PCP No.

______ Revision Code: 00

POSITION AND COMPETENCY PROFILE
Department of Education

Position Title Teacher I Salary Grade 10

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 edcation
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
 PCP No. ______ Revision Code: 00
POSITION AND COMPETENCY PROFILE
Department of Education

Position Title Teacher II 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 plus 18 professional unit in education
Experience 1 year of relevant experience
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with education units (18-21), MA units or 18 units
Experience
Eligibility PBET/LET Passers
Trainings In-service training
 PCP No. ______ Revision Code: 00
POSITION AND COMPETENCY PROFILE
Department of Education

Position Title Teacher III Salary Grade 12

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 plus 18 professional unit in education
Experience 2 years of relevant experience
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with education units (18-21), MA or Completed academic requirement
Experience
Eligibility PBET/LET Passers
Trainings In-service training
 DUTIES AND RESPONSIBILITIES

1. Teaches or more grades/levels using appropriate and innovative teaching strategies

2. Facilitates learning in the elementary/secondary schools through functional lesson plans (for new teachers up to 3 years) Daily Log (for teachers
teaching 4 years and above) of activities and appropriate, adequate and updated instructional materials
3. Monitors and evaluates pupils/students’ progress
4. Undertakes activities to improve performance indicators
5. Maintains updated pupils/students progress regularly
6. Supervises curricular and co-curricular projects and activities
7. Maintains updated pupil/student school records
8. Counsels and guides pupils/students
9. Supports activities of governmental and non-governmental organizations
10. Conducts Action Plan
11. Maintains Daily Routine (classroom cleanliness, classroom management, overall physical classroom atmosphere
12. Maintains harmonious relationship with fellow teachers and other school personnel as well as with parents and other stakeholders
13. Does related work

Major Final Outputs Objectives Key Result Areas Outputs

(MFOs) (KRAs)

 Teaching-Learning Process
 Prepared lesson plans and daily logs
of activities including appropriate,
adequate and updated instructional
materials
 Facilitated learning in the elementary
and secondary schools through
functional lessons plans, daily logs
and innovative teaching strategies
 Initiated discipline of students
including classroom rules, guidelines
and individual and group tasks
 Daily Lesson Plan and
Instructional materials
 Functional lesson plans,
daily logs, teaching
strategies
 Class Rules and well-
behaved pupils
Major Final Outputs Objectives
(MFOs)
 Pupils/Students Outcomes
 Community Involvement
 Professional Growth and
Development
Key Result Areas
(KRAs)
 Monitored attendance, diversity
appreciation, safe, positive and
motivating environment, overall
physical atmosphere, cleanliness and
orderliness of classrooms including
proper waste disposal.
 Monitored and evaluated and
maintained pupils/ students’ progress
 Conducted remediation/enrichment
programs to improve performance
indicators
 Maintained updated pupils/students’
school records
 Attained the required GSA for grade
level and learning areas
 Conducted regular/periodic PTA
meetings/conferences
 Visited parents of students needing
academic monitoring/follow-up
 Undertaken/initiated
projects/events/activities with external
funding/sponsorship
 Conducted Action Research
 Participated in activities such as teachers’
association, etc.
 Produced publications/creative work for
Outputs
 Positive/productive/safe
learning environment
 Complete and accurate
class record
 Remediation/enrichment
programs conducted
 Updated pupils/students’
school records
 Students’ mastery of the
required learning
ompetencies per grade level
 PTA meetings/conferences
organized
 Academic monitoring/follow-
up
 Projects/events/activities
initiated/undertaken
 Action research
 Professional membership
and/or community linkages
 Major Final Outputs Objectives Key Result Areas Outputs
(MFOs) (KRAs)
school paper/division publication  Published work
 Received special awards/citation/recognition
for exemplary performance

Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)
 Prepared daily lesson  All daily lesson plans  Had four of the five parts  Had 3 of the five parts  Had 2 of the five parts  Had 1 of the five parts
plans and daily logs of had the following of lesson plan
activities including objective, subject
appropriate, adequate matter, procedures,
and updated evaluation and
instructional materials assignment
within the rating period  Each part had a full  Each part had a partial  Each part had a partial  Each part had no  Each part had no
description of what to description of what to do description without description of what to description of what to
do with an example with an example example do with example do and example
 Objective was  Objective was stated with  Objective was stated  Objective was stated
specific, measurable, 1 behavioral indicator is  Objective was stated with with 1-2 behavioral without behavioral
attainable, result- missing 3-4 behavioral indicator indicators missing indicators
oriented and time- missing
bound  115-129% developed  51-99% developed  50% and below
 130% and above high order thinking skills  100-114% developed high high order thinking develop high order
developed high order  Attained 115-129% of order thinking skills skills thinking skills
thinking skills the desired learning  Attained 100-114% of the  Attained 51-99% of  50% and below attain
 Attained 130% and competencies desired learning the desired learning the desired learning
above of the desired  115-129% based on the competencies competencies competencies at all
learning competencies approved budget of work  100-114% based on the  51-99% based on the  50% and below
 1130% and above approved budget of work approved budget of based on the approved
 Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)
based on the budget work budget of work
of work
    
