POSITION AND COMPETENCY PROFILE PCP NO.

________ Revision Code: 00

Department of Education

Position Title : Salary Grade : 19

Parenthetical Title :
Office Unit : Effectivity Date :
Reports to : Page/s :
Position Supervised : Classroom Teachers, School Personnel
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
Coordinates with the subject area division supervisors in preparing teacher training and implements school policies and regulations.
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Bachelor's degree in Elementary/Secondary Education or Bacahelor's Degree with 18 professional education
Education
units with appropriate field of specialization

Head Teacher for 1 year or Teacher-In-Charge for 2 years or Master teacher for 2 years or Teacher for 5
Experience
years

Eligibility RA 1080
Trainings 40 hours relevant training
B. Preferred Qualifications
Education MA Graduate with at least 18 units Leadership and Management Subject
Experience At least 5 years of teaching experience (inclusive of 2 years as Teacher-In-Charge or Officer-In-Charge
Eligibility LET, PBET, NQESH
Trainings NEAP, Leadership; Management/SBM Trainings
Performance Rating VS 2 rating periods
 Office Performance Commitment and Review Form
Name of Employee: Name of Rater:
Position: Position:
Review Period: Date of Review:
Bureau/Center/Service/Division: Department of Education - Negros Oriental

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION

RATING

PERFORMANCE INDICATORS (Quality, Efficiency,

MFOs KRAs OBJECTIVES TIMELINE Weight per KRA Timeliness) ACTUAL RESULTS SCORE*

Averag
Q E T e

Instructional Accounted for 5 - NAT performance and GSA is 130% and above
Leadrship learning outcomes of
schools and centers
viz-a-viz goals and
4 - NAT performance and GSA is 115%-129%
targets

3 - NAT performance and GSA is 100%-114%

2 - NAT performance and GSA is 51%-99%

1 - NAT performance and GSA is 50% and below

Performed 5- Conducted Observation and coaching session

Instructional 130% an Above per month
Supervision to
achieve learning
outcomes 4-Conducted Conducted Observation and coaching
session 115%-129% per month

3-Conducted Conducted Observation and coaching

session 100%-114% per month

2-Conducted Conducted Observation and

coaching session 51%-99% per month

1-Conducted Conducted Observation and coaching

session 50% and below per month
Learning Provide safe and 5 - 130% and above accomplishments on the
child friendly following (supported by evidence such as
Environment
learning and school policy, reports, information materials,
school environment advocacy activities, regular meetings,
for learners inventory)- Adhered to Child-Friendly
environment standards and Prog- programs -
Institutionalized child protection mechanisms
and processes (per DO 40, s. 2012) - Provided
ICT facilities/ workshop rooms as learning
support systems -Has clear DRRM mobilization
plans
4 - All mechanisms are present except for some
minimal requirements

3 - All mechanisms are present but without

evidences

2 - Incomplete mechanisms and absence of

reports

1 - Mechanisms and reports are missing

SCHOOL Performed school 5 - With clear financial management system for
leadership, the school supported by eviden- ces such as
LEADERSHIP,M
management and reports, account logs, database system -
ANAGEMENT operations functions Allocate/Prioritized funds for programs and
AND school facilities impro- vement and mainte- nance
OPERATIONS -Monitored, accountedand reported utilization of
school fund -Reported sources and uses of funds -
Ensured quality stan- dards for facilities given to
the school Coordinated with stakeholders on
resource mobilization -Maintained school EMIS
and regularly submit MIS reports to the Division
Office

4 - With clear financial and resource manage-

ment system but one or requirements were
missing, were negligi- ble (with complete
evidence)

