Position and Competency Profile: Job Summary

POSITION AND COMPETENCY PROFILE PCP No.
_________ Revision Code: 00
Department of Education
Postion Title Teacher I Salary Grade 13
Parenthetical Title
Office Unit SAN ROQUE NATIONAL HIGH SCHOOL Effectivity Date
Reports to Principal/ School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Secondary
Experience None required
Eligibility LET Passers
Trainings None required
B. Preferred Qualifications
Education BSIE MAJOR IN ELECTRICAL /,MAT MAJOR IN THE 36 UNITS MAED units 40 units
Experience 17 YRS in Public School
Eligibility LET Passers
Trainings In-Service training
Individual Performance Commitment and Review Form
Name of Employee: Name of Rater:

Position: Position:
Review Period: Date of Review:
Bureau/Center/Service/D
TO BE FILLED DURING PLANNING TO BE FILLED DURING EVA
PERFORMANCE INDICATORS (Quality, Efficiency,Timelines) RA

MFOs KRAs OBJECTIVES TIMELINE Weight ACTUAL RESULTS
per KRA
quality efficiency timelines Q
MFO: 2 25%
4
Teaching- • Prepared 5 - Outstanding 5-.5- 90% -100% of
Learning lesson plans and lesson plan/DLL are
Process daily logs of • All daily lesson plans had submitted on time for
BASIC activities
including
the following objective,
subject matter, 5-outsnading
checking of the
immediate superior
EDUCATI appropriate procedures, evaluation
adequate and and assignment
updated
ON
90-100% of the lesson
instructional performed using available
materials with in resources, instructional
SERVICE
the rating period • Each part had a full materials or modular based as
description of what to do approach in teaching the
with an example competencies .
S 4- 70-89% of the lesson 4- 70%-89% of the lesson

performed using available plan /DLL are submitted on
• Objective was specific, resources, instructional time for checking of the
measurable, attainable, materials or modular based as immediate superior
result-oriented and time- approach in teaching the
competencies .
bound
3- 40-69% of the lesson
performed using available
resources, instructional
• 130% and above materials or modular based as
developed high order approach in teaching the
thinking skills competencies .
#RSH#
Weight
MFOs KRAs OBJECTIVES TIMELINE per ACTUAL RESULTS
KRA
2- 20-39% of the lesson 3- 40% -69% of lesson
plan/DLL are submitted
• Attained 130% and materials or modular based as on time for checking of
above of the desired approach in teaching the the immediate superior
learning competencies competencies .
1- 0-29% of the lesson
materials or modular based as
• 130% and above based approach in teaching the
on the budget of work competencies .
4 - Very Satisfactory
• Had four of the five parts 2 20% -39% of lesson
of lesson plan plan/DLL are submitted
on time for checking of
the immediate superior
• Each part of the partial
description of what to do
with an example
#RSH#
Weight
KRA
• Objective was stated

with 1 behavioral indicator 1 0-29% of lesson
is missing plan/DLL are submitted on
time for checking of the
immediate superior
• 115-129% developed
high order thinking skills
• Attained 115-129% of
the desired learning
competencies
• 115-129% based on the

approved budget of work
3 - Satisfactory
• Had 3 of the five parts
• Each part had a partial

description with out
example
• Objectives was stated

with 3-4 behavioral
indicator missing
• 100-114% develop high

order thinking skills
• Attained 100-114% of
competencies

2 - Unsatisfactory
#RSH#
Weight
KRA
• Each part had no

example

with 1-2 behavioral
indicator missing
• 51-99% develop high
order thinking skills
• Attained 51-99% of the

desired learning
competencies

#RSH#
Weight
KRA
1 - Poor
• Each part had no

example

without behavioral
indicator m
• 50% and below develop

high order thinking skills
• 50% and below attained

competencies
• 50% and below based

on the approved budget of
work
• Facilitated 5 - Outstanding 5- used more than 4 5-80%-100% lesson are
learning in the different teaching accomplished and
school through strategies in presenting finished on the schedule
functional lesson the lesson budject of work
plans, daily logs
and innovative
teaching • The teacher established
strategies challenging and
measurable goal/s for
student learning that is
aligned with the Philippine
Secondary Learning
Competencies
(PSLC))curriculum
4-60%-79% lesson are
• The goal reflected a 4- used 4 different accomplished and
range of student learner teaching strategies in finished on the schedule
needs. presenting the lesson budject of work
#RSH#
Weight 4-60%-79% lesson are
KRA accomplished and
quality efficiency finishedtimelines
on the schedule Q
budject of work
• Has provided individual

