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Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Teacher I Salary Grade 10
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to Principal/School Heads Pa%e&s
Position
S'$er#ised
(O) S"MMARY
*"ALIFICATION STANDARDS
A. CSC Presri+ed *'ali!iations
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelors degree plus 18 professional unit in edcation
Eperience !one re"uired
Eligi#ility $% 1&8&
Trainings !one re"uired
B. Pre!erred *'ali!iations
Education BSE/BSEEd/College 'raduate (ith education units )18*+1,- .% units 18 units
Eperience
Eligi#ility PBET//ET Passers
Trainings In*ser0ice training
Department of
Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Teacher II Salary Grade 11
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to Principal/School Heads Pa%e&s
Position
S'$er#ised
(O) S"MMARY
*"ALIFICATION STANDARDS
A, CSC Presri+ed *'ali!iations
Education Bachelor of Elementary/Secondary/Early Childhood Education plus 18 professional unit in education
Eperience 1 year of rele0ant eperience
Eligi#ility $% 1&8&
Trainings !one re"uired
), Pre!erred *'ali!iations
Education BSE/BSEEd/College 'raduate (ith education units )18*+1,- .% units or 18 units
Eperience
Eligi#ility PBET//ET Passers
Trainings In*ser0ice training
Department of
Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Teacher III Salary Grade 1-
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to Principal/School Heads Pa%e&s
Position
S'$er#ised
(O) S"MMARY
*"ALIFICATION STANDARDS
A, CSC Presri+ed *'ali!iations
Education Bachelor of Elementary/Secondary/Early Childhood Education plus 18 professional unit in education
Eperience + years of rele0ant eperience
Eligi#ility $% 1&8&
Trainings !one re"uired
), Pre!erred *'ali!iations
Education BSE/BSEEd/College 'raduate (ith education units )18*+1,- .% or Completed academic re"uirement
Eperience
Eligi#ility PBET//ET Passers
Trainings In*ser0ice training
D"TIES AND RESPONSI)ILITIES
1. Teaches or more grades/le0els using appropriate and inno0ati0e teaching strategies
+1 2acilitates learning in the elementary/secondary schools through functional lesson plans )for ne( teachers up to 3 years, 4aily /og )for teachers
teaching 5 years and a#o0e, of acti0ities and appropriate- ade"uate and updated instructional materials
31 .onitors and e0aluates pupils/students progress
51 6nderta7es acti0ities to impro0e performance indicators
81 .aintains updated pupils/students progress regularly
91 Super0ises curricular and co*curricular pro:ects and acti0ities
;1 .aintains updated pupil/student school records
81 Counsels and guides pupils/students
<1 Supports acti0ities of go0ernmental and non*go0ernmental organi=ations
1&1 Conducts %ction Plan
111 .aintains 4aily $outine )classroom cleanliness- classroom management- o0erall physical classroom atmosphere
1+1 .aintains harmonious relationship (ith fello( teachers and other school personnel as (ell as (ith parents and other sta7eholders
131 4oes related (or7
Ma.or Final O't$'ts
/MFOs0
1ey Res'lt Areas
/1RAs0
O+.eti#es O't$'ts
Teaching*/earning Process Prepared lesson plans and daily logs
of acti0ities including appropriate-
ade"uate and updated instructional
materials
2acilitated learning in the elementary
and secondary schools through
functional lessons plans- daily logs
and inno0ati0e teaching strategies
Initiated discipline of students
including classroom rules- guidelines
and indi0idual and group tas7s
4aily /esson Plan and
Instructional materials
2unctional lesson plans-
daily logs- teaching
strategies
Class $ules and (ell*
#eha0ed pupils
Ma.or Final O't$'ts
/MFOs0
1ey Res'lt Areas
/1RAs0
O+.eti#es O't$'ts
.onitored attendance- di0ersity
appreciation- safe- positi0e and
moti0ating en0ironment- o0erall
physical atmosphere- cleanliness and
orderliness of classrooms including
proper (aste disposal1
Positi0e/producti0e/safe
learning en0ironment
Pupils/Students >utcomes .onitored and e0aluated and
maintained pupils/ students progress
Conducted remediation/enrichment
programs to impro0e performance
indicators
.aintained updated pupils/students
school records
