Position TitleDepartment of EducationPOSITION AND COMPETENCY PROFILEPCP No. _________Revision Code: 00

Postion TitleTeacher ISalary Grade10Teacher IParenthetical TitleTeacher IIOffice UnitEffectivity DateTeacher IIIReports toPrincipal/ School HeadsPage/sPosition SupervisedJOB SUMMARY

QUALIFICATION STANDARDSA.CSC Prescribed QualificationsEducationBachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 professional unit in EducationExperienceNone requiredEligibilityRA 1080TrainingsNone requiredB.Preferred QualificationsEducationBSE/BSEEd/College Graduate with education units (18-21), MA units 18 unitsExperienceEligibilityPBET/LET PassersTrainingsIn-Service training

IPCRF

Individual Performance Commitment and Review Form

Name of Employee:LEONIEL L. RONSABLEName of Rater:Teacher IPosition:Teacher IPosition:Teacher IIReview Period:Date of Review:Teacher IIIBureau/Center/Service/Division:TO BE FILLED DURING PLANNINGTO BE FILLED DURING EVALUATION

MFOsKRAsOBJECTIVESTIMELINEWeight per KRAPERFORMANCE INDICATORS (Quality, Efficiency,Timelines)ACTUAL RESULTSRATINGSCORE*

MFO: 2 BASIC EDUCATION SERVICESTeaching-Learning Process Prepared lesson plans and daily logs of activities including appropriate adequate and updated instructional materials with in the rating period30%5 - Outstanding All daily lesson plans had the following objective, subject matter, procedures, evaluation and assignment Each part had a full description of what to do with an example Objective was specific, measurable, attainable, result-oriented and time-bound 130% and above developed high order thinking skills Attained 130% and above of the desired learning competencies 130% and above based on the budget of work4 - Very Satisfactory Had four of the five parts of lesson plan Each part of the partial description of what to do with an example Objective was stated with 1 behavioral indicator is missing 115-129% developed high order thinking skills Attained 115-129% of the desired learning competencies 115-129% based on the approved budget of work3 - 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 the desired learning competencies 100-114% based on the approved budget of work2 - Unsatisfactory Had 2 of the five parts Each part had no description with out example Objectives was stated with 1-2 behavioral indicator missing 51-99% develop high order thinking skills Attained 51-99% of the desired learning competencies 51-99% based on the approved budget of work1 - Poor Had 1 of the five parts Each part had no description with out example Objectives was stated without behavioral indicator m 50% and below develop high order thinking skills 50% and below attained the desired learning competencies 50% and below based on the approved budget of work Facilitated learning in the school through functional lesson plans, daily logs and innovative teaching strategies5 - Outstanding The teacher established challenging and measurable goal/s for student learning that is aligned with the (DepEd standards or Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies (PSLC))curriculum The goal reflected a range of student learner needs. Has provided individual activities for a 130% and above of the classes handled for the rating period Teaching methods and strategies elicited 130% and above interaction from a class Inductive method/deductive method was 130% and above used in teaching a lesson Cooperative learning strategies was 130% and above effective when used ICT integration is 130% and above evident Results of student observations/appraisal are 130% and above used as basis for follow-up.4 - Very Satisfactory The teacher developed a measurable goal for student learning that is 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. Has provided individual 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.3 - Satisfactory The teacher clearly communicated a focus for student learning that is aligned with the (DepEd standards or Philippine Elementary Learning Competencies (PELC) or the Philippine Secondary Learning Competencies (PSLC))curriculum Has provided individual activities for a 100-114% and above of the classes handled for the rating period Teaching methods and strategies elicited 100-114% interaction from a class Inductive method/deductive method was 100-114% used in teaching a lesson Cooperative learning strategies was 100-114% effective when used ICT integration is 100-114% evident Results of student observations/appraisal are 100-114% used as basis for follow-up.2 - Unsatisfactory The teacher did not have a clear focus for student learning Has provided individual activities for a 51-99% of the classes handled for the rating period Teaching methods and strategies elicited 51-99% interaction from a class Inductive method/deductive method was 51-99% used in teaching a lesson Cooperative learning strategies was 51-99% effective when used ICT integration is 51-99% evident Results of student observations/appraisal are 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 Has provided individual activities for a 50% and below of the classes handled for the rating period Teaching methods and strategies elicited 50% and below interaction from a class Inductive method/deductive method was not used in teaching a lesson Cooperative learning strategies was never used ICT integration is not evident Results of student observations/appraisal are not used as basis for follow-up. Initiated discipline of students including classroom rules, guidelines and individual and group task with in the rating period5 - Outstanding Pupils were 130% and the above guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal4 - Very Satisfactory Pupils were 115-129% guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal3 - Satisfactory Pupils were 100-114% guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal2 - Unsatisfactory Pupils were 51-99% guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal1 - Poor Pupils were not guided in the observation of classroom rules and the guidelines as evidenced by descriptive rating in the report card/journal Monitored attendance, diversity and appreciation, safe, positive and motivating environment, overall physical atmosphere, cleanliness and orderliness of classrooms including proper waste disposal daily5 - Outstanding Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 130% and above maintained Attendance checking was 130% and above systematically carried out4 - Very Satisfactory Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 115-129% maintained Attendance checking was 115-129% systematically carried out3 - Satisfactory Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 100-114% maintained Attendance checking was 100-114% systematically carried out2 - Unsatisfactory Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 51-99% maintained Attendance checking was 51-99% systematically carried out1 - Poor Safety, orderliness and cleanliness of floors, toilets and proper waste disposal were 50% and below consistently maintained Attendance checking was 50% and below systematically carried out Pupils/Student Outcomes Monitored and evaluated and maintained pupils/students' progress with in the rating period30%5 - Outstanding Evidence showed that the teacher purposely plans assessments and varies assessment choices to match the different student needs, abilities, and learning styles. Class record reflected the bases of 130% and above of pupils' ratings in all classess/subject areas handled Students' portfolio contained 130% and above of his accomplishment Table of specifications is 130% and above prepared for tests that require it Table of specifications showed 130% and above congruence between content and skills test Test questions were 130% and above logiclly sequenced Pretest and Posttest were 130% and above administered in all classes/subject area (Supported by analysis report on subject area per class/grade level)4 - Very Satisfactory The teacher explained the various uses and limitations of the different kinds of assessments/test. Evidence showed that student needs and avenues for growth were clearly identified. 