activities for a 130% and
above of the classes 3-used 3 different teaching
handled for the rating strategies in presenting
period the lesson
3-40%-59% lesson are
• Teaching methods and accomplished and
strategies elicited 130% 2- used 2 different finished on the schedule
and above interaction teaching strategies in budject of work
from a class presenting the lesson
• Inductive
method/deductive
method was 130% and 1-used 1 teaching
above used in teaching a strategies in presenting
lesson the lesson
• Cooperative learning 2-20%-39% lesson are
strategies was 130% and accomplished and
above effective when used finished on the schedule
budject of work
#RSH#
Weight
KRA 2-20%-39% lesson are
quality efficiency timelines
accomplished and Q
finished on the schedule
budject of work
• ICT integration is 130%
and above evident
1-0%-10% lesson are
accomplished and
• Results of student finished on the schedule
observations/appraisal are budject of work
130% and above used as
basis for follow-up.
• The teacher developed

a measurable goal for
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.
#RSH#
Weight
KRA

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
• ICT integration is 115-
129% evident
• Results of student
observations/appraisal are
115-129% used as basis
for follow-up.
#RSH#
Weight
KRA
3 - Satisfactory
• The teacher clearly

communicated a focus for
aligned with the (DepEd
standards or Philippine
Elementary Learning
Competencies (PELC) or
the Philippine Secondary
Learning Competencies
(PSLC))curriculum

activities for a 100-114%
and above of the classes
period

strategies elicited 100-
114% interaction from a
class
• Inductive
method/deductive
method was 100-114%
used in teaching a lesson
effective when used
• ICT integration is 100-
114% evident
#RSH#
Weight
KRA
100-114% used as basis
for follow-up.
2 - Unsatisfactory
• The teacher did not
have a clear focus for
student learning

activities for a 51-99% of
the classes handled for the
rating period
#RSH#
Weight
KRA

strategies elicited 51-99%
•interaction
Inductive from a class
method/deductive
method was 51-99% used
in teaching a lesson
effective when used
• ICT integration is 51-99%
evident
51-99% used as basis for
follow-up.
1 - Poor
• 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

activities for a 50% and
below of the classes
period
#RSH#
Weight
KRA

strategies elicited 50% and
below interaction from a
class
• Inductive
method/deductive
method was not used in
teaching a lesson
strategies was never
• ICT integration used
is not
evident
not used as basis for
follow-up.
#RSH#
Weight
KRA
15%
5
• Monitored 5 - Outstanding 5- the class save 30% of 5- accomplishment
attendance, the total volume of waste report with regards to
diversity and in a year school year using the housekeeping
appreciation, waste management schedule are checked
safe, positive and • Safety, orderliness and system. and submmitted 3 days
motivating cleanliness of floors,
environment, on the schedule time.
toilets and proper waste
overall physical disposal were 130% and
atmosphere, above maintained
cleanliness and
orderliness of 4- the class save 25% of
classrooms the total volume of waste
including proper • Attendance checking was in a year school year using
waste disposal 130% and above waste management
daily systematically carried out system.
4 - Very Satisfactory 4- accomplishment
3- the class save 20% of report with regards to
the total volume of waste the housekeeping
in a year school year using schedule are checked
• Safety, orderliness and waste management and submmitted 2 days
cleanliness of floors, system. on the schedule time.
disposal were 115-129%
maintained
• Attendance checking was

115-129% systematically
carried out
3 - Satisfactory 2- the class save 15% of 3- accomplishment
the total volume of waste report with regards to
in a year school year using the housekeeping
waste management schedule are checked
• Safety, orderliness and system. and submmitted 1 days
cleanliness of floors, on the schedule time.
maintained
#RSH#
3- accomplishment
report with regards to
the housekeeping
schedule are checked
and submmitted 1 days
Weight on the schedule time.
KRA
1- the class save 10% of
the total volume of waste
• Attendance checking was in a year school year using
100-114% systematically waste management
carried out system.
2 - Unsatisfactory 2- accomplishment
the housekeeping
• Safety, orderliness and and submmitted on the
cleanliness of floors, schedule time.
maintained

51-99% systematically
carried out
1 - Poor 1- accomplishment
the housekeeping
• Safety, orderliness and and submmitted 1-2
cleanliness of floors, days after the schedule
toilets and proper waste time.
disposal were 50% and
below consistently
maintained

