Professional Documents
Culture Documents
Duties and Responsibilities Principals
Duties and Responsibilities Principals
JOB SUMMARY
Sets, the mission, vision, goals and objectives of the school, creates an environment that is conducive to teaching-learning process, monitors and
assesses the school curriculum and accountable for higher learning outcomes
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education
Experience
Eligibility
Trainings
B. Preferred Qualifications
Education MA Graduate
Experience At least years 5 years of teaching experience
Eligibility LET, PBET, NQESH
Trainings NEAP, Management/SBM Trainings
PCP No. ______ Revision Code: 00
POSITION AND COMPETENCY PROFILE
Department of Education
JOB SUMMARY
Sets, the mission, vision, goals and objectives of the school, creates an environment conducive to teaching-learning process, implements, monitors and
assesses the school curriculum and is accountable for higher learning outcomes
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education
Experience
Eligibility
Trainings
B. Preferred Qualifications
Education With 18 units in doctoral degree
Experience At least 1 year as Principal I
Eligibility LET, PBET, NQESH
Trainings NEAP, Management Training
PCP No. ______ Revision Code: 00
POSITION AND COMPETENCY PROFILE
Department of Education
JOB SUMMARY
Sets, the mission, vision, goals and objectives of the school, creates an environment conducive to teaching-learning process, implements, monitors and
assesses the school curriculum and is accountable for higher learning outcomes
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education
Experience
Eligibility
Trainings
B. Preferred Qualifications
Education With 36 units in doctoral degree
Experience 2 yeasr as principal II
Eligibility LET, PBET, NQESH
Trainings NEAP, Management Training
PCP No. ______ Revision Code: 00
POSITION AND COMPETENCY PROFILE
Department of Education
JOB SUMMARY
Sets, the mission, vision, goals and objectives of the school, creates an environment conducive to teaching-learning process, implements, monitors and
assesses the school curriculum and is accountable for higher learning outcomes
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education
Experience
Eligibility
Trainings
B. Preferred Qualifications
Education At least completed academic requirement in doctoral
Experience At least 3 years as Princical III
Eligibility LET, PBET, NQESH
Trainings NEAP, Management Training
DUTIES AND RESPONSIBILITIES
Basic Education Services Instructional Leadership Achieve standards for performance Improved NAT performance/
indicators and learning outcomes of acceptable GSA and other
schools and centers performance indicators
75% NAT
0% drop out
100% enrolment
Learning Environment Provided safe and child friendly learning Safe and child friendly
and school environment for learning and school
students/learners environment
Human Resource Management and Provided technical assistance to teachers Technical
Development on matters pertaining to enhancement of Assistance/Instructional
classroom management, skills and Supervision
instructional competence and to non-
teaching personnel for support services
within the RPMS cycle
Parents’ Involvement and Established school and family and Stakeholders partnership and
Community Partnership community partnership for school
mobilization plan
performance (PTA sponsored
projects/events)
School Leadership, Management and Performed school leadership, management SIP/AIP
Operations and operations functions
Performance Indicators
Objectives Outstanding More than Acceptable or Less than acceptable Poor
(5) acceptable (4) minimum standard (2) (1)
(3)
Instructional NAT performance and GSA NAT performance and NAT performance and NAT performance and NAT performance and
Leadership is above 85% GSA is at least 80% GSA is at least 75% GSA is at least 70% GSA is below 70%
Accounted for 0% Drop Out 1-2% drop out 3-5% drop out 6-8% drop out More than 8% drop out
performance indicators 100% enrolment 90-99% enrolment 80-89% enrolment 70-79% enrolment Below 70% enrolment
and learning outcomes of
schools and centers
Learning Environment 100% accomplishments on All mechanisms are All mechanisms are Incomplete Mechanisms and
Provided safe and child the following (supported by present except for present but without mechanisms and reports are missing
friendly learning and evidence such as school some minimal evidences – absence of reports
school environment for policy, reports, information requirements
students/learners materials, advocacy
activities, regular meetings,
inventory)
. Adhered to Child-Friendly
environment standards and
Programs
-Institutionalized child
protection mechanisms
and processes (per Deped
Order 40, s. 2012)
-Provided
ICTfacilities/workshop
rooms as learning support
systems
