POSITION AND COMPETENCY PROFILE PCP No.

_________ Revision Code: 00

Department of Education
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 unit in Education
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
 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

improve performance. Examples may include doing something better,
Self-Management faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
1 Sets personal goals and direction, needs and development. 4

Undertakes personal actions and behaviors that are clear and Teamwork
2 3.2
purposive and takes into account personal goals and values 4 1 4
Willingly does his/her share of responsibilty.
congruent to that of the organization.
2 Promotes collaboration and removes barriers to teamwork and goal
Displays emotional maturity and enthusiasm for and is challenged by 3 accomplishment across the organization 3 3.2
3
higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, 3
4 3
Applies negotiation principles in arriving at win-win agreements.
3
etc.) to achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 2 4 3
Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across
Professionalism and Ethics 3
organizations to accomplish organizational goals and objectives.

Demonstrates the values and behavior enshrined in the Norms of Service Orientation
Conduct and Ethical Standards for public officials and employee (RA 1
1 6713). Can explain and articulate organizational directions, issues and problems.
4 4
2
Practices ethical and professional behavior and conduct taking into
2 3.6 Takes personal responsibilty for dealing with and/or correcting costumer 3.4
account the impact of his/her actions and decisions. 3 service issues and concerns 3
Maintains professional image: being trustworthy, regularity of 3 Initiates activities that promotes advocacy for men and women
3
attendance and punctuality, good grooming and communication. 4 empowerment. 3
4
Participates in updating of office vision, mission, mandates & strategies
4 Makes personal sacrifices to meet the organization's needs.
4 based on DepEd strategies and directions. 4
Acts with a sense pf urgency and responsibility to meet the 5
Develops and adopts service improvement programs through simplified
5 organization's needs, improves systems and help others improve
procedures that will further enhance service delivery. 3
their effectiveness. 3
Result Focus Innovation
1 Examines the root cause of problems and suggests effective solutions.
Achieves results with optimal use of time and resources most of the
1 Fosters new ideas, processes, and suggests bettter ways to do things (cost
time. 4 3
and/or operational efficiency).
2
Avoids rework, mistakes and wastage through effective work Demonstrates an ability to think "beyond the box". Continuously focuses on
2
methods by placing organizational needs before personal needs. improving personal productivity to create higher value and results. 3
3
Delivers error-free outputs most of the time by conforming to 3
standard operating procedures correctly and consistently. Able to
Promotes a creative climate and inspires co-workers to develop original
3 produce very satisfactoy quality of work in terms of 3.4 3
ideas or solutions.
usefulness/acceptability and completeness with no supervision
required. 3 3
Expresses a desire to do better and may express frustration at waste 4
Translates creative thinking into tangible changes and solutions that improve the work unit and
4 or inefficiency. May focus on new or more precise ways of meeting organization.
goals set. 3 2
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
5 Makes specific changes in the system or in own work methods to
4 ability to succeed with minimal resources. 4
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrates
DEPED RPMS form - DEPED form -Teachers
 CORE SKILLS Computer / ICT Skills
Oral Communication Prepares basic compositions ( e.g., letters, reports, spreadsheets and
1 graphic presentations using Word Processing and Excel. 3

Identifies different computer parts, turns the computer on/off, and work on 2.8
1 Follows instructions accurately. 3.2
a given task with acceptable speed and accuracy and connects computer
4 2 peripherals ( e.g., printers, modems, multi-media projectors, etc.) 4
2 Expresses self clearly, fluently and articulately. 3 3 Prepares simple presentations using Powerpoint. 3
Utilizes technologies to : access information to enhance professional
3 Uses appropriate medium for the message. productivity, assists in conducting research and communicate through local
3 4 and global professional networks. 2
4 Recommends appropriate and updated technology to enhance productivity
Adjust communication style to others. 3 5 and professional practice. 2
5 Guides discussions between and among peers to meet an objective. 3
Written Communication
Knows the different written business communication formats used in
1 the DepEd. 2

Writes routine correspondence/communications, narrative and

descriptive report based on ready available information data with 2.8
minimal spelling or grammatical error/s (e.g. Memos, minutes, etc.)
2 3 OVERALL COMPETENCY RATINGS

Secures information from required references (i.e., Directories,

3 schedules, notices, instructions) for specific purposes. 3 CORE BEHAVIORAL COMPETENCIES 3.18
Self-edits words, numbers, phonetic notation and content, if
4 necessary. 3
Demonstrates clarity, fluency, impact, conciseness, and effectiveness
5 in his/her written communications. 3 OVERALL RATING 3.18

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: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating

Accomplishments of KRAs and Objectives

#REF!
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: #REF! Name of Superior: #REF!

Signature: Signature:
Date: Date:

PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
#REF! #REF! #REF!
Ratee Rater Approving Officer

DEPED RPMS form - DEPED form -For Teacher |