Sie sind auf Seite 1von 13

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

POSITION AND COMPETENCY PROFILE

PCP No. ______

Revision Code: 00

Department of
Education

Position Title
Parenthetical Title
Office Unit
Reports to
Position
Supervised

Teacher II

Salary Grade

Principal/School Heads

Effectivity Date
Page/s
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

11

POSITION AND COMPETENCY PROFILE

PCP No. ______

Revision Code: 00

Department of
Education

Position Title
Parenthetical Title
Office Unit
Reports to
Position
Supervised

Teacher III

Salary Grade

Principal/School Heads

Effectivity Date
Page/s
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

12

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


(MFOs)

Key Result Areas


(KRAs)

Teaching-Learning Process

Objectives

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

Outputs

Daily Lesson Plan and


Instructional materials

Functional lesson plans,


daily logs, teaching
strategies

Class Rules and wellbehaved pupils

Major Final Outputs


(MFOs)

Key Result Areas


(KRAs)

Objectives

Pupils/Students Outcomes

Community Involvement

Professional Growth and


Development

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

Outputs

Positive/productive/safe
learning environment

Complete and accurate


class record
Remediation/enrichment
programs conducted

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.

Updated pupils/students
school records
Students mastery of the
required learning
ompetencies per grade level
PTA meetings/conferences
organized
Academic monitoring/followup
Projects/events/activities
initiated/undertaken
Action research
Professional membership
and/or community linkages

Major Final Outputs


(MFOs)

Key Result Areas


(KRAs)

Key Result Areas


(KRAs)

Outstanding
(5)

Prepared daily lesson All daily lesson plans


plans and daily logs of
had the following
activities
including
objective,
subject
appropriate, adequate
matter, procedures,
and
updated
evaluation
and
instructional materials
assignment
within the rating period Each part had a full
description of what to
do with an example
Objective
was
specific, measurable,
attainable,
resultoriented and timebound
130% and above
developed high order
thinking skills
Attained 130% and
above of the desired

Very Satisfactory
(4)

Objectives

Outputs

Produced publications/creative work for


school paper/division publication

Received special awards/citation/recognition


for exemplary performance

Performance Indicators
Satisfactory
(3)

Published work

Unsatisfactory
(2)

Poor
(1)

Had four of the five parts Had 3 of the five parts


of lesson plan

Had 2 of the five parts

Had 1 of the five parts

Each part had a partial Each part had a partial


description of what to do
description
without
with an example
example
Objective was stated with
1 behavioral indicator is Objective was stated with
missing
3-4 behavioral indicator
missing
115-129%
developed
100-114% developed high
high order thinking skills
order thinking skills
Attained 115-129% of
the desired learning Attained 100-114% of the
competencies
desired
learning
competencies
115-129% based on the

Each part had no Each part had no


description of what to
description of what to
do with example
do and example
Objective was stated Objective was stated
with 1-2 behavioral
without behavioral
indicators missing
indicators
51-99%
developed 50% and below
high order thinking
develop high order
skills
thinking skills
Attained 51-99% of 50% and below attain
the desired learning
the desired learning
competencies
competencies at all

Key Result Areas


(KRAs)

Facilitated learning in
the school through
functional
lessons
plans, daily logs and
innovative
teaching
strategies

Outstanding
(5)

Very Satisfactory
(4)

learning competencies
approved budget of work
1130% and above
based on the budget
of work

The
teacher The teacher developed a
established
measureable goal for
challenging
and
student learning that is
measureable goal/s
aligned with the DepEd
for student learning
standards or Philippine
that is aligned with the
Elementary
Learning
(DepEd standards or
Competencies (PELC) or
Philippine Elementary
the Philippine Secondary
Learning
Learning Competencies
Competencies (PELC)
(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
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

100-114% based on the 51-99% based on the 50% and below


approved budget of work
approved budget of
based on the approved
work
budget of work

The
teacher
clearly The teacher did not The teacher did not have a
clear focus for student
communicated a focus for
have a clear focus for
learning or the
student learning that is
student learning.
objective is too general
appropriate for students
to guide lesson
and is aligned Philippine
planning or the
Elementary
Learning
objective is
Competencies (PELC) or
inappropriate for
the Philippine Secondary
students.
Learning Competencies
(PSLC).
.

