POSITION AND COMPETENCY PROFILE PCP No.

_________ Revisio

Department of Education

Position Title Salary Grade

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

 Revision Code: 00

MARY

STANDARDS

on or Bachelor's degree plus 18 professional unit in Education

MA units 18 units
 Individual Performance Commitment and Review Form
Name of Ratee: RUSTICA T. ESPEJO Name of Rater: NENITA G. RAMIREZ
Position: Teacher II Position: Principal I
Review Period: May, 2016 to Apri,l 2017 Review Period: April 24, 2017
Bureau/Center/Service/Division: DepED/Plaridel District/Sipat Elementary School
TO BE FILLED IN DURING PLANNING ACTUAL RESULTS
RATING SCORE*
Weight per PERFORMANCE INDICATORS
MFOs KRAs OBJECTIVES TIMELINE KRA
Q E T AVERAGE
(Quality, Efficiency,Timeliness)

I. TEACHING- 30%
LEARNING 1). Prepared daily lesson logs each with at least 3 parts completely filled out and 5 - 5 parts and above completely filled out; a day before the school hour
PROCESS verifiable, ready for checking at the start of the school hour. June 2016- 4 - 4 parts completely filled out; 30 mins. before the start of the school hour
5 X 5 5 0.50
March 2017 10% 3 - 3 parts completely filled out; at the start of the school hour
2 - 2 parts completely filled out; 1 hr after the start of the school hour
1 - 1 part completely filled out; beyond 1 hr after the start of the school hour
2). Facilitated learning through the employment of 3 varied activities and 5 - 97% of the learners and above; 5 and above varied activities/materials; within the alloted time
instructional materials which resulted to 75% (30 out of 40) pupils attained 75%
4 - 86% - 96% of the learners; 4 varied activities/materials; 1-3 mins. beyond the alloted time
proficiency level within the alloted time.
Basic June 2016- 3 - 75% -85% of the learners; 3 varied activities/materials; 4-6 mins. beyond the alloted time 1.400
10% 4 4 4 4 0.40
Education March 2017
Services
2 - 38% -74% of the learners; 2 varied activities/materials; 7-9 mins. beyond the alloted time

1 - 37% of the learners and below; 1 varied activity/material; 10 mins. and beyond the alloted time
3). Implemented and monitored compliance with at least 3 classroom rules and
regulations which resulted to 75% ( 30 out of 40 ) pupils complying 75% of the 5 - 97% of the learners and above complying; 5 and above classroom rules and regulations
items in the checklists. 4 - 86%-96% of the learners complying; 4 classroom rules and regulations
June 2016-
10% 5 5 X 5 0.50
March 2017 3 - 75%-85% of the learners complying; 3 classroom rules and regulations
2 - 38%-74% of the learners complying; 2 classroom rules and regulations
1 - 37% of the learners and below complying; 1 classroom rule and regulation
II. PUPILS/ *Non-negotiable objectives should be included in your IPCRF 30%
STUDENTS 5 - 100 % pupils promoted; 100% average promotion
OUTCOMES *1). Promoted at least 75% (30 out of 40) pupils with 75% and above 4 - 85-99% pupils promoted; 93-98% average promotion
average promotion March 2017 5 5 X 5 0.50
10% 3 - 70-84% pupils promoted; 87-92% average promotion
2 - 55-69 % pupils promoted; 81-86% average promotion
1 - 54% and below pupils promoted; 75-80% average promotion
*2. Achieved LPRIP results of 75% MPS rating of at least 75% (30 out of 5 - Achieved 100% of LPRIP MPS rating; 97% of the learners and above
Basic 40) of learners per quarter from June 2016-March 2017. 4 - Achieved 85%-99% of LPRIP MPS rating; 86% - 96% of the learners.
Education At the end of 0.900
Services the school 5% 3 - Achieved 70%-84% of LPRIP MPS rating; 75%-85% of the learners. 4 4 X 4 0.20
year 2 - Achieved 55%-69% of LPRIP MPS rating; 38%-74% of the learners.
1 - 54% and below of LPRIP MPS rating; 37% of the learners and below.
*3). 75% of the pupils were classified as instructional readers after 5 - 97%-100% instructional readers; 7 and above interventions; EO January
implementing at least 5 interventions by the EO January 2017. 4 - 86%-96% instructional readers; 6 interventions; EO January
June 2016-
5% 3- 75%-85% instructional readers; 5 interventions; EO January 4 4 4 4 0.20
March 2017
2- 38%-74% instructional readers; 4 interventions; EO January
1- 37% and below instructional readers; 3 and below interventions; EO January
 Weight per PERFORMANCE INDICATORS
MFOs KRAs OBJECTIVES TIMELINE KRA
Q E T AVERAGE RATING SCORE
(Quality, Efficiency,Timeliness)

