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PMES MOVs and Guides SY. 2024-2025

A comprehensive Performance Management and Evaluation System (PMES) for teachers typically includes several key components designed to assess and enhance teaching effectiveness. These components often encompass classroom observations, student surveys, documentation logs, and measures of student progress (Dinwiddie County Public Schools, 2012). Classroom observations allow evaluators to assess teachers' instructional strategies and classroom management skills in real-time. Student surveys provide insights into the learning environment from the students' perspective, while documentation logs help track teachers' professional activities and development. Measures of student progress, such as standardized test scores, are used to evaluate the impact of teaching on student learning outcomes (Department of Education, 2025).

The PMES for Teacher I-III, who are considered Proficient Teachers, focuses on the application of fundamental teaching skills and the ability to manage classroom dynamics effectively. These teachers are expected to meet curriculum and assessment requirements, engage in collaborative learning, and continuously improve their instructional practices (DepEd Click, 2025). The evaluation tools for Proficient Teachers include specific Key Result Areas (KRAs), Objectives, and Means of Verification (MOVs) that align with their career stage. These tools are designed to ensure that teachers at this level are developing the necessary competencies to advance in their careers (TeacherPH, 2025).

In contrast, the PMES for Master Teachers, who are categorized as Highly Proficient Teachers, emphasizes advanced instructional strategies, mentorship, and leadership within the educational community. Master Teachers are expected to demonstrate a sophisticated understanding of the teaching and learning process, provide support and mentoring to colleagues, and engage in continuous professional development (DepEd Click, 2025). The evaluation tools for Highly Proficient Teachers are more rigorous and include additional KRAs and MOVs that reflect their higher level of expertise and responsibility. These tools are designed to assess their ability to lead and innovate in educational practices (TeacherPH, 2025).

In summary, while the core components of the PMES for teachers remain consistent, the specific evaluation criteria and expectations differ significantly between Teacher I-III and Master Teachers. Proficient Teachers are evaluated on their ability to apply fundamental teaching skills and collaborate with peers, whereas Highly Proficient Teachers are assessed on their advanced instructional techniques, leadership, and mentorship capabilities. These distinctions ensure that the PMES is tailored to the varying levels of teacher expertise and promotes continuous professional growth across all career stages (Department of Education, 2025; DepEd Click, 2025).

References
  • Department of Education. (2025). Interim guidelines for the Department of Education performance management and evaluation system for teachers in the school year 2024-2025. Retrieved from DepEd.
  • DepEd Click. (2025). PMES tools for proficient and highly proficient teachers (SY 2024-2025). Retrieved from DepEd Click.
  • Dinwiddie County Public Schools. (2012). Teacher performance evaluation system. Retrieved from Dinwiddie County Public Schools.
  • TeacherPH. (2025). RPMS tools for teachers and master teachers. Retrieved from TeacherPH.
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