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 Table of specifications is 115-129% prepared for tests that require it Table of specifications showed 115-129% congruence between content and skills test Test questions were 115-129% logiclly sequenced Pretest and Posttest were 115-129% administered in all classes/subject area (Supported by analysis report on subject area per class/grade level)3 - Satisfactory The eveidence of more than one measure of student performance but there is difficulty in analyzing data to inform instuctional planning and dilivery Class record reflected the bases of 100-114% of pupils' ratings in all classess/subject areas handled Students' portfolio contained 100-114% of his accomplishment Table of specifications is 100-114% prepared for tests that require it Table of specifications showed 100-114% congruence between content and skills test Test questions were 100-114% logiclly sequenced Pretest and Posttest were 100-114% administered in all classes/subject area (Supported by analysis report on subject area per class/grade level)2 - Unsatisfactory The teacher planned instructions without analyzing student learning data Class record reflected the bases of 51-99% of pupils' ratings in all classess/subject areas handled Students' portfolio contained 51-99% of his accomplishment Table of specifications is 51-99%prepared for tests that require it Table of specifications showed 51-99% congruence between content and skills test Test questions were 51-99% logiclly sequenced Pretest and Posttest were 51-99% administered in all classes/subject area (Supported by analysis report on subject area per class/grade level)1 - Poor No evidence of student monitoring or evaluation of student progress Class record reflected the bases of 50% and below of pupils' ratings in all classess/subject areas handled Students' portfolio contained 50% and below of his accomplishment Table of specifications is not prepared for tests that require it Table of specifications did not show congruence between content and skills test Test questions were not logiclly sequenced Pretest and Posttest were never administered Conducted Remediation/enrichment programs to improve performance indicators5 - Outstanding Remediation/Enrichment program is offered to 130% and above who need it4 - Very Satisfactory Remediation/Enrichment program is offered to 115-129% who need it3 - Satisfactory Remediation/Enrichment program is offered to 100-114% who need it2 - Unsatisfactory Remediation/Enrichment program is offered to 51-99% who need it1 - Poor Remediation/Enrichment program is offered to 50% and below who need it Attained the required GSA for grade level and learning areas5 - Outstanding130% and above MPS/GSA4 - Very Satisfactory115%-129% MPS/ GSA3 - Satisfactory100-114% MPS/GSA2 - Unsatisfactory51-99% MPS/GSA1 - Poor50% and below MPS/GSAMFO: 1 BASIC EDUCATION POLICY SERVICES Community Involvement Conducted periodic PTA meetings/conferences20%5 - Outstanding130% and above accomplishment with set agreements met4 - Very Satisfactory115-129% of planned meetings producing only set agreements and partial accomplishments of these3 - Satisfactory100-114% of planned meetings conducted producing set of agreements2 - Unsatisfactory51-99% of planned meetings conducted with minimal results1 - Poor50% and below of the planned meetings conducted with no result Visited parents of students needing academic monitoring/follow-up with in the rating period5 - Outstanding130% and above accomplishment of set visits successful interventions4 - Very Satisfactory115-129% accomplishment of visits with partial success in implementation of interventions3 - Satisfactory100-114% accomplishment of visits with suggested planned interventions2 - Unsatisfactory51-99% accomplishments of visits with planned interventions1 - Poor50% and below accomplishments with no interventions Undertaken/initiated projects/events/activities with external funding/sponsorship within the target date5 - Outstanding130% and above project accomplishment with full documentation report on completion4 - Very Satisfactory115-129% project accomplishment with partial completion3 - Satisfactory100-114% project initiative only with no completion report2 - Unsatisfactory51-99% project initiative only with no completion report1 - PoorNo project/event/activity initiatedMFO: 2 BASIC EDUCATION SERVICES Professional Growth and Development Conducted problem/classroom based action research20%5 - Outstanding3 action research conducted with full documentation on completion of interventions.4 - Very Satisfactory2 action research conducted with full documentation on completion of interventions.3 - Satisfactory1 action research conducted with full documentation on completion of interventions.2 - UnsatisfactoryIdentified classroom/learning problems with research proposals1 - PoorOnly classroom/learning/issues identified Initiated/Participated in co-curricular/school activities with in the rating period5 - OutstandingInitiated at least 2 co-curricular/ school activities with documented results4 - Very SatisfactoryInitiated and participated in co-curricular/ school activities with documented results3 - SatisfactoryParticipated in most co-curricular/ school activities with documented results2 - UnsatisfactoryParticipation only with out document results1 - PoorNo participation in school Activities Produced publications/ creative work for school paper/division publication with in the target date5 - OutstandingProduced publication/creative work published in National Circulation/ DepEd Post/ CSC Newsletters and similar publications4 - Very SatisfactoryProduced publication/creative work published in regional publications3 - SatisfactoryProduced publication/creative work published in division publications2 - UnsatisfactoryProduced publication/creative work published in school papers1 - PoorERROR:#DIV/0!Unpublished work producedERROR:#DIV/0!* Toget the score, the rating is multiplied by th weight assignedOVERAL RATING FOR ACCOMPLISHMENTS0ERROR:#DIV/0!ERROR:#DIV/0!ERROR:#DIV/0!