For advisers only 5 - Zero drop-out; 5 and above interventions

*4). Decreased drop-out rate by 2% from last year by implementing at least 3 4 - 3% and above decrease; 4 interventions
interventions EO March 2017. Mar-17 5% 3 - 2%-2.99% decrease; 3 interventions 5 5 X 5 0.25
2 - 1% decrease; 2 interventions
1 - no decrease/Increased; 1 intervention
*5). 75% of the pupils were classified as nearly numerates after implementing at 0.450
least 3 interventions by the EO February 2017. 5 - 97% and above of learners nearly numerates; 5 and above interventions; January 20, 2017 or earlier
4 - 86%-96% of learners nearly numerates; 4 interventions; January 23-31, 2017
Feb-17 5% 3 - 75%-85% of learners nearly numerates; 3 interventions; EO February 2017 4 4 4 4 0.20
2 - 38%-74% of learners nearly numerates; 2 interventions; March 1-10, 2017
1 - 37% and below of learners nearly numerates; 1 intervention; March 13, 2017 onwards
III. COMMUNITY 15%
INVOLVEMENT 1). Conducted at least 3 meetings with 30% parents participation until EO March 5- 39% and above attendance; 5 and above meetings
2017 June 2016- 4- 35%-38% attendance; 4 meetings
5 5 X 5 0.25
March 2017 5% 3- 30%-34% attendance; 3 meetings
2- 15%-29% attendance; 2 meetings
1- 14% and below attendance; 1 meeting
2). Conducted at least 3 conferences with parents of learners needing 5 - 97% and above of the target learners improved; 5 or more conferences
Basic
academic/behavioral monitoring or follow-up resulting to academic/behavioral 4 - 86%-96% of the target learners improved; 4 conferences
Education June 2016- 0.650
improvement in 75% of the target learners from June 2016-March 2017 5% 3 - 75%-85% of the target learners improved; 3 conferences 3 3 X 3 0.15
Services March 2017
2 - 38%-74% of the target learners improved; 2 conferences
1 - 37% and below of the target learners improved; 1 conference
3). Mediated and ensured resolution of 3 complaint cases; 2 cases resolved at 5 - 0 case; 0 complaint; March 24. 2017 or earlier
the EO March 2017 4 - 1 case resolved; 1 complaint; March 27-30, 2017
June 2016- 3 - 2 cases resolved; 3 complaint; EO March 2017
5% 5 5 5 5 0.25
March 2017
2 - 3 cases resolved; 4 complaints; April 3-7, 2017
1 - 4 cases resolved; 5 and above complaints; April 10, 2017 or later

Weight per PERFORMANCE INDICATORS

MFOs KRAs OBJECTIVES TIMELINE KRA
Q E T AVERAGE RATING SCORE
(Quality, Efficiency,Timeliness)

IV. PROFESSIONAL
GROWTH AND 15%
DEVELOPMENT
1). Received 3 special awards/citation/ recognition for exemplary performance as 5 - Received 5 or more awards in school/district/EDDIS/division/regional/national/international from June 2016-
coach/trainer/teacher from June 2016 - March 2017 March 2017
4 - Received 4 awards in school/district/EDDIS/division/regional/national/international from June 2016-March
2017
June 2016- 3 - Received 3 awards in school/district/EDDIS/division/regional/national/international from June 2016-March
5% 2017 3 X 3 3 0.15
March 2017
2 - Received 2 awards in school/district/EDDIS/division/regional/national/international from June 2016-March
2017

1-Received 1 awards in school/district/EDDIS/division/regional/national/international from June 2016-March 2017

