Department of

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
)+ 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
11 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
learning competencies
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
appro0ed #udget of (or7
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
1&&*115@ #ased on the
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
81*<<@ #ased on the
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
8&@ and #elo(
Per!or2ane Indiators
O,.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
113&@ and a#o0e
#ased on the #udget
of (or7
appro0ed #udget of (or7 appro0ed #udget of
(or7
#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

The teacher de0eloped a

measurea#le goal 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,1
The teacher eplained
the importance of the
goal and its
appropriateness to
students1

The teacher clearly

communicated a focus for
student learning that is
appropriate for students
and is aligned Philippine
Elementary /earning
Competencies )PE/C, or
the Philippine Secondary
/earning Competencies
)PS/C,1
1

The teacher did not

ha0e a clear focus for
student learning1
The teacher did not ha0e a
clear focus for student
learning or the
o#:ecti0e is too general
to guide lesson
planning or the
o#:ecti0e is
inappropriate for
students1

Has pro0ided
indi0idual acti0ities for
a 13&@ and a#o0e of
the classes handled
for the rating period

Has pro0ided indi0idual

acti0ities for a118*1+<@
of the classes handled for
the rating period

Has pro0ided indi0idual

acti0ities for a1&&*115@
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
130 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

Pupils (ere 13&@ and

a#o0e guided in the
o#ser0ation of
classroom rules and
guidelines as
e0idenced #y
descripti0e rating in
the report card/:ournal

Pupils (ere 118*1+<@

guided in the o#ser0ation
of classroom rules and
guidelines as e0idenced
#y descripti0e rating in
the report card/:ournal

Pupils (ere 1&&*115@

guided in the o#ser0ation
of classroom rules and
guidelines as e0idenced
#y descripti0e rating in the
report card/:ournal

Pupils (ere 81*<<@

guided in the
o#ser0ation of
classroom rules and
guidelines as
e0idenced #y
descripti0e rating in the
report card/:ournal
Pupils (ere not guided in
the o#ser0ation of
classroom rules and
guidelines as
e0idenced #y
descripti0e rating in the
report card/:ournal
.onitored attendance-
di0ersity appreciation-
safe- positi0e and
moti0ating
en0ironment- o0erall
physical atmosphere-
cleanliness and
orderliness of
classrooms including
proper (aste disposal
daily
Safety- orderliness
and cleanliness of
floors- toilets and
proper (aste disposal
(ere 13&@ and a#o0e
maintained
Safety- orderliness and
cleanliness of floors-
toilets and proper (aste
disposal (ere 118*1+<@
maintained
Safety- orderliness and
cleanliness of floors-
toilets and proper (aste
disposal (ere 1&&*115@
maintained
Safety- orderliness and
cleanliness of floors-
toilets and proper
(aste disposal (ere
81*<<@ maintained
Safety- orderliness and
cleanliness of floors-
toilets and proper
(aste disposal (ere
8&@ and #elo(
consistently maintained

%ttendance chec7ing
(as 13&@ and a#o0e
systematically carried

%ttendance chec7ing (as

118*1+<@ systematically
carried out

%ttendance chec7ing (as

1&&*115@ systematically
carried out

%ttendance chec7ing
(as 81*<<@
systematically carried
%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
out 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

