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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

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


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
1.

Major Final Outputs


(MFOs)

Key Result Areas


(KRAs)

Teaching-Learning Process

Objectives

Pupils/Students Outcomes

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
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

Daily Lesson Plan and


Instructional materials

Functional lesson plans,


daily logs, teaching
strategies

Class Rules and wellbehaved pupils

Positive/productive/safe
learning environment

Complete and accurate


class record
Remediation/enrichment
programs conducted

Updated pupils/students
school records
Students mastery of the
required learning

Major Final Outputs


(MFOs)

Key Result Areas


(KRAs)

Community Involvement

Objectives

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

Produced publications/creative work for


school paper/division publication

Received special awards/citation/recognition


for exemplary performance

Professional Growth and


Development

Outputs

Participated in activities such as teachers


association, etc.

ompetencies per grade level


PTA meetings/conferences
organized
Academic monitoring/followup
Projects/events/activities
initiated/undertaken
Action research
Professional membership
and/or community linkages
Published work

Objectives

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

Facilitated learning in The


teacher
the school through
established
functional
lessons
challenging
and
plans, daily logs and
measureable goal/s
innovative
teaching
for student learning
strategies
that is aligned with the

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

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


of lesson plan

Unsatisfactory
(2)

Poor
(1)

Had 2 of the five parts

Had 1 of the five parts

Each part had a partial Each part had a partial Each part had no Each part had no
description of what to do
description
without
description of what to
description of what to
with an example
example
do with example
do and example
Objective was stated with Objective was stated with Objective was stated Objective was stated
1 behavioral indicator is
3-4 behavioral indicator
with 1-2 behavioral
without behavioral
missing
missing
indicators missing
indicators

115-129%
developed 100-114% developed high 51-99%
developed
high order thinking skills
order thinking skills
high order thinking
skills
Attained 115-129% of Attained 100-114% of the Attained 51-99% of
the desired learning
desired
learning
the desired learning
competencies
competencies
competencies
115-129% based on the 100-114% based on the 51-99% based on the
approved budget of work
approved budget of work
approved budget of
work

The teacher developed a The


teacher
clearly The teacher did not
measureable goal for
communicated a focus for
have a clear focus for
student learning that is
student learning that is
student learning.
aligned with the DepEd
appropriate for students
standards or Philippine
and is aligned Philippine
Elementary
Learning
Elementary
Learning

50% and below


develop high order
thinking skills
50% and below attain
the desired learning
competencies at all
50% and below
based on the approved
budget of work
The teacher did not have a
clear focus for student
learning or the
objective is too general
to guide lesson
planning or the

Objectives

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

(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.

Unsatisfactory
(2)

Competencies (PELC) or
the Philippine Secondary
Learning Competencies
(PSLC).
.

Poor
(1)
objective is
inappropriate for
students.

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

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
method/deductive
method/deductive
method was 130%

Inductive
Inductive
method/deductive method
method/deductive

Inductive
method/deductive

Objectives

Outstanding
(5)
and above used in
teaching a lesson

Very Satisfactory
(4)
method was 115-129%
used in teaching a lesson

Performance Indicators
Satisfactory
(3)
was 100-114% used in
teaching a lesson

Unsatisfactory
(2)
method was 51-99%
used in teaching a
lesson

Poor
(1)
method was not used
in teaching a 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
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
appraisal
are
basis for follow-up
for follow-up
for follow-up
basis for follow-up
130%
and
above used as
basis for follow-up

Objectives

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

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
systematically carried
carried out
carried out
systematically carried
daily
out
out
out

Objectives

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

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
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

Objectives

Outstanding
(5)

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

Poor
(1)

Table of Specifications Table of Specifications Table of Specifications Table of Specifications Table of Specifications did
not show congruence
showed 130% and
showed
115-129%
showed
100-114%
slightly showed 51between content and
above
congruence
congruence
between
congruence
between
99%
congruence
skills tested
between content &
content and skills tested
content and skills tested
between content and
skills tested
skills tested
Test
questions
were130% and above
logically sequenced
Pretest
and
Post-test were
130%
and
above
administered in
all
classes/subject
area
(supported
by
analysis report
on subject area
per class/grade
level)
Remediation/
Enrichment Program
is offered to 130% and
above of students who
need it and
130% and above
MPS/GSA

Test questions were 115- Test questions were 100- Test questions were Test questions were not
logically sequenced
129%
logically
114% sequenced
51-99%
logically
sequenced
sequenced
Pretest and Post-test Pretest and Post-test Pretest and Post-test Pretest and Post-test were
were
115-129%
were
100-114%
were
51-99%
never administered
administered
in
all
administered
in
all
administered in all
classes/subject
area
classes/subject
area
classes/subject area
(supported
by
(supported
by
(supported
by
analysis report on
analysis report on
analysis report
subject area per
subject area per
on subject area
class/grade level)
class/grade level)
per class/grade
level)

Remediation/ Enrichment
Conducted
Remediation/ Enrichment Remediation/ Enrichment Remediation/
Program is offered to
remediation/
Program is offered to
Program is offered to 100Enrichment Program is
50% and below who
enrichment programs
115-129% who need it
114% who need it
offered to51-99% who
need it
to
improve
need it
performance indicators
50% and below
Attained the required
115-129% MPS/GSA
100-114% MPS/GSA
51-99% MPS/GSA
MPS/GSA
GSA for grade level
and learning areas
50% and below of
Conducted
periodic 130% and above 115-129% of planned 100-114% of planned 51-99% of planned
planned meetings
PTA
accomplishment with
meetings
conducted
meetings
conducted
meetings conducted

Objectives
meetings/conferences

Visited parents of
students
needing
academic monitoring
/follow-up within the
rating period
Undertaken/initiated

projects/events/activitie
s
with
external
funding/sponsorship
within the target date
Conducted

problem/classroombased Action Research

Initiated/Participated in
co-curricular/school
activities within the
rating period
Produced publications/
creative work for
school paper/division
publication within the
target date

Outstanding
(5)
set agreements met

Very Satisfactory
(4)

Performance Indicators
Satisfactory
(3)

Unsatisfactory
(2)

producing
only
set
producing
set
of
with minimal results
agreements & partial
agreements
accomplishment of these
130% and above 115-129%
100-114%
51-99%
accomplishment of set
accomplishment of visits
accomplishment of visits
accomplishment
of
visits
successful
with partial success in
with suggested planned
visits with planned
interventions
implementation
of
interventions
interventions
interventions
130% and above 115-129%
project 100-114% project initiative 51-99%
project
project
accomplishment
with
only with no completion
initiative only with no
accomplishment with
partial completion
report
completion report
full
documentation
report on completion
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 at least 2 co- initiated and participated participated in most of co- Participation
only
curricular/
school
in
co-curricular/school
curricular/ school activities
without documented
activities
with
activities
with
with documented results
results
documented results
documented results
Produced publication/ Produced
publication/ Produced
publication/ Produced publication/
creative
work
creative work published
creative work published in
creative
work
published in National
in regional publications
division publication
published in school
Circulation/
DepEd
papers
Post/
CSC
Newsletters & similar
publications

Poor
(1)
conducted with no
results
50% and below
accomplishment with
no interventions

No project/event/activity
initiated

Only classroom/ learning


problems/ issues
identified

No participation in school
activities

Unpublished work
produced