Sample-MOVs_-PMES-for-SY-2024-2025-DM-017-s.-2025.pdf

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

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

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.

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

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

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

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.

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)

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)

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)

Obj.
No.
NCOI Objective
2 NCOI Model effective applications of content knowledge within and across curriculum teaching areas
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)

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.

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

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)

Option A: 2 Full-period Classroom Observations

8
Option B: 1 Full-period Classroom Observation

✓ 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
✓ 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).

✓ 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.

✓ 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.

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.

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

Performance Measures
NCOI
COI
Both Quality and
Efficiency shall be
measured through
Only Quality shall be
measured through
assessment of available
MOVs.

Computation of Rating
Objective Weight
Objectives 1 to 14 7.143% each
Total 100%

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:

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

Matrix of Documentation
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
1 or 2
Obj. 3 (PPST 1.3.2) COI

Objective COI /
NCOI
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

Objective COI /
NCOI
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

Objective COI /
NCOI
No. of
MOVs
1. Communication letter about a program /
project / activity that highlights maintaining
learning environments that are responsive to
community contexts
2. 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
3. Program / Project / Activity Plan that highlights
maintaining learning environments that are
responsive to community contexts
4. Report on the implementation/ completion of a
program, project, and/or activity that maintains
learning environments responsive to community
contexts
1

Objective COI /
NCOI
No. of
MOVs
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

Objective COI /
NCOI
No. of
MOVs
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

Objective COI /
NCOI
No. of
MOVs
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:
• Documented feedback from superiors,
colleagues, or other stakeholders directly
reflecting the ratee’s good practices that uphold
the dignity of teaching as a profession
• 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)
• Recognition from the school / school
community about one’s qualities
3. Others (please specify)
1

Objective COI /
NCOI
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
and proof of attendance of colleague/s
1 or 2

Objective COI /
NCOI
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

Objective COI /
NCOI
No. of
MOVs
• 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

Objective COI /
NCOI
No. of
MOVs
• 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

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

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)

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)

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.
Teacher PMES Tools and
Forms for SY 2024-2025
a. Annex A: PMES Tool for Proficient Teachers
b. Annex B: PMES Tool for Highly Proficient Teachers
c. Annex C: Classroom Observation Tool (COT) for PMES
i. Annex C-1: COT-Rubric for Proficient
ii. Annex C-2: COT-Rubric for Highly Proficient
iii. Annex C-3: COT-Rating Sheet for Proficient
iv. Annex C-4: COT-Rating Sheet for Highly Proficient
v. Annex C-5: COT Inter-Observer Agreement Form
for Proficient
vi. Annex C-6: COT Inter-Observer Agreement Form
for Highly Proficient
vii. Annex C-7: COT Observation Notes Form
d. Annex D: Electronic IPCR Form (Excel-based)

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

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

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.

Online e-IPCRF Collection and
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.

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

▪ 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.

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.

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

Frequently Asked Questions
and Possible Scenarios

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.

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

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

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.

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.

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.

Other Questions from the
Live Q&A Session

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.

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.

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.

Sample-MOVs_-PMES-for-SY-2024-2025-DM-017-s.-2025.pdf

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