Cb Past Manual

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Competency – Based Performance Appraisal System for Teachers (CB-PAST)

A. MEANING AND PURPOSES OF CB-PAST

1.0. Competency –Based Performance Appraisal System of Teachers (CB-PAST)

Drawing from the Vision and Mission of the Department of Education, CB-PAST is a comprehensive appraisal system which addresses one of the mandates of the Department as embodied in the RA 9155.

The first purpose is formative-developmental in nature which will provide teachers with meaningful activities that encourage their professional learning and growth. The procedure will be supportive, non-threatening, fair, collegial and self-directed within the community of professional learners.

The second purpose is summative-evaluative which will assure that school learners have the benefit of instruction at high level of proficiency from the teachers. Appraisal of teacher performance is made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedure. The ultimate intention of the performance appraisal is achieving high levels of learners’ performance and improved learning outcomes as part of the school outcomes.

As an appraisal system the CB-PAST Adheres to standards of the competency –based performance which is the National

Competency-Based Teacher Standards; Adheres to the job-embedded requirements of the teachers in their duties and

responsibilities; Promotes and encourages teacher personal growth and professional development; and Provides a new paradigm of instructional leadership and supervision which ultimately

will improve learners and school performance outcomes.

1.1. The CB-PAST Framework

The National Competency-Based Teacher Standards (NCBTS) with the job-embedded requirements of the teachers guide the CB-PAST and primarily form the bases of the Teacher Performance indicators. The required teacher competencies as determined through Teacher Strengths and Needs Assessment (TSNA) and their utilization in the teacher’s Individual Plan for Professional Development (IPPD) are significant considerations of the appraisal system. Framed against a backdrop of conducive teaching-learning environment, the illustration below shows the interactions of the different elements of the CB-PAST as they relate to each other in relation to the teaching performance.

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FIGURE 1 – CB-PAST Framework

The NCBTS-TSNA informs what professional development actions in the IPPD a teacher pursues that would eventually result to better learning outcomes. Strengthened with the job-embedded responsibilities, the teacher’s professional actions on the identified strengths and needs shall contribute to the improvement of learner’s and school outcomes such as achievement rate, retention rate, drop-out rate among others. Collectively, the Teacher Performance Appraisal combines the different elements into three broad components as Instructional Competence, School, Home and Community Linkages and Personal and Professional Development. All of these elements are assumed to be operating in the context of a supportive teaching-learning environment that provides equal opportunities for all learning to all.

2.0 Teacher Performance Standards (TPS) of the CB-PAST

There are two main standards which serve as the basis for the CB-PAST, the NCBTS and the Job-Embedded requirements for teachers and master teachers.

2.1. National Competency-Based Teacher Standards (NCBTS)

The seven domains of the NCBTS are adopted as the Teacher Performance Standards. These are described briefly below

1. Diversity of Learners. Requires a teacher to identify and address the needs of the various types of learners by demonstrating respect for individual differences, culture, backgrounds and learning styles.

2. Curriculum Content and Pedagogy. Requires a teacher to promote learning by using accurate content knowledge in addressing academic needs of learners through the use of appropriate instructional strategies, technologies and resources.

3. Planning, Assessing & Reporting. Requires a teacher to plan, gather, analyze and use data to measure learning progress, guide instruction and provide timely feedback.

TEACHING – LEARNING ENVIRONMENT

School Outcomes

Teacher Performance

Instructional competence

School, Home, Community Linkages

Personal & Professional Development

NCBTS-TSNA & IPPD

-Job-embedded requirements

Teacher Development

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4. Learning Environment. Requires a teacher to create and maintain a safe learning environment. Which is conducive to learning and encourages fairness, respect and enthusiasm among others.

5. School, Home and Community Linkages. Requires a teacher to link with the home and community as laboratory for teaching and learning.

6. Social Regard for Learning. Requires a teacher to act as a role model of students to value learning.

7. Personal Growth and Professional Development. Requires a teacher to maintain behavior consistent with legal, ethical and professional standards and to engage in continuous professional development.

2.2. Job-embedded Requirements for Teachers and Master Teacher

Incorporated in the NCBTS Standards are the distinct job descriptions, duties and responsibilities of both the teachers and master teachers. The technical assistance responsibilities are required of all the Master Teachers (Refer to Appendix F).

In summary, the contents of the CB-PAST for both categories of Teacher and Master Teacher include the comprehensive NCBTS seven domains and enriched by the job-embedded requirements.

3.0 Guiding Principles in the Development and Use of the CB-PAST

In the development and use of the CB-PAST, a number of considerations serve as guiding principles. CB-PAST is objective, constructive, developmental and participatory in nature. The purpose of performance appraisal is both formative and summative The use of multiple data source of gathering information strengthens the validity and

results. The standards and competencies promote reflective and holistic view of teaching The appraisal process develops school culture of excellence, teacher leadership,

collegiality and collaboration. The outcomes of the appraisal should lead to continuous capacity building of teachers

and results to higher teacher performance and improved learning outcome.

B. COMPETENCY-BASED PERFORAMANCE APPRAISAL SYSTEM FOR TEACHERS (CB-PAST) TOOLS

4.0 CB-PAST Instruments and Tools

The CB-PAST is accompanied by several tools and instruments. The two main tools are CB-PAST Form 1 for Teachers and CB-PAST Form 2 for Master Teachers. The CB-PAST Form 3 for the Formative Appraisal will also be used for both teachers and master teacher in Instructional Supervision.

The CB-PAST Forms 1 and 2 are made up of two parts. Part I – Components and Performance Standards and Part II – The Plus Factor. Assigned weights are given to each component and each performance standard. The Plus Factor has a corresponding value for the summative appraisal only.

The percentage weight distribution for each Performance Standard and Component of CB-PAST Forms 1 and 2 are as follows:

Part I – Components and Performance StandardsPercentage Weight

Component I – Instructional Competence 60%Standard 1 – Diversity of Learners 10%Standard 2 – Curriculum Content and Pedagogy 30%Standard 3 – Planning, Assessing, Reporting 20%

Component II – Home, School, Community Involvement 20%Standard 4 – Learning Environment 10%Standard 5 – Community Linkages 10%

Component III – Personal Growth & Professional Development 20%Standard 6 – Social Regard for Learning 10%

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Standard 7 – Personal, Social Growth & Professional Development 10%Total 100%

Part II – The Performance Plus Factor – (maximum of .4 for every Summative Appraisal Period)

Plus Factor is an embedded reward in the CB-PAST. A teacher may earn a maximum of .4 for the Plus Factor for each summative rating period. The performance for the Plus Factor is usually voluntary, without extra compensation and is not part of the duties and responsibilities required of the teachers and master teachers.

4.1. The CB-PAST Form 1 for Teachers

The CB-PAST Form 1 is composed of 54 performance indicators and an additional set of Plus Factor indicators. The CB-PAST Form 1 maybe used by Teachers regardless of their appointment status and for position titles as Teacher I, II, and III. It is a self-rating form to be accomplished first by the teachers and validated by the school head and/or instructional leaders like education supervisors, district supervisors, department chairs and master teachers for the formative appraisal.Formative Appraisal – During the formative appraisal, the teacher shall accomplish only Part I of the CB-PAST Form 1. The same part of the Form 1 shall be used by instructional leaders to validate and self-rating of the teacher and provide instructional support. The interpretation of the rating shall be based on the Teacher Performance Index (TPI) which will inform about the professional development strengths ad needs of the teacher where support shall be provided by instructional leaders. No Plus Factor items shall be considered during the Formative Appraisal. The same procedure shall apply for the Master Teachers in their CB-PAST Form II.