 Facilitated learning in  The teacher  The teacher developed a  The teacher clearly  The teacher did not The teacher did not have a
the school through established measureable goal for communicated a focus for have a clear focus for clear focus for student
functional lessons challenging and student learning that is student learning that is student learning. learning or the
plans, daily logs and measureable goal/s aligned with the DepEd appropriate for students objective is too general
innovative teaching for student learning standards or Philippine and is aligned Philippine to guide lesson
strategies that is aligned with the Elementary Learning Elementary Learning planning or the
(DepEd standards or Competencies (PELC) or Competencies (PELC) or objective is
Philippine Elementary the Philippine Secondary the Philippine Secondary inappropriate for
Learning Learning Competencies Learning Competencies students.
Competencies (PELC) (PSLC). (PSLC).
or the Philippine  The teacher explained  .
Secondary Learning the importance of the
Competencies goal and its
(PSLC)) curriculum appropriateness to
 The goal reflected a students.
range of student
learner needs.
 Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)
   
 Has provided  Has provided individual  Has provided individual  Has provided Has provided individual
individual activities for activities for a115-129% activities for a100-114% of individual activities for activities for 50%
a 130% and above of of the classes handled for the classes handled for a 51-99% of the and below of the
the classes handled the rating period the rating period classes handled for the classes handled for the
for the rating period rating period rating period

 Teaching methods  Teaching methods and  Teaching methods and  Teaching methods and Teaching methods and
and strategies elicited strategies elicited 115- strategies elicited 100- strategies elicited 51- strategies elicited
130% and above 129% interaction from a 114% interaction from a 99% interaction from 50% and below
interaction from a class class a class interaction from a
class class

 Inductive  Inductive  Inductive  Inductive Inductive

method/deductive method/deductive method/deductive method method/deductive method/deductive
method was 130% method was 115-129% was 100-114% used in method was 51-99% method was not used
and above used in used in teaching a lesson teaching a lesson used in teaching a in teaching a lesson
teaching a lesson lesson

 Cooperative learning  Cooperative learning  Cooperative learning  Cooperative learning Cooperative learning
strategies was 130% strategies was 115-129% strategies was 100-114% strategies was 51-99% strategy was never
and above effective effective when used effective when used effective when used used
when used
 Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)
 ICT integration  ICT integration is 115-  ICT integration is 100-  ICT integration is 51- ICT integration is not
is130% and above 129% evident 114% evident 99% evident evident
evident

 Results of student  Results of student  Results of student  Results of student Results of student
 observation/  observation/ appraisal observation/ appraisal are observation/ appraisal observation/ appraisal
appraisal are 130% are 115-129% used as 100-114% used as basis are 51-99% used as are not used as basis
and above used as basis for follow-up for follow-up basis for follow-up for follow-up
basis for follow-up

    
 Initiated discipline of  Pupils were 130% and
Pupils were not guided in
students including above guided in the  Pupils were 115-129%  Pupils were 100-114%  Pupils were 51-99%
guided in the observation guided in the observation guided in the the observation of
classroom rules, observation of
of classroom rules and of classroom rules and observation of classroom rules and
guidelines and classroom rules and
guidelines as evidenced guidelines as evidenced classroom rules and guidelines as
individual and group guidelines as
by descriptive rating in by descriptive rating in the guidelines as evidenced by
tasks within the evidenced by
the report card/journal report card/journal evidenced by descriptive rating in the
rating period descriptive rating in
descriptive rating in the report card/journal
the report card/journal
report card/journal

 Monitored attendance,  Safety, orderliness  Safety, orderliness and  Safety, orderliness and  Safety, orderliness and Safety, orderliness and
diversity appreciation, and cleanliness of cleanliness of floors, cleanliness of floors, cleanliness of floors, cleanliness of floors,
safe, positive and floors, toilets and toilets and proper waste toilets and proper waste toilets and proper toilets and proper
motivating proper waste disposal disposal were 115-129% disposal were 100-114% waste disposal were waste disposal were
environment, overall were 130% and above maintained maintained 51-99% maintained 50% and below
physical atmosphere, maintained consistently maintained
 Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)
cleanliness and    
orderliness of  Attendance checking  Attendance checking was  Attendance checking was  Attendance checking Attendance checking was
classrooms including was 130% and above 115-129% systematically 100-114% systematically was 51-99% 50% and below
proper waste disposal systematically carried carried out carried out systematically carried systematically caried
daily out out out

 Monitored and  Evidences showed  The teacher explained  There is evidence of more  The teacher planned No evidence of student
evaluated and that the teacher the various uses and than one measure of instructions without monitoring or
maintained pupils/ purposely plans limitations of the different student performance but analyzing student evaluation of student
students’ progress assessments and kinds of there is difficulty in learning data. progress.
within the rating varies assessment assessments/tests. analyzing data to inform
period choices to match the Evidences showed that intructional planning and
different student student needs and delivery.
needs, abilities, and avenues for growth were
learning styles. clearly identified.

