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POSITION AND COMPETENCY PROFILE

PCP No. ______

Revision Code: 00

Department of Education

Position Title
Parenthetical Title
Office Unit
Reports to
Position
Supervised

Teacher I

Salary Grade

Principal/School Heads

Effectivity Date
Page/s

10

JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelors 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

DUTIES AND RESPONSIBILITIES


1. Teaches 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


(MFOs)

Key Result Areas


(KRAs)
Teaching-Learning Process(30%)

Objectives
Developed daily lesson plans/learning logs
and instructional materials to adapt the
curriculum to the needs of the learners
(10%)
Provided both individualized and group
instruction in all classes assigned as
teaching load for the current school year
(10%)
Facilitated three engaging lessons with the
help of ICT every quarter (total of 12 ICT
lessons for the whole school year) (if

Outputs
Powerpoint presentations
Daily lesson plan
Lesson observation

Major Final Outputs


(MFOs)

Key Result Areas


(KRAs)

Objectives

Pupils/Students Outcomes (30%)

Community Involvement (10%)

applicable) (5%)
Held demonstration teaching lessons in
class once every grading period. Four lesson
observations focusing on: (5%)
o higher order thinking skills
o note taking skills
o study skills
o retention skills
Administered group teacher-made and
standardized tests set by the
Region/Division/School for the current school
year (5%)
Monitored and evaluated student progress
for every quiz and activity and encouraged
the class to be responsible for their own and
each others learning (10%)
Conducted regular remediation to
improve scores of low performing
students (5%)
Increased the general average of student
scores in all academic subjects by 2% at
the end of the school year (10%)
Communicated regularly with parents (in
writing or through conferences) to discuss
learners progress and the current school
program for learning (5%)
Facilitated the improvement of identified
gaps in learning through a regular tutorial
with the help of parent volunteers (3%)

Outputs

Class scorecard
Grading sheet
Class observation
Enrichment exercises,
Improved test scores in class
scoreboard
Grading sheet
Summary of the general average of
the class per quarter

Parents attendance sheet


Student logbook of learning
development
Student and tutor attendance
Improvement cards of students
Parents attendance sheet

Major Final Outputs


(MFOs)

Key Result Areas


(KRAs)

Professional Growth and Development

(10%)

Advisory Class Management

(20%)

Objectives
Provided seminars to parents on enhancing
student learning at the beginning (June),
middle (October), and end of the year
(February) (2%)
Attended teacher training or seminar to
improve teaching competency at least twice
a year (3%)
Facilitated professional development
workshops/talks/seminars for other teachers
at least once every semester (3%)
Collaborated with fellow teachers, the School
Head or the appropriate authority to develop
the method by which the teacher will be
evaluated (4%)
Decreased average rate of absenteeism by
1% every quarter (10%)
Decreased incidents of students going to the
guidance office by 1% every quarter (7%)
Conducted health (physical, emotional,
mental) monitoring every quarter (3%)

Outputs
Pictures
Minutes of the seminar

Training/seminar certificate
Pictures
Lesson plans
Classroom observations
Certificate of
appreciation/recognition
Picture
Activity evaluation sheet
Memos
Daily time record
Attendance record
Guidance record
Student wellbeing logbook

Objectives

Outstanding
(5)

Developed daily lesson


plans/learning logs and
instructional materials
to adapt the curriculum
to the needs of the
learners

Prepared 260 or more


lesson plans with
appropriate
instructional materials
(100%)

Prepared 172 to 259


lesson plans with
appropriate instructional
materials
(85%)

Provided both
individualized and
group instruction in all
classes assigned as
teaching load for the
current school year

The teacher
established
challenging and
measureable 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

Met 3 out of 5 indicators

Has provided
individual /group
activities for all of the
classes handled for
the rating period
Teaching methods and

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

Prepared 150 to 171


lesson plans with
appropriate instructional
materials
(75%)

Prepared 101 to 149


lesson plans and no
instructional materials
(70%)

Prepared 100 or
less lesson plans
and no
instructional
materials
(60%)

Met 2 out of 5 indicators

Met 1 out of 5
indicators

Did not meet any


of the indicators

Objectives

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

strategies elicited
interaction from the
whole class
Inductive
method/deductive
method was used in
teaching a lesson
Results of student
observation/ appraisal
are used as basis for
follow-up
Administered group
teacher-made and
standardized tests set
by the Region / Division
/ School for the current
school year

Evidences showed
that the teacher
purposely plans
assessments and
varies assessment
choices to match the
different student
needs, abilities, and
learning styles.

Evidences showed that


the teacher purposely
plans assessments and
varies assessment
choices to match the
different student needs,
abilities, and learning
styles.

Evidences showed that the


teacher purposely plans
assessments and varies
assessment choices to
match the different
student needs, abilities,
and learning styles.

