RPMS - IPCRF by Jenelou John Israel

Which of the following is NOT the responsibility of the manager (school head) in the performance planning phase of the RPMS-PPST process?

• Explain how the DepEd competencies will be demonstrated.

• Think about what to consider in order to fully have a successful performance in each area.

• Review the organization’s vision statement, mission and values and the departmental goals.

•    Read the individual’s job description and what needs to be achieved in the coming appraisal period.

Which of the following is an example of the Key Result Area of a Highly Proficient Teacher?

• Learning environment & diversity of learners

• Modeled to colleagues the setting of achievable and challenging learning outcomes.

• Initiated professional reflections and promote learning opportunities to improve practice.

• Leadership and governance

In the DepEd RPMS cycle, which of the following statement/s is or are TRUE:

                                             I.            The TA process goes across all phases of the performance-based management.

                                           II.            The heart of the RPMS is recognition and rewarding of performing personnel phase.

                                         III.            In the performance planning and commitment, one of the forms to be utilized by both the Rater and Ratee is the Self-Assessment Tool.

                                        IV.            The portfolio preparation and organization should be done as the ratee moves from one phase to another.

• I, II & III

• I, III & IV

• II, III & IV

• All statements are TRUE.

  Manga High School intensified its SLAC Program. In order to minimize the cost of implementation of the said program, the School Head utilizes its human resources as resource speakers. Which of the following documents can he use as his reference to select the speakers of the LAC Sessions in the said school?

• Individual Development Plan   

• Self-Assessment Tool

• COT Rating Sheets

• Previous RPMS-PPST Portfolio

• All of the choices from A to D

There are two (2) uses of the performance ratings cited below. Which of the following uses below are TRUE?

                                             I.            Used as basis for identifying the kinds of interventions needed.

                                           II.            Used to determine the qualified personnel for awards and incentives.

                                         III.            Used as basis the OPCRF rating of the School Head.

                                        IV.            Used to regulate teachers with tough behaviors in school.

• I & II  

•   I & III

• II & III

• II & IV

A teacher in MATATAG Elementary School got an outstanding rating of 4.95 in his IPCRF for SY 2023-2024. All his 4 COT Ratings were perfect in score. He recently graduated his Doctoral Degree with honors. In his IDP, he had no action plan/s for further improvement and intervention. After reviewing his IPCRF, you found that he rated himself poorly in the Core Behavioral Competencies. As the School Head, what will be your action to do about his performance document?

• Call the attention of the teacher and asked him to change the ratings of his Core Behavioral Competencies in order to justify his outstanding rating.

•   Talk to the PMT and ask them to change his outstanding rating.

• Call the attention of the teacher and process with him the results of his behavioral competency evaluation for a possible intervention to be taken.

•    Just accept and approve the IPCRF of the said teacher, anyway, he has an outstanding rating and a developmental plan is irrelevant.

You noticed in the ratings of the NCOI of a particular teacher in your school is not appropriate based on your observation of the teachers’ performance in school. But the department head agreed on the ratings initially inputted by the teacher. What will be the BEST thing to do in order to solve his issue?

• As the approving authority, change the agreed ratings inputted in the teachers’ IPCRF.

• Raise the matter to the Performance Management Team for readjustment of the ratings.

• Conduct a review of the means of verification submitted by the teacher in support to his ratings of the NCOIs.

• Leave the IPCRF unsigned until the teacher and the department head will change the ratings according to your observations.

In the Classroom Observation process, you, as the School Head, ensure that there are at least 2 observers in every COT of your teachers. Unfortunately, you always encounter a huge difference in the ratings when you compare your rating sheets to your co-observers. Which of the following is the RIGHT THING TO DO in order to solve this problem?

• Issue a school-based policy that when there are differences, your rating, being you as the academic head, should be the basis for coming up with the final ratings.

•      Discuss the critical incidents that each of you as observers were able to observe and agree to have a midway rating.

• Asked the teacher demonstrator using the reflective principles about his/her idea on what appropriate rating to input for a particular Classroom Observable Indicator.

• Discuss the matter with teacher demonstrator and with your co-observers on what are the salient points and areas for improvement that all of you agree to be the basis of your final ratings.

In the preparation of the RPMS-PPST Portfolio, which of the following MOVs is considered non-negotiable?

• The Plus Factor MOVs

• The MOVs for Classroom Observable Indicators

• The COT Rating Sheets

• The supporting MOVs

In the COT of a particular teacher, which of the following actions is NOT PROPER?

• The teacher who was not able to do her COT in the 2^nd Quarter due to health reasons will only have 3 COTs for SY 2023-2024 since the COT must be done by quarter.

• The teacher who will do the teaching demonstration as her Performance Rating activity will be rated only according to the Classroom Observation Indicators of a particular quarter.

• The Classroom Observation of teachers has no timeliness ratings in the RPMS.

•      The highly proficient teachers have different and higher objectives to achieve compared to the proficient teachers.