DepEd PMES Guide • Policy-checked September 6, 2026
The Performance Monitoring and Coaching Form (PMCF) is an official tool in the Department of Education's Multi-Year Performance Management and Evaluation System (PMES) for teachers. Under DepEd Memorandum No. 089, s. 2025, raters use the PMCF to record significant incidents observed and the feedback provided to ratees. Observer-mentors must also document short-period and walkthrough observations and their associated feedback in the PMCF so that teacher progress can be tracked over time.[1]
What Is the DepEd Performance Monitoring and Coaching Form?
The Performance Monitoring and Coaching Form, commonly called the PMCF, is used during Phase II: Performance Monitoring and Coaching of the teacher performance cycle. The purpose of this phase is continuous monitoring of teacher progress together with timely feedback, coaching, mentoring, and technical assistance that can improve professional practice and performance.[1]
In practical terms, the PMCF provides a written record of meaningful performance observations and the feedback or support that follows them. It should help connect observation, feedback, coaching, action, and follow-up instead of being treated as a form completed only for year-end compliance.
Who Is Covered by the Current Multi-Year PMES?
DepEd Memorandum No. 089, s. 2025 applies to public school teachers from Teacher I to Teacher VII and Master Teacher I to Master Teacher V. Its scope also includes teachers in the Alternative Learning System, Madrasah Program, Special Needs Education Program, and Special Science Education Program.[1]
This article therefore focuses on the teacher PMCF under the Multi-Year PMES. School heads, non-teaching personnel, regional offices, schools division offices, and other personnel may be covered by different or additional performance-management instructions. A PMCF used for one personnel group should not automatically be assumed to be the prescribed form for another.
Where Does the PMCF Fit in the PMES Cycle?
The current teacher PMES retains a four-phase performance-management cycle anchored on the government's Strategic Performance Management System. Phase II is Performance Monitoring and Coaching.[1] DepEd Order No. 2, s. 2015 remains an important foundational issuance for the RPMS performance-management cycle and its developmental approach to monitoring and coaching.[3]
What Must Be Recorded in the PMCF?
The clearest national requirement appears in Item 39 of DM 089, s. 2025: the rater records significant incidents observed and the feedback provided to the ratee using the PMCF.[1]
The official Annex D distributed with the Multi-Year PMES tools provides the prescribed PMCF format. When completing the form, use the exact current Annex D rather than recreating the form from an old RPMS template or a third-party download. The official Multi-Year PMES tools are identified in Item 96 of DM 089 and are made available through the DepEd resource link using an official DepEd email account.[1]
| Information to document | What it should communicate |
|---|---|
| Observed incident or practice | What was actually observed, using specific and factual language. |
| Effect or relevance | Why the incident matters to teaching, learning, work performance, professional practice, or an agreed target. |
| Coaching, mentoring, or technical assistance | What support was provided or discussed with the teacher. |
| Feedback or recommended action | What should be sustained, strengthened, adjusted, or followed up. |
| Progress or follow-up | What changed after the feedback or intervention, where the official form provides for follow-up documentation. |
Accuracy note: The table above explains the information normally needed for useful monitoring and coaching. It is not a replacement for the official Annex D layout. The prescribed form should prevail if its field labels or arrangement differ.
PMCF and Short-Period or Walkthrough Classroom Observations
DM 089, s. 2025 strengthened formative classroom observation through frequent short-period and walkthrough observations. The memorandum describes these as approximately 10–15 minutes and characterizes them as non-rated, formative, and developmental.[1]
Their purpose is to provide constructive feedback, identify areas for growth, and support professional development. After an observation, the guidelines call for a brief debriefing to discuss findings, recognize successful practice, and identify actionable improvement steps.[1]
What About Full-Period Classroom Observations?
The baseline rule in DM 089, s. 2025 is two full-period classroom observations per school year: one during the first or second quarter and another during the third or fourth quarter.[1]
However, DepEd later issued DM-OSEC-OUHRODI-2026-0001 dated March 3, 2026, which required only one full-period classroom observation for SY 2025–2026 as a transition measure. That memorandum expressly states that its guidance is interim for SY 2025–2026 and that a separate issuance would be released for PMES beginning SY 2026–2027.[2]
How to Write a Useful PMCF Entry
A strong PMCF entry is specific, evidence-based, professional, developmental, and capable of follow-up. It should describe performance rather than attack a person's character.