 Class record reflected  Class record reflected the  Class record reflected the  Class record reflected Class record reflected the
the bases of 130% bases of 115-129% of bases of100-114% of the bases of 51-99% of bases of 50% and
and above of pupils’ pupils’ ratings in all pupils’ ratings in all pupils’ ratings in all below of pupils’ ratings
ratings in all classes/subject areas classes/subject areas classes/subject areas in all classes/subject
classes/subject areas handled handled handled areas handled
handled

   
 Students’ portfolio  Students’ portfolio  Students’ portfolio  Students’ portfolio Students’ portfolio
contained 130% and contained 115-129% of contained 100-114% of his contained 51-99% of contained 50% and
above of his his accomplishment accomplishment his accomplishments below of his
accomplishment accomplishments
 Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)
 Table of Specifications  Table of Specifications is  Table of Specifications is  Table of Specifications Table of Specifications is
is 130% and above 115-129% prepared for 100-114% prepared for is 51-99% prepared for is not prepared
prepared for tests that tests that require it tests that require it tests that require it
require it

 Table of Specifications  Table of Specifications  Table of Specifications  Table of Specifications Table of Specifications did
showed130% and showed 115-129% showed 100-114% slightly showed 51- not show congruence
above congruence congruence between congruence between 99% congruence between content and
between content and content and skills tested content and skills tested between content and skills tested
skills tested skills tested

   
 Test questions  Test questions were 115-  Test questions were 100-  Test questions were Test questions were not
were130% and above 129% logically 114% sequenced 51-99% logically logically sequenced
logically sequenced sequenced sequenced

 Pretest and Post-  Pretest and Post-test  Pretest and Post-test  Pretest and Post-test Pretest and Post-test were
test were 130% and were 115-129% were 100-114% were 51-99% never administered
above administered administered in all administered in all administered in all
in all classes/subject area classes/subject area classes/subject area
classes/subject area (supported by analysis (supported by analysis (supported by
 (supported by report on subject area report on subject area analysis report on
analysis report on per class/grade level) per class/grade level) subject area per
subject area per class/grade level)
class/grade level)

 Conducted  Remediation/  Remediation/ Enrichment  Remediation/ Enrichment  Remediation/ Remediation/ Enrichment

remediation/ Enrichment Program Program is offered to Program is offered to 100- Enrichment Program is Program is offered to
enrichment programs is offered to 130% and 115-129% who need it 114% who need it offered to51-99% who 50% and below who
to improve above of students who need it need it
 Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)
performance indicators need it and

 Attained the required  130% and above  115-129% MPS/GSA  100-114% MPS/GSA  51-99% MPS/GSA 50% and below
GSA for grade level MPS/GSA MPS/GSA
and learning areas
 Conducted periodic  130% and above  115-129% of planned  100-114% of planned  51-99% of planned 50% and below of
PTA accomplishment with meetings conducted meetings conducted meetings conducted planned meetings
meetings/conferences set agreements met producing only set producing set of with minimal results conducted with no
agreements and partial agreements results
accomplishment of these
 Visited parents of  130% and above  115-129%  100-114%  51-99% 50% and below
students needing accomplishment of set accomplishment of visits accomplishment of visits accomplishment of accomplishment with
academic visits successful with partial success in with suggested planned visits with planned no interventions
monitoring/follow-up interventions implementation of interventions interventions
within the rating period interventions
 Undertaken/initiated  130% and above  115-129% project  100-114% project initiative  51-99% project No project/event/activity
projects/events/activitie project accomplishment with only with no completion initiative only with no initiated
s with external accomplishment with partial completion report completion report
funding/sponsorship full documentation
within the target report on completion
date
 Conducted  3 Action Research  2 Action Research  1 Action Research  Identified Only classroom/ learning
problem/classroom- conducted with full conducted with conducted with classroom/learning problems/ issues
based Action Research documentation on documentation on documentation on problems with identified
completion of completion of completion of research proposals
interventions interventions interventions
 Initiated/Participated in  Initiated at least 2 co-  initiated and participated  participated in most of co-  Participation only No participation in school
co-curricular/school curricular/ school in co-curricular/school curricular/ school activities without documented activities
activities within the activities with activities with with documented results results
rating period documented results documented results
 Performance Indicators
Key Result Areas Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(KRAs) (5) (4) (3) (2) (1)

 Produced publications/  Produced publication/  Produced publication/  Produced publication/  Produced publication/ Unpublished work
creative work for creative work creative work published creative work published in creative work produced
school paper/division published in National in regional publications division publication published in school
publication within the Circulation/ DepEd papers
target date Post/ CSC
Newsletters and
similar publications