2). Attended 3 SLAC sessions/seminar/training/orientation/writeshop, 5 - attended 100% of the target SLAC, seminar, etc. from June 2016 to March 2017.
accomplishment report submitted on due time. 4 - attended 85%-99% of the target SLAC, seminar, etc. from June 2016 to March 2017.
Basic June 2016-
Education 5% 3 - attended 70%-84% of the target SLAC, seminar, etc. from June 2016 to March 2017. 5 5 5 5 0.25 0.650
March 2017
Services 2 - attended 55%-69% of the target SLAC, seminar, etc. from June 2016 to March 2017.
1 - attended 54% and below of the target SLAC, seminar, etc. from June 2016 to March 2017.
3). Achieved 100% of daily attendance and punctuality from June 2016 to March
2017 5 - Achieved 100% of attendance and no tardiness have been recorded from June 2016 to March 2017.
4 - Achieved 85%-99% of attendance and with 10% of the number of tardiness have been recorded from June
2016 to March 2017
June 2016- 3 - Achieved 70%-84% of attendance and with 15% of the number of tardiness have been recorded from June
5% 5 5 5 5 0.25
March 2017 2016 to March 2017
2 - Achieved 55%-69% of attendance and with 20% of the number of tardiness have been recorded from June
2016 to March 2017
1 - Achieved 54% and below of attendance and with 25% of the number of tardiness have been recorded from
June 2016 to March 2017
 PLUS FACTORS (Percentage assigned should not be higher than the lowest percentage given to the regular objectives; total plus factor percentage must be deducted to 100% total percentage of your IPCRF)(KRA#1 +
KRA#2 + KRA#3 + KRA#4)+ PLUS FACTOR = 100%
1). Served at least 1 resource speakership within the year 5 -1 or more national/ international resource speakership; from May 2016- April 2017
4 - 2 or more resource speakership in the division level / at least 1 in the regional level; from May 2016- April
2017
June 2016-
5% 1 X 1 1 0.05
March 2017 3 - 1 resource speakership in the division level/2 or more in the district level; from May 2016- April 2017

12 - 1 resource speakership in the school

district level/2 or more
level; from May in2016-April
the school level; from May 2016- April 2017
2017
2). Served at least 1 demo teaching within the year 5 -1 or more national/ international demo teaching; from May 2016- April 2017 0.100

4 - 2 or more demo teaching in the division level / at least 1 in the regional level; from May 2016- April 2017
June 2016-
5% 3 - 1 demo teaching in the division level/2 or more in the district level; from May 2016- April 2017 1 X 1 1 0.05
March 2017

2 - 1 demo teaching in the district level/2 or more in the school level; from May 2016- April 2017
1 - 1 demo teaching in the school level; from May 2016-April 2017

Weight per PERFORMANCE INDICATORS

MFOs KRAs OBJECTIVES TIMELINE KRA
Q E T AVERAGE RATING SCORE
(Quality, Efficiency,Timeliness)
Note: All highlighted should be consistently included in your IPCRF (Those items are non-negotiable)
* Weight per KRA/Objective will be assigned by the ratee. Those mark X in the Q,E,T box will not be computed..
* To get the AVERAGE, (Q + E + T)/3; * Average and Rating are of the same value; *To get the SCORE, the rating is multiplied by the weight
assigned.
Overall Rating for Accomplishments 4.15 4.150

RUSTICA T. ESPEJO NENITA G. RAMIREZ CECILIA E. VALDERAMA, Ph. D.

Teacher III Principal I (OIC) Asst. Schools Division Superintendent
Ratee Rater Approving Authority
 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES improve performance. Examples may include doing something better, faster, at
alower cost, more efficiently; or improving quality, costumer satisfaction, morale,
Self-Management without setting any specific goal.
1 Sets personal goals and direction, needs and development. 4
2 Undertakes personal actions and behaviors that are clear and purposive and Teamwork
takes into account personal goals and values congruent to that of the 4
4 1 Willingly does his/her share of responsibilty. 4
organization.
2 Promotes collaboration and removes barriers to teamwork and goal
3 Displays emotional maturity and enthusiasm for and is challenged by higher accomplishment across the organization 4 3.8
4
goals
4 Prioritize work tasks and schedules (through gantt charts, checklists, etc.) to 4 3 Applies negotiation principles in arriving at win-win agreements. 3
achieve goals.
5 Sets high quality, challenging, realistic goals for self and others 4 4 Drives consensus and team ownership of decisions. 4
5 Works constructively and collaboratively with others and across organizations to
Professionalism and Ethics accomplish organizational goals and objectives. 4

