Principals (RPMS Sheet Form)

8/20/2019 Principals (RPMS Sheet Form)

1/13

Department of

Education

POSITION AND COMPETENCY PROFILEPCP No. ______ Revision Code: 00

Position Title Principal I Salary Grade 19

Parenthetial Title

O!!ie "nit E!!eti#ity Date

Re$orts to Pa%e&s

PositionS'$er#ised

Teachers, School Personnel

(O) S"MMARY

Sets, the mission, vision, goals and objectives of the school, creates an environment that is conducive to teaching-learning process, monitors and

assesses the school curriculum and accountable for higher learning outcomes

*"ALIFICATION STANDARDSA. CSC Presri+ed *'ali!iations

Education Bachelor’s degree in ElementarySecondary Education or Bachelor’s degree !ith "# professional education units

E$perience %ead Teacher for " year or Teacher-In-&harge for ' years or (aster Teacher for ' years or Teacher for ) years

Eligibility *+ "#

Trainings hours of relevant training

), Pre!erred *'ali!iations

Education (+ .raduate !ith at least "# units /eadership and (anagement Subject

E$perience +t least years ) years of teaching e$perience 0inclusive of ' years as Teacher-In-&harge or 1fficer-In-&hargeEligibility /ET, PBET, 23ES%

Trainings 2E+P, /eadership, (anagementSB( Trainings

Performance *ating 4S ' rating periods


2/13

Department of

Education


Position Title Principal II Salary Grade -.

Parenthetial Title


Re$orts to Pa%e&s

PositionS'$er#ised


(O) S"MMARY

Pursue the shared mission, vision, and set goals and objectives of the school, creates an environment conducive to teaching-learning process,

implements, monitors and assesses the school curriculum and is accountable for higher learning outcomes

*"ALIFICATION STANDARDSA, CSC Presri+ed *'ali!iations

Education Bachelor’s degree in ElementarySecondary Education or Bachelor’s degree !ith "# professional education units plus 5 units of(anagement

E$perience " year as Principal

Eligibility *+ "#



Education 6ith "# units on /eadership and (anagement in doctoral degree

E$perience +t least " year as Principal I

Eligibility /ET, PBET, 23ES%

Trainings 2E+P, /eadership,(anagement Training


3/13

Department of

Education


Position Title Principal III Salary Grade -1

Parenthetial Title


Re$orts to Pa%e&s

PositionS'$er#ised


(O) S"MMARY

Sets, the mission, vision, goals and objectives of the school, creates an environment conducive to teaching-learning process, implements, monitors and

assesses the school curriculum and is accountable for higher learning outcomes



E$perience ' years as Principal

Eligibility *+ "#



Education 6ith 75 /eadership and (anagement units in doctoral degree

E$perience ' years as Principal or " year as Principal II


Trainings 2E+P, /eadership, (anagement Training

Performance *ating 4S ' rating period


4/13

Department of

Education


Position Title Principal I4 Salary Grade --

Parenthetial Title


Re$orts to Pa%e&s

PositionS'$er#ised


(O) S"MMARY

Sets, the mission, vision, goals and objectives of the school, creates an environment conducive to teaching-learning process, implements, monitors and

assesses the school curriculum and is accountable for higher learning outcomes



E$perience 7 years as Principal

Eligibility *+ "#



Education +t least completed academic re8uirement in doctoral

E$perience ' years as Principal II or " year as Principal III


Trainings 2E+P, (anagement Training


5/13

D"TIES AND RESPONSI)ILITIES

1. Supervises and directs all school teaching and non-teaching personnel

'9 (anages instructional system

79 Sets up goals and objectives

4. /eads and implements educational programs

5. 1rgani:es and conducts I2SETs

6. Promotes and coordinates services for the holistic development of school personnel and pupils

. ;irects, coordinates and manages school funds according to prioriti:ed needs

#9 +ssigns teachers !here they best fit to teach 0grades, learning areas, special assignments, etc9<

=9 *e8uests and distributes instructional materials

10.Initiates and compiles teachers’ professional documents in portfolios

""9 Practices e8uitable distribution of teaching loads and observes teacher-learner ratio

1!.Inspects regularly ;aily /esson /ogs 0;//<

"79 (onitors teachers up>eep of students records

14.Provides EP+ compliant accommodation to learners amidst shortages")9 Preparesconsolidates reports

16.*ates all school personnel performance and recommends promotion

1.&reates committee to assess learning outcomes

1".Establishes lin>ages !ith sta>eholders

1#.Ensures compliance to e$isting la!s, policies and orders of fund raising projects for the school

!0.Evaluates the school plant, physical facilities fitness, safety and sufficiency !ith the assistance of specialists