LEONIEL L. RONSABLE0RateeRater

#RSH#

COMPETENCIES

COMPETENCIES

CORE BEHAVIORAL COMPETENCIESimprove performance. Examples may include doing something better, faster, at alower cost, more efficiently; or improving quality, costumer satisfaction, morale, without setting any specific goal.Self-Management1Sets personal goals and direction, needs and development.42Undertakes personal actions and behaviors that are clear and purposive and takes into account personal goals and values congruent to that of the organization.43.2Teamwork1Willingly does his/her share of responsibilty.42Promotes collaboration and removes barriers to teamwork and goal accomplishment across the organization33.43Displays emotional maturity and enthusiasm for and is challenged by higher goals34Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to achieve goals.33Applies negotiation principles in arriving at win-win agreements.35Sets high quality, challenging, realistic goals for self and others24Drives consensus and team ownership of decisions.4Professionalism and Ethics5Works constructively and collaboratively with others and across organizations to accomplish organizational goals and objectives.3

Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for public officials and employee (RA 6713).4Service Orientation11Can explain and articulate organizational directions, issues and problems.42Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions.33.62Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns333Maintains professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication.43Initiates activities that promotes advocacy for men and women empowerment.34Makes personal sacrifices to meet the organization's needs.34Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and directions.35Acts with a sense pf urgency and responsibility to meet the organization's needs, improves systems and help others improve their effectiveness.45Develops and adopts service improvement programs through simplified procedures that will further enhance service delivery.2Result FocusInnovation1Achieves results with optimal use of time and resources most of the time.31Examines 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).32Avoids rework, mistakes and wastage through effective work methods by placing organizational needs before personal needs.32Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal productivity to create higher value and results.33Delivers 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.33.23Promotes a creative climate and inspires co-workers to develop original ideas or solutions.434Expresses 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.44Translates creative thinking into tangible changes and solutions that improve the work unit and organization.25Makes specific changes in the system or in own work methods to35Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability to succeed with minimal resources.35 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstratesDEPED RPMS form - DEPED form - For Head of Office | 4

CORE SKILLSComputer / ICT SkillsOral Communication1Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic presentations using Word Processing and Excel.21Follows instructions accurately.43.42Identifies 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.)32.22Expresses self clearly, fluently and articulately.33Prepares simple presentations using Powerpoint.23Uses appropriate medium for the message.34Utilizes technologies to : access information to enhance professional productivity, assists in conducting research and communicate through local and global professional networks.24Adjust communication style to others.35Recommends appropriate and updated technology to enhance productivity and professional practice.25Guides discussions between and among peers to meet an objective.4Written Communication1Knows the different written business communication formats used in the DepEd.32Writes 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.)333.113Secures information from required references (i.e., Directories, schedules, notices, instructions) for specific purposes.34Self-edits words, numbers, phonetic notation and content, if necessary.35Demonstrates clarity, fluency, impact, conciseness, and effectiveness in his/her written communications.3

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 & PART IV

PART III: SUMMARY OF RATINGS FOR DISCUSSION

Final Performance ResultsRatingAccomplishments of KRAs and ObjectivesERROR:#DIV/0!

Employee-Superior AgreementThe 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:LEONIEL L. RONSABLEName of Superior:0Signature:Signature:Date:Date:

PART IV: DEVELOPMENT PLANS

StrengthsDevelopment NeedsAction Plan (Recommended Developmental Intervention)TimelineResources Needed

LEONIEL L. RONSABLE0RateeRater

DEPED RPMS form - DEPED form -For Teacher |