In a recent update provided by the Department of Education (DepEd), a significant clarification has been issued regarding the conduct of classroom observations for teachers during School Year 2024-2025. This notice, guided by DepEd Memorandum (DM) OUHROD-2024-1931 in reference to DM-OSEC-2024-01, sheds light on the status of the Results-Based Performance Management System (RPMS) activities, specifically in relation to classroom observations and portfolio assessments.
Key Points from the Announcement:
Suspension of RPMS-Related Activities at the School Level For SY 2024-2025, all RPMS-related activities, including classroom observation and portfolio assessments, have been suspended until further notice. This means that teachers and school administrators will not be required to conduct or participate in these evaluations as part of the RPMS framework for the time being. The suspension provides a temporary reprieve from rated classroom observations that have been a key element in teacher performance assessments.
Non-Rated Classroom Observations May Still Be Conducted Despite the suspension of formal RPMS-related evaluations, the memorandum emphasizes that non-rated classroom observations that are developmental and formative in nature may still proceed. These observations, which are intended for instructional supervision and technical assistance, can be conducted to support teachers’ growth and professional development. These observations will not count towards a teacher's performance evaluation but are focused on providing feedback and guidance for instructional improvement.
What This Means for Teachers:
The suspension of RPMS-related classroom observations will likely be a welcome development for many educators, reducing the pressure associated with formal evaluations. However, it’s important to note that classroom observations for support and development purposes may still occur. Teachers can expect ongoing supervision aimed at enhancing their instructional strategies, but without the added stress of being formally rated.
This shift underscores DepEd’s commitment to creating a more supportive and growth-oriented environment for teachers, especially during a time when the education landscape is still evolving.
The Path Forward:
As the DepEd continues to navigate the complexities of performance management in education, teachers are encouraged to view these non-rated observations as opportunities for self-improvement. By focusing on development rather than evaluation, these observations can provide valuable insights that enhance both teaching effectiveness and student learning outcomes.
Stay tuned for further updates from DepEd as the situation evolves, and ensure that you remain informed about any changes in classroom observation practices for the remainder of SY 2024-2025.
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