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POSITION AND COMPETENCY PROFILE PCP No.

_________ Revision Code: 00

Department of Education
Postion Title Teacher I Salary Grade 11
Parenthetical Title
Office Unit Division of Taguig City and Pateros - Upper Bicutan National High School Effectivity Date December 12, 2016
Reports to Principal/ School Heads Page/s
Position Supervised
JOB SUMMARY
To take an active part in developing students to be lifelong learners that will enable them to be globally competitive and productive citizens of our country through
efficient and effective execution of the national curriculum provided by the Department of Education.

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor in Secondary Education (BSEd) - Major in Mathematics and 30 units for Master of Arts in Education - Major in Mathematics
Experience 10 yrs. (teaching experience - public)
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education Bachelor in Secondary Education (BSEd) - Major in Mathematics and 30 units for Master of Arts in Education - Major in Mathematics
Experience 10 yrs. (teaching experience - public)
Eligibility Licensure Examination for Teachers (LET)
Trainings In-Service trainings, MTAP Regional and National Seminars
Individual Performance Commitment and Review Form (IPCRF)
Name of Employee: MAMANSAG JR., RAFAEL F. Name of Rater: JOLIE B. CARDOZO
Position: Teacher I Position: Head Teacher III
Division: Division of Taguig City and Pateros Date of Review:
Rating Period: June 2018 – March 2019
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
PERFORMANCE INDICATORS RATINGS
MFOs KRAs OBJECTIVES TIMELINE Weight ACTUAL RESULTS SCORE
per KRA QET OUTSTANDING (5) VERY SATISFACTORY (4) SATISFACTORY (3) UNSATISFACTORY POOR Q E T AVE
(2) (1)
Basic 1. Content 1. Applied June 2018 - 7.5% Showed knowledge of content Showed knowledge of content Showed knowledge of Showed knowledge of No acceptable evidence was
Education Knowledge knowledge and its integration within and and its integration within and content and its integration shoiwn
of content within March 2019 content and its integration
Services and Pedagogy across subject areas as across subject areas as shown within and within and
and Quality
(22.5%) across curriculum shown in MOV 1 with a in MOV 1 with a across subject areas as across subject areas as
teaching areas. rating of 7 rating of 6 shown in MOV 1 with a shown in MOV 1 with a
rating of 5 rating of 4
5 5 3 5 0.375
Submitted at least 4 lessons Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lesson as No acceptable evidence was
as evidenced by MOV 1 and evidenced by MOV 1 from evidenced by MOV 1 from evidenced by MOV 1 from shoiwn
Efficiency supported by any 1 of the colleagues and supported by colleagues and supported by colleagues and supported by
other MOV given any 1 of the other MOV any 1 of the other MOV any 1 of the other MOV
given given given
Timeliness
2. Used a range of June 2018 - 7.5% Facilitated using different Facilitated using different Facilitated using different Facilitated using different No acceptable evidence was
teaching strategies teaching strategies that teaching strategies that teaching strategies that teaching strategies that shoiwn
that enhance learner March 2019 promote reading, writing promote reading, writing promote reading, writing promote reading, writing
achievement in Quality
literacy and numeracy and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as and/or numeracy skills as
skills. shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
of 7 of 6 of 5 of 4

Submitted at least 4 learner- Submitted at least 3 learner- Submitted at least 2 learner- Submitted 1 learner-centered No acceptable evidence was 5 5 5 0.375
centered lessons as evidently centered lessons as evidently centered lessons as evidently lesson as evidently shown in shoiwn
Efficiency shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and any of the given MOV
supported by any 1 of the supported by any 1 of the supported by any 1 of the
other MOV given other MOV given other MOV given