Summative Appraisal – During the summative appraisal at the end of the second year the teacher shall accomplish Part I and II of CB-PAST Form 1. Part I shall be interpreted and described based on the Teacher Performance Index (TPI) and Part II which is the Plus Factor shall now be included in the overall rating of the Summative Description for Overall Performance Rating with Critical Requirements shall be used Part I and II of Form 1 shall be also used by the School heads for their administrative function to validate the self-rating of the teacher. The same description shall apply for the CB-PAST Form 2 for Master Teacher.

4.2. CB-PAST Form 2 for Master Teachers

The CB-PAST Form 2 for Master Teachers is composed of 67 performance indicators which include technical assistance requirements for the Master Teachers. Unlike the CB-PAST Form 1 for Teachers, only two components. I – Instructional Competence and III – Personal Growth and Professional Development have additional Plus Factor indicators. There are no Plus Factor Indicators for II – School, Home, Community Linkages, since the desired performance indicators are already included in the main component’s performance standards.

Formative Appraisal – Like the Teachers, only Part I of CB-PAST II for Master Teachers shall be used for the self-rating (Please refer to the description of the CB-PAST Form 1 for Teachers.)

Summative Appraisal – During the summative appraisal at the end of the school year, the Master Teacher shall accomplish Part I and II of CB-PAST Form 2. (Please refer to the description of the CB-PAST Form 1 for Teachers)

CB-PAST Forms 1 and 2 are accompanied with template for rating.

4.3. CB-PAST Form 3 – Teacher Formative Appraisal Observation Guide

The observation guide is for formative developmental purposes and instructional support of. There shall be at least five (5) actual class observations of every teacher during the school year.

The guide requires actual teaching-learning classroom observations. Form 3 shall be used in the instructional supervision of the teachers. School heads and instructional leaders shall review and verify the teacher’s portfolio where data on the retention rate, drop-out rate and achievement rate of the class and other evidences are kept.

For purposes of instructional supervision, the cyclical process shall follow the steps of pre-observation conference, actual observation and post-observation conference.

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Form 3-A is for Instructional Competence that requires an actual classroom observation of the teacher and learners behavior in the natural setting. The performance standards to be observed are Diversity of Learners, Curriculum Content and Pedagogy and Planning, Assessing and Reporting.

Form 3-B is for School, Home and Community Linkages which needs inspection of the evidences in the Teacher’s Portfolio, interview of the teacher, peers and community people. Form 3-B will verify the claim of the teacher in CB-PAST Form 1 for Teachers or CB-PAST Form 2 for Master Teachers.

Form 3-C is for Personal, Social Growth and Professional Development that requires observation of the teacher, inspection of records and evidences in the Teacher’s Portfolio, Interview of the peers, colleagues and superiors to confirm the claims of the teacher or master teacher is encouraged.

Form 3 A, B, C is accompanied by a template for rating.

4.4. CB-PAST Form 4 – Teacher Performance Rubrics as Guide for Rating

The Teacher Performance Rubrics accompanies CB-PAST Form 1 and 2. It explains in detail the requirements for each component along the scale values and clearly determines the equivalent nearest to the scale.

4.5. CB-PAST Form 5 – Teacher Portfolio Template

A portfolio template guides the teacher in the process and the appraisal. The portfolio contains all the evidences that support the claims of the teacher in the appraisal system. It contains the teachers’ thoughts, insights, feelings about teaching-learning among others that relate to their everyday life in the school setting.

The Portfolio Template is suggested as a guide to collect the evidences of performance to be entered in the Teacher Portfolio. The evidences will cross-validate the self-ratings previously made by the teacher. It will also showcase the teacher’s professional development progress. The portfolio shall also be used in Instructional Supervision.

5.0 Rating Values for the CB-PAST Instruments

5.1. Rating Scale Values for Form 1 and Form and Template for Computation:

The CB-PAST Form 1 and Form 2 describe the teacher performance on the following scale value:

4- Highly Proficient (HP)3 – Proficient (P)2 – Basic (B)1 – Below Basic (BB)

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The template below will record the summary of ratings

Summary of Ratings Template and Sample Computation

CriteriaAssigned Weight

No. of Items Score

Mean(Score ÷

no. of items)

Desc. Of the TPI

(Teacher Performance

Index)

Weighted Average(Mean x Weight)

I. Instructional Competence 60%A. Diversity of Learners 10% 7B. Curriculum Content

and Pedagogy30% 12

C. Planning, Assessing and Reporting

20% 9

i. Sum of Weighted Average of A, B, CII. Home, School & Community Linkages 20%

D. Learning Environment

10% 6

E. Community Linkages 10% 6ii. Sum of Weighted Average of D & EIII. Personal Growth & Professional Development 20%

F. Social Regard for Learning

10% 4

G. Personal, Social Growth & Professional Development

10% 10

iii. Sum of Weighted Average of F & GFormative / Summative Performance Rating and Description (Sum of Weighted Average of I, II, & III)Plus Factor (for the Summative Appraisal Only)(Each item gets 0.04. A maximum of 0.4 will be added to the Total Weighted Average for every rating period)Overall Performance Rating (for Summative Rating)(Sum of the Total Weighted Mean from I, II, III and the Plus Factor)Description of Overall Performance Rating

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Teacher Performance Index (TPI)

Performance Level Labels General Description3.51- 4.00 Highly

ProficientConsistently exceeds expectations on job responsibilities as teacher / master teacher. Displays at all time, a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments / responsibilities are completed beyond the level of expectation. Self-direction of the teacher is evident.

2.51 – 3.50 Proficient Performance often exceeds expectations in most areas but are not consistent. Displays a high level of performance related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas.

1.51 – 2.50 Basic Satisfactory performance. Meets minimum expectations on job responsibilities. Teacher performance meets basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job.

1.00 – 1.50 Below Basic Work outputs are low and fail to meet required outcomes. Teacher performance on the job and outputs frequently fail below standard. Work outputs consistently low, regularly fail to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

*This table shall be used only for the description of the three components and the seven performance standards in the Summary Ratings.

Critical Requirements and Description of the Overall Performance Rating for the Summative Appraisal.

Critical RequirementsA teacher who does not meet the critical requirement for the interval rating will get the performance rating of the lower interval

Description of Overall Performance Rating

3.51 or higher and no performance index value of below proficient in any of the standards.

Outstanding

2.51 or higher and no performance index value of below basic in any of the standards.

Very Satisfactory

1.51 – 2.50 and no and no performance index value of below basic in any of the standards.

Satisfactory

1.00 or higher with at least one performance index value below basic in any of the standards

Unsatisfactory

*To be used only for the overall performance rating for the summative evaluation. The critical requirements provide a built-in mechanism that will guarantee the quality of the overall performance description.

5.2. Rating Scale Values for Form 3 and Template for Computation

The CB-PAST Form 3 A, B, C / Instructional Supervision Form 3 describe the teacher performance on the following scale values. This form shall be used for the formative appraisal and instructional supervision.

4 – Highly Proficient (HP)3 – Proficient (P)2 – Basic (B)1 – Below Basic (BB)0 – Not Observed

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TEACHER OBSERVATION SUMMARY RATING TEMPLATE

Criteria

Assigned Weight in CB-PAST(disregard

Instructional Supervision)

No. of Items Score

Mean(Score ÷

no. of items)

Desc. Of the TBI

Recommended Supervisory Approach

Instructional Competence A. Diversity of

Learners10% 7

B. Curriculum Content and Pedagogy

30% 12


20% 9

Total 60% 27Home, School & Community InvolvementD. Learning

Environment10% 5

E. Community Linkages

10% 6

Total 20% 11Personal Growth & Professional Development F. Social Regard for

Learning10% 5


10% 5

Total 20% 15GRAND TOTAL 100%

Teacher Formative Rating (Grand Total Mean)Description for Overall Teacher Observation Rating for Formative Appraisal

Teacher Behavior Index (TBI) for Formative Appraisal

3.51 – 4.00 – Highly Proficient. Teacher behaviors consistently exceeds expectations. Displays at all time a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. Self-direction of the teacher is evident. Non-directive and collaborative approaches to supervision are recommended.