Has
provided Has provided individual Has provided individual Has
provided Has provided individual
activities for 50%
individual activities for
activities for a115-129%
activities for a100-114% of
individual activities for
and below of the
a 130% and above of
of the classes handled for
the classes handled for
a 51-99% of the
classes handled for the
the classes handled
the rating period
the rating period
classes handled for the
rating period
for the rating period
rating period

Key Result Areas


(KRAs)

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

Teaching
methods Teaching methods and Teaching methods and Teaching methods and Teaching methods and
strategies elicited
and strategies elicited
strategies elicited 115strategies elicited 100strategies elicited 5150% and below
130% and above
129% interaction from
114% interaction from a
99% interaction from
interaction from a
interaction from a
a class
class
a class
class
class
Inductive
Inductive
Inductive
Inductive
Inductive
method/deductive
method/deductive
method/deductive
method/deductive method
method/deductive
method was not used
method was 130%
method was 115-129%
was 100-114% used in
method was 51-99%
in teaching a lesson
and above used in
used in teaching a lesson
teaching a lesson
used in teaching a
teaching a lesson
lesson
Cooperative learning Cooperative
learning Cooperative
learning Cooperative learning Cooperative learning
strategy was never
strategies was 130%
strategies was 115-129%
strategies was 100-114%
strategies was 51-99%
used
and above effective
effective when used
effective when used
effective when used
when used
ICT
integration ICT integration is 115- ICT integration is 100- ICT integration is 51- ICT integration is not
evident
is130% and above
129% evident
114% evident
99% evident
evident

Key Result Areas


(KRAs)

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

Results
of Results of student
Results
of
student Results of student Results of student
student
observation/ appraisal
observation/
appraisal
observation/ appraisal are
observation/ appraisal
observation/
are 115-129% used as
are not used as basis
100-114% used as basis
are 51-99% used as
basis for follow-up
appraisal
are
for follow-up
for follow-up
basis for follow-up
130%
and
above used as
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%
the observation of
guided in the observation
guided in the observation
guided
in
the
classroom
rules,
observation
of
classroom rules and
of classroom rules and
of classroom rules and
observation
of
guidelines
and
classroom rules and
guidelines as
guidelines as evidenced
guidelines as evidenced
classroom rules and
individual and group
guidelines
as
evidenced by
by descriptive rating in
by descriptive rating in the
guidelines
as
tasks within the rating
evidenced
by
descriptive rating in the
the report card/journal
report card/journal
evidenced
by
period
descriptive rating in
report card/journal
descriptive rating in the
the report card/journal
report card/journal
Monitored attendance, Safety,
orderliness Safety, orderliness and Safety, orderliness and Safety, orderliness and Safety, orderliness and
cleanliness of floors,
diversity appreciation,
and cleanliness of
cleanliness of floors,
cleanliness of floors,
cleanliness of floors,
toilets and proper
safe, positive and
floors, toilets and
toilets and proper waste
toilets and proper waste
toilets and proper
waste disposal were
motivating
proper waste disposal
disposal were 115-129%
disposal were 100-114%
waste disposal were
50% and below
environment, overall
were 130% and above
maintained
maintained
51-99% maintained
consistently maintained
physical atmosphere,
maintained
cleanliness
and

orderliness
of
Attendance checking was
classrooms including Attendance checking Attendance checking was Attendance checking was Attendance checking
50% and below
was 130% and above
115-129% systematically
100-114% systematically
was
51-99%
proper waste disposal
systematically caried

Key Result Areas


(KRAs)
daily

Outstanding
(5)
systematically carried
out

Very Satisfactory
(4)
carried out

Performance Indicators
Satisfactory
(3)
carried out

Unsatisfactory
(2)
systematically carried
out

Poor
(1)
out

Monitored
and Evidences
showed The teacher explained There is evidence of more The teacher planned No evidence of student
monitoring or
evaluated
and
that the teacher
the various uses and
than one measure of
instructions
without
evaluation of student
maintained
pupils/
purposely
plans
limitations of the different
student performance but
analyzing
student
progress.
students
progress
assessments
and
kinds
of
there is difficulty in
learning data.
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
bases of 50% and
the bases of 130%
bases of 115-129% of
bases of100-114% of
the bases of 51-99% of
below of pupils ratings
and above of pupils
pupils ratings in all
pupils ratings in all
pupils ratings in all
in all classes/subject
ratings
in
all
classes/subject
areas
classes/subject
areas
classes/subject areas
areas handled
classes/subject areas
handled
handled
handled
handled

