Position TitleDepartment of EducationPOSITION AND COMPETENCY
PROFILEPCP No. _________Revision Code: 00
Postion TitleTeacher ISalary Grade10Teacher IParenthetical
TitleTeacher IIOffice UnitEffectivity DateTeacher IIIReports
toPrincipal/ School HeadsPage/sPosition SupervisedJOB SUMMARY
QUALIFICATION STANDARDSA.CSC Prescribed
QualificationsEducationBachelor of Elementary/Secondary/Early
Childhood Education or Bachelor's degree plus 18 professional unit
in EducationExperienceNone requiredEligibilityRA 1080TrainingsNone
requiredB.Preferred QualificationsEducationBSE/BSEEd/College
Graduate with education units (18-21), MA units 18
unitsExperienceEligibilityPBET/LET PassersTrainingsIn-Service
training
IPCRF
Individual Performance Commitment and Review Form
Name of Employee:LEONIEL L. RONSABLEName of Rater:Teacher
IPosition:Teacher IPosition:Teacher IIReview Period:Date of
Review:Teacher IIIBureau/Center/Service/Division:TO BE FILLED
DURING PLANNINGTO BE FILLED DURING EVALUATION
MFOsKRAsOBJECTIVESTIMELINEWeight per KRAPERFORMANCE INDICATORS
(Quality, Efficiency,Timelines)ACTUAL RESULTSRATINGSCORE*
MFO: 2 BASIC EDUCATION SERVICESTeaching-Learning Process
Prepared lesson plans and daily logs of activities including
appropriate adequate and updated instructional materials with in
the rating period30%5 - Outstanding All daily lesson plans had the
following objective, subject matter, procedures, evaluation and
assignment 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 work4 - Very
Satisfactory Had four of the five parts of lesson plan Each part of
the partial description of what to do with an example Objective was
stated with 1 behavioral indicator is missing 115-129% developed
high order thinking skills Attained 115-129% of the desired
learning competencies 115-129% based on the approved budget of
work3 - 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 learning competencies
100-114% based on the approved budget of work2 - Unsatisfactory Had
2 of the five parts 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 work1
- Poor Had 1 of the five parts 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 learning competencies 50% and below based on
the approved budget of work Facilitated learning in the school
through functional lesson plans, daily logs and innovative teaching
strategies5 - Outstanding The teacher established challenging and
measurable goal/s for student 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 Cooperative learning strategies was 130% and
above effective when used ICT integration is 130% and above evident
Results of student observations/appraisal are 130% and above used
as basis for follow-up.4 - Very Satisfactory 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 Competencies
(PSLC))curriculum The teacher explained the importance of the goal
and the appropriateness to students. Has provided individual
activities for a 115-129% and above of the classes handled for the
rating period Teaching methods and strategies elicited 115-129%
interaction from a class Inductive method/deductive method was
115-129% used in teaching a lesson Cooperative learning strategies
was 115-129% effective when used ICT integration is 115-129%
evident Results of student observations/appraisal are 115-129% used
as basis for follow-up.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 Competencies
(PSLC))curriculum Has provided individual activities for a 100-114%
and above of the classes handled for the rating period Teaching
methods and strategies elicited 100-114% interaction from a class
Inductive method/deductive method was 100-114% used in teaching a
lesson Cooperative learning strategies was 100-114% effective when
used ICT integration is 100-114% evident Results of student
observations/appraisal are 100-114% used as basis for follow-up.2 -
Unsatisfactory The teacher did not have a clear focus for student
learning Has provided individual activities for a 51-99% of the
classes handled for the rating period Teaching methods and
strategies elicited 51-99% interaction from a class Inductive
method/deductive method was 51-99% used in teaching a lesson
Cooperative learning strategies was 51-99% effective when used ICT
integration is 51-99% evident Results of student
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 Has provided individual
activities for a 50% and below of the classes handled for the
rating period Teaching methods and strategies elicited 50% and
below interaction from a class Inductive method/deductive method
was not used in teaching a lesson Cooperative learning strategies
was never used ICT integration is not evident Results of student
observations/appraisal are not used as basis for follow-up.