No variation in the
kinds of assessments
administered to the
students

Class record reflected


the bases of pupils
ratings in all
classes/subject areas

Class record reflected the


bases of pupils ratings in
all classes/subject areas
handled

Class record reflected the


bases of pupils ratings in
all classes/subject areas
handled

Incomplete data on
pupils ratings in the
class record

No evidence of
tests/quizzes
administered

Objectives

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

handled
Students portfolio
contained all of the
students
accomplishment

Test questions were


logically sequenced
according principles of
test construction

Test questions were


logically sequenced
according principles of
test construction
Facilitated three
engaging lessons with
the help of ICT every
quarter (total of 12 ICT
lessons for the whole
school year) (if
applicable)

Facilitated 16 or more
engaging ICT lessons
for the whole school
year

Facilitated 14 to 15
engaging ICT lessons

Facilitated 12 to 13
engaging ICT lessons

Facilitated 10 to 11
engaging ICT lessons

Facilitated 9 or
less engaging
ICT lessons

Held demonstration
teaching lessons in
class once every
grading period. Four
lesson observations
focusing on:
o higher order
thinking skills

All daily lesson plans


had objectives, subject
matter, procedures,
evaluation and
assignment.
Regular use of ICT
was evident in lesson
plans.

Met 3 out of 4 indicators

Met 2 out of 4 indicators

Met 1 out of 4
indicators

Did not meet any


of the indicators

Objectives

Outstanding
(5)

note taking skills


study skills
retention skills

Student engagement
during the lesson was
evident through
participation
Students exhibited
analytical, note taking,
study, and retention
skills as evidenced by
what was written in
their notebooks and
the scores of their
quizzes and tests.

Monitored and
evaluated student
progress for every quiz
and activity and
encouraged the class
to be responsible for
their own and each
others learning

Evidences showed
that the teacher was
able to track student
progress and provided
the necessary scaffold
for students to improve
A culture of helping
each other and being
responsible for their
learning was
manifested in student
behavior
Remediation was
offered and was taken
by students who need

o
o
o

Very Satisfactory
(4)

Met 3 out of 4 indicators

Performance Indicators
Satisfactory
(3)

Met 2 out of 4 indicators

Unsatisfactory
(2)

Met 1 out of 4
indicators

Poor
(1)

Did not meet any


of the indicators

Objectives

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Met 3 out of 4 indicators

Met 2 out of 4 indicators

Unsatisfactory
(2)

Poor
(1)

it
The general average
of the class increased
by 2% at the end of
the school year

Conducted regular
remediation to improve
scores of low
performing students

Evidences showed
that the teacher was
able to track student
progress and provided
the necessary scaffold
for students to improve
A culture of helping
each other and being
responsible for their
learning was
manifested in student
behavior
Remediation was
offered and was taken
by students who need
it
The general average
of the class increased
by 2% at the end of
the school year

Increased the general

Evidences showed

Met 3 out of 4 indicators

Met 2 out of 4 indicators

Met 1 out of 4 indicators

Met 1 out of 4

Did not meet any of


the indicators

Did not meet any

Objectives

Outstanding
(5)

average of student
scores by 2% at the
end of the school year

that the teacher was


able to track student
progress and provided
the necessary scaffold
for students to improve
A culture of helping
each other and being
responsible for their
learning was
manifested in student
behavior.
Remediation was
offered and was taken
by students who need
it .
The general average
of the class increased
by 2% at the end of
the school year

Communicated
regularly with parents
(in writing or through
conferences) to discuss
learners progress and
the current school
program for learning

Results were evident


through increased
parent involvement in
their childs learning
development
Learning gaps of slow
learners improved 2
grades higher from
their initial assessment

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)
indicators

Results were evident


through increased parent
involvement in their childs
learning development
Learning gaps of slow
readers improved 1 grade
higher from their initial
assessment
Only 2 of the scheduled
parenting seminars

Results were evident


through increased parent
involvement in their childs
learning development
Learning gaps of slow
learners improved but
remained in their initial
ability
Only 1 of the scheduled
parenting seminars

Learning gaps of slow


learners remained the
same

Poor
(1)
of the indicators

Slow learners felt


frustrated and
dropped out of
the tutorial
program

Objectives

Outstanding
(5)
All of the scheduled
parenting seminars
pushed through and
was well attended

Facilitated the
improvement of
identified gaps in
learning through a
regular tutorial with the
help of parent
volunteers

Provided parenting
seminars on student
learning at the
beginning (June),
middle (October), and
end of the year
(February)

Results were evident


through increased
parent involvement in
their childs learning
development.
Learning gaps of slow
learners improved 2
grades higher from
their initial assessment
All of the scheduled
parenting seminars
pushed through and
was well attended
Results were evident
through increased
parent involvement in
their childs learning
development.
Learning gaps of slow
learners improved 2
grades higher from
their initial assessment
All of the scheduled

