Department of

Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Principal I Salary Grade 19
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to Pa%e&s
Position
S'$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 STANDARDS
A. CSC Presri+ed *'ali!iations
Education
Experience
Eligibility
Trainings
B. Pre!erred *'ali!iations
Education M !raduate
Experience t least years " years of teaching experience
Eligibility #ET, P$ET, %&ES'
Trainings %EP, Management(S$M Trainings

Department of
Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Principal II Salary Grade ,-
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to Pa%e&s
Position
S'$er#ised
Teachers, School Personnel
(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

*"ALIFICATION STANDARDS
A. CSC Presri+ed *'ali!iations
Education
Experience
Eligibility
Trainings
). Pre!erred *'ali!iations
Education )ith *+ units in doctoral degree
Experience t least * year as Principal I
Eligibility #ET, P$ET, %&ES'
Trainings %EP, Management Training

Department of
Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Principal III Salary Grade ,1
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to Pa%e&s
Position
S'$er#ised
Teachers, School Personnel
(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

*"ALIFICATION STANDARDS
A. CSC Presri+ed *'ali!iations
Education
Experience
Eligibility
Trainings
). Pre!erred *'ali!iations
Education )ith ,- units in doctoral degree
Experience . yeasr as principal II
Eligibility #ET, P$ET, %&ES'
Trainings %EP, Management Training

Department of
Education
POSITION AND COMPETENCY PROFILE
PCP No. ______ Revision Code: 00
Position Title Principal I/ Salary Grade ,,
Parenthetial Title
O!!ie "nit E!!eti#ity Date
Re$orts to Pa%e&s
Position
S'$er#ised
Teachers, School Personnel
(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

*"ALIFICATION STANDARDS
A. CSC Presri+ed *'ali!iations
Education
Experience
Eligibility
Trainings
). Pre!erred *'ali!iations
Education t least completed academic re0uirement in doctoral
Experience t least , years as Princical III
Eligibility #ET, P$ET, %&ES'
Trainings %EP, Management Training

