Position and Competency Profile: Job Summary

POSITION AND COMPETENCY PROFILE PCP No.
_________ Revision Code: 00
Department of Education
Postion Title Teacher I Salary Grade 11
Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/ School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional unit in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with education units (18-21), MA units 18 units
Experience
Eligibility PBET/LET Passers
Trainings In-Service training
Individual Performance Commitment and Review Form
Name of Employee: Name of Rater:

Position: Position:
Review Period: Date of Review:
Bureau/Center/Service/Division:
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVA
Weight PERFORMANCE INDICATORS (Quality,

MFOs KRAs OBJECTIVES TIMELINE per ACTUAL RESULTS
KRA Efficiency,Timelines)
Q
MFO: 2 BASIC Teaching-Learning

Process
• Prepared lesson plans
and daily logs of
activities including
5 - Outstanding
EDUCATION appropriate adequate

and updated • All daily lesson plans had the following
SERVICES instructional materials objective, subject matter, procedures,

with in the rating evaluation and assignment
period
• Each part had a full description of what
to do with an example
• Objective was specific, measurable,

attainable, result-oriented and time-
bound
• 130% and above developed high order
thinking skills
• Attained 130% and above of the desired
learning competencies
• 130% and above based on the budget of
work
4 - Very Satisfactory
• Had four of the five parts of lesson plan
#RSH#
Q
• Each part of the partial description of

what to do with an example
#RSH#
Q
• Objective was stated with 1 behavioral

indicator is missing
• 115-129% developed high order
thinking skills
• Attained 115-129% of the desired
• 115-129% based on the approved
budget of work
3 - Satisfactory
• Had 3 of the five parts
• Each part had a partial description with
out example
• Objectives was stated with 3-4
behavioral indicator missing
• 100-114% develop high order thinking
skills
• Attained 100-114% of the desired
• 100-114% based on the approved
budget of work
2 - Unsatisfactory
• Each part had no description with out
example
• Objectives was stated with 1-2
behavioral indicator missing
• 51-99% develop high order thinking
skills
• Attained 51-99% of the desired learning
competencies
#RSH#
Q
• 51-99% based on the approved budget

of work
#RSH#
Q
1 - Poor
• Each part had no description with out
example
• Objectives was stated without
behavioral indicator m
• 50% and below develop high order
thinking skills
• 50% and below attained the desired
• 50% and below based on the approved
budget of work
• Facilitated learning in 5 - Outstanding
the school through
functional lesson plans,
daily logs and
innovative teaching
strategies • The teacher established challenging
and measurable goal/s for student
learning that is aligned with the (DepEd
standards or Philippine Elementary
Learning Competencies (PELC) or the
Philippine Secondary Learning
Competencies (PSLC))curriculum
• The goal reflected a range of student
learner needs.
• Has provided individual activities for a

130% and above of the classes handled
for the rating period
• Teaching methods and strategies

elicited 130% and above interaction from
a class
#RSH#
Q
• Inductive method/deductive method

was 130% and above used in teaching a
lesson
• Cooperative learning strategies was
130% and above effective when used
#RSH#
Q
• ICT integration is 130% and above

evident
• Results of student
observations/appraisal are 130% and
above used as basis for follow-up.
• The teacher developed a measurable

goal for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning
• The teacher explained the importance

of the goal and the appropriateness to
students.

115-129% and above of the classes
handled for the rating period

elicited 115-129% interaction from a
class

was 115-129% used in teaching a lesson

115-129% effective when used
• ICT integration is 115-129% evident
observations/appraisal are 115-129%
used as basis for follow-up.
#RSH#
Q
3 - Satisfactory
• The teacher clearly communicated a

focus for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning

100-114% and above of the classes
handled for the rating period

elicited 100-114% interaction from a class

100-114% effective when used
observations/appraisal are 100-114%
used as basis for follow-up.
2 - Unsatisfactory
• The teacher did not have a clear focus
for student learning

51-99% of the classes handled for the
rating period
#RSH#
Q

elicited 51-99% interaction from a class
• Cooperative learning strategies was 51-
99% effective when used
observations/appraisal are 51-99% used
as basis for follow-up.
1 - Poor
• The teacher did not have a clear focus

for student learning or the objective is
too general to guide lesson planning or
the objective is inappropriate for students

50% and below of the classes handled for
the rating period

elicited 50% and below interaction from
a class

was not used in teaching a lesson

never used
• ICT integration is not evident
#RSH#
Q
observations/appraisal are not used as
basis for follow-up.
#RSH#
Q
• Initiated discipline of 5 - Outstanding
students including
classroom rules,
guidelines and
individual and group • Pupils were 130% and the above guided
task with in the rating in the observation of classroom rules and
period the guidelines as evidenced by descriptive
rating in the report card/journal
• Pupils were 115-129% guided in the

observation of classroom rules and the
guidelines as evidenced by descriptive
3 - Satisfactory