Timeliness
3. Applied a range of June 2018 - 7.5% Used different teaching Used different teaching Used different teaching Used different teaching No acceptable evidence was
teaching strategies to strategies that develop critical strategies that develop critical strategies that develop critical strategies that develop critical shoiwn
develop critical and March 2019 and creative thinking and/or and creative thinking and/or and creative thinking and/or and creative thinking and/or
creative thinking, as Quality
well as other other HOTS as shown in other HOTS as shown in MOV other HOTS as shown in other HOTS as shown in
higherorder MOV 1 with a rating of 7 1 with a rating of 6 MOV 1 with a rating of 5 MOV 1 with a rating of 4
thinking skills.
Submitted 4 or more lessons Submitted 3 lessons as Submitted 2 lessons as Submitted 1 lessons as No acceptable evidence was 5 5 3 5 0.375
as evidently shown evidently shown evidently shown evidently shown shoiwn
Efficiency in MOV 1 and supported by in MOV 1 and supported by in MOV 1 and supported by in MOV 1 and supported by
any 1 of the other MOV any 1 of the other MOV any 1 of the other MOV any 1 of the other MOV
given given given given
Timeliness
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
PERFORMANCE INDICATORS RATINGS
MFOs KRAs OBJECTIVES Weight
TIMELINE per ACTUAL RESULTS SCORE
(3) UNSATISFACTORY
KRA POOR
QET OUTSTANDING (5) VERY SATISFACTORY (4) SATISFACTORY Q E T AVE
(2) (1)
Basic 2. Learning 4. Managed June 2018 - 7.5% Used classroom management Used classroom management Used classroom management Used classroom management No acceptable evidence was
classroom structure to
Education Environment engage learners, March 2019 strategies that engage strategies that engage strategies that engage strategies that engage shoiwn
Services and individually or in Quality learners in activities/ learners in activities/ learners in activities/ learners in activities/
Diversity of groups, in meaningful tasks as shown in MOV 1 with tasks as shown in MOV 1 with tasks as shown in MOV 1 tasks as shown in MOV 1
Learners exploration, discovery a rating of 7 a rating of 6 with a rating of 5 with a rating of 4
and hands-on
(22.5%) activities within a 5 5 5 0.375
range of physical Submitted at least 4 lessons Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson supported No acceptable evidence was
learning supported by MOV 1 and any supported by MOV 1 and any supported by MOV 1 and any by any 1 of the acceptable shoiwn
environments. Efficiency 1 of the other acceptable 1 of the other acceptable MOV 1 of the other acceptable MOV
MOV MOV

Timeliness
5. Managed learner June 2018 - 7.5% Applied teacher management Applied teacher management Applied teacher management Applied teacher management No acceptable evidence was
behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior strategies of learner behavior shoiwn
constructively by March 2019
that promote positive and that promote positive and non- that promote positive and that promote positive and
applying positive Quality
and non-violent non-violent discipline as violent discipline as shown in non-violent discipline as non-violent discipline as
discipline to ensure shown in MOV submitted with MOV submitted with a rating of shown in MOV submitted with shown in MOV submitted with
learning-focused a rating of 7 6 a rating of 5 a rating of 4 5 5 5 0.375
environments.
Submitted at least 4 of the Submitted at least 4 of the Submitted at least 4 of the Submitted any 1 of the given No acceptable evidence was
Efficiency given strategies as observed given strategies as observed given strategies as observed strategies as observed in only shoiwn
in at least 4 lessons in at 3 lessons in at 2 lessons 1 lesson
Timeliness
6. Used June 2018 - 7.5% Applied differentiated Applied differentiated teaching Applied differentiated Applied differentiated No acceptable evidence was
differentiated, teaching strategies to address strategies to address learner teaching strategies to teaching strategies to shoiwn
developmentally March 2019
learner diversity as shown in MOV 1 address learner address learner
appropriate learning Quality
experiences to diversity as shown in MOV 1 with a rating of 6 diversity as shown in MOV 1 diversity as shown in MOV 1
address learners’ with a rating of 7 with a rating of 5 with a rating of 4
gender, needs,
strengths, interests Submitted at least 4 Submitted 3 differentiated Submitted 2 differentiated Submitted any 1 differentiated No acceptable evidence was
and experiences. 5 5 5 0.375
differentiated teaching teaching strategies in at least teaching strategies in 2 teaching strategy in only 1 shoiwn
strategies in at least 2 lessons 2 lessons as evidenced by lessons as evidenced by lesson as evidently shown in
Efficiency as evidenced by MOV 1 and MOV 1 and supported by any MOV 1 and supported by any any 1 of the acceptable MOV
supported by any 1 of the 1 of the other acceptable MOV 1 of the other acceptable
other acceptable MOV MOV