Very Satisfactory
(4)
pushed through

Results were evident


through increased parent
involvement in their childs
learning development.
Learning gaps of slow
readers improved 1 grade
higher from their initial
assessment
Only 2 of the scheduled
parenting seminars
pushed through

Results were evident


through increased parent
involvement in their childs
learning development.
Learning gaps of slow
readers improved 1 grade
higher from their initial
assessment
Only 2 of the scheduled
parenting seminars
pushed through

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

Learning gaps of slow


learners remained the
same

Slow learners felt


frustrated and
dropped out of
the tutorial
program

Learning of slow
learners remained the
same

Slow learners felt


frustrated and
dropped out of
the tutorial
program

pushed through

Results were evident


through increased parent
involvement in their childs
learning development
Learning gaps of slow
learners improved but
remained in their initial
assessed ability
Only 1 of the scheduled
parenting seminars
pushed through
Results were evident
through increased parent
involvement in their childs
learning development.
Learning gaps of slow
learners improved but
remained in their initial
assessed ability
Only 1 of the scheduled
parenting seminars
pushed through

Objectives

Outstanding
(5)

Very Satisfactory
(4)

parenting seminars
pushed through and
was well attended
Attended teacher
training or seminar to
improve teaching
competency at least
twice a year

Evidences showed
that training led to
improvement of
teaching competency
through improved
lesson plans,
implementation and
strategy
Skills learned in
training were shared
with other teachers
Professional
development
workshops/talks/
seminars were
facilitated at least once
every semester
Inputs in discussions
were considered and
helped in improving
policy especially on
school effectiveness
Introduced new
strategies contributing
to the improvement of

Met 4 out of the 5


indicators

Performance Indicators
Satisfactory
(3)

Met 3 out of the 5


indicators

Unsatisfactory
(2)

Met 2 out of the 5


indicators

Poor
(1)

Did not meet any


of the indicators

Objectives

Outstanding
(5)
the teaching-learning
process

Facilitated professional
development
workshops/talks/semin
ars for other teachers
at least once every
semester

Evidences showed
that training led to
improvement of
teaching competency
through improved
lesson plans,
implementation and
strategy
o Skills learned in
training were shared
with other teachers
o Professional
development
workshops/talks/se
minars were
facilitated at least
once every
semester
o Inputs in discussions
were considered
and helped in
improving policy
especially on school
effectivenesss
o Introduced new
strategies
contributing to the
improvement of the
teaching-learning

Very Satisfactory
(4)
Met 3 out of the 4
indicators

Performance Indicators
Satisfactory
(3)
Met 2 out of the 4
indicators

Unsatisfactory
(2)

Met 1 out of the 4


indicators

Poor
(1)
Did not meet any
of the indicators

Objectives

Outstanding
(5)
process

Collaborated with fellow


teachers, the School
Head or the appropriate
authority to develop the
method by which the
teacher will be
evaluated
Decreased average
rate of absenteeism by
1% every quarter

Decreased incidents of
students going to the

Developed a system or
form of assessing
teaching learning
process for the
classroom and used
region-wide
There is a 1%
decrease in the rate of
absenteeism every
quarter
o There is a 1%
decrease of
students going to
the guidance office
o There is also a
corresponding
decrease in
parents being
called to the
guidance office for
serious offenses
o 100% of students
in the class were
monitored every
quarter
There is a 1%
decrease in the rate of

Very Satisfactory
(4)
Developed a system or
form of assessing
teaching learning
process for the classroom
and used district-wide or
division-wide
Met 3 out of the 4
indicators

Met 3 out of the 4


indicators

Performance Indicators
Satisfactory
(3)
Developed a system or
form of assessing teaching
learning process for the
classroom and used
school-wide

Unsatisfactory
(2)

Poor
(1)

Little participation

No participation

Met 1 out of the 4


indicators

Did not meet any


of the indicators

Met 1 out of the 4

Did not meet any


of the indicators

Met 2 out of the 4


indicators

Met 2 out of the 4


indicators

Objectives
guidance office by 1%
every quarter

Conducted health
(physical, emotional,
mental) monitoring
every quarter

Outstanding
(5)
absenteeism every
quarter
oThere is a 1%
decrease of
students going to
the guidance office
oThere is also a
corresponding
decrease in
parents being
called to the
guidance office for
serious offenses
o100% of students
in the class were
monitored every
quarter
There is a 1%
decrease in the rate of
absenteeism every
quarter
o There is a 1%
decrease of
students going to
the guidance
office
o There is also a
corresponding
decrease in
parents being
called to the

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

indicators

Met 3 out of the 4


indicators

Met 2 out of the 4


indicators
Met 1 out of the 4
indicators

Did not meet any


of the indicators

Objectives

Outstanding
(5)
guidance office for
serious offenses
o 100% of students
in the class were
monitored every
quarter

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)