2 - Unsatisfactory

1 - Poor
• Pupils were not guided in the

#RSH#
Q
• Monitored 5 - Outstanding
attendance, diversity
and appreciation, safe,
positive and motivating
environment, overall • Safety, orderliness and cleanliness of
physical atmosphere, floors, toilets and proper waste disposal
cleanliness and were 130% and above maintained
orderliness of • Attendance checking was 130% and
classrooms including above systematically carried out
proper waste disposal
daily 4 - Very Satisfactory
• Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 115-129% maintained
• Attendance checking was 115-129%
systematically carried out
3 - Satisfactory
2 - Unsatisfactory
1 - Poor

were 50% and below consistently
maintained
#RSH#
Q
• Attendance checking was 50% and

below systematically carried out
#RSH#
Q
• Pupils/Student • Monitored and 5 - Outstanding
Outcomes evaluated and
maintained
pupils/students' • Evidence showed that the teacher
progress with in the purposely plans assessments and varies
rating period assessment choices to match the different
student needs, abilities, and learning
styles.
• Class record reflected the bases of 130%

and above of pupils' ratings in all
classess/subject areas handled
• Students' portfolio contained 130% and
above of his accomplishment
• Table of specifications is 130% and

above prepared for tests that require it
• Table of specifications showed 130%

and above congruence between content
and skills test
• Test questions were 130% and above
logiclly sequenced
• Pretest and Posttest were 130% and

above administered in all classes/subject
area (Supported by analysis report on
subject area per class/grade level)
• The teacher explained the various uses

and limitations of the different kinds of
assessments/test. Evidence showed that
student needs and avenues for growth
were clearly identified.
#RSH#
Q
• Class record reflected the bases of 115-

129% of pupils' ratings in all
• Students' portfolio contained 115-129%
of his accomplishment
• Table of specifications is 115-129%
prepared for tests that require it
• Table of specifications showed 115-

129% congruence between content and
skills test
• Test questions were 115-129% logiclly
sequenced
• Pretest and Posttest were 115-129%

administered in all classes/subject area
(Supported by analysis report on subject
area per class/grade level)
3 - Satisfactory
• The eveidence of more than one

measure of student performance but
there is difficulty in analyzing data to
inform instuctional planning and dilivery

• Students' portfolio contained 100-114%
of his accomplishment
• Table of specifications is 100-114%
prepared for tests that require it
#RSH#
Q
• Table of specifications showed 100-

114% congruence between content and
skills test
sequenced

2 - Unsatisfactory
• The teacher planned instructions

without analyzing student learning data

• Students' portfolio contained 51-99% of
his accomplishment
• Table of specifications is 51-
99%prepared for tests that require it
• Table of specifications showed 51-99%

congruence between content and skills
test
sequenced

1 - Poor
• No evidence of student monitoring or
evaluation of student progress
#RSH#
Q
• Class record reflected the bases of 50%

and below of pupils' ratings in all
• Students' portfolio contained 50% and
below of his accomplishment
• Table of specifications is not prepared
for tests that require it
• Table of specifications did not show

congruence between content and skills
test
• Test questions were not logiclly
sequenced
• Pretest and Posttest were never
administered
• Conducted 5 - Outstanding
Remediation/enrichme
nt programs to improve • Remediation/Enrichment program is
performance indicators offered to 130% and above who need it
• Remediation/Enrichment program is
offered to 115-129% who need it
3 - Satisfactory
2 - Unsatisfactory
1 - Poor
offered to 50% and below who need it
#RSH#
Q
• Attained the required 5 - Outstanding
GSA for grade level and
learning areas 130% and above MPS/GSA
115%-129% MPS/ GSA
3 - Satisfactory
100-114% MPS/GSA
2 - Unsatisfactory
51-99% MPS/GSA
1 - Poor
50% and below MPS/GSA
MFO: 1 • Community
Involvement
• Conducted periodic
PTA
meetings/conferences
5 - Outstanding
130% and above accomplishment with set
BASIC agreements met
EDUCATION 115-129% of planned meetings producing
POLICY
only set agreements and partial
accomplishments of these
3 - Satisfactory
SERVICES
100-114% of planned meetings
conducted producing set of agreements
2 - Unsatisfactory
51-99% of planned meetings conducted
with minimal results
1 - Poor
50% and below of the planned meetings
conducted with no result
#RSH#
Q
• Visited parents of
students needing 5 - Outstanding
academic 130% and above accomplishment of set
monitoring/follow-up visits successful interventions
with in the rating
period 4 - Very Satisfactory
115-129% accomplishment of visits with
partial success in implementation of
interventions
3 - Satisfactory
100-114% accomplishment of visits with

