Position and Competency Profile: Job Summary

POSITION AND COMPETENCY PROFILE PCP No.
_________ Revision Code: 00
Department of Education
Position Title Head Teacher III Salary Grade 16
Parenthetical Title CESAR, JOSEPHINE D.
Office Unit DepED/SDO-QC Effectivity Date 20-Jan-09
Reports to Sta. Lucia High School Page/s
Position Supervised ASTP for Program and Project
JOB SUMMARY
Head Teacher III, Araling Panlipunan Department
ASTP for Program/Project for the school improvement
Prepared, approved and implemented activities that could enriched the curriculumin the field of specialization
Performed regular class monitoring using process observation tool/COT
Implemented wellness related activities and proper decorum
Conducted conferences on monitoring maintenance discipline and safety between and among teachers and learners
Conducted LAC Sessions
School Based Management Supervisor
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Secondary Education maqjor in Social Science
Experience 34 years
Eligibility Professional Board Examination for Teachers (PBET)
Trainings Seminar/Training in K to 12 Education Program for Head Teachers | Seminar/Training for RPMS-PPST
B. Preferred Qualifications
Education Masters of Arts in Education major in education Management (CAR)
Experience n/a
Eligibility n/a
Trainings n/a
Individual Performance Commitment and Review Form
Name of Employee: Name of Rater:

Position: Position:
Review Period: Date of Review:
Bureau/Center/Service/Division:
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVA
Weight PERFORMANCE INDICATORS (Quality,

MFOs KRAs OBJECTIVES TIMELINE per ACTUAL RESULTS
KRA Efficiency,Timelines)
Q
MFO: 2 BASIC Teaching-Learning

Process
• Prepared lesson plans
and daily logs of
activities including
5 - Outstanding
EDUCATION appropriate adequate

and updated • All daily lesson plans had the following
SERVICES instructional materials objective, subject matter, procedures,

with in the rating evaluation and assignment
period
• Each part had a full description of what
to do with an example
• Objective was specific, measurable,
attainable, result-oriented and time-
bound
• 130% and above developed high order
thinking skills
• Attained 130% and above of the desired
learning competencies
• 130% and above based on the budget of
work
4 - Very Satisfactory
• Had four of the five parts of lesson plan

• Each part of the partial description of
what to do with an example
#RSH#
Q
• Objective was stated with 1 behavioral

indicator is missing
• 115-129% developed high order
thinking skills
• Attained 115-129% of the desired
• 115-129% based on the approved
budget of work
3 - Satisfactory
• Had 3 of the five parts
• Each part had a partial description with
out example
• Objectives was stated with 3-4
behavioral indicator missing
• 100-114% develop high order thinking
skills
• Attained 100-114% of the desired
• 100-114% based on the approved
budget of work
2 - Unsatisfactory
• Each part had no description with out
example
• Objectives was stated with 1-2
behavioral indicator missing
• 51-99% develop high order thinking
skills
• Attained 51-99% of the desired learning
competencies
• 51-99% based on the approved budget
of work
#RSH#
Q
1 - Poor
• Each part had no description with out
example
• Objectives was stated without
behavioral indicator m
• 50% and below develop high order
thinking skills
• 50% and below attained the desired
• 50% and below based on the approved
budget of work
• Facilitated learning in 5 - Outstanding
the school through
functional lesson plans,
daily logs and • The teacher established challenging
innovative teaching and measurable goal/s for student
strategies learning that is aligned with the (DepEd
standards or Philippine Elementary
Learning Competencies (PELC) or the
Philippine Secondary Learning
Competencies (PSLC))curriculum
• The goal reflected a range of student
learner needs.
• Has provided individual activities for a
130% and above of the classes handled
for the rating period
• Teaching methods and strategies
elicited 130% and above interaction from
a class
• Inductive method/deductive method
was 130% and above used in teaching a
lesson
#RSH#
Q
• Cooperative learning strategies was
130% and above effective when used
#RSH#
Q
• ICT integration is 130% and above

evident
• Results of student
observations/appraisal are 130% and
above used as basis for follow-up.
• The teacher developed a measurable

goal for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning
• The teacher explained the importance
of the goal and the appropriateness to
students.
115-129% and above of the classes
handled for the rating period
elicited 115-129% interaction from a
class
was 115-129% used in teaching a lesson