D"TIES AND RESPONSI)ILITIES
1. Supervises and directs all school teaching and non-teaching personnel
.1 Manages instructional system
,1 Sets up goals and objectives
4. #eads and implements educational programs
5. 2rgani3es and conducts I%SETs
. Promotes and coordinates services for the holistic development of school personnel and pupils
!. 4irects, coordinates and manages school funds according to prioriti3ed needs
+1 ssigns teachers 5here they best fit to teach 6grades, learning areas, special assignments, etc17
81 9e0uests and distributes instructional materials
10.Initiates and compiles teachers: professional documents in portfolios
**1 Practices e0uitable distribution of teaching loads and observes teacher-learner ratio
1".Inspects regularly 4aily #esson #ogs 64##7
*,1 Monitors teachers up;eep of students records
14.Provides EP compliant accommodation to learners amidst shortages
*"1 Prepares(consolidates reports
1.9ates all school personnel performance and recommends promotion
1!.<reates committee to assess learning outcomes
1#.Establishes lin;ages 5ith sta;eholders
1$.Ensures compliance to existing la5s, policies and orders of fund raising projects for the school
"0.Evaluates the school plant, physical facilities fitness, safety and sufficiency 5ith the assistance of specialists
"1.=ormulates intervention programs(innovations for learners development
"".2rgani3es special classes for learners 5ith special needs
"%.Meets parents regularly to confer(inform about school accomplishments
"4.4etermines the strengths, 5ea;nesses, opportunities and threats of the school
"5.4esigns programs 5ith sta;eholders to address school needs
".9ecogni3es accomplishments of sta;eholder:s
"!.Promotes 5elfare of sta;eholders:
"#.Mediates and ensures resolution of conflicts in school
"$.=ormulates school policies 5ith sta;eholders
%0.'arnesses participation of alumni and other organi3ations 6%!2s, #!>s, PPP7
%1.Promotes school discipline 5ith sta;eholders
,.1 #eads the preparation of SIP(IP and ensures participation of sta;eholders
Ma/or Final O't$'ts
0MFOs1
2ey Res'lt Areas 02RAs1 O+/eti#es O't$'ts
$asic Education Services Instructional #eadership chieve standards for performance
indicators and learning outcomes of
schools and centers
?"@ %T
A@ drop out
*AA@ enrolment
Performed instructional supervision to
achieve learning outcomes
Improved %T performance(
acceptable !S and other
performance indicators
#earning Environment Provided safe and child friendly learning
and school environment for
students(learners
Safe and child friendly
learning and school
environment
'uman 9esource Management and
4evelopment
Provided technical assistance to teachers
on matters pertaining to enhancement of
classroom management, s;ills and
instructional competence and to non-
teaching personnel for support services
5ithin the 9PMS cycle
Technical
ssistance(Instructional
Supervision
Parents: Involvement and
<ommunity Partnership
Established school and family and
community partnership for school
performance
Sta;eholders partnership and
mobili3ation plan
6PT sponsored
projects(events7
School #eadership, Management and
2perations
Performed school leadership, management
and operations functions
SIP(IP
Per!or3ane Indiators
O+/eti#es O'tstandin%
041
More than
ae$ta+le 051
Ae$ta+le or
3ini3'3 standard
061
Less than
ae$ta+le 0,1
Poor
011
Instr'tional
Leadershi$
ccounted for
performance indicators
and learning outcomes of
schools and centers
%T performance and
!S is above +"@
A@ 4rop 2ut
*AA@ enrolment
%T performance and
!S is at least +A@
*-.@ drop out
8A-88@ enrolment
%T performance and
!S is at least ?"@
,-"@ drop out
+A-+8@ enrolment
%T performance and
!S is at least ?A@
--+@ drop out
?A-?8@ enrolment
%T performance
and !S is belo5
?A@
More than +@ drop
out
$elo5 ?A@
enrolment
Learnin% En#iron3ent
Provided safe and child
friendly learning and
school environment for
students(learners
*AA@ accomplishments
on the follo5ing
6supported by evidence
such as school policy,
reports, information
materials, advocacy
activities, regular
meetings, inventory7
1 dhered to <hild-
=riendly environment
standards and
Programs
-Institutionali3ed child
protection mechanisms
and processes 6per
4eped 2rder BA, s1 .A*.7
-Provided
ll mechanisms are
present except for
some minimal
re0uirements
ll mechanisms are
present but 5ithout
evidences C
Incomplete
mechanisms and
absence of reports
Mechanisms and
reports are missing
I<Tfacilities(5or;shop
rooms as learning support
systems
- 'as clear 499M
mobili3ation plans
7'3an Reso're
Mana%e3ent and
De#elo$3ent
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 5ithin
the 9PMS cycle
*AA@ of teachers
provided 5ith technical
assistance 5ith
corresponding evidencesD
teacher portfolio
containing observation
reports, TS% results,
performance analysis and
recommendations for
development
interventions,
performance contracts,
and performance
evaluation results in
prescribed tools
Performed 9PMS
processes among school
personnel 5ith the
follo5ing as evidencesD
performance contracts,
and performance
evaluation results in
prescribed tools and
proposed development
t least +"@ of
teachers
provided 5ith
technical assistance
5ith the re0uired
evidences
t least 8A@ of school
personnel
provided 5ith
technical assistance
5ith the re0uired
evidences
t least ?"@ of the
teachers
provided 5ith
technical assistance
5ith re0uired
evidences
t least +A@ of school
personnel
provided 5ith
technical assistance
5ith the re0uired
evidences
"A@ of the teachers
provided 5ith
technical assistance
5ith re0uired
evidences
t least ?A@ of school
personnel
provided 5ith
technical assistance
5ith the re0uired
evidences
$elo5 "A@ of
teachers
provided 5ith
technical assistance
5ith evidences
$elo5 ?A@ of school
personnel
provided 5ith
technical assistance
5ith the re0uired
evidences
plans
Parents8 In#ol#e3ent
and Co33'nity
Partnershi$
Established school and
family and community
partnership for
performance
- 'as sta;eholders
partnership(mobili3ation
plan 6complete 5ith
reports and
documentations of
meetings, agreements7
-2rgani3ed programs 5ith
sta;eholders, esp1
parents for academic and
other purposes 6esp1
Strategic planning7
-2btained resources for
the school through
sta;eholders partnership
'as mobili3ation plan
and occasionally
meets sta;eholders in
meetings and
activities but some
elements 6e1g1 not
enough resources
raised7
'as mobili3ation plan
and ocassionally
meets sta;eholders
but not resulting to
resources generated
and evidences are
missing
Poor mobili3ation
s;ills and seldom
meets sta;eholders
%o evidence in this
area
Shool Leadershi$9
Mana%e3ent and
O$erations
Performed
Management(#eardershi
p functions
<ollected, analy3ed and
utili3ed data to identify
and plan needed
interventions
&9ecommended locali3ed
curriculum 6mother
tongue based7 for
instruction
-4eveloped standards for
outstanding teacher and
pupil performance
-organi3es appopriate
class programs, 4M,
B of " re0uirements
satisfied 65ith
evidences7
, of " re0uirements
satisfied 65ith
evidences7
Some re0uirements
satisfied 5ithout
evidences
re0uirements and
reports largely
missing
flexible learning options
as stop-gap measures
- <onsolidates reports on
learning difficulties, home
visitations and peculiar
incidents used for
planning and
implementing
apppropriate interventions
Performed data-based
strategic planning
- Produced a school
strategic plan(SIP and IP
through the strategic
planning process C
conduct of school
situational analysis,
S)2T, determining
strategies through
prioriti3ing strategic
options, resource and
facilities planning and
formulation of PPs
based of analyses
-Strategic Plan 5as
based on 4eped vision,
contextuali3ed in school
vision and mission
-all school sta;eholders
5ere engaged in the
strategic planning
process
Produced strategic
plan follo5ing the
strategic planning
process 5ith minimal
deviation and 8A-88@
accomplishment of
school targets
6supported by
evidence7
Produced strategic
plan follo5ing the
strategic planning
process 5ith minimal
deviation and +A-8A@
accomplishment of
school targets
6supported by
evidence7
Produced strategic
plan follo5ing the
strategic planning
process 5ith deviation
and ?A-?8@
accomplishment of
school targets
6supported by
evidence7
belo5 ?8@
accomplishments,
strategic planning
process and
evidences are largely
absent
-MEE for process and
outcomes chec;points
5ere developed and
utili3ed
- *AA@ accomplishment
of school targets 65ith
evidence contained in
school report card
-School report card
presented to all
sta;eholders
)ith clear financial
management system for
the school supported by
evidences such as
reports, account logs,
database sytem
llocated(Prioriti3ed funds
for programs and school
facilities improvement and
maintenance
Monitored, accounted and
reported utili3ation of
school fund
9eported sources and
uses of funds
Ensured 0uality standards
for facilities given to the
)ith clear financial
and resource
management system
but one or
e0uirements 5ere
missing 5ere
negligible 65ith
complete evidence7
)ith clear financial
and resource
management system
but t5o re0uirements
and(or reports 5ere
lac;ing
=inancial
Management System
and reporting 5ere in
its initial stages
%o =inancial
Managment System
and(or reports
observed
school
<oordinated 5ith
sta;eholders on
resource mobili3ation
Maintained school EMIS
and regularly submit MIS
reports to the 4ivision
2ffice