Timeliness
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
PERFORMANCE INDICATORS RATINGS
MFOs KRAs OBJECTIVES Weight
TIMELINE per ACTUAL RESULTS SCORE
(3) UNSATISFACTORY
KRA POOR
QET OUTSTANDING (5) VERY SATISFACTORY (4) SATISFACTORY Q E T AVE
(2) (1)
Basic 3. Curriculum 7. Planned, managed June 2018 - 7.5% Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence was
Education and Planning and implemented March 2019 developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced shoiwn
Services (22.5%) developmentally teaching and learning teaching and learning teaching and learning teaching and learning
sequenced teaching Quality
and learning process as shown in MOV process as shown in MOV process as shown in MOV process as shown in MOV
processes to meet 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5 1 with a rating of 4
curriculum
requirements and Submitted at least 4 Submitted 3 developmentally Submitted 2 developmentally Submitted 1 developmentally No acceptable evidence was
varied teaching developmentally sequenced sequenced teaching and sequenced teaching and sequenced teaching and shoiwn 5 5 5.00 0.375
contexts. teaching and learning process learning process as evidently learning process as evidently learning process as evidently
Efficiency as evidently shown in MOV 1 shown in MOV 1 and shown in MOV 1 and shown in any 1 of the given
and supported by any 1 of the supported by any 1 of the supported by any 1 of the MOV
other given MOV other given MOV other given MOV

Timeliness
8. Participated in June 2018 - 7.5% Consistently participated in Frequently participated in Occasionally participated in Rarely participated in No acceptable evidence was
collegial discussions LACs/FGDs/ meetings to LACs/FGDs/ meetings to LACs/FGDs/ meetings to LACs/FGDs/ meetings to shoiwn
that use teacher and March 2019 discuss teacher/learner discuss teacher/learner discuss teacher/learner discuss teacher/learner
learner feedback to Quality
enrich teaching feedback to enrich instruction feedback to enrich instruction feedback to enrich instruction feedback to enrich instruction
practice. as shown in the MOV as shown in the MOV as shown in the MOV as shown in the MOV
submitted submitted submitted submitted
5 5 5 0.375
Participated in at least 4 Participated in 3 Participated in 2 Participated in 1 No acceptable evidence was
LACs/FGDs/meetings as LACs/FGDs/meetings as LACs/FGDs/meetings as LAC/FGD/meeting as shoiwn
Efficiency evidently shown in any 1 of evidently shown in any 1 of evidently shown in any 1 of evidently shown in any 1 of
the given MOV the given MOV the given MOV the given MOV

Timeliness
9. Selected, June 2018 - 7.5% Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence was
developed, organized teaching and learning teaching and learning teaching and learning teaching and learning shoiwn
and used March 2019
resources, including ICT, to resources, including ICT, to resources, including ICT, to resources, including ICT, to
appropriate
teaching and Quality address learning goals as address learning goals as address learning goals as address learning goals as
learning resources, shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
including ICT, to rating of 7 rating of 6 rating of 5 rating of 4
address learning
goals. Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted any No acceptable evidence was 5 5 5 0.375
teaching and learning teaching and learning teaching and learning teaching and learning shoiwn
resources, including ICT, as resources, including ICT, as resources, including ICT, as resource, including ICT, as
Efficiency evidently shown in MOV 1 evidently shown in MOV 1 and evidently shown in MOV 1 evidently shown in any of the
and supported by any 1 of the supported by any 1 of the and supported by any 1 of the acceptable MOV
acceptable MOV acceptable MOV acceptable MOV

Timeliness
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
PERFORMANCE INDICATORS RATINGS
MFOs KRAs OBJECTIVES Weight
TIMELINE per ACTUAL RESULTS SCORE
(3) UNSATISFACTORY
KRA POOR
QET OUTSTANDING (5) VERY SATISFACTORY (4) SATISFACTORY Q E T AVE
(2) (1)
Basic 4. Assessment 10. Designed, June 2018 - 7.5% Designed, selected, Designed, selected, organized Designed, selected, Designed, selected, No acceptable evidence was
Education and Reporting selected, organized March 2019 organized and used and used diagnostic, formative organized and used organized and used shoiwn
Services (22.5%) and used diagnostic, diagnostic, formative and and diagnostic, formative and diagnostic, formative and
formative and
summative summative assessment summative assessment summative assessment summative assessment
assessment Quality strategies consistent with strategies consistent with strategies consistent with strategies consistent with
strategies consistent curriculum requirements as curriculum requirements as curriculum requirements as curriculum requirements as
with curriculum shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a rating
requirements. of 7 of 6 of 5 of 4 5 5 5.00 0.375