2.51 – 3.50 – Proficient. Teacher behaviors often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the indicators. Non-directive and / or collaborative approaches to supervision are recommended.

1.51 – 2.50 – Basic. Teacher behaviors meet basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job. Collaborative and / or directive approaches to supervision are recommended.

Below 1.50 – Below Basic. Teacher behaviors on the job and performance outputs frequently fall below standard. Work outputs consistently fail to meet required outcomes which need repetition. The teacher urgently need immediate instructional support. Intensive directive supervision approach is recommended.

C. THE TEACHER PERFORMANCE APPRAISAL PROCESSES

6.0. The Formative Appraisal

As a formative process CB-PAST is under the self-direction of the teacher who undertakes self-assessment through the Teacher Strengths and Needs Assessment (TSNA) as the primary source of information. From the data-base the teacher together with the school heads determines suitable

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goals, develops and implements personal and professional growth plan from the Individual Plan for Professional Development (IPPD) and documents the activities and outcomes in the Teacher Portfolio.

The entire process aims to enhance teaching performance and learning outcomes. The result of the formative appraisal will be used to inform decisions in providing peer support as part of the community of professional learners. It will provide instructional leaders and school heads the basis for planning professional development opportunities through technical assistance and capability building. The support of instructional leaders (school heads, department chairs, master teachers, education supervisors, district supervisors) is crucial in the formative appraisal process. The result will also guide the teachers themselves on how to self-direct their own instructional needs as they become more autonomous.

Instructional supervision is very crucial in the formative process. The different approaches utilizes by the instructional leaders will be directed towards the establishments of the Professional Learning Community in every school. The developmental process of nurturing through coaching, mentoring, job-embedded learning, research among others will contribute to the collaborative and collegial relationships among teachers and peers.

7.0 The Summative AppraisalThe summative appraisal answers accountability of the teachers. It is output-based performance evaluation system recognized by the Civil Service Commission to assure that teachers shall be evaluated objectively as to their performance. The summative process is a combination of self-appraisal, actual classroom observations and review or verification of evidences by instructional leaders to include all aspects of teaching performance which are (I) Instructional Competence, (II) School, Home and Community Linkages and (III) Personal, Social and Professional Growth.

The review and verification process utilizes actual classroom observations, informal interviews and perusal of documents in the teacher’s portfolio to validate the self-appraisal made by the teachers. When used in the summative process, CB-PAST will provide information necessary in making decisions for awards, incentives, recognition or promotion of teachers.

Based on the guiding principles of the CB-PAST, the process of teacher performance appraisal is participatory, formative developmental, and summative. It is rigorous to assure that the result is fair, objective and valid. It is a continuous process which form a part in the daily routine of the teacher. Proposed time schedules are given to synchronize the process as guidance for everyone involved in the school, district, division and region. Detailed procedure is described in the CB-PAST instruments and tools.

8.0 Activities in the Teacher Appraisal System

ACTIVITIES Proposed Schedule

Persons Involved

I.Preparatory Appraisal Activities 1. The teacher/master teacher and the school

head jointly review the teacher’s TSNA results, the IPPD, the job-embedded performance requirements

May to June

TeacherSchool HeadRepresentatives

II. Performance Appraisal ProperA. For Formative Appraisal

June to October

Teachers / Master Teachers, School Heads, Instructional Leaders

Activities1. Teacher / Master Teacher prepares the

Portfolio to house the materials and evidences of the professional development, progress of learners, school outcomes to verify performance

Start MayOngoing

throughout the year

Teacher / Master Teacher

2. The teacher completes CB-PAST Form 1 and the master teacher completes the CB-PAST Form 2 as self-assessment

OctoberTeacher / Master Teacher

3. The school head verifies and validates the teacher / master teacher self-assessment with

School Head

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the use of Form 1 and Form 24. The instructional supervisors (school heads,

education supervisors, district supervisors, department heads) make actual observations of the teacher performance in the classroom/ school setting. A pre and post observation conference is required

July to October

TeacherMaster TeacherInstructional Supervisors / Leaders

5. Teacher / Master Teacher and school head / instructional leader hold conference on the individual formative appraisal results and plans for instructional support for professional development in critical areas.

October

Teacher / Master TeacherSchool Head / Instructional Leaders

6. For instructional Supervision to support the Teacher, Form 3 / CB-PAST Form 3 shall be used by instructional leaders during their supervisory visit year round

Whole year round

Teacher / Instructional Supervisors / Leaders

B. For Summative AppraisalNovember to

March

Teachers / Master Teachers, School Heads, Instructional Leaders

Activities1. Teacher/ Master Teacher prepares the Portfolio

to house the materials and evidences of the professional development progress of learners, school outcomes and to verify performance.

Whole year round


2. The teacher completes CB-PAST Form 1 and the master teacher completes the CB-PAST Form 2 for summative appraisal to include the Plus Factor

February


3. The school head verifies and validates the Teacher/Master Teacher self-assessment with the use of Form 1 and Form 2

FebruarySchool Heads

4. The school instructional leaders (department chair, coordinators, education supervisors, district supervisors) utilize CB-PAST Form 3-A, 3-B, 3-C to make actual observations. A conference will be held immediately after observation

Starts November

Ends February

Teachers / Master Teachers

TeachersMaster Teachers School HeadsInstructional leaders

5. School head and teacher/master teacher hold conference and complete final summative evaluation

MarchTeachersMaster TeachersSchool Heads

C. Post Appraisal Activities1. Final submission and approval of the Teacher

Performance Appraisal March

TeacherMaster TeacherSchool Head

2. Post teacher performance appraisal conference of the teacher and the school head March

TeacherMaster TeacherSchool Head

D. GLOSSARY OF TERMS

For common understanding and clarity of the terms used in the context of this appraisal system an operational definition for each is provided below.

Clinical supervision – is supervision that undergoes three basic steps of pre-conference to clarify teachers needs, actual observations to collect data of teacher performance and post-conference to provide feedback.

Constructivism – is a learning theory and practice that describes a learner to be capable of making meaning or constructing knowledge based on personal experiences.

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Competencies – refer to knowledge, skills, abilities, personal quality, experiences and other qualities that are applicable to the profession of teaching.

Differently-abled learners refer to individuals with physical, mental, emotional social disabilities and needs like the deaf, mute, amputees, slow learners, fast learners mentally gifted withdrawn others. The meaning embraces the idea the that learners differ in capacities which are essential in learning.

Formative appraisal - an evaluation process that helps guide and directs appropriate connective action for overcoming deficiency and promotes professional growth.

ICT – stands for Information Communication Technology which include all types of technology in the classroom that are electricity driven like computers, tape recorders, radio, TV and others non-electricity driven local and indigenous technologies like models realias, display boards, dioramas, sand tables and the like.

Instructional leaders – refer to school officials who are tasked to lead and assist teachers in improving teaching. These include the school heads, school district supervisors, education supervisors, department chairs, and subject coordinators.

Learners at risk – refer to school learners who are marginalized due to serious peace and order conditions, economic deprivation, social unrest, over-population extreme in-equalities and living within the natural calamity prone areas that would prevail them attending classes regularly or maximizing school learning.

Lifelong learning - is the process that every individual embrace to learn throughout life by developing potentials and capacities in order to give more value and meaning to education.

Master Teacher 0 refers to competent teachers who are selected based on the set of criteria and guidelines issued by the DepEd and the CSC. Teaching children and mentoring peers are the two main functions of Master Teachers.