Initiated discipline of students including classroom rules,
guidelines and individual and group task with in the rating period5
- Outstanding Pupils were 130% and the above guided in the
observation of classroom rules and the guidelines as evidenced by
descriptive rating in the report card/journal4 - Very Satisfactory
Pupils were 115-129% guided in the observation of classroom rules
and the guidelines as evidenced by descriptive rating in the report
card/journal3 - Satisfactory Pupils were 100-114% guided in the
observation of classroom rules and the guidelines as evidenced by
descriptive rating in the report card/journal2 - Unsatisfactory
Pupils were 51-99% guided in the observation of classroom rules and
the guidelines as evidenced by descriptive rating in the report
card/journal1 - Poor Pupils were not guided in the observation of
classroom rules and the guidelines as evidenced by descriptive
rating in the report card/journal Monitored attendance, diversity
and appreciation, safe, positive and motivating environment,
overall physical atmosphere, cleanliness and orderliness of
classrooms including proper waste disposal daily5 - Outstanding
Safety, orderliness and cleanliness of floors, toilets and proper
waste disposal were 130% and above maintained Attendance checking
was 130% and above systematically carried out4 - Very Satisfactory
Safety, orderliness and cleanliness of floors, toilets and proper
waste disposal were 115-129% maintained Attendance checking was
115-129% systematically carried out3 - Satisfactory Safety,
orderliness and cleanliness of floors, toilets and proper waste
disposal were 100-114% maintained Attendance checking was 100-114%
systematically carried out2 - Unsatisfactory Safety, orderliness
and cleanliness of floors, toilets and proper waste disposal were
51-99% maintained Attendance checking was 51-99% systematically
carried out1 - Poor Safety, orderliness and cleanliness of floors,
toilets and proper waste disposal were 50% and below consistently
maintained Attendance checking was 50% and below systematically
carried out Pupils/Student Outcomes Monitored and evaluated and
maintained pupils/students' progress with in the rating period30%5
- Outstanding Evidence showed that the teacher purposely plans
assessments and varies 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)4 - Very Satisfactory 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. Class record reflected the bases of 115-129% of
pupils' ratings in all classess/subject areas handled 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 Class record reflected
the bases of 100-114% of pupils' ratings in all classess/subject
areas handled Students' portfolio contained 100-114% of his
accomplishment Table of specifications is 100-114% prepared for
tests that require it Table of specifications showed 100-114%
congruence between content and skills test Test questions were
100-114% logiclly sequenced Pretest and Posttest were 100-114%
administered in all classes/subject area (Supported by analysis
report on subject area per class/grade level)2 - Unsatisfactory The
teacher planned instructions without analyzing student learning
data Class record reflected the bases of 51-99% of pupils' ratings
in all classess/subject areas handled 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 Test
questions were 51-99% logiclly sequenced Pretest and Posttest were
51-99% administered in all classes/subject area (Supported by
analysis report on subject area per class/grade level)1 - Poor No
evidence of student monitoring or evaluation of student progress
Class record reflected the bases of 50% and below of pupils'
ratings in all classess/subject areas handled 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 Remediation/enrichment
programs to improve performance indicators5 - Outstanding