115-129% effective when used
• ICT integration is 115-129% evident
observations/appraisal are 115-129%
used as basis for follow-up.
#RSH#
Q
3 - Satisfactory
• The teacher clearly communicated a

focus for student learning that is aligned
with the (DepEd standards or Philippine
Elementary Learning Competencies (PELC)
or the Philippine Secondary Learning
100-114% and above of the classes
handled for the rating period

elicited 100-114% interaction from a class
100-114% effective when used
observations/appraisal are 100-114%
used as basis for follow-up.
2 - Unsatisfactory
• The teacher did not have a clear focus
for student learning
51-99% of the classes handled for the
rating period
#RSH#
Q

elicited 51-99% interaction from a class
• Cooperative learning strategies was 51-
99% effective when used
observations/appraisal are 51-99% used
as basis for follow-up.
1 - Poor
• The teacher did not have a clear focus

for student learning or the objective is
too general to guide lesson planning or
the objective is inappropriate for students
50% and below of the classes handled for
the rating period
elicited 50% and below interaction from
a class
was not used in teaching a lesson

never used
• ICT integration is not evident
observations/appraisal are not used as
basis for follow-up.
#RSH#
Q
• Initiated discipline of 5 - Outstanding
students including
classroom rules,
guidelines and
individual and group • Pupils were 130% and the above guided
task with in the rating in the observation of classroom rules and
period the guidelines as evidenced by descriptive
rating in the report card/journal
• Pupils were 115-129% guided in the

observation of classroom rules and the
guidelines as evidenced by descriptive
3 - Satisfactory

2 - Unsatisfactory

1 - Poor
• Pupils were not guided in the

#RSH#
Q
• Monitored 5 - Outstanding
attendance, diversity
and appreciation, safe, • Safety, orderliness and cleanliness of
positive and motivating floors, toilets and proper waste disposal
environment, overall were 130% and above maintained
physical atmosphere,
cleanliness and • Attendance checking was 130% and
orderliness of above systematically carried out
classrooms including 4 - Very Satisfactory
proper waste disposal
daily • Safety, orderliness and cleanliness of
floors, toilets and proper waste disposal
were 115-129% maintained
• Attendance checking was 115-129%
systematically carried out
3 - Satisfactory
• Safety, orderliness and cleanliness of
2 - Unsatisfactory
1 - Poor

were 50% and below consistently
maintained
• Attendance checking was 50% and
below systematically carried out
#RSH#
Q
• Pupils/Student • Monitored and 5 - Outstanding
Outcomes evaluated and
maintained
pupils/students' • Evidence showed that the teacher
progress with in the purposely plans assessments and varies
rating period assessment choices to match the different
student needs, abilities, and learning
styles.
• Class record reflected the bases of 130%
and above of pupils' ratings in all
classess/subject areas handled
• Students' portfolio contained 130% and
above of his accomplishment
• Table of specifications is 130% and

above prepared for tests that require it
• Table of specifications showed 130%
and above congruence between content
and skills test
• Test questions were 130% and above
logiclly sequenced
• Pretest and Posttest were 130% and

above administered in all classes/subject
area (Supported by analysis report on
subject area per class/grade level)
• The teacher explained the various uses

and limitations of the different kinds of
assessments/test. Evidence showed that
student needs and avenues for growth
were clearly identified.
#RSH#
Q
• Class record reflected the bases of 115-

129% of pupils' ratings in all
• Students' portfolio contained 115-129%
of his accomplishment
• Table of specifications is 115-129%
prepared for tests that require it
• Table of specifications showed 115-
129% congruence between content and
skills test
• Test questions were 115-129% logiclly
sequenced
• Pretest and Posttest were 115-129%

administered in all classes/subject area
(Supported by analysis report on subject
area per class/grade level)
3 - Satisfactory
• The eveidence of more than one

measure of student performance but
there is difficulty in analyzing data to
inform instuctional planning and dilivery
• Students' portfolio contained 100-114%
of his accomplishment
• Table of specifications is 100-114%
prepared for tests that require it
#RSH#
Q
• Table of specifications showed 100-