Performance appraisal – is a process by which managers examine and compare teacher accomplishment with standards, documents and uses the results to provide feedback and show where improvements are needed. The results may be used for professional development incentives, rewards and promotion.

Performance standards – refer to the major competencies and duties performed by the teacher which are clearly spelled out in the national competency based teacher standard and the job-embedded duties of teachers.

Performance indicators are examples of the type of performance that will occur if a standard is successfully met.

Social Heads – refer to school officials who are tasked to administer a school system in a single or cluster of schools included in the task is instructional supervision. School heads refer to Principals, Head Teachers and Teacher In-Charge.

Summative appraisal - is a comprehensive evaluation of achievement of performance by judging against a set of standards for purposes of promotion, awards, incentives and others.

Teacher - is a professional who is engaged in teaching in the pre-school, elementary and secondary levels, who maybe in full time with regular status, part time or contractual, locally or nationally funded. Teacher also refer to substitute of volunteer teacher.

9.0. Appendices

A – CB-PAST Form 1 for TeachersB – CB-PAST Form 2 for Master TeachersC – CB-PAST Form 3 Teacher Performance Observation GuideD – CB-PAST form 4 Performance RubricsE – CB-PAST Form 5 Teacher Portfolio TemplateF – Duties and Responsibilities of Teachers and Master Teachers

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Appendix A

CB-PAST Form 1

COMPETENCY – BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS(CB-PAST)

Name _______________________________ Position Title __________ Appointment Status ________School _____________________________________________________________________________District: _____________________________ Division ______________ Region ___________________School Year _______________ First Semester _________________ Second Semester ____________

To Teachers:

For Part I, use a rating scale with 1 as lowest and 4 as the highest. Rate yourself along the indicators under each performance standard. Circle the appropriate rating that applies to you in every item. For clearer understanding, refer to the expanded rubrics for the holistic description/interpretation of the rating values.

4 – Highly Proficient (HP)

Teacher performance consistently exceeds expectations. Displays at all time, a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments/responsibilities are completed beyond the level of expectation. Self-direction of the teacher is evident.

3 – Proficient (P)Teacher performance often exceeds expectations. Displays a high level of competency

related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas.

2 – Basic (B)Teacher performance meets basic expectations based on standards. Displays basic level of

work and performance outputs as required outcomes or expectations of the job.

1 – Below Basic (BB)Teacher performance on the job and outputs frequently fall below standard. Work outputs

consistently low, regularly fails to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

Part II, the PLUS FACTOR shall be used for Summative Appraisal at the end of the school year. It is a list of performance beyond the call of duty which are not included in the indicators of Part I. Every Plus Factor item has a value of .04 and teacher may earn a maximum of .4 during the summative appraisal period. Check the item being claimed. Duly certified evidences of the plus factor claimed should be found in your Teacher’s Portfolio.

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PART I. COMPONENTS AND PERFORMANCE STANDARDS

I.INSTRUCTIONAL COMPETENCERating Legend: BB – Below Basic; B – Basic; P-Proficient; HP – Highly Proficient

A. Diversity of LearnersWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. set objectives that are within the experiences and capabilities of

learners1 2 3 4

2. utilized varied designs, techniques and activities suited to the different kinds of learners

1 2 3 4

3. paced lessons appropriate to the needs and difficulties of learners 1 2 3 44. provided appropriate intervention activities for learners at risks 1 2 3 45. recognized multi-cultural background of learners when providing

learning opportunities1 2 3 4

6. adopted strategies to address needs of differently-abled learners. 1 2 3 47. showed fairness and consideration to all learners regardless of socio-

economic background1 2 3 4

B. Curriculum Content and PedagogyWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Delivered accurate and updated content knowledge using appropriate

methodologies, approaches and strategies1 2 3 4

2. Used integration of language, literacy, numeracy skills and values in teaching

1 2 3 4

3. Explained learning goals,, instructional procedures and content clearly and accurately to students

1 2 3 4

4. Linked the current content with past and future lessons 1 2 3 45. Aligned the lesson objectives, teaching methods, learning activities,

and instructional materials or resources appropriate to the learners.1 2 3 4

6. Created situations that encourage learners to use high order thinking skills through the use of local language among others if needed.

1 2 3 4

7. Engaged and sustained learner’s interest in the subject by making content meaningful and relevant to them.

1 2 3 4

8. Integrated scholarly works and ides to enrich the lesson 1 2 3 49. Establish routines and procedures to maximize instructional time. 1 2 3 410. Selected, prepared and utilized available technology and other

instructional materials appropriate to the learner’s and learning objectives

1 2 3 4

11. Provided appropriate learning tasks, portfolio and projects that support development of good study habits.

1 2 3 4

12. Used available ICT resources for planning and designing teaching-learning activities

1 2 3 4

C. Planning, Assessing and ReportingWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Constructed valid and reliable formative and summative tests. 1 2 3 42. Used appropriate non-traditional assessment techniques and tools (i.e

portfolio, journals, rubric etc.)1 2 3 4

3. Interpreted and used test results to improve teaching and learning 1 2 3 44. Identified teaching-learning difficulties and possible causes 1 2 3 45. Managed remediation activities 1 2 3 46. Used tools for assessing authentic learning 1 2 3 47. Provided timely and accurate feedback to learners to encourage them

to reflect on and monitor their own learning growth1 2 3 4

8. Kept accurate records of grades/ performance levels of learners 1 2 3 49. Conducted regular meetings with learners and parents to report

learner’s progress1 2 3 4

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II.SCHOOL, HOME, COMMUNITY LINKAGESRating Legend: BB – Below Basic; B – Basic; P-Proficient; HP – Highly Proficient

D. Learning EnvironmentWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Provided equal opportunities for all learners regardless of gender 1 2 3 42. Maintained a safe and orderly classroom free from distractions 1 2 3 43. Used individual and cooperative learning activities to improve

capacities of learners for higher learning.1 2 3 4

4. Inspired learners to set and value high performance targets for themselves

1 2 3 4

5. Handled behavior problems quickly and with due respect to children’s rights

1 2 3 4

6. Created situation that develop a positive attitude among learners towards their subject and teacher

1 2 3 4

E. Community LinkagesWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Involved parents/ community in sharing accountability for learners

achievement1 2 3 4

2. Used varied and available community resources (human, materials) to support learning

1 2 3 4

3. Used community as a laboratory for teaching and learning 1 2 3 44. Got involved in / shared community information on school events and

achievement1 2 3 4

5. Led students to apply classroom learning to the community 1 2 3 46. Informed learners, parents and other stakeholders regarding school

policies and procedures.1 2 3 4

III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICSRating Legend: BB – Below Basic; B – Basic; P-Proficient; HP – Highly Proficient

F. Social Regard for LearningWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Abide by and implemented school policies and procedures. 1 2 3 42. Demonstrated punctuality in accomplishing tasks and attendance

on all occasions.1 2 3 4

3. Maintained appropriate appearance and decorum at all times 1 2 3 44. Demonstrated appropriate behavior in dealing with learners, peers

and superiors.1 2 3 4

G. Personal, Social Growth and Professional Development Within the appraisal period, I…. Appraisal Rating

BB B P HP1. Maintained stature and behavior that upholds the dignity of

teaching.1 2 3 4

2. Manifested personal qualities like enthusiasm, flexibility, caring attitude, collegiality among others.

1 2 3 4

3. Demonstrated my educational philosophy of teaching in the classroom

1 2 3 4

4. Updated myself with recent developments in education. 1 2 3 45. participated actively in professional organizations 1 2 3 46. reflected on the quality of my own teaching 1 2 3 47. improved teaching performance based on feedback from mentors,

learners, peers, superiors and others1 2 3 4

8. used self-assessment to enhance strengths and correct my weaknesses

1 2 3 4

9. accepted accountability for learners’ outcomes 1 2 3 410. abide by the Code of Ethics for Professional Teachers. 1 2 3 4

15

PART II. THE PLUS FACTOR

The Plus Factor shall be claimed at the end of the school year for the summative appraisal. Items claimed in the current appraisal period will not be credited in the succeeding appraisal period.