Students
portfolio Students
portfolio Students
portfolio Students
portfolio Students portfolio
contained 50% and
contained 130% and
contained 115-129% of
contained 100-114% of his
contained 51-99% of
below of his
above
of
his
his accomplishment
accomplishment
his accomplishments
accomplishments
accomplishment

Key Result Areas


(KRAs)

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

Table of Specifications Table of Specifications is Table of Specifications is Table of Specifications Table of Specifications is
is not prepared
is 130% and above
115-129% prepared for
100-114% prepared for
is 51-99% prepared for
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
not show congruence
showed130%
and
showed
115-129%
showed
100-114%
slightly showed 51between content and
above
congruence
congruence
between
congruence
between
99%
congruence
skills tested
between content and
content and skills tested
content and skills tested
between content and
skills tested
skills tested

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

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

Remediation/

Remediation/ Enrichment Remediation/ Enrichment Remediation/

Remediation/ Enrichment

Key Result Areas


(KRAs)
remediation/
enrichment programs
to
improve
performance indicators

Outstanding
(5)
Enrichment Program
is offered to 130% and
above of students who
need it and

Very Satisfactory
(4)
Program is offered to
115-129% who need it

Attained the required 130% and above 115-129% MPS/GSA


GSA for grade level
MPS/GSA
and learning areas
Conducted
periodic 130% and above 115-129% of planned
PTA
accomplishment with
meetings
conducted
meetings/conferences
set agreements met
producing
only
set
agreements and partial
accomplishment of these
Visited parents of 130% and above 115-129%
students
needing
accomplishment of set
accomplishment of visits
academic
visits
successful
with partial success in
monitoring/follow-up
interventions
implementation
of
within the rating period
interventions
Undertaken/initiated
130% and above 115-129%
project
projects/events/activitie
project
accomplishment
with
s
with
external
accomplishment with
partial completion
funding/sponsorship
full
documentation
within the target date
report on completion
Conducted
problem/classroombased Action Research

Performance Indicators
Satisfactory
(3)
Program is offered to 100114% who need it

100-114% MPS/GSA

Unsatisfactory
(2)
Enrichment Program is
offered to51-99% who
need it

51-99% MPS/GSA

Poor
(1)
Program is offered to
50% and below who
need it

50% and below


MPS/GSA

100-114% of planned 51-99% of planned


meetings
conducted
meetings conducted
producing
set
of
with minimal results
agreements

50% and below of


planned meetings
conducted with no
results

100-114%
51-99%
accomplishment of visits
accomplishment
of
with suggested planned
visits with planned
interventions
interventions

50% and below


accomplishment with
no interventions

100-114% project initiative 51-99%


project
only with no completion
initiative only with no
report
completion report

No project/event/activity
initiated

3 Action Research 2
Action
Research 1
Action
Research Identified
conducted with full
conducted
with
conducted
with
classroom/learning
documentation
on
documentation
on
documentation
on
problems
with
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
co-curricular/school
curricular/
school
in
co-curricular/school
curricular/ school activities
without documented

Only classroom/ learning


problems/ issues
identified

No participation in school
activities

Key Result Areas


(KRAs)
activities within
rating period

Outstanding
(5)
the

activities
with
documented results

Very Satisfactory
(4)
activities
with
documented results

Performance Indicators
Satisfactory
(3)
with documented results

Unsatisfactory
(2)

Poor
(1)

results

Produced publications/ Produced publication/ Produced


publication/ Produced
publication/ Produced publication/
creative work for
creative
work
creative work published
creative work published in
creative
work
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

Unpublished work
produced

Das könnte Ihnen auch gefallen