Department of Education POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code Postion Title Teacher I Salary Grade 11 Parenthetical Title Office Unit Effectivity Date Reports to Principal/ School Heads Page/s Position Supervised JOB SUMMARY QUALIFICATION STANDARDS A. CSC Prescribed Qualifications Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional un 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
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Department of Education
POSITION AND COMPETENCY PROFILE PCP No. _________ Revision Code: 00
Postion Title Teacher I Salary Grade 11Parenthetical TitleOffice Unit Effectivity DateReports to Principal/ School Heads Page/sPosition Supervised
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional unit in EducationExperience None required
Eligibility RA 1080Trainings None required
B. Preferred QualificationsEducation BSE/BSEEd/College Graduate with education units (18-21), MA units 18 units
ExperienceEligibility PBET/LET PassersTrainings In-Service training
#RSH#
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 EVALUATION
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
• Prepared lesson plans and daily logs of activities including appropriate adequate and updated instructional materials with in the rating period
• 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 strategies • 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
#RSH#
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
• 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 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
• Results of student observations/appraisal are 115-129% used as basis for follow-up.
#RSH#
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
• 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
• Results of student observations/appraisal are 100-114% used as basis for follow-up.
• 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
#RSH#
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
• 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
• Results of student observations/appraisal are 51-99% used as basis for follow-up.
• 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
• Results of student observations/appraisal are not used as basis for follow-up.
#RSH#
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
• Initiated discipline of students including classroom rules, guidelines and individual and group task with in the rating period
• 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/journal
• Pupils were 115-129% guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal
• Pupils were 100-114% guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal
• Pupils were 51-99% guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal
• Pupils were not guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal
#RSH#
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
• Monitored attendance, diversity and appreciation, safe, positive and motivating environment, overall physical atmosphere, cleanliness and orderliness of classrooms including proper waste disposal daily
• Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 130% and above maintained
• Attendance checking was 130% and above systematically carried out
• Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 115-129% maintained
• Attendance checking was 115-129% systematically carried out
• Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 100-114% maintained
• Attendance checking was 100-114% systematically carried out
• Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 51-99% maintained
• Attendance checking was 51-99% systematically carried out
• 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
#RSH#
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
• Monitored and evaluated and maintained pupils/students' progress with in the rating period
• 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)
• 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#
MFOs KRAs OBJECTIVES TIMELINE ACTUAL RESULTSRATING
* Toget the score, the rating is multiplied by th weight assigned
OVERAL RATING FOR ACCOMPLISHMENTS
00
0 0Ratee Rater Approving Officer
MFO: 2 BASIC EDUCATION SERVICES
• Professional Growth and Development
• Produced publications/ creative work for school paper/division publication with in the target date
Produced publication/creative work published in National Circulation/ DepEd Post/ CSC Newsletters and similar publications
Produced publication/creative work published in regional publications
Produced publication/creative work published in division publications
Produced publication/creative work published in school papers
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management1 Sets personal goals and direction, needs and development. 4
2 4 3.2Teamwork1 Willingly does his/her share of responsibilty. 42
3 3.43 3
4 33
Applies negotiation principles in arriving at win-win agreements. 3
5 Sets high quality, challenging, realistic goals for self and others 2 4 Drives consensus and team ownership of decisions. 4
Professionalism and Ethics5
3
4
Service Orientation
1 1 Can explain and articulate organizational directions, issues and problems. 4
23
3.62
33
34
33
4 Makes personal sacrifices to meet the organization's needs.3
4
3
54
5
2Result Focus Innovation
13
1
3
23
2
3
3
3
3.2
3
4
3
44
4
2
5 Makes specific changes in the system or in own work methods to3
53
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
DEPED RPMS form - DEPED form -Teachers
improve performance. Examples may include doing something better, faster, at alower cost, more efficiently; or improving quality, costumer satisfaction, morale, without setting any specific goal.
Undertakes personal actions and behaviors that are clear and purposive and takes into account personal goals and values congruent to that of the organization. Promotes collaboration and removes barriers to teamwork and goal
accomplishment across the organizationDisplays emotional maturity and enthusiasm for and is challenged by higher goalsPrioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve goals.
Works constructively and collaboratively with others and across organizations to accomplish organizational goals and objectives.
Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for public officials and employee (RA 6713).
Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions. Takes personal responsibilty for dealing with and/or correcting costumer
service issues and concernsMaintains professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication.
Initiates activities that promotes advocacy for men and women empowerment.Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and directions.
Acts with a sense pf urgency and responsibility to meet the organization's needs, improves systems and help others improve their effectiveness.
Develops and adopts service improvement programs through simplified procedures that will further enhance service delivery.
Achieves results with optimal use of time and resources most of the time.
Examines 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).
Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs.
Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal productivity to create higher value and results.
Delivers 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.
Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
Expresses 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.
Translates creative thinking into tangible changes and solutions that improve the work unit and organization.
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability to succeed with minimal resources.
CORE SKILLS Computer / ICT SkillsOral Communication
1 2
1 Follows instructions accurately.4
3.42 3
2.2
2 Expresses self clearly, fluently and articulately. 3 3 Prepares simple presentations using Powerpoint. 2
3 Uses appropriate medium for the message.3 4 2
4Adjust communication style to others. 3 5 2
5 Guides discussions between and among peers to meet an objective. 4Written Communication
1 3
2 33
OVERALL COMPETENCY RATINGS
3 3 CORE BEHAVIORAL COMPETENCIES 3.11
4 3
5 3 OVERALL RATING 3.11
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.
Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic presentations using Word Processing and Excel.
Identifies 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.)
Utilizes technologies to : access information to enhance professional productivity, assists in conducting research and communicate through local and global professional networks.Recommends appropriate and updated technology to enhance productivity and professional practice.
Knows the different written business communication formats used in the DepEd.Writes 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.)
Secures information from required references (i.e., Directories, schedules, notices, instructions) for specific purposes.Self-edits words, numbers, phonetic notation and content, if necessary.Demonstrates clarity, fluency, impact, conciseness, and effectiveness in his/her written communications.
DEPED RPMS form - DEPED form - For Teachers
PART III: SUMMARY OF RATINGS FOR DISCUSSION
Final Performance Results Rating
Accomplishments of KRAs and Objectives 0.00
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: 0 Name of Superior: 0
Signature: Signature:
Date: Date:
PART IV: DEVELOPMENT PLANS
Strengths Development Needs Timeline Resources Needed