3 - With clear financial and resource manage-

ment system but two requirements and/or
reports were lacking

2 - Financial Manage- ment system and reporting

were in its initial stages

1 -No Financial Manage- ment System and/or

reports observed

HUMAN Provide technical 5 - 130% and above of teachers -Provided with

RESOURCE assis tance to techni- cal assistance with corresponding eviden-
teachers on matters ces -Teachers portfolio containing observation
MANAGEMENT pertaining to reports, TSNA results, performance analyses and
AND enhancement of recommendations for development
DEVELOPMENT class- room interventions, perfor- mance contracts, and
management, skills performance evalua- tion results in pres- cribed
and instructional tools - Performed RPMS processes among130%
compe- tence and to and above school personnel with the following as
non-teaching evidences: -Performance contracts, and
personnel for performance eva- luation results in pres- cribed
support services tools and pro- posed development plans
within the RPMS
cycle

4 - At least 115%-129% of school personnel

provided with technical assistance with the
required evidences

3 - At least 100-114% of school personnel

provided with technical assistance with
therequired evidences
 2 - At least 51-99% of school personnel provided
with technical assistance with therequired
evidences

1 - 50% and below of school personnel provided

with technical assistance with the required
evidences

PARENTS Established school 5 - Has stakeholders partnership/mobiliza- tion

INVOLVE-MENT and family and plan (complete with reports and docu-
community mentations of meetings, agreements) -Organized
AND partnership for programs withstakeholders, esp. parents for
COMMUNITY school performance academic and other purposes (esp. strategic
PARTNERSHIP planning) Obtained resources for the school
through stakeholders partnership

4 - Has mobilization plan and occasionally meets

stakeholders in meet- ings and activities but
some elements (e.g. not enough resources
raised)

3 - Has mobilization plan and occasionally meets

stakeholders but not resulting to resources
generated and eviden- ces are missing

2 - Poor mobilization skills and seldom meets

stakeholders

1 - No evidence in this area

* To get the score, the rating is multiplied by the weight assigned. OVER ALL RATING FOR
ACCOMPLISHMENT
0

Rater Ratee Approving Officer

DEPED RPMS form - DEPED form - For Head of Office |3

 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

improve performance. Examples may include doing something better, faster,
Self-Management 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. 3

Undertakes personal actions and behaviors that are clear and Teamwork
2 3
purposive and takes into account personal goals and values congruent 3 1
Willingly does his/her share of responsibilty. 3
to that of the organization.
2 Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organization 4 3.6
3 Displays emotional maturity and enthusiasm for and is challenged by 3
higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, 3
4 2
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 4 4 Drives consensus and team ownership of decisions. 4
5
Works constructively and collaboratively with others and across organizations
Professionalism and Ethics 4
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). 3 Can explain and articulate organizational directions, issues and problems. 4
2
Practices ethical and professional behavior and conduct taking into Takes personal responsibilty for dealing with and/or correcting costumer
2 3.2 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 3
attendance and punctuality, good grooming and communication. 3 empowerment.
4
Participates in updating of office vision, mission, mandates & strategies
4 Makes personal sacrifices to meet the organization's needs.
4 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 their
procedures that will further enhance service delivery. 2
effectiveness. 3
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 methods Demonstrates an ability to think "beyond the box". Continuously focuses on
2
by placing organizational needs before personal needs. 3 improving personal productivity to create higher value and results. 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 ideas
3 produce very satisfactoy quality of work in terms of 3.2 2.8
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. 2
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
DEPED RPMS form - DEPED form - For Head of Office |4
 LEADERSHIP COMPETENCIES People Development
Leading People Improves the skills and effectiveness of individuals through employing a
1 range of development strategies. 2
Uses basic persuasion techniques in a discussion or presentation e.g., 2 Facilitates workforce effectiveness through coaching and
1 staff mobilization, appeals to reason and/or emotions, uses data and 3.2 motivating/developing people within a work environment that promotes 2.4
examples, visual aids. 4 mutual trust and respect. 3
Persuades, convinces or influences others, in order to have a specific Conceptualizes and implements learning interventions to meet identified
2 2
impact or effect. 4 3 training needs.
Does long-term coaching or training by arranging appropriate and helpful
"Sets a good example", is a credible and respected leader; and assignments, formal training, or other experiences for the purpose of
3
demonstrates desired behavior. 3 4 supporting a person's learning and development. 2
Cultivates a learning environment by structuring interactive experiences
4 Forwards personal, professional and work unit needs and interests in succh as looking dfor the future opportunities that are in support of
an issue. 3 5 achieving individual career goals. 3
Assumes a pivotal role in promoting the development of an inspiring,
relevant vision for the organization and infuences others to share
5
ownership of DepEd goals, in order to create an effective work
environment. 2
People Performance Management
1 Makes specific changes in the performance management system or in
own work methods to improve performance (e.g., does something
3.00
better, faster, at lower cost, more efficiently; improves quality,
costumer satisfaction, morale, revenues). 3
Sets performance standards and measures progress of employees
2 based on office and department targets. 2 2.6
Provides feedback and technical assistance such as coaching for
3 performance improvement and action planning. 3
States performance expectations clearly and checks understanding
4 and committment. 3