Submitted at least 4 Submitted 3 assessment tools Submitted 2 assessment Submitted 1 assessment tool No acceptable evidence was
assessment tools as evidently as evidently shown in any of tools as evidently shown in as evidently shown in any of shoiwn
Efficiency shown in any of the the acceptable MOV any of the acceptable MOV the acceptable MOV
acceptable MOV

Timeliness
1. Monitored and June 2018 - 7.5% Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable evidence was
evaluated learner evaluated learner progress evaluated learner progress evaluated learner progress evaluated learner progress shoiwn
progress and March 2019
Quality and achievement using and achievement using learner and achievement using and achievement using
achievement using
learner attainment learner attainment data as attainment data as shown in learner attainment data as learner attainment data as
data. shown in the MOV submitted the MOV submitted shown in the MOV submitted shown in the MOV submitted
Submitted a combination of Submitted a combination of Submitted a combination of Submitted 1 No acceptable evidence was 5 5 5 5.00 0.375
Efficiency at least 4 of the acceptable 3 of the acceptable 2 of the acceptable acceptable MOV shoiwn
MOV MOV MOV
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters
distributed across 2 quarters completed in 1 quarter shoiwn
12. Communicated June 2018 - 7.5% Consistently showed prompt Frequently showed prompt Occasionally showed prompt Rarely showed prompt No acceptable evidence was
promptly and clearly and clear communication of and clear communication of and clear communication of and clear communication of shoiwn
the learners’ needs, March 2019 the learners’ needs, progress the learners’ needs, progress the learners’ needs, progress the learners’ needs, progress
progress and
achievement to key Quality and achievement to key and achievement to key and achievement to key and achievement to key
stakeholders, stakeholders, including stakeholders, including stakeholders, including stakeholders, including
including parents/guardians as shown parents/guardians as shown in parents/guardians as shown parents/guardians as shown
parents/guardians. in the MOV submitted the MOV submitted in the MOV submitted in the MOV submitted
5 5 5 5.00 0.375
Submitted a combination of Submitted a combination of Submitted a combination of Submitted 1 No acceptable evidence was
Efficiency at least 4 of the acceptable 3 of the acceptable 2 of the acceptable acceptable MOV shoiwn
MOV MOV MOV
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable evidence was
Timeliness distributed across 4 quarters distributed across 3 quarters
distributed across 2 quarters completed in 1 quarter shoiwn
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
PERFORMANCE INDICATORS RATINGS
MFOs KRAs OBJECTIVES Weight
TIMELINE per ACTUAL RESULTS SCORE
(3) UNSATISFACTORY
KRA POOR
QET OUTSTANDING (5) VERY SATISFACTORY (4) SATISFACTORY Q E T AVE
(2) (1)
Basic 5. Plus Factor 13. Performed June 2018 - 10% Consistently performed Frequently performed Occassionally performed Rarely performed No acceptable evidence was
Education (10%) various special tasks and/or special tasks and/or special tasks and/or special tasks and/or shoiwn
related March 2019
Services Quality assignments as shown in the assignments as shown in the assignments as shown in the assignments as shown in the
works/activities that
contribute to the MOV submitted MOV submitted MOV submitted MOV submitted
teaching-learning 5 5 5.00 0.500
process. Submitted at least 4 different Submitted only 3 different Submitted only 2 different Submitted only 1 kind of No acceptable evidence was
Efficiency kinds of acceptable kinds of acceptable kinds of acceptable acceptable MOV shoiwn
MOV MOV MOV

Timeliness

RATING FOR OVER-ALL ACCOMPLISHMENTS 5.000


ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 - 5.000 Outstanding
3.500 - 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
below 1.500 Poor

Certified Correct: Approved:

RAFAEL F. MAMANSAG JR. JOLIE B. CARDOZO GINA R. POBLETE, Ph.D.