suggested planned interventions
2 - Unsatisfactory
51-99% accomplishments of visits with
planned interventions
1 - Poor
50% and below accomplishments with no
interventions
• Undertaken/initiated 5 - Outstanding
projects/events/activiti
es with external 130% and above project accomplishment
funding/sponsorship with full documentation report on
within the target date completion
115-129% project accomplishment with
partial completion
3 - Satisfactory
100-114% project initiative only with no
completion report
2 - Unsatisfactory
51-99% project initiative only with no
completion report
1 - Poor
#RSH#
Q
No project/event/activity initiated
#RSH#
Q
MFO: 2 BASIC • Professional

Growth and
Development
• Conducted
problem/classroom
based action research
5 - Outstanding
EDUCATION
3 action research conducted with full
documentation on completion of
interventions.
SERVICES 4 - Very Satisfactory
interventions.
3 - Satisfactory
interventions.
2 - Unsatisfactory
Identified classroom/learning problems
with research proposals
1 - Poor
Only classroom/learning/issues identified

• Initiated/Participated 5 - Outstanding
in co-curricular/school
activities with in the
rating period Initiated at least 2 co-curricular/ school
activities with documented results
Initiated and participated in co-curricular/

school activities with documented results
3 - Satisfactory
Participated in most co-curricular/ school

activities with documented results
2 - Unsatisfactory
#RSH#
Q
Participation only with out document

results
1 - Poor
No participation in school Activities
#RSH#
Q
• Produced 5 - Outstanding
publications/ creative
work for school
paper/division Produced publication/creative work
publication with in the published in National Circulation/ DepEd
target date Post/ CSC Newsletters and similar
publications
Produced publication/creative work
published in regional publications
3 - Satisfactory
published in division publications
2 - Unsatisfactory
published in school papers
1 - Poor
Unpublished work produced
* Toget the score, the rating is multiplied by th weight assigned
0
OVERAL RATING FOR ACCOMPLISHMENTS
0 0
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D DURING EVALUATION
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Approving Officer
#RSH#
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

improve performance. Examples may include doing something better,
Self-Management faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
1 Sets personal goals and direction, needs and development. 4
Undertakes personal actions and behaviors that are clear and Teamwork
2 3.2
purposive and takes into account personal goals and values 4 1 4
Willingly does his/her share of responsibilty.
congruent to that of the organization.
2 Promotes collaboration and removes barriers to teamwork and goal
Displays emotional maturity and enthusiasm for and is challenged by 3 accomplishment across the organization 3 3.4
3
higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, 3
4 3
Applies negotiation principles in arriving at win-win agreements.
3
etc.) to achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 2 4 4
Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across
Professionalism and Ethics 3
organizations to accomplish organizational goals and objectives.
Demonstrates the values and behavior enshrined in the Norms of Service Orientation
Conduct and Ethical Standards for public officials and employee (RA 1
1 6713). Can explain and articulate organizational directions, issues and problems.
4 4
2
Practices ethical and professional behavior and conduct taking into
2 3.6 Takes personal responsibilty for dealing with and/or correcting costumer 3
account the impact of his/her actions and decisions. 3 service issues and concerns 3
Maintains professional image: being trustworthy, regularity of 3 Initiates activities that promotes advocacy for men and women
3
attendance and punctuality, good grooming and communication. 4 empowerment. 3
4
Participates in updating of office vision, mission, mandates & strategies
4 Makes personal sacrifices to meet the organization's needs.
3 based on DepEd strategies and directions. 3
Acts with a sense pf urgency and responsibility to meet the 5
Develops and adopts service improvement programs through simplified
5 organization's needs, improves systems and help others improve
procedures that will further enhance service delivery. 2
their effectiveness. 4
Result Focus Innovation
1 Examines the root cause of problems and suggests effective solutions.
Achieves results with optimal use of time and resources most of the
1 Fosters new ideas, processes, and suggests bettter ways to do things (cost
time. 3 3
and/or operational efficiency).
2
Avoids rework, mistakes and wastage through effective work Demonstrates an ability to think "beyond the box". Continuously focuses on
2
methods by placing organizational needs before personal needs. improving personal productivity to create higher value and results. 3
3
Delivers error-free outputs most of the time by conforming to 3
standard operating procedures correctly and consistently. Able to
Promotes a creative climate and inspires co-workers to develop original
3 produce very satisfactoy quality of work in terms of 3.2 3
ideas or solutions.
usefulness/acceptability and completeness with no supervision
required. 3 4
Expresses a desire to do better and may express frustration at waste 4
Translates creative thinking into tangible changes and solutions that improve the work unit and
4 or inefficiency. May focus on new or more precise ways of meeting organization.
goals set. 4 2
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
5 Makes specific changes in the system or in own work methods to
3 ability to succeed with minimal resources. 3
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
DEPED RPMS form - DEPED form -Teachers
CORE SKILLS Computer / ICT Skills
Oral Communication Prepares basic compositions ( e.g., letters, reports, spreadsheets and
1 graphic presentations using Word Processing and Excel. 2
Identifies different computer parts, turns the computer on/off, and work on 2.2
1 Follows instructions accurately. 3.4
a given task with acceptable speed and accuracy and connects computer
4 2 peripherals ( e.g., printers, modems, multi-media projectors, etc.) 3
2 Expresses self clearly, fluently and articulately. 3 3 Prepares simple presentations using Powerpoint. 2
Utilizes technologies to : access information to enhance professional
3 Uses appropriate medium for the message. productivity, assists in conducting research and communicate through local
3 4 and global professional networks. 2
4 Recommends appropriate and updated technology to enhance productivity
Adjust communication style to others. 3 5 and professional practice. 2
5 Guides discussions between and among peers to meet an objective. 4
Written Communication
Knows the different written business communication formats used in
1 the DepEd. 3
Writes routine correspondence/communications, narrative and

