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Department of

Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Special Education Teacher I Salary Grade 14
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to School Heads/Principal Pa%e&s
Position
S'$er#ised
(O) S"MMARY
Accommodates learners with special needs such as children/youth with: hearing impairment, visual impairment, autism, speech defect, intellectual
disailities, ehavior prolems, orthopedically, physically handicapped, special health prolem, learning disailities, multiple disailities, gifted and talented!
and prepare them for regular classroom setting through curriculum modification/ad"ustment to meet their diverse individual educational needs
*"ALIFICATION STANDARDS
A. CSC Presri+ed *'ali!iations
Education #achelor$s degree in Education with speciali%ation in Special Education
E&perience 'one re(uired
Eligiility )A *+,+
Trainings 'one re(uired
B. Pre!erred *'ali!iations
Education #SEEd with *, SPE- units
E&perience . years teaching e&perience in the regular classroom
Eligiility /ET
Trainings Training on specific area of e&ceptionality

Department of
Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Special Education Teacher II Salary Grade 1,
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to School Heads/Principal Pa%e&s
Position
S'$er#ised
(O) S"MMARY
Accommodates learners with special needs such as children/youth with: hearing impairment, visual impairment, autism, speech defect, intellectual
disailities, ehavior prolems, orthopedically, physically handicapped, special health prolem, learning disailities, multiple disailities, gifted and talented!
and prepare them for regular classroom setting through curriculum modification/ad"ustment to meet their diverse individual educational needs
*"ALIFICATION STANDARDS
A- CSC Presri+ed *'ali!iations
Education #achelor$s degree in Education with speciali%ation in Special Education
E&perience * year e&perience as Special Education Teacher
Eligiility )A *+,+
Trainings 0 hours of relevant training
)- Pre!erred *'ali!iations
Education #SEEd with units SPE- units or completed academic re(uirement
E&perience . years teaching e&perience as a SPEd teacher I
Eligiility /ET
Trainings Training on specific area of e&ceptionality

Department of
Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Special Education Teacher III Salary Grade 1,
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to -ivision Supervisor, SPE- Pa%e&s
Position
S'$er#ised
(O) S"MMARY
Accommodates learners with special needs such as children/youth with: hearing impairment, visual impairment, autism, speech defect, intellectual
disailities, ehavior prolems, orthopedically, physically handicapped, special health prolem, learning disailities, multiple disailities, gifted and talented!
and prepare them for regular classroom setting through curriculum modification/ad"ustment to meet their diverse individual educational needs
*"ALIFICATION STANDARDS
A- CSC Presri+ed *'ali!iations
Education #achelor$s degree in Education with speciali%ation in Special Education
E&perience 1 years e&perience as Special Education Teacher
Eligiility )A *+,+
Trainings 0 hours of relevant training
)- Pre!erred *'ali!iations
Education 2asters -egree in Special Education
E&perience . years teaching e&perience as SPEd Teacher I/II
Eligiility /ET
Trainings Training on specific area of e&ceptionality