!1.?ormulates intervention programsinnovations for learners development

!!.1rgani:es special classes for learners !ith special needs

!$.(eets parents regularly to conferinform about school accomplishments

!4.;etermines the strengths, !ea>nesses, opportunities and threats of the school!5.;esigns programs !ith sta>eholders to address school needs

!6.*ecogni:es accomplishments of sta>eholder’s

!.Promotes !elfare of sta>eholders’

!".(ediates and ensures resolution of conflicts in school

!#.?ormulates school policies !ith sta>eholders

$0.%arnesses participation of alumni and other organi:ations 02.1s, /.@s, PPP<

$1.Promotes school discipline !ith sta>eholders

7'9 /eads the preparation of SIP+IP and ensures participation of sta>eholders


6/13

Ma/or Final O't$'ts

0MFOs

2ey Res'lt Areas

02RAs

O+/eti#es O't$'ts

• Instructional /eadership • +ccounted for learning outcomes of

schools and centers vi:-a-vi: goals

and targets

• Performed instructional supervision to

• achieve learning outcomes

• Improved 2+T

performance and

acceptable .S+

• /earning Environment • Provided safe and child friendly

learning and school environment forstudentslearners

• Safe and child friendly

learning and schoolenvironment

• %uman *esource (anagement

and ;evelopment

• Provided technical assistance to

teachers on matters pertaining to

enhancement of classroom

management, s>ills and instructional

competence and to non-teaching

personnel for support services !ithin

the *P(S cycle

• Technical

+ssistanceInstructional

Supervision

• Parents’ Involvement and&ommunity Partnership

• Established school and family and• community partnership for school

performance

• Sta>eholders partnershipand mobili:ation plan

• 0PT+ sponsored

projectsevents<

School /eadership, (anagement and

1perations

• Performed school leadership,

management and operat ions

functions

SIP+IP


7/13

Per!or3ane Indiators

2ey Res'lt Areas

02RAs

O'tstandin%

04

5ery Satis!atory

06

Satis!atory

07

"nsatis!atory

0-

Poor

01

• +ccounted for

learning outcomes

of schools and

centers vi:-a-vi:

goals and targets

• 2+T performance and

.S+ is "7A and

above

• 2+T

performance

and .S+ is

"")-"'=A

• 2+T

performance

and .S+ is

"-""A

• 2+T

performance

and .S+ is )"-

==A

• 2+T

performance

and .S+ is

)A and belo!

• Provided safe and

child friendly

learning and school

environment for

studentslearners

• "7A and above

accomplishments on

the follo!ing

0supported by evidence

such as school policy,

reports, information

materials, advocacy

activities, regular

meetings, inventory<

• 9 +dhered to &hild-

?riendly environment

standards and

• Programs

• -Institutionali:ed childprotection mechanisms

and processes 0per

;eped 1rder , s9

'"'<

• -Provided

I&Tfacilities!or>shop

rooms as learning

• +ll

mechanisms

are present

e$cept for

some minimal

re8uirements

• +ll

mechanisms

are present

but !ithout

evidences

• Incomplete

mechanisms

and absence of

reports

• (echanisms

and reports are

missing


8/13


2ey Res'lt Areas

02RAs

O'tstandin%

04

5ery Satis!atory

06

Satis!atory

07

"nsatis!atory

0-

Poor

01

support systems

• %as clear ;**(

mobili:ation plans

• Provided technical

assistance to

teachers on matters

pertaining to

enhancement of

classroom

management, s>ills

and instructional

competence and to

non-teaching

personnel for

support services

!ithin the *P(S

cycle

• "7A and above of

teachers

• provided !ith technical

assistance !ith

corresponding

evidencesC

•

teacher portfoliocontaining observation

reports, TS2+ results,

performance analysis

and recommendations

for development

interventions,

performance contracts,

and performance

evaluation results inprescribed tools

• Performed *P(S

processes among

"7A and above

school personnel !ith

the follo!ing as

evidencesC

• +t least"")-

"'=A of

teachers

• provided !ith

technical

assistance

!ith the

re8uired

evidences

• +t least "")-

"'=A of

school

personnel

• +t least "-

""A of the

teachers

• provided !ith

technical

assistance

!ith re8uired

evidences

• +t least "-

""A of

school

personnel

• provided !ith

• )"-==A of the

teachers

• provided !ith

technical

assistance !ith

re8uired

evidences

• +t least )"-

==A of school

personnel

• provided !ith

technical

assistance !ith

• )A and belo!

of teachers

• provided !ith

technical

assistance !ith

evidences

• )A and belo!

