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RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers) in the time of COVID-19 for SY 2021-2022

Attached herewith is the Department of Education (DepEd) RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers) in the time of COVID-19 for School Year 2021-2022.

Master Teacher I-IV (Highly Proficient Teachers) Position and Competency Profile

A. CSC Prescribed Qualifications(For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Position TitleMaster Teacher IMaster Teacher IIMaster Teacher IIIMaster Teacher IV
EducationFor Elementary School -Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education; and 18 units for a Master’s degree in Education or its equivalentFor Elementary School -Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education; and 24 units for a Master’s degree in Education or its equivalentCompletion of academic requirements for a Master’s degree in Education or its equivalentCompletion of academic requirements for a Master’s degree in Education or its equivalent
For Secondary School -Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with appropriate major; and 18 units for a Master’s degree in Education or its equivalentFor Secondary School -Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education; and 24 units for a Master’s degree in Education or its equivalentCompletion of academic requirements for a Master’s degree in Education or its equivalentCompletion of academic requirements for a Master’s degree in Education or its equivalent
Experience3 years relevant experience1 year as Master Teacher I or
4 years as Teacher III
1 year as Master Teacher II or
5 years as Teacher III
1 year as Master Teacher III or
5 years as Teacher III
EligibilityRA 1080RA 1080RA 1080RA 1080
TrainingsNone required4 hours relevant training8 hours of relevant training16 hours of relevant training
B. Preferred Qualifications
EducationMaster’s Degree Graduate
Experience3 years in service as Teacher III
EligibilityPBET/LET/BLEPT Passer
TrainingsRelevant trainings

Master Teacher I-IV (Highly Proficient Teachers) Duties and Responsibilities

  1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across learning areas
  2. Conducts in-depth studies or action researches on teaching-learning innovations
  3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
  4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
  5. Leads in the preparation and enrichment of curriculum
  6. Initiates programs and projects that can enhance the curriculum and its implementation
  7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement of the teaching and learning process
  8. Updates parents/guardians on learner needs, progress and achievement
  9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
  10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
  11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation, organizing/leading/serving as trainers/facilitators in teacher quality circles/learning action cells
  12. Does related work
Appendix-1B-RPMS-Tool-for-Highly-Proficient-Teachers-SY-2021-2022-in-the-time-of-COVID-19

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Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

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