descriptive report based on ready available information data with 3
minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.)
2 3 OVERALL COMPETENCY RATINGS
Secures information from required references (i.e., Directories,
3 schedules, notices, instructions) for specific purposes. 3 CORE BEHAVIORAL COMPETENCIES 3.11
Self-edits words, numbers, phonetic notation and content, if
4 necessary. 3
Demonstrates clarity, fluency, impact, conciseness, and effectiveness
5 in his/her written communications. 3 OVERALL RATING 3.11
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
Note: These ratings can be used for the developmental plans of the employee.
DEPED RPMS form - DEPED form - For Teachers
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating
Accomplishments of KRAs and Objectives

0.00
Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.
Name of Employee: 0 Name of Superior: 0

Signature: Signature:
Date: Date:
PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
0 0 0
Ratee Rater Approving Officer
DEPED RPMS form - DEPED form -For Teacher |

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POSITION AND COMPETENCY PROFILE PCP No.

_________ Revision Code: 00

Name of Employee: Name of Rater:

Weight PERFORMANCE INDICATORS (Quality,

MFO: 2 BASIC Teaching-Learning

EDUCATION appropriate adequate

SERVICES instructional materials objective, subject matter, procedures,

• Objective was specific, measurable,

• Had four of the five parts of lesson plan

• Each part of the partial description of

• Objective was stated with 1 behavioral

• 51-99% based on the approved budget

• Has provided individual activities for a

• Teaching methods and strategies

• Inductive method/deductive method

• ICT integration is 130% and above

• The teacher developed a measurable

• The teacher explained the importance

• Has provided individual activities for a

• Teaching methods and strategies

• Inductive method/deductive method

• Cooperative learning strategies was

• The teacher clearly communicated a

• Has provided individual activities for a

• Teaching methods and strategies

• Inductive method/deductive method

• Has provided individual activities for a

• Teaching methods and strategies

• The teacher did not have a clear focus

• Has provided individual activities for a

• Teaching methods and strategies

• Inductive method/deductive method

• Cooperative learning strategies was

• Pupils were 115-129% guided in the

• Pupils were 100-114% guided in the

• Pupils were 51-99% guided in the

• Pupils were not guided in the

• Safety, orderliness and cleanliness of

• Attendance checking was 50% and

• Class record reflected the bases of 130%

• Table of specifications is 130% and

• Table of specifications showed 130%

• Pretest and Posttest were 130% and

• The teacher explained the various uses

• Class record reflected the bases of 115-

• Table of specifications showed 115-

• Pretest and Posttest were 115-129%

• The eveidence of more than one

• Class record reflected the bases of 100-

• Table of specifications showed 100-

• Pretest and Posttest were 100-114%

• The teacher planned instructions

• Class record reflected the bases of 51-

• Table of specifications showed 51-99%

• Pretest and Posttest were 51-99%

• Class record reflected the bases of 50%

• Table of specifications did not show

100-114% accomplishment of visits with

MFO: 2 BASIC • Professional

Only classroom/learning/issues identified

Initiated and participated in co-curricular/

Participated in most co-curricular/ school

Participation only with out document