114% congruence between content and
skills test
sequenced

2 - Unsatisfactory
• The teacher planned instructions
without analyzing student learning data
• Students' portfolio contained 51-99% of
his accomplishment
• Table of specifications is 51-
99%prepared for tests that require it
• Table of specifications showed 51-99%
congruence between content and skills
test
sequenced

1 - Poor
• No evidence of student monitoring or
evaluation of student progress
#RSH#
Q
• Class record reflected the bases of 50%

and below of pupils' ratings in all
• Students' portfolio contained 50% and
below of his accomplishment
• Table of specifications is not prepared
for tests that require it
• Table of specifications did not show
congruence between content and skills
test
• Test questions were not logiclly
sequenced
• Pretest and Posttest were never
administered
• Conducted 5 - Outstanding
Remediation/enrichme
nt programs to improve • Remediation/Enrichment program is
performance indicators offered to 130% and above who need it
• Remediation/Enrichment program is
offered to 115-129% who need it
3 - Satisfactory
2 - Unsatisfactory
1 - Poor
offered to 50% and below who need it
#RSH#
Q
• Attained the required 5 - Outstanding
GSA for grade level and
learning areas 130% and above MPS/GSA
115%-129% MPS/ GSA
3 - Satisfactory
100-114% MPS/GSA
2 - Unsatisfactory
51-99% MPS/GSA
1 - Poor
50% and below MPS/GSA
MFO: 1 • Community
Involvement
• Conducted periodic
PTA
meetings/conferences
5 - Outstanding
130% and above accomplishment with set
BASIC agreements met
EDUCATION 115-129% of planned meetings producing
only set agreements and partial
POLICY accomplishments of these
3 - Satisfactory
SERVICES 100-114% of planned meetings
conducted producing set of agreements
2 - Unsatisfactory
51-99% of planned meetings conducted
with minimal results
1 - Poor
50% and below of the planned meetings
conducted with no result
#RSH#
SERVICES

Q
• Visited parents of
students needing 5 - Outstanding
academic 130% and above accomplishment of set
monitoring/follow-up visits successful interventions
with in the rating
period 4 - Very Satisfactory
115-129% accomplishment of visits with
partial success in implementation of
interventions
3 - Satisfactory
100-114% accomplishment of visits with

suggested planned interventions
2 - Unsatisfactory
51-99% accomplishments of visits with
planned interventions
1 - Poor
50% and below accomplishments with no
interventions
• Undertaken/initiated 5 - Outstanding
projects/events/activiti
es with external 130% and above project accomplishment
funding/sponsorship with full documentation report on
within the target date completion
115-129% project accomplishment with
partial completion
3 - Satisfactory
100-114% project initiative only with no
completion report
2 - Unsatisfactory
51-99% project initiative only with no
completion report
1 - Poor
#RSH#
Q
No project/event/activity initiated
#RSH#
Q
MFO: 2 BASIC • Professional

Growth and
Development
• Conducted
problem/classroom
based action research
5 - Outstanding
3 action research conducted with full
EDUCATION documentation on completion of
interventions.
SERVICES 4 - Very Satisfactory

documentation on completion of
interventions.
3 - Satisfactory
documentation on completion of
interventions.
2 - Unsatisfactory
Identified classroom/learning problems
with research proposals
1 - Poor
Only classroom/learning/issues identified

• Initiated/Participated 5 - Outstanding
in co-curricular/school
activities with in the
rating period Initiated at least 2 co-curricular/ school
activities with documented results
Initiated and participated in co-curricular/

school activities with documented results
3 - Satisfactory
Participated in most co-curricular/ school

activities with documented results
2 - Unsatisfactory
#RSH#
Q
Participation only with out document

results
1 - Poor
No participation in school Activities
#RSH#
Q
• Produced 5 - Outstanding
publications/ creative
work for school Produced publication/creative work
paper/division published in National Circulation/ DepEd
publication with in the Post/ CSC Newsletters and similar
target date publications
Produced publication/creative work
published in regional publications
3 - Satisfactory
published in division publications
2 - Unsatisfactory
published in school papers
1 - Poor
Unpublished work produced
* Toget the score, the rating is multiplied by th weight assigned
0
OVERAL RATING FOR ACCOMPLISHMENTS
0 0
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D DURING EVALUATION
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Approving Officer
#RSH#
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