Teachers who are dedicated in their profession perform some jobs beyond what is required of them. Most of these are voluntary in nature, thus to acknowledge the added performance, certain reward in the form of the Plus Factor is provided in this appraisal system.

Each item in the list is equivalent: to .04 a teacher who accomplishes a maximum of 10 items during the appraisal period gets a maximum value of .4. The maximum value of .4 or a fraction shall be added to the total weighted average on the CB-PAST for the overall rating of the teacher performance. The three components shall have a maximum number of items to be accomplished and claimed by the Teacher to wit: I. Instructional Competence – any four (4) items; II. School, Home, Community Linkages – any three (3) items and III. Personal, Social Growth and Professional Development – any three (3) items.

Only teachers who have an overall rating description of Highly Proficient, Proficient, or Basic shall claim for the Plus Factor component in the appraisal system.

I.Plus Factor for Instructional Competence_____ 1. Acted as a mentor / coach in professional development to at least 2 peers._____ 2. Served as a demonstration teacher at least once a rating period, for peers, cooperating

teachers, resource teachers in the in-service and pre-service students on innovative teaching strategies, classroom management.

_____ 3. Conducted one (1) action research whose findings and recommendations have been adopted by the school (district or division).

_____ 4. Acted as coordinator, chairperson in activities, projects that relate to Instructional Competence.

_____ 5. Innovated teaching strategies, classroom management and assessment to enhance learning.

_____ 6. Increased the difference in the achievement rate of the division post test over the pretest by 2.5% or higher on all classes taught.

_____ 7. Maintained zero drop out rate or reduced drop out rate in the class.

II. Plus Factor for School, Home, Community Linkages_____ 1. Organized and implemented at least one (1) home-school-community project in a rating

period which resulted to enhanced learning outcomes._____ 2. Established a model that exemplifies a learning environment conducive to teaching and

learning (i.e. Science Gardens, Mathematics Laboratory, Model classroom, others)_____ 3. Made at least one (1) best practice on how to involve majority of the parents in the

education of their children._____ 4. Conducted at least 1 action research and shared results to peers on problems related to

learning environment, home, school and community involvement._____ 5. Conducted at least two home visitations to encourage parents to support their children in

their school activities to reduce absenteeism and tardiness._____ 6. Others not included but related to school, home and community involvement.

III.Plus Factor for Personal, Social Growth and Professional Characteristics_____ 1. Received award(s) for exemplary personal and professional attributes such as honesty and

integrity, leadership, dedication, initiative, courtesy, fairness of an outstanding teacher from recognized academic institutions and other award giving bodies.

_____ 2. Acted as coach or trainer to award winning students or group of students in academic and non-academic contests recognized at least at the division level.

_____ 3. Earned relevant professional trainings (an aggregate of at least 60 hours) or graduated from a higher relevant degree.

_____ 4. Received scholarship awards, educational exchange, educational observation, study tour and the like which have competitive screening process (Claim can only be made after the award has been enjoyed).

_____ 5. Others not mentioned but related to personal and professional characteristics.End of the CB-PAST Form 1

16

CB-PAST Summary of Ratings Template


No. of Items Score

Mean(Score ÷

no. of items)

Desc. Of the TPI


Index)


I.Instructional Competence 60%A. Diversity of Learners 10% 7B. Curriculum Content

and Pedagogy30% 12


20% 9

Sum of Weighted Average of A, B, CII.Home, School & Community Linkages 20%


10% 6

E. Community Linkages 10% 6Sum of Weighted Average of D & E

III.Personal Growth & Professional Development 20%F. Social Regard for

Learning10% 4


10% 10

Sum of Weighted Average of F & GFormative Performance Rating (Sum of Weighted Average of I, II, & III)Description for Overall Performance Rating in TPI for Formative AppraisalPlus Factor (for the Summative Appraisal Only)(Each item gets 0.04. A maximum of 0.4 will be added to the Total Weighted Average)Summative Performance Rating (Sum of the Total Weighted Mean from I, II, III and the Plus Factor earned)Description of Overall Performance Rating with critical requirement for Summative Appraisal


3.51 – 4.00 – Highly Proficient. Teacher performance consistently exceeds expectations. Displays at all time a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments / responsibilities are completed beyond the level of expectation. Self-direction of the teacher is evident.

2.51 – 3.50 – Proficient. Teacher performance often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of these areas.

1.51– 2.50 – Basic. Teacher performance meets basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job.

Below 1.50 – Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

17

Overall Performance Rating Description and Critical Requirements for the Summative AppraisalDescription of Overall Performance Rating

Critical RequirementsNote: A teacher who does NOT meet the critical requirement will get the next lower level of the overall performance rating.

Outstanding 3.51 or higher and no performance index value of below proficient in any of the standards.

Very Satisfactory 2.51 or higher and no performance index value of below basic in any of the standards.

Satisfactory 1.51 – 2.50 and no and no performance index value of below basic in any of the standards.

Unsatisfactory 1.00 or higher with at least one performance index value below basic in any of the standards

Remarks _____________________________________________________________________________

Agreements ___________________________________________________________________________

I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance.

Ratee:_______________________________Teacher (Name and Signature)

Date: ________________________________

Conferred with:________________________________School Head (Name & Signature)

Date: ________________________________________

Recommending Approval: ____________________________Name & Signature

Date: _____________________________________________

Approved by: ______________________________________Name & Signature

Date: _____________________________________________

18

Appendix B

CB-PAST Form 2

COMPETENCY – BASED PERFORMANCE APPRAISAL SYSTEM FOR MASTER TEACHERS(CB-PAST MT)

Name _______________________________ Position Title __________________________________School _____________________________________________________________________________District: _____________________________ Division ______________ Region ___________________School Year _______________ First Semester _________________ Second Semester ____________

To Master Teachers:

For Part I, use a rating scale with 1 as lowest and 4 as the highest. Rate yourself along the indicators under each performance standard. Encircle the appropriate rating that applies to you in every item. For clearer understanding, refer to the expanded rubrics for the holistic description/interpretation of the rating values.

4 – Highly Proficient (HP)

Teacher performance consistently exceeds expectations. Displays at all time, a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments/responsibilities are completed beyond the level of expectation. Self-direction of the teacher is evident.

3 – Proficient (P)Teacher performance often exceeds expectations. Displays a high level of competency

related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas.

2 – Basic (B)Teacher performance meets basic expectations based on standards. Displays basic level of

work and performance outputs as required outcomes or expectations of the job.

1 – Below Basic (BB)Teacher performance on the job and outputs frequently fall below standard. Work outputs

consistently low, regularly fails to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

Part II, the PLUS FACTOR shall be used for Summative Appraisal at the end of the school year. It is a list of performance beyond the call of duty which are not included in the indicators of Part I. Every Plus Factor item has a value of .04 and teacher may earn a maximum of .4 during the summative appraisal period. Check the item being claimed. Duly certified evidences of the plus factor claimed should be found in your Teacher’s Portfolio.