%ttained the re"uired 'S% for grade
le0el and learning areas
Complete and accurate
class record
$emediation/enrichment
programs conducted
6pdated pupils/students
school records
Students mastery of the
re"uired learning
ompetencies per grade le0el
Community In0ol0ement Conducted regular/periodic PT%
meetings/conferences
?isited parents of students needing
academic monitoring/follo(*up
6nderta7en/initiated
pro:ects/e0ents/acti0ities (ith eternal
funding/sponsorship
PT% meetings/conferences
organi=ed
%cademic monitoring/follo(*
up
Pro:ects/e0ents/acti0ities
initiated/underta7en
Professional 'ro(th and
4e0elopment
Conducted %ction $esearch
Participated in acti0ities such as teachers
association- etc1
%ction research
Professional mem#ership
and/or community lin7ages
Ma.or Final O't$'ts
/MFOs0
1ey Res'lt Areas
/1RAs0
O+.eti#es O't$'ts
Produced pu#lications/creati0e (or7 for
school paper/di0ision pu#lication
$ecei0ed special a(ards/citation/recognition
for eemplary performance
Pu#lished (or7
Per!or2ane Indiators
O+.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
Prepared daily lesson
plans and daily logs of
acti0ities including
appropriate- ade"uate
and updated
instructional materials
(ithin the rating period
%ll daily lesson plans
had the follo(ing
o#:ecti0e- su#:ect
matter- procedures-
e0aluation and
assignment
Each part had a full
description of (hat to
do (ith an eample
>#:ecti0e (as
specific- measura#le-
attaina#le- result*
oriented and time*
#ound
13&@ and a#o0e
de0eloped high order
thin7ing s7ills
%ttained 13&@ and
a#o0e of the desired
Had four of the fi0e parts
of lesson plan
Each part had a partial
description of (hat to do
(ith an eample
>#:ecti0e (as stated (ith
1 #eha0ioral indicator is
missing
118*1+<@ de0eloped
high order thin7ing s7ills
%ttained 118*1+<@ of
the desired learning
competencies
118*1+<@ #ased on the
Had 3 of the fi0e parts
Each part had a partial
description (ithout
eample
>#:ecti0e (as stated (ith
3*5 #eha0ioral indicator
missing
1&&*115@ de0eloped high
order thin7ing s7ills
%ttained 1&&*115@ of the
desired learning
competencies
Had + of the fi0e parts
Each part had no
description of (hat to
do (ith eample
>#:ecti0e (as stated
(ith 1*+ #eha0ioral
indicators missing
81*<<@ de0eloped
high order thin7ing
s7ills
%ttained 81*<<@ of
the desired learning
competencies
Had 1 of the fi0e parts
Each part had no
description of (hat to
do and eample
>#:ecti0e (as stated
(ithout #eha0ioral
indicators
8&@ and #elo(
de0elop high order
thin7ing s7ills
8&@ and #elo( attain
the desired learning
competencies at all
Per!or2ane Indiators
O+.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
learning competencies
113&@ and a#o0e
#ased on the #udget
of (or7
appro0ed #udget of (or7 1&&*115@ #ased on the
appro0ed #udget of (or7
81*<<@ #ased on the
appro0ed #udget of
(or7
8&@ and #elo(
#ased on the appro0ed
#udget of (or7
2acilitated learning in
the school through
functional lessons
plans- daily logs and
inno0ati0e teaching
strategies
The teacher
esta#lished
challenging and
measurea#le goal/s
for student learning
that is aligned (ith the
)4epEd standards or
Philippine Elementary
/earning
Competencies )PE/C,
or the Philippine
Secondary /earning
Competencies
)PS/C,, curriculum
The goal reflected a
range of student
learner needs1
Has pro0ided
indi0idual acti0ities for
a 13&@ and a#o0e of
the classes handled
for the rating period
Has pro0ided
indi0idual acti0ities for
a 81*<<@ of the
classes handled for the
rating period
Has pro0ided indi0idual
acti0ities for 8&@
and #elo( of the
classes handled for the
rating period
Per!or2ane Indiators
O+.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
Teaching methods
and strategies elicited
13&@ and a#o0e
interaction from a
class
Teaching methods and
strategies elicited 118*
1+<@ interaction from
a class
Teaching methods and
strategies elicited 1&&*
115@ interaction from a
class
Teaching methods and
strategies elicited 81*
<<@ interaction from
a class
Teaching methods and
strategies elicited
8&@ and #elo(
interaction from a
class
Inducti0e
method/deducti0e
method (as 13&@
and a#o0e used in
teaching a lesson