improve performance. Examples may include doing something better,
Self-Management faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
1 Sets personal goals and direction, needs and development. 5
Undertakes personal actions and behaviors that are clear and Teamwork
2 4.6
purposive and takes into account personal goals and values 4 1 5
Willingly does his/her share of responsibilty.
congruent to that of the organization.
2 Promotes collaboration and removes barriers to teamwork and goal
Displays emotional maturity and enthusiasm for and is challenged by 5 accomplishment across the organization 4 4.6
3
higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, 3
4 5 5
etc.) to achieve goals. Applies negotiation principles in arriving at win-win agreements.
5 Sets high quality, challenging, realistic goals for self and others 4 4 4
Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across
Professionalism and Ethics 5
organizations to accomplish organizational goals and objectives.
Demonstrates the values and behavior enshrined in the Norms of Service Orientation
Conduct and Ethical Standards for public officials and employee (RA 1
1 6713). Can explain and articulate organizational directions, issues and problems.
4 5
2
Practices ethical and professional behavior and conduct taking into
2 4.6 Takes personal responsibilty for dealing with and/or correcting costumer 4.6
account the impact of his/her actions and decisions. 5 service issues and concerns 4
Maintains professional image: being trustworthy, regularity of 3 Initiates activities that promotes advocacy for men and women
3
attendance and punctuality, good grooming and communication. 5 empowerment. 5
4
Participates in updating of office vision, mission, mandates & strategies
4 Makes personal sacrifices to meet the organization's needs.
4 based on DepEd strategies and directions. 4
Acts with a sense pf urgency and responsibility to meet the 5
Develops and adopts service improvement programs through simplified
5 organization's needs, improves systems and help others improve
procedures that will further enhance service delivery.
their effectiveness. 5 5
Result Focus Innovation
1 Examines the root cause of problems and suggests effective solutions.
Achieves results with optimal use of time and resources most of the
1 Fosters new ideas, processes, and suggests bettter ways to do things (cost
time. 4
5 and/or operational efficiency).
Avoids rework, mistakes and wastage through effective work 2 Demonstrates an ability to think "beyond the box". Continuously focuses on
2 5
methods by placing organizational needs before personal needs. 4 improving personal productivity to create higher value and results.
Delivers error-free outputs most of the time by conforming to 3
standard operating procedures correctly and consistently. Able to
Promotes a creative climate and inspires co-workers to develop original
3 produce very satisfactoy quality of work in terms of 4.6 4.4
ideas or solutions.
usefulness/acceptability and completeness with no supervision
required. 5 4
Expresses a desire to do better and may express frustration at waste 4
Translates creative thinking into tangible changes and solutions that improve the work unit and
4 or inefficiency. May focus on new or more precise ways of meeting organization.
goals set. 4 4
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
5 Makes specific changes in the system or in own work methods to
5 ability to succeed with minimal resources. 5
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
DEPED RPMS form - DEPED form -Teachers
CORE SKILLS Computer / ICT Skills
Oral Communication Prepares basic compositions ( e.g., letters, reports, spreadsheets and
1 graphic presentations using Word Processing and Excel. 4
1 Follows instructions accurately. 4 Identifies different computer parts, turns the computer on/off, and work on 4
a given task with acceptable speed and accuracy and connects computer
4 2 peripherals ( e.g., printers, modems, multi-media projectors, etc.) 4
2 Expresses self clearly, fluently and articulately. 4 3 Prepares simple presentations using Powerpoint. 4
Utilizes technologies to : access information to enhance professional
3 Uses appropriate medium for the message. productivity, assists in conducting research and communicate through local
4 4 and global professional networks. 4
4 Recommends appropriate and updated technology to enhance productivity
Adjust communication style to others. 4 5 and professional practice. 4
5 Guides discussions between and among peers to meet an objective. 4
Written Communication
Knows the different written business communication formats used in
1 the DepEd. 4
Writes routine correspondence/communications, narrative and
descriptive report based on ready available information data with 4
2 minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.) 4 OVERALL COMPETENCY RATINGS
Secures information from required references (i.e., Directories,
3 schedules, notices, instructions) for specific purposes. 4 CORE BEHAVIORAL COMPETENCIES 4.38
Self-edits words, numbers, phonetic notation and content, if
4 necessary. 4 4.57
Demonstrates clarity, fluency, impact, conciseness, and effectiveness
5 in his/her written communications. 4 OVERALL RATING 4.47
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
Note: These ratings can be used for the developmental plans of the employee.
DEPED RPMS form - DEPED form - For Teachers