19

PART I. COMPONENTS AND PERFORMANCE STANDARDS

I.INSTRUCTIONAL COMPETENCERating Legend: BB – Below Basic; B – Basic; P-Proficient; HP – Highly Proficient

A. Diversity of LearnersWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. set objectives that are within the experiences and capabilities of

learners1 2 3 4

2. utilized varied designs, techniques and activities suited to the different kinds of learners

1 2 3 4

3. paced lessons appropriate to the needs and difficulties of learners 1 2 3 44. provided appropriate intervention activities for learners at risks 1 2 3 45. recognized multi-cultural background of learners when providing

learning opportunities1 2 3 4

6. adopted strategies to address needs of differently-abled learners. 1 2 3 47. showed fairness and consideration to all learners regardless of socio-

economic background1 2 3 4

8. mentored peers in the grade/year level or the area of specialization in using strategies that address diversity of learners.

1 2 3 4

B. Curriculum Content and PedagogyWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Delivered accurate and updated content knowledge using appropriate

methodologies, approaches and strategies1 2 3 4

2. Developed and/or implemented innovative and functional teaching approaches and strategies every year as follows:

MT I-II at least one MT III-IV at least two

1 2 3 4

3. Used integrative approaches in teaching such as Content Based Instruction (CBI), Multiple Intelligence Learning Approach (MILA) , and multidisciplinary approach, among others.

1 2 3 4

4. Explained learning goals,, instructional procedures and content clearly and accurately to students

1 2 3 4

5. Linked the current content with past and future lessons 1 2 3 46. Aligned the lesson objectives, teaching methods, learning activities,

and instructional materials or resources appropriate to the learners.1 2 3 4

7. Created situations that encourage learners to use high order thinking skills through the use of local language among others if needed.

1 2 3 4

8. Engaged and sustained learner’s interest in the subject by making content meaningful and relevant to them.

1 2 3 4

9. Integrated scholarly works and ides to enrich the lesson 1 2 3 410. Established routines and procedures to maximize instructional time. 1 2 3 411. Selected, prepared and utilized available technology and other

instructional materials appropriate to the learner’s and learning objectives

1 2 3 4

12. Provided appropriate learning tasks, portfolio and projects that support development of good study habits.

1 2 3 4

13. Used available Information and Communication Technology (ICT) resources for planning and designing teaching-learning activities

1 2 3 4

14. Served as demonstration teacher and/or consultant MT I: at least school and district levels MT II: school, district, and division levels MT III: school, district, division and regional levels MT IV: school, district, division, regional and national levels

1 2 3 4

15. Assumed leadership in the improvement of instructional programs and preparation of instructional materials MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels

1 2 3 4

20

MT IV: in all grade/year levels16. Conducted classroom observations

MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels MT IV: in all grade/year levels

1 2 3 4

17. Conducted instructional training programs in the school, district or division

1 2 3 4

18. Mentored a peer on how to plan and conduct action research 1 2 3 4

C. Planning, Assessing and ReportingWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Constructed valid and reliable formative and summative tests. 1 2 3 42. Used appropriate non-traditional assessment techniques (portfolio,

journals, rubric etc.)1 2 3 4

3. Interpreted and used test results to improve teaching and learning 1 2 3 44. Identified teaching-learning difficulties and possible causes 1 2 3 45. Managed remediation activities 1 2 3 46. Used tools for assessing authentic learning 1 2 3 47. Provided timely and accurate feedback to learners to encourage them

to reflect on and monitor their own learning growth1 2 3 4

8. Kept accurate records of grades/ performance levels of learners 1 2 3 49. Conducted regular meetings with learners and parents to report

learner’s progress1 2 3 4

10. Led in the analysis and utilization of test results MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels

MT IV: in all grade/year levels

1 2 3 4

II.SCHOOL, HOME, COMMUNITY LINKAGESRating Legend: BB – Below Basic; B – Basic; P-Proficient; HP – Highly Proficient

D. Learning EnvironmentWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Provided gender fair opportunities for learning. 1 2 3 42. Maintained a safe and orderly classroom free from distractions 1 2 3 43. Used individual and cooperative learning activities to improve

capacities of learners for higher learning.1 2 3 4

4. Inspired learners to set and value high performance targets for themselves

1 2 3 4

5. Handled behavior problems quickly and with due respect to children’s rights

1 2 3 4

6. Created situation that develop a positive attitude among learners towards their subject and teacher

1 2 3 4

7. Maintained a model classroom, which is conducive to teaching and learning

1 2 3 4

E. Community LinkagesWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Involved the home/community in sharing accountability for learners

achievement1 2 3 4

2. Used varied and available community resources (human, materials) to support learning

1 2 3 4

3. Used community as a laboratory for teaching and learning 1 2 3 44. Got involved in / shared community information on school events and

achievements.1 2 3 4

5. Shared to the community information on school events and achievements

1 2 3 4

6. Led students to apply classroom learning to the home and community 1 2 3 4

21

7. Informed learners, parents and other stakeholders regarding school policies and procedures.

1 2 3 4

8. Planned, organized and led a school-community activity as a model for peers such as Clean and Green, Brigada Eskwela, sports clinic, waste management etc.

1 2 3 4

III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICSRating Legend: BB – Below Basic; B – Basic; P-Proficient; HP – Highly Proficient

F. Social Regard for LearningWithin the appraisal period, I…. Appraisal Rating

BB B P HP1. Followed and implemented school policies and procedures. 1 2 3 42. Demonstrated punctuality in accomplishing tasks and attendance on all

occasions.1 2 3 4

3. Maintained appropriate appearance and decorum at all times 1 2 3 44. Demonstrated appropriate behavior in dealing with learners, peers and

superiors and other stakeholders1 2 3 4

5. Maintained oneself as a role model of students and peers

G. Personal, Social Growth and Professional Development Within the appraisal period, I…. Appraisal Rating

BB B P HP1. Maintained stature and behavior that upholds the dignity of teaching. 1 2 3 42. Manifested personal qualities like enthusiasm, flexibility, caring

attitude, and others.1 2 3 4

3. Demonstrated my educational philosophy of teaching in the classroom 1 2 3 44. Updated myself with recent developments in education through

readings, attendance in continuing professional education, or trainings/ seminars and similar activities.

1 2 3 4

5. participated actively in professional organizations 1 2 3 46. reflected on the quality of my own teaching 1 2 3 47. improved teaching performance based on feedback from mentors,

learners, peers, superiors and others1 2 3 4

8. used self-assessment to enhance strengths and correct my weaknesses 1 2 3 49. accepted accountability for learners’ outcomes 1 2 3 410. abide by the Code of Ethics for Professional Teachers. 1 2 3 411. Organized and implemented activities with pees for personal growth

and professional development like educational tours, school visits, retreats, conference, etc.

1 2 3 4

22

PART II. THE PLUS FACTOR

The Plus Factor shall be claimed at the end of the school year for the summative appraisal. Items claimed in the current appraisal period will not be credited in the succeeding appraisal period.

Teachers who are dedicated in their profession perform some jobs beyond what is required of them. Most of these are voluntary in nature, thus acknowledging the added performance, certain reward in the form of the Plus Factor is provided in this appraisal system.

Each item in the list is equivalent: to .04 a teacher who accomplishes a maximum of 10 items during the appraisal period gets a maximum value of .4. The maximum value of .4 or a fraction shall be added to the overall rating of the teacher performance on the CB-PAST. Each component shall have a maximum number of items to be accomplished and claimed by the Teacher to wit: I. Instructional Competence – any five (5) items; and III. Personal, Social Growth and Professional Development – any five (5) items.

Only teachers who have an overall rating description of Highly Proficient, Proficient, or Basic shall claim for the Plus Factor component in the appraisal system.I.Plus Factor for Instructional Competence_____ 1. Conducted meetings/ home visitations of students at least four (4) times to improve

teaching-learning situations.______ 2. Acted as resource person in at least four (4) professional development activities (i.e.

seminar, workshop, trainings, conference) in either pre-service or in-service trainings in the school district or division.