of school

personnel

• provided !ith

technical

assistance !ith

the re8uired


9/13


2ey Res'lt Areas

02RAs

O'tstandin%

04

5ery Satis!atory

06

Satis!atory

07

"nsatis!atory

0-

Poor

01

• performance contracts,

and performance

evaluation results in

prescribed tools and

proposed development

plans

• provided !ith

technical

assistance

!ith the

re8uired

evidences

technical

assistance

!ith there8uired

evidences

the re8uired

evidences

evidences

• Established school

and family and

community

partnership for

performance

- %as sta>eholders

partnershipmobili:atio

n plan 0complete !ith

reports and

documentations of

meetings, agreements<

• -1rgani:ed programs

!ith sta>eholders, esp9

parents for academic

and other purposes

0esp9 Strategic

planning<• -1btained resources

for the school through

sta>eholders

partnership

• %as

mobili:ation

plan and

occasionally

meets

sta>eholders

in meetings

and activities

but some

elements 0e9g9

not enough

resourcesraised<

%as mobili:ation plan

and ocassionally

meets sta>eholders

but not resulting to

resources generated

and evidences are

missing

Poor mobili:ation s>ills

and seldom meets

sta>eholders

2o evidence in this area

• Performed

Instructional

Supervision

• &ollected, analy:ed

and utili:ed data to

identify and plan

• of )

re8uirements

satisfied 0!ith

7 of ) re8uirements

satisfied 0!ith

evidences<

Some re8uirements

satisfied !ithout

evidences

re8uirements and

reports largely missing


10/13


2ey Res'lt Areas

02RAs

O'tstandin%

04

5ery Satis!atory

06

Satis!atory

07

"nsatis!atory

0-

Poor

01

needed interventions

• %*ecommended

locali:ed curriculum

0mother tongue based<

for instruction

• -;eveloped standards

for outstanding teacher

and pupil performance

• -organi:es appopriate

class programs, +;(,

fle$ible learningoptions as stop-gap

measures

- &onsolidates reports

on learning difficulties,

home visitations and

peculiar incidents used

for planning and

implementing

apppropriateinterventions

evidences<

• Performed data-

based strategic

planning

- Produced a school

strategic planSIP and

+IP through the

strategic planning

process conduct of

school situational

• Produced

strategic plan

follo!ing the

strategic

planning

process !ith

Produced strategic

plan follo!ing the

strategic planning

process !ith minimal

deviation and "-

""A accomplishment

Produced strategic

plan follo!ing the

strategic planning

process !ith deviation

and )"-==A

accomplishment of

)A and belo!

accomplishments,

strategic planning

process and evidences

are largely absent


11/13


2ey Res'lt Areas

02RAs

O'tstandin%

04

5ery Satis!atory

06

Satis!atory

07

"nsatis!atory

0-

Poor

01

analysis, S61T,

determining strategies

through prioriti:ingstrategic options,

resource and facilities

planning and

formulation of P+Ps

based of analyses

• -Strategic Plan !as

based on ;eped

vision, conte$tuali:ed

in school vision and

mission

• -all school

sta>eholders !ere

engaged in the

strategic planning

process

• -(DE for process and

outcomes chec>points !ere developed and

utili:ed

- "7A and above

accomplishment of

school targets 0!ith

evidence contained in

school report card

• -School report card

minimal

deviation and

"")-"'=Aaccomplishme

nt of school

targets

0supported by

evidence<

of school targets

0supported by

evidence<

school targets

0supported by

evidence<


12/13


2ey Res'lt Areas

02RAs

O'tstandin%

04

5ery Satis!atory

06

Satis!atory

07

"nsatis!atory

0-

Poor

01

presented to all

sta>eholders

• Performed School/eadership and

(anagement and

1perations

functions

• 6ith clear financialmanagement system

for the school

supported by

evidences such as

reports, account logs,

database sytem

• +llocatedPrioriti:ed

funds for programs andschool facilities

improvement and

maintenance

• (onitored, accounted

and reported utili:ation

of school fund

•

*eported sources anduses of funds

• Ensured 8uality

standards for

facilities given to the

school

• &oordinated !ith

• 6ith clearfinancial and

resource

management

system but

one or

e8uirements

!ere missing

!ere negligible

0!ith complete

evidence<

6ith clear financialand resource

management system

but t!o re8uirements

andor reports !ere

lac>ing

?inancial (anagementSystem and reporting

!ere in its initial

stages

2o ?inancial (anagmentSystem andor reports

observed


13/13


2ey Res'lt Areas

02RAs

O'tstandin%

04

5ery Satis!atory

06

Satis!atory

07

"nsatis!atory

0-

Poor

01

sta>eholders on

resource mobili:ation

• (aintained school

E(IS and regularly

submit (IS reports to

the ;ivision 1ffice

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Principals (RPMS Sheet Form)

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