Performs all the stages of Results-based Performance Management

5 System supported by evidence and required doccuments/forms. 2

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 Head of Office |4

 CORE SKILLS Computer / ICT Skills
Oral Communication Prepares basic compositions ( e.g., letters, reports, spreadsheets and
1 graphic presentations using Word Processing and Excel. 5

1 Follows instructions accurately.
2 Expresses self clearly, fluently and articulately.
3 Uses appropriate medium for the message.
4 5
Adjust communication style to others.
5 Guides discussions between and among peers to meet an objective.
Written Communication
Knows the different written business communication formats used in
1 the DepEd.
Identifies different computer parts, turns the computer on/off, and work on a
3.25 5
given task with acceptable speed and accuracy and connects computer
4 2 peripherals ( e.g., printers, modems, multi-media projectors, etc.) 5
3 3 Prepares simple presentations using Powerpoint. 5
Utilizes technologies to : access information to enhance professional
productivity, assists in conducting research and communicate through local
3 4 and global professional networks. 5
Recommends appropriate and updated technology to enhance productivity
3 5 and professional practice.
4

Writes routine correspondence/communications, narrative and

descriptive report based on ready available information data with 4
minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.)
2 4
Secures information from required references (i.e., Directories,
3 schedules, notices, instructions) for specific purposes. 4 OVERALL COMPETENCY RATINGS
Self-edits words, numbers, phonetic notation and content, if
4 necessary. 4 CORE BEHAVIORAL COMPETENCIES 3.13
Demonstrates clarity, fluency, impact, conciseness, and effectiveness
5 in his/her written communications. 4 LEADERSHIP COMPETENCIES 3.41

OVERALL RATING 3.27

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 |4
 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: DICKY R. ELENTORIO Name of Superior: ANELITO A. BONGCAWIL Ed.D.

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
Rater Ratee Approving Officer

DEPED RPMS form - DEPED RPMS form -For Head of Office | 6

MOV
Objective 2 KRA 1
5- Conducted Observation and
coaching session 130% an Above per
month
4-Conducted Conducted Observation
and coaching session 115%-129% per
month
3-Conducted Conducted Observation
and coaching session 100%-114% per
month
2-Conducted Conducted Observation
and coaching session 51%-99% per
month
1-Conducted Conducted Observation
and coaching session 50% and below
per month
Q E
26 Observation based
on Individual Plans/
26 or more
Data based Observation
observations/mo
with coaching form duly
signed by administartor
23-25 Observation
based on Individual
Plans/ Data based
23-25 Observations /mo Observation with
coaching form duly
signed by administartor
20-22 Observation
based on Individual
Plans/ Data based
20-22 Observations/mo Observation with
coaching form duly
signed by administartor
10-19 Observation
based on Individual
10-19 Observations/Mo Plans/ Data based
Observation with
coaching form
9 and below
Observation based on
9 and Below
Individual Plans/ Data
Observations/Mo
based Observation with
coaching form
 T

Monthly

Monthly

Monthly

Monthly

Monthly