1. Describe what was observed
“The teacher needs to improve classroom management.”
“During independent work, several learners repeatedly left their seats and required repeated redirection, reducing time on task for the group.”
2. Connect the observation to performance
Explain why the observation matters. The impact may relate to learner participation, assessment use, instructional delivery, completion of agreed outputs, professional collaboration, or another relevant performance area.
3. Document the actual support provided
Avoid writing only “coached.” Identify the intervention when appropriate—for example, one-on-one coaching, mentoring, a debriefing conference, Learning Action Cell discussion, demonstration, review of learner work, or targeted technical assistance.
4. Give actionable feedback
Feedback should tell the teacher what effective practice should be sustained or what specific action can be tried next. DM 089 emphasizes immediate and constructive feedback that allows timely improvement in teacher practice.[1]
5. Follow up
Monitoring becomes more useful when the rater later checks whether the agreed action worked. Follow-up can document improvement, continued support needs, or the need for a different intervention.
Sample PMCF Entry for a Teacher
Illustrative example only: This sample demonstrates objective wording. It is not official DepEd-prescribed wording and should be entered using the exact fields of the current Annex D.
| Element | Illustrative entry |
|---|---|
| Observation | During a short-period observation, the teacher used an exit task to check learner understanding but reviewed only total correct responses and did not identify the misconceptions shown in the responses. |
| Impact | The assessment generated useful learner data, but the data were not yet fully used to identify learners needing immediate remediation or enrichment. |
| Coaching / support | A brief one-on-one debriefing was conducted and sample learner responses were reviewed with the teacher. |
| Feedback / action | Group responses according to common misconceptions and use the results to plan targeted review, remediation, or enrichment in the succeeding lesson. |
| Follow-up | During the next monitoring visit, the teacher presented grouped response data and used differentiated follow-up activities based on learner needs. |
How Often Should the PMCF Be Accomplished?
DM 089, s. 2025 requires regular monitoring throughout the school year and calls for frequent short-period or walkthrough observations. It also requires each such observation and its associated feedback to be recorded in the PMCF.[1]
The national memorandum does not establish a blanket rule such as “one PMCF per week” or “one PMCF per month” for every teacher. Schools and Schools Division Offices may set legitimate local monitoring or submission procedures, but a local schedule should be identified as a local implementation requirement, not presented as a national DepEd quota unless a national issuance expressly says so.
Can the PMCF Record Positive Performance?
Yes. The PMCF should not be reduced to a list of deficiencies. The broader performance-management framework in DepEd Order No. 2, s. 2015 treats significant incidents as performance evidence used for monitoring, feedback, and improvement, while the current DM 089 framework emphasizes continuous professional growth, constructive feedback, and support.[3][1]
A meaningful PMCF may therefore document effective practices worth sustaining, notable improvement after coaching, and performance concerns that require additional assistance.
PMCF vs. COT vs. e-IPCRF
| Tool | Primary role in the teacher PMES |
|---|---|
| PMCF | Documents monitoring, significant incidents, feedback, and coaching-related records during the performance cycle. |
| COT | Supports the prescribed classroom-observation process for classroom-observable PPST indicators. |
| e-IPCRF | Serves as the electronic individual performance commitment and review tool used in the performance evaluation process. |
DM 089 lists the PMCF, Classroom Observation Tool, and electronic IPCRF as separate official tools. They should not be treated as interchangeable documents.[1]
Common PMCF Mistakes to Avoid
Using vague labels
“Poor performance” or “needs improvement” does not identify what was actually observed.
Making it purely negative
Monitoring should also recognize effective practice and improvement when these are significant to performance.
Using judgmental language
Describe observable behavior and evidence instead of assigning motives or attacking personality.
Giving generic feedback
Feedback is more useful when the next action is specific enough to implement and revisit.
No follow-up
A coaching record has limited developmental value if nobody checks what happened after the recommendation.
Using an outdated template
Old RPMS copies and third-party forms may not match the current Multi-Year PMES Annex D.