- Has clear DRRM
mobilization plans
Human Resource 100% of teachers At least 85% of At least 75% of the 50% of the teachers Below 50% of
Management and provided with technical teachers teachers provided with technical teachers
Development assistance with provided with technical provided with technical assistance with provided with technical
Provided technical corresponding evidences: assistance with the assistance with required evidences assistance with
assistance to teachers on teacher portfolio containing required evidences required evidences evidences
matters pertaining to observation reports, TSNA
enhancement of results, performance
classroom management, analysis and
skills and instructional recommendations for
competence and to non- development interventions,
teaching personnel for performance contracts,
support services within and performance
the RPMS cycle evaluation results in
prescribed tools
Performed RPMS At least 90% of school At least 80% of school At least 70% of school Below 70% of school
processes among school personnel personnel personnel personnel
personnel with the provided with technical provided with technical provided with technical provided with technical
following as evidences: assistance with the assistance with the assistance with the assistance with the
performance contracts, required evidences required evidences required evidences required evidences
and performance
evaluation results in
prescribed tools and
proposed development
plans
Parents’ Involvement - Has stakeholders Has mobilization plan Has mobilization plan Poor mobilization skills No evidence in this
and Community partnership/mobilization and occasionally meets and ocassionally meets and seldom meets area
Partnership plan (complete with reports stakeholders in stakeholders but not stakeholders
Established school and and documentations of meetings and activities resulting to resources
family and community meetings, agreements) but some elements generated and
partnership for -Organized programs with (e.g. not enough evidences are missing
performance stakeholders, esp. parents resources raised)
for academic and other
purposes (esp. Strategic
planning)
-Obtained resources for
the school through
stakeholders partnership
School Leadership, Collected, analyzed and 4 of 5 requirements 3 of 5 requirements Some requirements requirements and
Management and utilized data to identify and satisfied (with satisfied (with satisfied without reports largely missing
Operations plan needed interventions evidences) evidences) evidences
Performed -Recommended localized
Management/Leardership curriculum (mother tongue
functions based) for instruction
-Developed standards for
outstanding teacher and
pupil performance
-organizes appopriate
class programs, ADM,
flexible learning options as
stop-gap measures
- Consolidates reports on
learning difficulties, home
visitations and peculiar
incidents used for planning
and implementing
apppropriate interventions
Performed data-based - Produced a school Produced strategic plan Produced strategic plan Produced strategic plan below 79%
strategic planning strategic plan/SIP and AIP following the strategic following the strategic following the strategic accomplishments,
through the strategic planning process with planning process with planning process with strategic planning
planning process – minimal deviation and minimal deviation and deviation and 70-79% process and
conduct of school 90-99% 80-90% accomplishment of evidences are largely
situational analysis, SWOT, accomplishment of accomplishment of school targets absent
determining strategies school targets school targets (supported by
through prioritizing (supported by (supported by evidence)
strategic options, resource evidence) evidence)
and facilities planning and
formulation of PAPs based
of analyses
-Strategic Plan was based
on Deped vision,
contextualized in school
vision and mission
-all school stakeholders
were engaged in the
strategic planning process
-M&E for process and
outcomes checkpoints
were developed and
utilized
- 100% accomplishment of
school targets (with
evidence contained in
school report card
-School report card
presented to all
stakeholders
With clear financial With clear financial and With clear financial and Financial Management No Financial
management system for resource management resource management System and reporting Managment System
the school supported by system but one or system but two were in its initial and/or reports
evidences such as reports, equirements were requirements and/or stages observed
account logs, database missing were negligible reports were lacking
sytem (with complete
evidence)
Allocated/Prioritized funds
for programs and school
facilities improvement and
maintenance
Coordinated with
stakeholders on
resource mobilization