50% and below
systematically carried out
#RSH#
Weight
KRA
• • Monitored and 5 - Outstanding 5-0% dropped out rate 5- all reports on the
Pupils/Stud evaluated and and no failled student in attendance , academic
ent maintained the final rating of the performance , and
Outcomes pupils/students' class classroom
progress with in management of the
the rating period • Evidence showed that student are
the teacher purposely accomplished
plans assessments and
varies assessment choices submmitted 3 days on
to match the different the shedule time line
student needs, abilities,
and learning styles.
4-1 %-2% dropped out
• Class record reflected rate and no failled
the bases of 130% and student in the final
above of pupils' ratings in rating of the class
all classess/subject areas
handled
4- all reports on the
attendance , academic
• Students' portfolio performance , and
contained 130% and above classroom
of his accomplishment management of the
• Table of specifications is 3-3-4% dropped out student are
130% and above prepared rate and no failled accomplished
for tests that require it student in the final submitted 2 days on the
rating of the class shedule time line
• Table of specifications
showed 130% and above
congruence between
content and skills test
2 ,5-6 % dropped out 3- all reports on the
• Test questions were rate and no failled attendance , academic
130% and above logiclly student in the final performance , and
sequenced rating of the class classroom
management of the
student are
accomplished
submitted 1 day on the
#RSH# shedule time line
Weight 2 ,5-6 % dropped out 3- all reports on the
KRA rate and no failled attendance , academic
quality efficiency
student in the final timelines, and
performance Q
rating of the class classroom
management of the
student are
• Pretest and Posttest accomplished
were 130% and above submitted 1 day on the
administered in all shedule time line
classes/subject area
(Supported by analysis
report on subject area per
class/grade level)
4 - Very Satisfactory 1-7% dropped out rate
and no failled student in 2- all reports on the
the final rating of the attendance , academic
class performance , and
classroom
• The teacher explained management of the
the various uses and student are
limitations of the different
kinds of assessments/test. accomplished
Evidence showed that submitted on the
student needs and shedule time line
avenues for growth were
clearly identified.
#RSH#
performance , and
classroom
management of the
student are
accomplished
Weight submitted on the
MFOs KRAs OBJECTIVES TIMELINE per shedule time line ACTUAL RESULTS
KRA
• Class record reflected

the bases of 115-129% of
pupils' ratings in all
classess/subject areas
handled
• Students' portfolio
contained 115-129% of his
accomplishment
1- all reports on the
attendance , academic
• Table of specifications is performance , and
115-129% prepared for classroom
tests that require it management of the
student are
accomplished
• Table of specifications submitted 1-2 day after
showed 115-129% the shedule time line
congruence between
• Test questions were 115-

129% logiclly sequenced
• Pretest and Posttest

were 115-129%
administered in all
class/grade level)
3 - Satisfactory
#RSH#
Weight
KRA
• The eveidence of more

than one measure of
student performance but
there is difficulty in
analyzing data to inform
instuctional planning and
dilivery

handled
accomplishment
• Table of specifications is
100-114% prepared for
tests that require it
#RSH#
Weight
KRA
showed 100-114%
congruence between
•• Test questions
Pretest were 100-
and Posttest
114% logiclly
were 100-114% sequenced
administered in all
class/grade level)
2 - Unsatisfactory
• The teacher planned

instructions without
analyzing student learning
data

handled
accomplishment
51-99%prepared for tests
that require it
#RSH#
Weight
KRA
showed 51-99%
congruence between
• Test questions were 51-

99% logiclly sequenced

were 51-99% administered
in all classes/subject area
class/grade level)
1 - Poor
• No evidence of student
monitoring or evaluation
of student progress
#RSH#
Weight
KRA

the bases of 50% and
below of pupils' ratings in
all classess/subject areas
handled
contained 50% and below
of his accomplishment
not prepared for tests that
require it
did not show congruence
between content and skills
test
• Test questions were not
logiclly sequenced

were never administered
• Conducted • Remediation/Enrichment
5 - Outstanding
Remediation/enri program is offered to 5-save 50% of the
chment programs 130% and above who need materials in remidiation 5- finished 4 days ahead
to improve it program on schedule time
performance 4 - Very Satisfactory
indicators • Remediation/Enrichment 4-save 40% of the
program is offered to 115- materials in remidiation 4- finished 3 days ahead
129% who need it program on schedule time
3 - Satisfactory
#RSH# 3-save 30% of the

materials in remidiation 3- finished 2 days ahead
• Conducted
Remediation/enri
chment programs
to improve
performance
indicators PERFORMANCE INDICATORS (Quality, Efficiency,Timelines) RA
Weight
KRA
• Remediation/Enrichment 3-save 30% of the