Remediation/Enrichment program is offered to 130% and above who
need it4 - Very Satisfactory Remediation/Enrichment program is
offered to 115-129% who need it3 - Satisfactory
Remediation/Enrichment program is offered to 100-114% who need it2
- Unsatisfactory Remediation/Enrichment program is offered to
51-99% who need it1 - Poor Remediation/Enrichment program is
offered to 50% and below who need it Attained the required GSA for
grade level and learning areas5 - Outstanding130% and above
MPS/GSA4 - Very Satisfactory115%-129% MPS/ GSA3 -
Satisfactory100-114% MPS/GSA2 - Unsatisfactory51-99% MPS/GSA1 -
Poor50% and below MPS/GSAMFO: 1 BASIC EDUCATION POLICY SERVICES
Community Involvement Conducted periodic PTA
meetings/conferences20%5 - Outstanding130% and above accomplishment
with set agreements met4 - Very Satisfactory115-129% of planned
meetings producing only set agreements and partial accomplishments
of these3 - Satisfactory100-114% of planned meetings conducted
producing set of agreements2 - Unsatisfactory51-99% of planned
meetings conducted with minimal results1 - Poor50% and below of the
planned meetings conducted with no result Visited parents of
students needing academic monitoring/follow-up with in the rating
period5 - Outstanding130% and above accomplishment of set visits
successful interventions4 - Very Satisfactory115-129%
accomplishment of visits with partial success in implementation of
interventions3 - Satisfactory100-114% accomplishment of visits with
suggested planned interventions2 - Unsatisfactory51-99%
accomplishments of visits with planned interventions1 - Poor50% and
below accomplishments with no interventions Undertaken/initiated
projects/events/activities with external funding/sponsorship within
the target date5 - Outstanding130% and above project accomplishment
with full documentation report on completion4 - Very
Satisfactory115-129% project accomplishment with partial
completion3 - Satisfactory100-114% project initiative only with no
completion report2 - Unsatisfactory51-99% project initiative only
with no completion report1 - PoorNo project/event/activity
initiatedMFO: 2 BASIC EDUCATION SERVICES Professional Growth and
Development Conducted problem/classroom based action research20%5 -
Outstanding3 action research conducted with full documentation on
completion of interventions.4 - Very Satisfactory2 action research
conducted with full documentation on completion of interventions.3
- Satisfactory1 action research conducted with full documentation
on completion of interventions.2 - UnsatisfactoryIdentified
classroom/learning problems with research proposals1 - PoorOnly
classroom/learning/issues identified Initiated/Participated in
co-curricular/school activities with in the rating period5 -
OutstandingInitiated at least 2 co-curricular/ school activities
with documented results4 - Very SatisfactoryInitiated and
participated in co-curricular/ school activities with documented
results3 - SatisfactoryParticipated in most co-curricular/ school
activities with documented results2 - UnsatisfactoryParticipation
only with out document results1 - PoorNo participation in school
Activities Produced publications/ creative work for school
paper/division publication with in the target date5 -
OutstandingProduced publication/creative work published in National
Circulation/ DepEd Post/ CSC Newsletters and similar publications4
- Very SatisfactoryProduced publication/creative work published in
regional publications3 - SatisfactoryProduced publication/creative
work published in division publications2 - UnsatisfactoryProduced
publication/creative work published in school papers1 -
PoorERROR:#DIV/0!Unpublished work producedERROR:#DIV/0!* Toget the
score, the rating is multiplied by th weight assignedOVERAL RATING
FOR ACCOMPLISHMENTS0ERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!