`
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating Adjectival Rating
Accomplishments of KRAs and Objectives

4.85 Outstanding
Employee-Superior Agreement
The signatures below confirm that the employee and his/her superior have agreed to the contents of the performance as captured in this form.
Name of Employee: 0 Name of Superior: LUCIA D. HERRERA

Signature: Signature:
Date: 16-Apr-19 Date: 16-Apr-19
PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
1.1 Instructional Supervision 1.2 Student Development Plan Follow instructional materials such as June 2019 to March 2020 Learner's Manual
DepEd Learners Manual, Teachers
a. Monitored AP teachers a. Increased the MPs of AP Division Periodic Test Manual and Curriculum Guide in AP
through classroom
observation and post b. Decreased the number of repetition rate of students Conduct remediation classes every Teacher's manual
conference and gave in AP subject quarter
technical assistance to at
least 4 AP teachers c. Decreased the retention rate in AP subject PEPT Review Program for out of School June 2019 to Nov 2019 Learner's Manual
and 1 master teacher Youth and over aged student on their
1.3 ICT Skills grade level
LAC Session every month K to 12 AP Curriculum Guide

JOSEPHINE D. CESAR LUCIA D. HERRERA MARC VOLTAIRE A. PADILLA
Ratee Principal IV Assistant Schools Division Superintendent
Rater Approving Authority
DEPED RPMS form - DEPED form -For Teacher |
Resources Needed
's Manual
's manual
's Manual
AP Curriculum Guide
MARC VOLTAIRE A. PADILLA
tant Schools Division Superintendent
Approving Authority
PMS form - DEPED form -For Teacher |

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POSITION AND COMPETENCY PROFILE PCP No.

_________ Revision Code: 00

Name of Employee: Name of Rater:

Weight PERFORMANCE INDICATORS (Quality,

MFO: 2 BASIC Teaching-Learning

EDUCATION appropriate adequate

SERVICES instructional materials objective, subject matter, procedures,

• Had four of the five parts of lesson plan

• Objective was stated with 1 behavioral

• ICT integration is 130% and above

• The teacher developed a measurable

• Cooperative learning strategies was

• The teacher clearly communicated a

• Teaching methods and strategies

• Teaching methods and strategies

• The teacher did not have a clear focus

• Cooperative learning strategies was

• Pupils were 115-129% guided in the

• Pupils were 100-114% guided in the

• Pupils were 51-99% guided in the

• Pupils were not guided in the

• Safety, orderliness and cleanliness of

• Table of specifications is 130% and

• Pretest and Posttest were 130% and

• The teacher explained the various uses

• Class record reflected the bases of 115-

• Pretest and Posttest were 115-129%

• The eveidence of more than one

• Table of specifications showed 100-

• Pretest and Posttest were 100-114%

• Pretest and Posttest were 51-99%

• Class record reflected the bases of 50%

Weight PERFORMANCE INDICATORS (Quality,

100-114% accomplishment of visits with

MFO: 2 BASIC • Professional

SERVICES 4 - Very Satisfactory

Only classroom/learning/issues identified

Initiated and participated in co-curricular/

Participated in most co-curricular/ school

Participation only with out document

CORE BEHAVIORAL COMPETENCIES

DEPED RPMS form - DEPED form - For Teachers

Final Performance Results Rating Adjectival Rating

Accomplishments of KRAs and Objectives

Name of Employee: 0 Name of Superior: LUCIA D. HERRERA

PART IV: DEVELOPMENT PLANS

LAC Session every month K to 12 AP Curriculum Guide

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