Test "uestions (ere 118*

1+<@ logically
se"uenced

Test "uestions (ere 1&&*

115@ se"uenced

Test "uestions (ere

81*<<@ logically
se"uenced
Test "uestions (ere not
logically se"uenced

Pretest and Post!
test "ere 130
and above
administered in all
classes/sub#ect
area
$supported b%
anal%sis report on
sub#ect area per
class/&rade level'
Pretest and Post*test
(ere 118*1+<@
administered in all
classes/su#:ect area
$supported b%
anal%sis report on
sub#ect area per
class/&rade level'
Pretest and Post*test
(ere 1&&*115@
administered in all
classes/su#:ect area
$supported b%
anal%sis report on
sub#ect area per
class/&rade level'
Pretest and Post*test
(ere 81*<<@
administered in all
classes/su#:ect area
$supported b%
anal%sis report on
sub#ect area per
class/&rade level'
Pretest and Post*test (ere
ne0er administered
Conducted
remediation/
enrichment programs
$emediation/
Enrichment Program
is offered to 13&@ and
$emediation/ Enrichment
Program is offered to
118*1+<@ (ho need it
$emediation/ Enrichment
Program is offered to 1&&*
115@ (ho need it
$emediation/
Enrichment Program is
offered to81*<<@ (ho
$emediation/ Enrichment
Program is offered to
8&@ and #elo( (ho
Per!or2ane Indiators
O,.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
to impro0e
performance indicators
a#o0e of students (ho
need it and
need it need it
%ttained the re"uired
'S% for grade le0el
and learning areas
13&@ and a#o0e
.PS/'S%
118*1+<@ .PS/'S% 1&&*115@ .PS/'S% 81*<<@ .PS/'S% 8&@ and #elo(
.PS/'S%
Conducted periodic
PT%
meetings/conferences
13&@ and a#o0e
accomplishment (ith
set agreements met
118*1+<@ of planned
meetings conducted
producing only set
agreements and partial
accomplishment of these
1&&*115@ of planned
meetings conducted
producing set of
agreements
81*<<@ of planned
meetings conducted
(ith minimal results
8&@ and #elo( of
planned meetings
conducted (ith no
results
?isited parents of
students needing
academic
monitoring/follo(*up
(ithin the rating period
13&@ and a#o0e
accomplishment of set
0isits successful
inter0entions
118*1+<@
accomplishment of 0isits
(ith partial success in
implementation of
inter0entions
1&&*115@
accomplishment of 0isits
(ith suggested planned
inter0entions
81*<<@
accomplishment of
0isits (ith planned
inter0entions
8&@ and #elo(
accomplishment (ith
no inter0entions
6nderta7en/initiated
pro:ects/e0ents/acti0itie
s (ith eternal
funding/sponsorship
7ithin the tar%et date
13&@ and a#o0e
pro:ect
accomplishment (ith
full documentation
report on completion
118*1+<@ pro:ect
accomplishment (ith
partial completion
1&&*115@ pro:ect initiati0e
only (ith no completion
report
81*<<@ pro:ect
initiati0e only (ith no
completion report
!o pro:ect/e0ent/acti0ity
initiated
Conducted
pro#lem/classroom*
#ased %ction $esearch
3 %ction $esearch
conducted (ith full
documentation on
completion of
inter0entions
+ %ction $esearch
conducted (ith
documentation on
completion of
inter0entions
1 %ction $esearch
conducted (ith
documentation on
completion of
inter0entions
Identified
classroom/learning
pro#lems (ith
research proposals
>nly classroom/ learning
pro#lems/ issues
identified
Initiated/Participated in
co*curricular/school
acti0ities (ithin the
rating period
Initiated at least + co*
curricular/ school
acti0ities (ith
documented results
initiated and participated
in co*curricular/school
acti0ities (ith
documented results
participated in most of co*
curricular/ school acti0ities
(ith documented results
Participation only
(ithout documented
results
!o participation in school
acti0ities
Per!or2ane Indiators
O,.eti#es O'tstandin%
/30
4ery Satis!atory
/50
Satis!atory
/60
"nsatis!atory
/-0
Poor
/10
Produced pu#lications/
creati0e (or7 for
school paper/di0ision
pu#lication 7ithin the
tar%et date
Produced pu#lication/
creati0e (or7
pu#lished in !ational
Circulation/ 4epEd
Post/ CSC
!e(sletters and
similar pu#lications
Produced pu#lication/
creati0e (or7 pu#lished
in regional pu#lications
Produced pu#lication/
creati0e (or7 pu#lished in
di0ision pu#lication
Produced pu#lication/
creati0e (or7
pu#lished in school
papers
6npu#lished (or7
produced