2 - Unsatisfactory

1 - Poor
program is offered to 50% materials in remidiation 1- finished on schedule
and below who need it program time
#RSH#
Weight
KRA
• Attained the
required MPS
Target for every 5- MPS improved by 20%
grading period and above in each grading 5-save 50% of the 5- finished 3 days ahead
period materials in on schedule time
4- MPS improved by 15- 4-save 40% of the

19% and above in each materials in remidiation 4- finished 2 days ahead
grading period program on schedule time
3- MPS improved by 10- 3-save 30% of the

14% and above in each materials in remidiation 3- finished 1 days ahead
grading period program on schedule time
2- MPS improved by 5-9% 2-save 20% of the

and above in each grading materials in remidiation 2- finished on schedule
period program time
1- MPS improved by 0-4% 1-save 10% of the

and above in each grading materials in remidiation 1- finished before on
period program schedule time
MFO: 1 •
Community
Involvemen
• Conducted
periodic PTA
meetings/confere
5 - Outstanding
BASIC
130% and above
t nces accomplishment with set
agreements met
EDUCATI 4 - Very Satisfactory
ON
POLICY 115-129% of planned
meetings producing only
SERVICE set agreements and partial
accomplishments of these
S 3 - Satisfactory
#RSH#
EDUCATI
ON
POLICY Weight
SERVICE
MFOs KRAs OBJECTIVES TIMELINE per KRA
quality efficiency timelines
ACTUAL RESULTS
Q
S
100-114% of planned
meetings conducted
producing set of
agreements
2 - Unsatisfactory
51-99% of planned
meetings conducted with
minimal results
1 - Poor
50% and below of the

planned meetings
conducted with no result
#RSH#
Weight
KRA
• Visited parents 130% and above
of students 5 - Outstanding
accomplishment of set
needing visits successful
academic interventions
monitoring/follo
w-up with in the 4 - Very Satisfactory
115-129%
rating period accomplishment of visits
with partial success in
implementation of
interventions
3 - Satisfactory
100-114%
accomplishment of visits
with suggested planned
interventions
2 - Unsatisfactory
51-99% accomplishments
of visits with planned
interventions
1 - Poor
50% and below
accomplishments with no
interventions
• 5 - Outstanding
Undertaken/initi 130% and above project
ated accomplishment with full
projects/events/ documentation report on
activities with completion
external
funding/sponsors 4 - Very Satisfactory
115-129% project
hip within the accomplishment with
target date partial completion
3 - Satisfactory
100-114% project initiative
only with no completion
report
2 - Unsatisfactory
51-99% project initiative
only with no completion
report
1 - Poor
#RSH#
Weight
KRA
No project/event/activity
initiated
#RSH#
Weight
KRA
MFO: 2 •
Professiona
l Growth
• Conducted
problem/classroo
m based action
5 - Outstanding
BASIC and
Developme
research 3 action research
conducted with full
EDUCATI nt documentation on
completion of
interventions.
ON 4 - Very Satisfactory
SERVICE 2 action research

conducted with full
S documentation on
completion of
interventions.
3 - Satisfactory
1 action research
conducted with full
documentation on
completion of
interventions.
2 - Unsatisfactory
Identified
classroom/learning
problems with research
proposals
1 - Poor
Only
classroom/learning/issues
identified
3%
5
• 5 - Outstanding
Initiated/Particip
ated in co- Initiated at least 2 co-
curricular/school curricular/ school activities
activities with in with documented results
the rating period
#RSH#
3%
5
• PERFORMANCE INDICATORS (Quality, Efficiency,Timelines) RA
Initiated/Particip Weight
MFOs KRAs OBJECTIVES
ated in co- TIMELINE ACTUAL RESULTS
per KRA
curricular/school quality efficiency timelines Q
activities with in
the rating period
Initiated and participated
in co-curricular/ school
activities with
documented results
3 - Satisfactory
Participated in most co-
curricular/ school activities
with documented results
2 - Unsatisfactory
Participation only with out
document results
1
No- Poor
participation in school
Activities
#RSH#
Weight
KRA
5%
5
• Produced 5 - Outstanding
publications/
creative work for
school
paper/division
publication with Produced
in the target date publication/creative work
published in National
Circulation/ DepEd Post/
CSC Newsletters and
similar publications
Produced
publication/creative work
published in regional
publications
Produced
3 - Satisfactory
published in division
publications
2 - Unsatisfactory
Produced
published in school papers
1 - Poor
Unpublished work
produced
* Toget the score, the rating is multiplied by th weight assigned
OVERAL RATING FOR