Ratee/Teacher I Rater/Head Teacher III Principal III
Date: March , 2019
PART II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management
1. Sets personal goals and directions, needs and development.
2. Understands personal actions and behavior that are clear and purposive
and takes into account personal goals and values congruent to that of the
organization.
5
3. Displays emotional maturity and enthusiasm for and is challenged by higher
goals.
4. Prioritize work tasks and schedules (through Gantt charts, checklists, etc.)
to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1. Demonstrate the values and behavior enshrined in the Norms and Conduct
and Ethical Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account
the impact of his/her actions and decisions.
5
3. Maintains a professional image: being trustworthy, regularity of attendance
and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the organization’s
needs, improve system and help others improve their effectiveness.
Results Focus
1. Achieves results with optimal use of time and resources most of the time.
2. Avoids rework, mistakes and wastage through effective work methods by
placing organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard
operating procedures correctly and consistently. Able to produce
very satisfactory quality work in terms of usefulness/acceptability and
5
completeness with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or
5

inefficiency. May focus on new or more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower
cost, more efficiently, or improving quality, customer satisfaction, morale,
without setting any specific goal.
T II: COMPETENCIES

Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barrier to teamwork and goal
accomplishment across the organization.
3. Applies negotiation principles in arriving at win-win agreements.
5
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across organizations to
accomplish organization goals and objectives.

Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer
service issues and concerns.
3. Initiates activities that promote advocacy for men and women empowerment.
5
4. Participates in updating office vision, mission, mandates and strategies based
on DepEd strategies and directions.
5. Develops and adopts service improvement program through simplified
procedures that will further enhance service delivery.

Innovation
1. Examines the root cause of problems and suggests effective solutions.
Foster new ideas, processes and suggests better ways to do things (cost and/or
operational
efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on
improving personal productivity to create higher value and results.
5
3. Promotes a creative climate and inspires co-workers to develop original ideas or
solutions.
5

4. Translates creative thinking into tangible changes and solutions that improve the
work unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates
resourcefulness and the ability to succeed with minimal resources.

OVERALLCOMPETENCY RATING 5
Part III: SUMMARY OF RATINGS FOR DISCUSSION
Name of Employee: MAMANSAG JR., RAFAEL F. Name of Rater: JOLIE B. CARDOZO
Position: Teacher I Position: Head Teacher III
Review Period: June 2018– March 2019 Date of Review: March 13, 2019
Bureau/Center/Service/Division: Division of Taguig City and Pateros

Key Results Weight per Weight per Numerical Rating


Objectives Score
Area KRA Objective
Q E T Average
Objective 1 7.5% 5 5 5 0.375
1 22.5% Objective 2 7.5% 5 5 5 0.375
Objective 3 7.5% 5 5 5 0.375
Objective 4 7.5% 5 5 5 0.375
2 22.5% Objective 5 7.5% 5 5 5 0.375
Objective 6 7.5% 5 5 5 0.375
Objective 7 7.5% 5 5 5 0.375
3 22.5% Objective 8 7.5% 5 5 5 0.375
Objective 9 7.5% 5 5 5 0.375
Objective 10 7.5% 5 5 5 0.375
4 22.5% Objective 11 7.5% 5 5 5 5 0.375
Objective 12 7.5% 5 5 5 5 0.375
5 10.0% Objective 13 10.0% 5 5 5 0.500
Final Rating 5.000
Adjectival Rating Outstanding
Ratee:

Certified Correct: Approved:


RAFAEL F. MAMANSAG JR.
Teacher I
JOLIE B. CARDOZO GINA R. POBLETE, Ph.D.
Rater/Head Teacher III Principal III
PART IV: DEVELOPMENT PLANS
Strengths Development Needs Learning Objectives Action Plan Timeline Resource Needs
Recommended
Developmental
Intervention)

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

Certified Correct: Approved:


RAFAEL F. MAMANSAG JR. JOLIE B. CARDOZO GINA R. POBLETE, Ph.D.
Ratee/Teacher I Rater/Head Teacher III Principal III
Date: March , 2019

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