curriculum Implementation Division reiterated the duties and responsibilities of Instructional/Learning leaders. Natividad also defined learning leaders as professional standards that can help teachers reflect on and asses their own practices as they aspire for personal growth and professional development. While in the context of RPMS, the CID chief discussed the content of the RPMS tools for Teachers I – III and Master Teachers I – IV.
PSDS Chinita A. Tolentino shared the overview of PPST Resource package and intensively explored the parts of PPST modules. Clarity and excitement were mirrored on the faces of the participants as they actively involved themselves in the activities and workshops. She also underscored the importance of annotation when the evidence or artifacts presented in teacher portfolios cannot capture the whole dynamics of the teaching and learning process. PSDS Tolentiono also established a connection between the evidences and the Rater thus, facilitating the review of the portfolio. Quoting a 2007 McKinsey report, “the quality of an education system cannot exceed the quality of its teachers,” the PSDS focused on the in-depth understanding on effective use of PPST-RP and implementation of the PPST-RPMS; deeper grasp of the PPST-Based Tools; and have internalized the roles and functions of the learning leaders in the PPST-RP & PPST- RPMS.
Meanwhile, May Grace D Salazar, Teacher III of Lucena Dalahican National High School and one of the writers of PPST Resource Package, tackled the Resource Package that made the participants excited and engaged as they presented their output during the simulation on the utilization of PPST Resource Package. She intended the participants to reflect on current practice in using a range of teaching strategies that enhance learner achievement in literacy and numeracy skill, and develop ways to further enhance knowledge, skill, and attitude.
More so, Rolan B. Aldovino, Planning Officer III, exposed the Electronic SAT and systematically discussed its content and its utilization.
In addition, Dexter M. Valle, Principal II – Dalahican Elementary School, discoursed the Classroom Observation Tools (COT) as a process of providing feedback to a teacher’s classroom practice that primarily aimed to encourage teachers to reflect and develop self-awareness about their own practice and to provide evidence of actual teacher performance, their strengths, and areas of improvement.
Furthermore, Rolan B. Catapang, Senior Education Program Specialist of the Human Resource & Development Section, stressed portfolio preparation and organization that targeted participants to organize documents in a portfolio based on assigned RPMS Tools for Teacher I – III. He reminded the Master Teachers and School Heads as raters to assist teachers in organizing their portfolios and identify the necessary requirements MOV (means of verification) for each objective and KRA.
Moreover, Myla K. Mendiola, Education Program Supervisor I – Araling Panlipunan and PSDS Pablito R. Alay facilitated the workshop on Portfolio Assessment with the identified tools and forms to be used in the assessment of Teacher Portfolio; and assisted the participants to rate the Portfolio and to compute its rating while Dr. Pascual C. La Rosa, Jr assisted the participants in planning for District roll-out of PPST-RPMS. (Angelo S. Villanueva, Education Program Specialist II – SME, SDO Lucena City)