19
ACCOMPLISHMENTS
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19 16
2.15
Approving Officer
#RSH#
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. 5
Undertakes personal actions and behaviors that are clear and Teamwork
2 4.4
purposive and takes into account personal goals and values 5 1 5
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 5 accomplishment across the organization 5 5
3
higher goals
Prioritize work tasks and schedules (through gantt charts, checklists, 3
4 3
Applies negotiation principles in arriving at win-win agreements.
5
etc.) to achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 4 4 5
Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across
Professionalism and Ethics 5
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
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.
3 based on DepEd strategies and directions. 3
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. 2
their effectiveness. 4
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. 3 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. 5
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 3.2 3.6
ideas or solutions.
usefulness/acceptability and completeness with no supervision
required. 3 4
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. 4 3
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the
5 Makes specific changes in the system or in own work methods to
3 ability to succeed with minimal resources. 3
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. 2
Identifies different computer parts, turns the computer on/off, and work on 2.2
1 Follows instructions accurately. 3.4
a given task with acceptable speed and accuracy and connects computer
4 2 peripherals ( e.g., printers, modems, multi-media projectors, etc.) 3
2 Expresses self clearly, fluently and articulately. 3 3 Prepares simple presentations using Powerpoint. 2
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. 4
Written Communication
Knows the different written business communication formats used in
1 the DepEd. 3
Writes routine correspondence/communications, narrative and

descriptive report based on ready available information data with 3
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 3.49
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 3.49
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
Employee-Superior Agreement
Accomplishments of KRAs and Objectives
3.49
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: CARLLIX G. EBIO Name of Superior: EUGENIO B. SIERRA

Signature: Signature:
Date: 17-Apr-18 Date: 17-Apr-18
PART IV: DEVELOPMENT PLANS
Action Plan
Strengths Development Needs (Recommended Developmental Timeline Resources Needed
Intervention)
Willing does his share responsibility seminar ,workshop and training on different
Presentations using word processing and excel
teaching strategies that utilies ICT based
Promotes collaboration and removes learning
barriers to teamwork and goal Peripherals(printer,modems,multi media projectors
accomplishment across the etc.)
organization
ICT based evaluation tools using computer
Applies negotiation principles in
arriving at win-win agreement Prepares simple presentations using power point. based assessment in subject area
Drives consessus and team ownership may -june 2018 school fund
of decisions.
Utilizes technology to : acess information to
enhance professional productivity, assists in
conducting research and communicate through
Work constructively and collaboratively local and global professional network
with others and across organizations to video and multimedia production or movie
accomplish organizational goals and maker seminar
objectives
Professional practices
CARLLIX G. EBIO JOSEPHINE JUNIO EUGENIO B. SIERRA
Ratee Rater Approving Officer
DEPED RPMS form - DEPED form -For Teacher |

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POSITION AND COMPETENCY PROFILE PCP No.

_________ Revision Code: 00

Name of Employee: Name of Rater:

PERFORMANCE INDICATORS (Quality, Efficiency,Timelines) RA

S 4- 70-89% of the lesson 4- 70%-89% of the lesson

• Objective was stated

• 115-129% based on the

• Each part had a partial

• Objectives was stated

• 100-114% develop high

• 100-114% based on the

• Each part had no

• Objectives was stated

• Attained 51-99% of the

• 51-99% based on the

• Each part had no

• Objectives was stated

• 50% and below develop

• 50% and below attained

• 50% and below based

• Has provided individual

• The teacher developed

• The teacher explained

• Has provided individual

• Teaching methods and

• The teacher clearly

• Has provided individual

• Teaching methods and

• Has provided individual

• Teaching methods and

• The teacher did not

• Has provided individual

• Teaching methods and

• Attendance checking was

• Attendance checking was

• Attendance checking was

• Class record reflected

• Test questions were 115-

• Pretest and Posttest

• The eveidence of more

• Class record reflected

• The teacher planned

• Class record reflected

• Test questions were 51-

• Pretest and Posttest

• Class record reflected

• Pretest and Posttest

#RSH# 3-save 30% of the

• Remediation/Enrichment 3-save 30% of the

• Remediation/Enrichment 2-save 20% of the

4- MPS improved by 15- 4-save 40% of the

3- MPS improved by 10- 3-save 30% of the

2- MPS improved by 5-9% 2-save 20% of the

1- MPS improved by 0-4% 1-save 10% of the

50% and below of the

SERVICE 2 action research

* Toget the score, the rating is multiplied by th weight assigned

OVERAL RATING FOR

CORE BEHAVIORAL COMPETENCIES