Inducti0e
method/deducti0e
method (as 118*1+<@
used in teaching a lesson
Inducti0e
method/deducti0e method
(as 1&&*115@ used in
teaching a lesson
Inducti0e
method/deducti0e
method (as 81*<<@
used in teaching a
lesson
Inducti0e
method/deducti0e
method (as not used
in teaching a lesson
Cooperati0e learning
strategies (as 13&@
and a#o0e effecti0e
(hen used
Cooperati0e learning
strategies (as 118*1+<@
effecti0e (hen used
Cooperati0e learning
strategies (as 1&&*115@
effecti0e (hen used
Cooperati0e learning
strategies (as 81*<<@
effecti0e (hen used
Cooperati0e learning
strategy (as ne0er
used
ICT integration
is13&@ and a#o0e
e0ident
ICT integration is 118*
1+<@ e0ident
ICT integration is 1&&*
115@ e0ident
ICT integration is 81*
<<@ e0ident
ICT integration is not
e0ident
Per!or2ane Indiators
O+.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
Results of
student
observation
appraisal are
1!0" and
above used as
basis for follo(*up
$esults of student
o#ser0ation/ appraisal
are 118*1+<@ used as
#asis for follo(*up
$esults of student
o#ser0ation/ appraisal are
1&&*115@ used as #asis
for follo(*up
$esults of student
o#ser0ation/ appraisal
are 81*<<@ used as
#asis for follo(*up
$esults of student
o#ser0ation/ appraisal
are not used as #asis
for follo(*up
Initiated discipline of
students including
classroom rules-
guidelines and
indi0idual and group
tas7s 7ithin the ratin%
$eriod
%ttendance chec7ing
(as 13&@ and a#o0e
%ttendance chec7ing
(as 81*<<@
%ttendance chec7ing (as
8&@ and #elo(
systematically caried
Per!or2ane Indiators
O+.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
daily systematically carried
out
carried out carried out systematically carried
out
out
.onitored and
e0aluated and
maintained pupils/
students progress
7ithin the ratin%
$eriod
E0idences sho(ed
that the teacher
purposely plans
assessments and
0aries assessment
choices to match the
different student
needs- a#ilities- and
learning styles1
The teacher eplained
the 0arious uses and
limitations of the different
7inds of
assessments/tests1
E0idences sho(ed that
student needs and
a0enues for gro(th (ere
clearly identified1
There is e0idence of more
than one measure of
student performance #ut
there is difficulty in
analy=ing data to inform
intructional planning and
deli0ery1
The teacher planned
instructions (ithout
analy=ing student
learning data1
!o e0idence of student
monitoring or
e0aluation of student
progress1
Class record reflected
the #ases of 13&@
and a#o0e of pupils
ratings in all
classes/su#:ect areas
handled
Class record reflected the
#ases of 118*1+<@ of
pupils ratings in all
classes/su#:ect areas
handled
Class record reflected the
#ases of1&&*115@ of
pupils ratings in all
classes/su#:ect areas
handled
Class record reflected
the #ases of 81*<<@ of
pupils ratings in all
classes/su#:ect areas
handled
Class record reflected the
#ases of 8&@ and
#elo( of pupils ratings
in all classes/su#:ect
areas handled
Students portfolio
contained 13&@ and
a#o0e of his
accomplishment
Students portfolio
contained 118*1+<@ of
his accomplishment
Students portfolio
contained 1&&*115@ of his
accomplishment
Students portfolio
contained 81*<<@ of
his accomplishments
Students portfolio
contained 8&@ and
#elo( of his
accomplishments
Per!or2ane Indiators
O+.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
Ta#le of Specifications
is 13&@ and a#o0e
prepared for tests that
re"uire it
Ta#le of Specifications is
118*1+<@ prepared for
tests that re"uire it
Ta#le of Specifications is
1&&*115@ prepared for
tests that re"uire it
Ta#le of Specifications
is 81*<<@ prepared for
tests that re"uire it
Ta#le of Specifications is
is not prepared
Ta#le of Specifications
sho(ed13&@ and
a#o0e congruence
#et(een content and
s7ills tested
Ta#le of Specifications
sho(ed 118*1+<@
congruence #et(een
content and s7ills tested
Ta#le of Specifications
sho(ed 1&&*115@
congruence #et(een
content and s7ills tested
Ta#le of Specifications
slightly sho(ed 81*
<<@ congruence
#et(een content and
s7ills tested
Ta#le of Specifications did
not sho( congruence
#et(een content and
s7ills tested
Test "uestions
(ere13&@ and a#o0e
logically se"uenced