LEONIEL L. RONSABLE0RateeRater
#RSH#
COMPETENCIES
COMPETENCIES
CORE BEHAVIORAL COMPETENCIESimprove performance. Examples may
include doing something better, faster, at alower cost, more
efficiently; or improving quality, costumer satisfaction, morale,
without setting any specific goal.Self-Management1Sets personal
goals and direction, needs and development.42Undertakes personal
actions and behaviors that are clear and purposive and takes into
account personal goals and values congruent to that of the
organization.43.2Teamwork1Willingly does his/her share of
responsibilty.42Promotes collaboration and removes barriers to
teamwork and goal accomplishment across the
organization33.43Displays emotional maturity and enthusiasm for and
is challenged by higher goals34Prioritize work tasks and schedules
(through gantt charts, checklists, etc.) to achieve goals.33Applies
negotiation principles in arriving at win-win agreements.35Sets
high quality, challenging, realistic goals for self and
others24Drives consensus and team ownership of
decisions.4Professionalism and Ethics5Works constructively and
collaboratively with others and across organizations to accomplish
organizational goals and objectives.3
Demonstrates the values and behavior enshrined in the Norms of
Conduct and Ethical Standards for public officials and employee (RA
6713).4Service Orientation11Can explain and articulate
organizational directions, issues and problems.42Practices ethical
and professional behavior and conduct taking into account the
impact of his/her actions and decisions.33.62Takes personal
responsibilty for dealing with and/or correcting costumer service
issues and concerns333Maintains professional image: being
trustworthy, regularity of attendance and punctuality, good
grooming and communication.43Initiates activities that promotes
advocacy for men and women empowerment.34Makes personal sacrifices
to meet the organization's needs.34Participates in updating of
office vision, mission, mandates & strategies based on DepEd
strategies and directions.35Acts with a sense pf urgency and
responsibility to meet the organization's needs, improves systems
and help others improve their effectiveness.45Develops and adopts
service improvement programs through simplified procedures that
will further enhance service delivery.2Result
FocusInnovation1Achieves results with optimal use of time and
resources most of the time.31Examines the root cause of problems
and suggests effective solutions. Fosters new ideas, processes, and
suggests bettter ways to do things (cost and/or operational
efficiency).32Avoids rework, mistakes and wastage through effective
work methods by placing organizational needs before personal
needs.32Demonstrates an ability to think "beyond the box".
Continuously focuses on improving personal productivity to create
higher value and results.33Delivers error-free outputs most of the
time by conforming to standard operating procedures correctly and
consistently. Able to produce very satisfactoy quality of work in
terms of usefulness/acceptability and completeness with no
supervision required.33.23Promotes a creative climate and inspires
co-workers to develop original ideas or solutions.434Expresses a
desire to do better and may express frustration at waste or
inefficiency. May focus on new or more precise ways of meeting
goals set.44Translates creative thinking into tangible changes and
solutions that improve the work unit and organization.25Makes
specific changes in the system or in own work methods to35Uses
ingenious methods to accomplish responsibilties. Demonstrates
resourcefulness and the ability to succeed with minimal
resources.35 - Role Model; 4 - Consistently demonstrates; 3 - Most
of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely
demonstratesDEPED RPMS form - DEPED form - For Head of Office |
4
CORE SKILLSComputer / ICT SkillsOral Communication1Prepares
basic compositions ( e.g., letters, reports, spreadsheets and
graphic presentations using Word Processing and Excel.21Follows
instructions accurately.43.42Identifies different computer parts,
turns the computer on/off, and work on a given task with acceptable
speed and accuracy and connects computer peripherals ( e.g.,
printers, modems, multi-media projectors, etc.)32.22Expresses self
clearly, fluently and articulately.33Prepares simple presentations
using Powerpoint.23Uses appropriate medium for the
message.34Utilizes technologies to : access information to enhance
professional productivity, assists in conducting research and
communicate through local and global professional networks.24Adjust
communication style to others.35Recommends appropriate and updated
technology to enhance productivity and professional
practice.25Guides discussions between and among peers to meet an
objective.4Written Communication1Knows the different written
business communication formats used in the DepEd.32Writes routine
correspondence/communications, narrative and descriptive report
based on ready available information data with minimal spelling or
grammatical error/s (e.g. Memos, minutes, etc.)333.113Secures
information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes.34Self-edits words,
numbers, phonetic notation and content, if necessary.35Demonstrates
clarity, fluency, impact, conciseness, and effectiveness in his/her
written communications.3
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 & PART IV
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance ResultsRatingAccomplishments of KRAs and
ObjectivesERROR:#DIV/0!
Employee-Superior AgreementThe 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:LEONIEL L. RONSABLEName of
Superior:0Signature:Signature:Date:Date:
PART IV: DEVELOPMENT PLANS
StrengthsDevelopment NeedsAction Plan (Recommended Developmental
Intervention)TimelineResources Needed
LEONIEL L. RONSABLE0RateeRater
DEPED RPMS form - DEPED form -For Teacher |