D"TIES AND RESPONSI)ILITIES
SPE- Teacher I3III
1. Assesses children/youths with special needs together with a multidisciplinary assessment team
2. )ecommends proper educational placement of children/youth with special needs
3. 2odifies the curriculum to address the needs of children/youth with special needs
. Teaches children/youths with special needs
!. 4ses instructional materials/assistive devices appropriate for children with special needs
". 5onducts case studies/researches of children/youths with special needs
#. Implements Individual Educational Plan 6IEP7 for children/youth with special needs in consultation with parents, confers with parents, principal, medical
specialists, social wor8ers, professional and other sta8eholders
$. 5oordinates placement of children/youth with special needs for regular classroom inclusion
%. Ensures that regular and receiving teachers adhere to inclusive education policies
10.Serves as a SPE- focal person in the division/or a resource room teacher in the SPE- 5enter of the school
Ma.or Final O't$'ts
/MFOs0
O+.eti#es 1ey Res'lt Areas
/1RAs0
O't$'ts
Accommodation of
5hildren/9outh :ith
E&ceptionalities
Assessed children/youth with special
needs with a
multidisciplinary/assessment team
within target date
)ecommended proper educational
placement of children/youth with special
needs within target date
2odified/Ad"usted the curriculum to
address the educational needs of the
children/youth with special needs within
the rating period
Taught children/youth with special
needs using appropriate instructional
Assessment report
)ecommendation on the
proper educational placement
of children/youth with special
needs
IEP
Appropriate instructional
materials/assistive devices within the
rating period
5onducted case studies/researches of
children/youth with special needs within
target date
materials/assistive devices used
5ase study/research
Individual Education Plan
-evelopment
-eveloped Individual Educational Plan
6IEP7 designed to promote/address the
educational, physical, intellectual and
social development of children/youths
with special needs and confered with
parents, principal, medical specialists,
social wor8ers and professionals within
the rating period
Evaluated/)eviewed regularly the IEP
ased on learners$ progress together
with an IEP team within target date
-iagnosed areas for development for
the IEP within the rating period
Individual Educational Plan
6IEP7
4pdated IEP
4pdated IEP
Inclusive Education
Implementation
5oordinated the educational placement
of children/youth with special needs
(ualified for regular classroom
inclusion within target date
Ensured that regular and receiving
teachers adhere to inclusive education
policies within the rating period
Served as SPE- focal person in the
division
Short list of children/youth
with special needs (ualified
for regular classroom
inclusion
2onitoring report on
adherence of teachers to
inclusive education policies
/ecture/wor8shop/training
Per!or2ane Indiators
1ey Res'lt Areas
/1RAs0
O'tstandin%
/,0
3ery Satis!atory
/40
Satis!atory
/40
"nsatis!atory
/50
Poor
/10
Assessed children/youth
with special needs with
the multidisciplinary
assessment team within
target date
*.+; and aove
assessment report
done on the total
numer of
children/youth for
assessment within
target date 6 in
coordination with the
whole team: medical
specialist,
psychologist, school
wor8er, and
pathologist7
**<3*1=;
Assessment report
done on the total
numer of
children/youth for
assessment within
target date 6 in
coordination with a
psychologist, school
wor8er, and
pathologist7
*++3**0;
Assessment report
done on the total
numer of
children/youth for
assessment within
target date 6in
coordination with a
school wor8er and
pathologist7
<*3==; Assessment
report done on the
total numer of
children/youth for
assessment within
target date 6in
coordination with a
pathologist 7
<+; and elow
Assessment report
done report done on
the total numer of
children/youth for
assessment within
target date date
6SPE- teacher$s
assessment only7
)ecommended proper
educational placement of
children/youth with special
needs within target date
)ecommended
educational
placement
considering the age,
intellectual aility,
team assessment
results, degree of
disaility and nature
of disaility
6supported y
complete report7
)ecommended
educational
placement
considering all data
e&cept * 6with
complete report7
)ecommended
educational
placement
considering some
data 6with complete
report7
)ecommendations
unsupported with
data and report
'o data and report
Adapted the modified/
ad"usted the curriculum to
address the needs of the
children/youth with Special
The
modified/ad"usted
curriculum
e&cellently
The
modified/ad"usted
curriculum very
satisfactorilyaddress
The
modified/ad"usted
curriculum
satisfactorily
The
modified/ad"usted
curriculum
moderately
The
modified/ad"usted
curriculum does not
satisfactorily
Per!or2ane Indiators
1ey Res'lt Areas
/1RAs0
O'tstandin%
/,0
3ery Satis!atory
/40
Satis!atory
/40
"nsatis!atory
/50
Poor
/10
needs within rating
period
addressed the
needs of special
children
ed the needs of
special children
addressed the
needs of special
children
satisfactorily
addressed the
needs of special
children
addressed the
needs of special
children
4sed appropriate
instructional
materials/assistive devices
in teaching children/youth
with special needs within
the rating period
Instructional
materials and
assistive devices
are very much
appropriately used
in teaching
children/youth with
special needs
Instructional
materials and
assistive devices
are much
appropriately used
in teaching
children/youth with
special needs
Instructional
materials and
assistive devices
are appropriately
used in teaching
children/youth with
special needs
Instructional
materials and
assistive devices
are less
appropriately used
in teaching
children/youth with
special needs
Instructional
materials and
assistive devices
are inappropriately
used in teaching
children/youth with
special needs
5onducted case
studies/researches of
children/youth with Special
needs within the target
date
5ase studies
conducted on
children with special
needs contained all
of the following:
o the in(uiry aout a
person$s ehavior
o how the ehavior
changes,
o how the person
reacts to his
environment
o the variale that
contriuted to the
history or
development of the
5ase studies
conducted on
children with special
needs contained:
the in(uiry aout a
person$s ehavior
how the ehavior
changes
how the person
reacts to his
environment and
0> the variales that
contriuted to the
history or
development of the
su"ect
5ase studies
conducted on
children with special
needs contained
the in(uiry aout a
person$s ehavior
how the ehavior
changes and
.> how the person
reacts to his
environment
5ase studies
conducted on
children with special
needs contained
the in(uiry aout a
person$s ehavior
and
1> how the ehavior
changes
5ase studies
conducted on
children with special
needs contain the
in(uiry aout a
person$s ehavior
Per!or2ane Indiators
1ey Res'lt Areas
/1RAs0
O'tstandin%
/,0
3ery Satis!atory
/40
Satis!atory
/40
"nsatis!atory
/50
Poor
/10
su"ect and
<> the past
e&periences and
present conditions
of the su"ect
-eveloped Individual
Educational Plan 6IEP to
promote/address
educational, physical,
intellectual and social
development of
children/youths with
special needs and
confered with parents,
principal, medical
specialists, social wor8ers
and professionals in
developing Individual
Educational Plan 6IEP to
promote/address
educational, physical,
intellectual and social
development of
children/youths with
specail needs
*.+; and aove
IEP developed and
Included physical,
intellectual, social,
emotional and
educational needs
that should e
provided or
improved
**<3*1=; IEP
developed and
Included intellectual,
social, emotional
and educational
needs that should
e provided or
improved
*++3**0; IEP
developed and
Included social,
emotional and
educational needs
that should e
provided or
improved
<*3==; IEP
developed and
Included emtional
and educational
needs that should
e provided or
improved
<+; and elow IEP
developed and
Included educational
needs that should
e provided or
improved

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