Department of Education

POSITION AND COMPETENCY PROFILE PCP NO. ________ Revision Code: 00

Position Title : Salary Grade : 19Parenthetical Title :Office Unit : Effectivity Date :Reports to : Page/s :Position Supervised : Classroom Teachers, School Personnel

JOB SUMMARY

Coordinates with the subject area division supervisors in preparing teacher training and implements school policies and regulations.QUALIFICATION STANDARDS

A. CSC Prescribed Qualifications

Education

Experience Head Teacher for 1 year or Teacher-In-Charge for 2 years or Master teacher for 2 years or Teacher for 5 years

Eligibility RA 1080Trainings 40 hours relevant training

B. Preferred QualificationsEducation MA Graduate with at least 18 units Leadership and Management Subject

Experience At least 5 years of teaching experience (inclusive of 2 years as Teacher-In-Charge or Officer-In-ChargeEligibility LET, PBET, NQESHTrainings NEAP, Leadership; Management/SBM Trainings

Performance Rating VS 2 rating periods

Sets the mission, vision, goals and objectives of the School, creates an environment that is conducive to teaching-learning process, monitors and assesses the school curriculum and accountable for higher learning outcomes

Bachelor's degree in Elementary/Secondary Education or Bacahelor's Degree with 18 professional education units with appropriate field of specialization

Office Performance Commitment and Review Form

Name of Employee: Name of Rater:Position: Position:Review Period: Date of Review:Bureau/Center/Service/Division: Department of Education - Negros Oriental

TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION

MFOs KRAs OBJECTIVES TIMELINE Weight per KRA ACTUAL RESULTS

RATING

SCORE*

Q E T

5 - NAT performance and GSA is 130% and above

4 - NAT performance and GSA is 115%-129%

3 - NAT performance and GSA is 100%-114%

2 - NAT performance and GSA is 51%-99%

1 - NAT performance and GSA is 50% and below

PERFORMANCE INDICATORS (Quality, Efficiency, Timeliness)

Average

Instructional Leadrship

Accounted for learning outcomes of schools and centers viz-a-viz goals and targets

Performed Instructional Supervision to achieve learning outcomes

5- Conducted Observation and coaching session 130% an Above per month

4-Conducted Conducted Observation and coaching session 115%-129% per month

3-Conducted Conducted Observation and coaching session 100%-114% per month

2-Conducted Conducted Observation and coaching session 51%-99% per month

1-Conducted Conducted Observation and coaching session 50% and below per month

1 - Mechanisms and reports are missing

Learning Environment

Provide safe and child friendly learning and school environment for learners

5 - 130% and above accomplishments on the following (supported by evidence such as school policy, reports, information materials, advocacy activities, regular meetings, inventory)- Adhered to Child-Friendly environment standards and Prog- programs - Institutionalized child protection mechanisms and processes (per DO 40, s. 2012) - Provided ICT facilities/ workshop rooms as learning support systems -Has clear DRRM mobilization plans

4 - All mechanisms are present except for some minimal requirements

3 - All mechanisms are present but without evidences

2 - Incomplete mechanisms and absence of reports

SCHOOL LEADERSHIP,MANAGEMENT AND OPERATIONS

Performed school leadership, management and operations functions

5 - With clear financial management system for the school supported by eviden- ces such as reports, account logs, database system - Allocate/Prioritized funds for programs and school facilities impro- vement and mainte- nance -Monitored, accountedand reported utilization of school fund -Reported sources and uses of funds - Ensured quality stan- dards for facilities given to the school Coordinated with stakeholders on resource mobilization -Maintained school EMIS and regularly submit MIS reports to the Division Office

4 - With clear financial and resource manage- ment system but one or requirements were missing, were negligi- ble (with complete evidence)

3 - With clear financial and resource manage- ment system but two requirements and/or reports were lacking

2 - Financial Manage- ment system and reporting were in its initial stages

1 -No Financial Manage- ment System and/or reports observed

HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT

Provide technical assis tance to teachers on matters pertaining to enhancement of class- room management, skills and instructional compe- tence and to non-teaching personnel for support services within the RPMS cycle

5 - 130% and above of teachers -Provided with techni- cal assistance with corresponding eviden- ces -Teachers portfolio containing observation reports, TSNA results, performance analyses and recommendations for development interventions, perfor- mance contracts, and performance evalua- tion results in pres- cribed tools - Performed RPMS processes among130% and above school personnel with the following as evidences: -Performance contracts, and performance eva- luation results in pres- cribed tools and pro- posed development plans

4 - At least 115%-129% of school personnel provided with technical assistance with the required evidences

3 - At least 100-114% of school personnel provided with technical assistance with therequired evidences

1 - No evidence in this area

HUMAN RESOURCE MANAGEMENT AND DEVELOPMENT

Provide technical assis tance to teachers on matters pertaining to enhancement of class- room management, skills and instructional compe- tence and to non-teaching personnel for support services within the RPMS cycle

2 - At least 51-99% of school personnel provided with technical assistance with therequired evidences

1 - 50% and below of school personnel provided with technical assistance with the required evidences

PARENTS INVOLVE-MENT AND COMMUNITY PARTNERSHIP

Established school and family and community partnership for school performance

5 - Has stakeholders partnership/mobiliza- tion plan (complete with reports and docu- mentations of meetings, agreements) -Organized programs withstakeholders, esp. parents for academic and other purposes (esp. strategic planning) Obtained resources for the school through stakeholders partnership

4 - Has mobilization plan and occasionally meets stakeholders in meet- ings and activities but some elements (e.g. not enough resources raised)

3 - Has mobilization plan and occasionally meets stakeholders but not resulting to resources generated and eviden- ces are missing

2 - Poor mobilization skills and seldom meets stakeholders

0

Rater Ratee Approving Officer

DEPED RPMS form - DEPED form - For Head of Office | 3

OVER ALL RATING FOR ACCOMPLISHMENT

* To get the score, the rating is multiplied by the weight assigned.

COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management1 Sets personal goals and direction, needs and development. 3

2 3 3Teamwork1 Willingly does his/her share of responsibilty. 32

4 3.63 3

4 2 3Applies negotiation principles in arriving at win-win agreements. 3

5 Sets high quality, challenging, realistic goals for self and others 4 4 Drives consensus and team ownership of decisions. 4

Professionalism and Ethics5

4

3

Service Orientation

1 1 Can explain and articulate organizational directions, issues and problems. 4

23

3.22

33

3 33

3

4 Makes personal sacrifices to meet the organization's needs.4

4

3

53

5

2Result Focus Innovation

13

1

3

23

2

3

3

3

3.2

3

4

2.8

44

4

2

5 Makes specific changes in the system or in own work methods to 35

25 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates

DEPED RPMS form - DEPED form - For Head of Office | 4

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.

LEADERSHIP COMPETENCIES People DevelopmentLeading People

1 2

14

3.22

32.4

2 4 3 2

33 4 2

43 5 3

52

People Performance Management1

33.00

2 2 2.6

3 3

4 3

5 2

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 Head of Office | 4

Improves the skills and effectiveness of individuals through employing a range of development strategies.

Uses basic persuasion techniques in a discussion or presentation e.g., staff mobilization, appeals to reason and/or emotions, uses data and examples, visual aids.

Facilitates workforce effectiveness through coaching and motivating/developing people within a work environment that promotes mutual trust and respect.

Persuades, convinces or influences others, in order to have a specific impact or effect.

Conceptualizes and implements learning interventions to meet identified training needs.

"Sets a good example", is a credible and respected leader; and demonstrates desired behavior.

Does long-term coaching or training by arranging appropriate and helpful assignments, formal training, or other experiences for the purpose of supporting a person's learning and development.

Forwards personal, professional and work unit needs and interests in an issue.

Cultivates a learning environment by structuring interactive experiences succh as looking dfor the future opportunities that are in support of achieving individual career goals.

Assumes a pivotal role in promoting the development of an inspiring, relevant vision for the organization and infuences others to share ownership of DepEd goals, in order to create an effective work environment.

Makes specific changes in the performance management system or in own work methods to improve performance (e.g., does something better, faster, at lower cost, more efficiently; improves quality, costumer satisfaction, morale, revenues).Sets performance standards and measures progress of employees based on office and department targets.Provides feedback and technical assistance such as coaching for performance improvement and action planning.States performance expectations clearly and checks understanding and committment. Performs all the stages of Results-based Performance Management System supported by evidence and required doccuments/forms.

CORE SKILLS Computer / ICT SkillsOral Communication

1 5

1 Follows instructions accurately.4

3.252 5

5

2 Expresses self clearly, fluently and articulately. 3 3 Prepares simple presentations using Powerpoint. 5

3 Uses appropriate medium for the message.3 4 5

4 Adjust communication style to others. 3 5 55 Guides discussions between and among peers to meet an objective.

Written Communication

1 4

2 44

3 4 OVERALL COMPETENCY RATINGS

4 4 CORE BEHAVIORAL COMPETENCIES 3.13

5 4 LEADERSHIP COMPETENCIES 3.41

OVERALL RATING 3.275 - 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 | 4

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results RatingAccomplishments of KRAs and Objectives 0.00

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: DICKY R. ELENTORIO Name of Superior: ANELITO A. BONGCAWIL Ed.D.

Signature: Signature:

Date: Date:

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Timeline Resources NeededAction Plan

(Recommended Developmental Intervention)

Rater Ratee Approving Officer

DEPED RPMS form - DEPED RPMS form -For Head of Office | 6

MOVObjective 2 KRA 1 Q E

23-25 Observations /mo

20-22 Observations/mo

10-19 Observations/Mo

5- Conducted Observation and coaching session 130% an Above per month

26 or more observations/mo

26 Observation based on Individual Plans/ Data based Observation with coaching form duly signed by administartor

4-Conducted Conducted Observation and coaching session 115%-129% per month

23-25 Observation based on Individual Plans/ Data based Observation with coaching form duly signed by administartor

3-Conducted Conducted Observation and coaching session 100%-114% per month

20-22 Observation based on Individual Plans/ Data based Observation with coaching form duly signed by administartor

2-Conducted Conducted Observation and coaching session 51%-99% per month

10-19 Observation based on Individual Plans/ Data based Observation with coaching form

1-Conducted Conducted Observation and coaching session 50% and below per month

9 and Below Observations/Mo

9 and below Observation based on Individual Plans/ Data based Observation with coaching form

T

Monthly

Monthly

Monthly

Monthly

Monthly