1 Demonstrates the values and behavior enshrined in the Norms of Conduct Service Orientation
and Ethical Standards for public officials and employee (RA 6713). 1 Can explain and articulate organizational directions, issues and problems.
5 3
2 Practices ethical and professional behavior and conduct taking into account 2 Takes personal responsibilty for dealing with and/or correcting costumer service
the impact of his/her actions and decisions. 4.4 issues and concerns 3.8
4 5
3 Maintains professional image: being trustworthy, regularity of attendance 3 Initiates activities that promotes advocacy for men and women empowerment.
and punctuality, good grooming and communication. 5 4
4 Makes personal sacrifices to meet the organization's needs. 4 Participates in updating of office vision, mission, mandates & strategies based on
4 DepEd strategies and directions. 4
5 Acts with a sense pf urgency and responsibility to meet the organization's 5 Develops and adopts service improvement programs through simplified procedures
needs, improves systems and help others improve their effectiveness. 4 that will further enhance service delivery. 3
Result Focus Innovation
1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new
ideas, processes, and suggests bettter ways to do things (cost and/or operational
4 efficiency). 3
2 Avoids rework, mistakes and wastage through effective work methods by 3.6 2 Demonstrates an ability to think "beyond the box". Continuously focuses on 3.6
placing organizational needs before personal needs. 4 improving personal productivity to create higher value and results. 4
3 Delivers error-free outputs most of the time by conforming to standard 3 Promotes a creative climate and inspires co-workers to develop original ideas or
operating procedures correctly and consistently. Able to produce very solutions.
satisfactoy quality of work in terms of usefulness/acceptability and
completeness with no supervision required.
3 4
4 Expresses a desire to do better and may express frustration at waste or 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
inefficiency. May focus on new or more precise ways of meeting goals set. organization.
4 3
5 Makes specific changes in the system or in own work methods to 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability to
3 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 1 Prepares basic compositions ( e.g., letters, reports, spreadsheets and graphic
presentations using Word Processing and Excel. 4
1 Follows instructions accurately. 2 Identifies different computer parts, turns the computer on/off, and work on a given
4 task with acceptable speed and accuracy and connects computer peripherals ( e.g., 4
printers, modems, multi-media projectors, etc.)
4 4
2 Expresses self clearly, fluently and articulately. 4 3 Prepares simple presentations using Powerpoint. 4
3 Uses appropriate medium for the message. 4 Utilizes technologies to : access information to enhance professional productivity,
assists in conducting research and communicate through local and global
4 professional networks. 4
4 Adjust communication style to others. 5 Recommends appropriate and updated technology to enhance productivity and
4 professional practice. 4
5 Guides discussions between and among peers to meet an objective. 4
Written Communication
1 Knows the different written business communication formats used in the
DepEd.
4
2 Writes routine correspondence/communications, narrative and descriptive
report based on ready available information data with minimal spelling or 4
3 OVERALL COMPETENCY RATINGS
grammatical error/s (e.g. Memos, minutes, etc.)
3 Secures information from required references (i.e., Directories, schedules,
notices, instructions) for specific purposes.
4 CORE BEHAVIORAL COMPETENCIES 3.91
4 Self-edits words, numbers, phonetic notation and content, if necessary.
5
5 Demonstrates clarity, fluency, impact, conciseness, and effectiveness in
his/her written communications.
4 OVERALL RATING 3.91

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 3.950

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: EMILY M. MANALAD Name of Superior: NENITA G. RAMIREZ

Signature: Signature:
Date: April 24,2017 Date: April 24, 2017

PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline Resources Needed

(Recommended Developmental Intervention)

To create innovations to meet the needs Trainings and Workshops June 2017-March School Fund
Adhere to the different principles/ethics of of different challenges in education 2018
the profession
Practice and internalize the value of Attending Seminars/workshop
teaching

EMILY M. MANALAD NENITA G. RAMIREZ CECILIA E. VALDERAMA, Ph. D.

Teacher I Principal I (OIC) Asst. Schools Division Superintendent
Ratee Rater Approving Authority
DEPED RPMS form - DEPED form -For Teacher |