Recommended Monitoring and Coaching Workflow
Identify a meaningful practice, result, or performance incident.
Record what happened using factual and specific language.
Provide timely feedback and allow professional reflection.
Agree on reinforcement, technical assistance, or an improvement action.
Use the prescribed PMCF to record the significant incident and feedback.
Check progress and determine whether further support is needed.
Frequently Asked Questions About the DepEd PMCF
What does PMCF mean in DepEd?
PMCF means Performance Monitoring and Coaching Form. Under the teacher PMES, it is used by the rater to document significant incidents observed and feedback provided to the ratee.
Is the PMCF still part of DepEd's current teacher PMES?
Yes. DepEd Memorandum No. 089, s. 2025 lists the Performance Monitoring and Coaching Form as Annex D among the official tools for the Multi-Year PMES for teachers.
Is DM 089, s. 2025 applicable to SY 2026–2027?
Yes. DM 089 states that it is effective for SY 2025–2026, SY 2026–2027, and SY 2027–2028. However, users should also check later national or division-level guidance that may clarify implementation for a particular school year.
Do walkthrough observations have to be recorded in the PMCF?
Yes. DM 089 directs observer-mentors to maintain a record of each short-period or walkthrough observation in the PMCF together with the associated feedback.
Are walkthrough observations rated?
Under DM 089, the frequent short-period and walkthrough observations described in Phase II are non-rated, formative, and developmental.
How long is a walkthrough observation?
DM 089 describes short-period and walkthrough observations as approximately 10–15 minutes.
Is there a national rule requiring one PMCF every week or month?
DM 089 requires regular monitoring and documentation but does not state a universal weekly or monthly PMCF quota for every teacher. A school or division may issue local procedures or submission schedules that should be followed within its authority.
Was only one full-period classroom observation required in SY 2025–2026?
Yes. A March 3, 2026 national memorandum required only one full-period classroom observation for SY 2025–2026 as an interim transition measure. That instruction was specific to SY 2025–2026 and should not automatically be applied to SY 2026–2027.
Where can teachers get the official PMCF?
DM 089 identifies the PMCF as Annex D and provides access to the Multi-Year PMES tools through the official DepEd resource link. Access may require an official DepEd email account. Teachers should prefer that source or an authorized copy provided by their Schools Division Office over an unofficial third-party template.
Bottom Line
The DepEd PMCF is not simply a year-end attachment. Under the current teacher PMES, it is a working record for performance monitoring, significant incidents, feedback, coaching, technical assistance, and progress. DM 089 specifically requires raters to use it for significant incidents and feedback and requires observer-mentors to record each formative short-period or walkthrough observation and associated feedback.[1]
The most reliable practice is straightforward: use the current official Annex D, write objective and actionable entries, distinguish national policy from local submission procedures, and check later DepEd issuances for school-year-specific changes.
Official References
- Department of Education. DepEd Memorandum No. 089, s. 2025. Guidelines on the Multi-Year Performance Management and Evaluation System for Teachers from School Years 2025–2026 to 2027–2028. Relevant provisions include Items 32–40 on Performance Monitoring and Coaching, Items 41–42 on full-period classroom observations, Item 96 on tools and forms, and Item 97 on effectivity. Official DepEd issuance.
- Department of Education. Memorandum DM-OSEC-OUHRODI-2026-0001, March 3, 2026. Guidance in the Implementation of the Performance Management and Evaluation System (PMES) for Teachers for SY 2025–2026. This memorandum required one full-period classroom observation for SY 2025–2026 and stated that separate guidance would be released for PMES beginning SY 2026–2027. Official DepEd issuance.
- Department of Education. DepEd Order No. 2, s. 2015. Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS) in the Department of Education. This is a foundational policy for DepEd's performance-management cycle, including Performance Monitoring and Coaching. Official DepEd issuance.
- Department of Education. DepEd Order No. 42, s. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. The PPST provides the professional standards to which teacher performance and development are aligned. Official DepEd issuance.
Editorial disclaimer: This article explains DepEd policy in plain language and provides illustrative guidance. It does not replace the official memorandum, prescribed PMES tools, or later national, regional, or Schools Division issuances. When a later authorized issuance conflicts with this article, the official issuance prevails.
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