_____ 3. Provided professional assistance to peers on how to plan and conduct action research_____ 4. Initiated, organized and conducted a training program for teachers_____ 5. Designed evaluation and monitoring program for the school, district or division._____ 6. Conducted curricular review or similar activity in the school, district or division._____ 7. Increased the difference in the achievement rate or the division post test over the pretest

by 5 % or higher in all classes taught._____ 8. No dropout rate during the appraisal period._____ 9. Others, related to instructional Competency (specify) ________________________

II. No Plus Factor for School, Home Community Linkages (All items are included as required)

III.Plus Factor for Personal, Social Growth and Professional Characteristics_____ 1. Received award(s) for exemplary personal and professional attributes by a recognized body

or agency t the school, district, division, regional or national level._____ 2. Earned a higher relevant degree._____ 3. Published at least one (1) article in professional magazines/periodicals related to the field

of specialization._____ 4. Presented a paper in a regional, national or an international conference._____ 5. Received scholarship/ fellowship/travel / research/ observation grant or secondment of

not less than one (1) year, through a competitive selection. The credit shall be earned after the scholarship / grant / secondment had been finished. If less than one year, it shall be prorated in months.

_____ 6. Represented the DepED in the regional, national or international forum related to the current assignment.

_____ 7. Others related to Personal Growth and Professional Development Characteristics. (please specify)

End of the CB-PAST Form 2 for MASTER TEACHER

23

CB-PAST MT Summary of Ratings Template


No. of Items Score

Mean(Score ÷

no. of items)

Desc. Of the TPI


Index)


I.Instructional Competence 60%A. Diversity of Learners 10% 8B. Curriculum Content

and Pedagogy30% 18


20% 10

Sum of Weighted Average of A, B, CII.Home, School & Community Linkages 20%


10% 7

E. Community Linkages 10% 8Sum of Weighted Average of D & E

III.Personal Growth & Professional Development 20%F. Social Regard for

Learning10% 5


10% 11

Sum of Weighted Average of F & GFormative Performance Rating (Sum of the Total Weighted mean from A to G only for Formative Appraisal)Description for Overall Performance Rating in TPI for Formative AppraisalPlus Factor (for the Summative Appraisal Only)(Each item gets 0.04. A maximum of 0.4 will be added to the Total Weighted Average)Summative Performance Rating (Sum of the Total Weighted Mean from A to G and the Plus Factor earned)Description of Overall Performance Rating with critical requirement for Summative Appraisal


3.51 – 4.00 – Highly Proficient. Teacher performance consistently exceeds expectations. Displays at all time a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments / responsibilities are completed beyond the level of expectation. Self-direction of the teacher is evident.

2.51 – 3.50 – Proficient. Teacher performance often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of these areas.

1.51– 2.50 – Basic. Teacher performance meets basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job.

Below 1.50 – Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

24

Overall Performance Rating Description and Critical Requirements for the Summative AppraisalDescription of Overall Performance Rating

Critical RequirementsNote: A teacher who does NOT meet the critical requirement will get the lower performance rating.

Outstanding 3.51 or higher and no performance index value of below proficient in any of the standards.

Very Satisfactory 2.51 or higher and no performance index value of below basic in any of the standards.

Satisfactory 1.51 – 2.50 and no and no performance index value of below basic in any of the standards.

Unsatisfactory 1.00 or higher with at least one performance index value below basic in any of the standards

Remarks _____________________________________________________________________________

Agreements ___________________________________________________________________________

I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance.

Ratee:_______________________________Teacher (Name and Signature)

Date: ________________________________

Conferred with:________________________________School Head (Name & Signature)

Date: ________________________________________

Recommending Approval: ____________________________Name & Signature

Date: _____________________________________________

Approved by: ______________________________________Name & Signature

Date: _____________________________________________

25

Appendix C

CB-PAST Form 3 / Instructional Supervision Form 3

TEACHER PERFORMANCE OBSERVATION GUIDE

Name: __________________________________________ Position Title _______________________School ____________________________________________________________________________District _________________________________________ Division ____________________________School Year ____________________ Semester ______________ Date of Observation _____________

General Instructions to the Observer

For purposes of formative appraisal for supervision, the Teacher Performance Observation Guide of the Competency-Based Performance Appraisal System for Teachers (CB-PAST) shall be used. The tool will generate objective information needed for the technical support of instructional supervisors for the teachers.

Form 3A shall be used for the actual observation of the Teaching-Learning Process in the Classroom. The domains to be observed re Diversity of Learners, Curriculum and Pedagogy and Planning Assessing and Reporting.

Form 3B shall be used for the observation of the Home, School and Community Involvement. The domains to be observed are the Learning Environment and Home, School, and Community Linkages. Indicators which cannot be actually observed shall be verified in the Teacher’s Portfolio for evidences.

Form 3C shall be used for the observation of the Personal, Social Growth and Professional Development for Teachers. The domains to be observed are the Social Regard for Learning and Personal Social Growth and Professional development indicators which cannot be actually observed shall be verified in the Teacher’s Portfolio for evidences.

For the guidance of the observers, the rating scale is described s follows:

4 – High Proficient (HP)Teacher behavior consistently exceeds expectations. Displays consistently at all times, high level of performance in skills, abilities, attributes, initiatives and productivity. Self-direction of the teacher of the teacher is evident. 3 – Proficient (P) Teacher behavior often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the job areas.2 – Basic (B)Teacher behavior on the job meet basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes.1 - Below Basic (BB)Teacher behavior on the job and outputs frequently fall below standard. Performance and work outputs consistently low, fails to meet required outcomes hence needs repetition of action or by completion of others. The teacher may need immediate directive instructional support. 0 – Not observed (NO) Indicator is required of the job, but not observed.

26

Instructional Supervision Form 3A / CB-PAST Form 3A

TEACHER OBSERVATION GUIDE FOR INSTRUCTIONAL COMPETENCE

Legend: 0 – Not Observed (NO 1 – Below Basic (BB) 2 – Basic (B)

3 – Proficient (P) 4 – Highly Proficient (HP)

Circle the number that describes best your observation of the Teacher. Start here…

Performance Behavior Observation Rating

A. Diversity of Learners NO BB B P HP

1. Sets lesson objectives within the experiences and capabilities of the learners

0 1 2 3 4

2. Utilizes varied techniques and strategies suited to different kinds of learners

0 1 2 3 4

3. Shows fairness in dealing with learners 0 1 2 3 4

4. Paces lessons appropriate to the needs and difficulties of learners.

0 1 2 3 4

5. Provides appropriate intervention activities for learners at risk 0 1 2 3 4

Total Score : ____________ Average ___________ Description _________________

Narrative Observation:

________________________________________________________________________________


B. Content and Pedagogy NO BB B P HP

B.1. Teacher Behavior in Actual Teaching

1. Teaches accurate and updated content using appropriate approaches and strategies

0 1 2 3 4

2. Aligns lesson objectives, teaching methods, learning activities, and instructional materials.

0 1 2 3 4

3. Encourage learners to use higher order thinking skills in asking questions.

0 1 2 3 4

4. Engages and sustains learner’s interest in the subject matter by making content meaningful and relevant.

0 1 2 3 4

5. Establishes routines and procedures to maximize use of time and instructional materials

0 1 2 3 4

6. Integrates language, literacy, skills, and values in teaching. 0 1 2 3 4

7. Presents lesson logically in a developing manner. 0 1 2 3 4

8. Utilizes technology resources in planning, designing, and delivery of lesson

0 1 2 3 4

9. Creates situations that encourages learners to use higher order thinking skills.

0 1 2 3 4



27


B. Content and Pedagogy NO BB B P HP

B.2. Learner’s Behavior in the Classroom

1. Answers in own words at the desired cognitive level. 0 1 2 3 4

2. Participates actively in the learning tasks with some levels of independence.

0 1 2 3 4

3. Asks questions relevant to the lesson. 0 1 2 3 4

4. Sustains interest in the lesson / activity. 0 1 2 3 4

5. Follows routines and procedure to maximize instructional time.

0 1 2 3 4

6. Shows appropriate behavior of individualism, cooperation, competition in classroom interactions

0 1 2 3 4

7. Imbibes and values learning from the teacher and from classmates

0 1 2 3 4

8. Demonstrate in varied ways, learning achieved in the activities

0 1 2 3 4




C. Planning, Assessing, Reporting Learner’s Outcomes NO BB B P HP

1. Provides timely, appropriate reinforcement/feedback to learner’s behavior

0 1 2 3 4

2. Uses appropriate formative, summative, tests congruent to the lesson

0 1 2 3 4

3. Uses non-traditional authentic assessment techniques when needed.

0 1 2 3 4

4. Keeps accurate records of learner’s performance level. 0 1 2 3 4

5. Gives assignment as reinforcement or enrichment of the lesson

0 1 2 3 4

6. Provides opportunity for learners to demonstrate their learning

0 1 2 3 4



Comments of the Teacher

Agreements of the Teacher and Observer

___________________________________ ________________________________________Teacher’s Name & Signature Observer’s Name and Signature

* Signatures indicate that observations have been clarified by both parties.

28

Instructional Supervision Form 3B / CB-PAST Form 3B

TEACHER OBSERVATION GUIDE FOR HOME, SCHOOL AND COMMUNITY INVOLVEMENT

Legend: 0 – Not Observed (NO) 1 – Below Basic (BB) 2 – Basic (B)




D. Learning Environment NO BB B P HP

1. Maintains a safe and orderly classroom 0 1 2 3 4

2. Engages learners in differentiated activities for higher learning 0 1 2 3 4

3. Handles behavior problems quickly and with due respect to children’s rights

0 1 2 3 4

4. Creates situation that develops a positive attitude among learners towards their subjects and teachers.

0 1 2 3 4

5. Provides gender sensitive opportunities for learning. 0 1 2 3 4



________________________________________________________________________________


E. School, Home & Community Linkages NO BB B P HP

1. Involves the community in sharing accountability for learners’ achievement

0 1 2 3 4

2. Uses varied and available community resources (human, materials) to support learning

0 1 2 3 4

3. Uses community as laboratory for teaching and learning 0 1 2 3 4

4. Shares with the community information on school events and achievements.

0 1 2 3 4

5. Encourages learners to apply classroom learning at home and in community

0 1 2 3 4

6. Informs learners, parents and other stakeholders regarding school policies and procedures

0 1 2 3 4


Narrative Observation: ______________________________________________________________________________________

__________________________________________________________________________________

Comments of the Teacher:_____________________________________________________________________________________

_

______________________________________________________________________________________

Agreement of the Teacher and the Observer:_____________________________________________________________________________________

_

29

______________________________________________________________________________________

_________________________________________ _______________________________________ Teacher’s Name & Signature Observer’s Name & Signature

* Signatures indicate that observations have been clarified by both parties.

30

Instructional Supervision Form 3C / CB-PAST Form 3C

TEACHER OBSERVATION GUIDE FOR PERSONAL, SOCIAL GROWTH AND PROFESSIONL DEVELOPMENT

Legend: 0 – Not Observed (NO) 1 – Below Basic (BB) 2 – Basic (B)




F. Social Regard for Learning NO BB B P HP

1. Abides by and implements school policies and procedures 0 1 2 3 4

2. Observes punctuality in accomplishing tasks and requirements 0 1 2 3 4

3. Observes punctuality in class attendance and in other occasions 0 1 2 3 4

4. Maintains appropriate appearance and decorum at all times. 0 1 2 3 4

5. Demonstrates appropriate behavior in dealing with students, superiors, and stakeholders.

0 1 2 3 4



________________________________________________________________________________


G. Personal, Social Growth and Professional Development NO BB B P HP

1. Maintains stature and behavior that upholds the dignity of teaching

0 1 2 3 4

2. Manifest personal qualities like enthusiasm, flexibility, caring attitude and others.

0 1 2 3 4

3. Demonstrate a personal philosophy of teaching in the classroom.

0 1 2 3 4

4. Updates oneself with the recent developments in education. 0 1 2 3 4

5. Improves teaching performance based on feedback from mentor, students, peers, superior

0 1 2 3 4

6. Accepts accountability for learning outcomes 0 1 2 3 4

7. Reflects on one’s quality of teaching vis-à-vis learning outcomes 0 1 2 3 4

8. Uses self-assessment (TSNA) to enhance strengths and correct one’s weaknesses

0 1 2 3 4

9. Participates actively in professional organizations 0 1 2 3 4

10. Abides by the Code of Ethics for Professional Teachers 0 1 2 3 4


Narrative Observation: ________________________________________________________________________________________________________________________________________________________________________

Comments of the Teacher:_____________________________________________________________________________________

______________________________________________________________________________________

_

Agreement of Teacher and Observer:_____________________________________________________________________________________

_

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______________________________________________________________________________________

_________________________________________ _______________________________________ Teacher’s Name & Signature Observer’s Name & Signature

* Signatures indicate that observations have been clarified by both parties.CB-PAST Form 3 Summary of Ratings Template

(For Formative Appraisal and Instructional Supervision)


No. of Items Score

Mean(Score ÷

no. of items)

Desc. Of the TPI


Index)


I.Instructional Competence I. Diversity of Learners 10% 4

II. Curriculum Content and Pedagogy

30% 17

1. Teacher Behavior 92. Learners Behavior 8

III. Planning, Assessing and Reporting

20% 6

Total 60% 27II.Home, School & Community Linkages 20%

IV. Learning Environment 10% 5V. Community Linkages 10% 6

Total 20% 11III.Personal Growth & Professional Development 20%

VI. Social Regard for Learning

10% 5

VII. Personal, Social Growth & Professional Development

10% 11

Total 20% 15Total Formative Appraisal Rating (Grand Total mean)Description for Overall Performance Rating for Formative Appraisal

Teacher Behavior Index (TBI) for Formative Appraisal

3.51 – 4.00 – Highly Proficient. Teacher behaviors consistently exceeds expectations. Displays at all time a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. Self-direction of the teacher is evident. Non-directive and collaborative approaches to supervision are recommended.

2.51 – 3.50 – Proficient. Teacher behaviors often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of these areas. Non-directive and collaborative approaches to supervision are recommended.

1.51– 2.50 – Basic. Teacher behaviors meet basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job. Collaborative and directive approaches to supervision are recommended.

Below 1.50 – Below Basic. Teacher behaviors on the job and outputs frequently fall below standard. Work outputs consistently low to meet required outcomes needing repetition of duty or by completion of others. The teacher urgently need immediate instructional support. Intensive directive supervision approach is recommended.

I hereby acknowledge the observations done by my instructional supervisor and I will appreciate all the support that will be extended to improve my instructional competence. __________________________________ Date:_____________________Teacher (Name & Signature)

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As an instructional supervisor, I am willing to extend instructional support to this Teacher, based on the results of Observation and his/her expressed need.________________________________ Date:_____________________Instructional Supervisor (Name & Signature)

Noted:___________________________________School Head (Name & Signature)

Appendix DCB-PAST Form 04

CB-PAST PERFORMANCE RUBRICS FOR TEACHERS AND MASTER TEACHERS(CB-PAST)

Sample Summary Rubrics

This accompanying summary rubrics describe in holistic manner what is expected in every performance standard. The descriptions will help guide and assist the teacher and the observer in understanding the expectations and in reviewing the rating along the scale of the instruments.

Performance Standards

Performance Criteria1 – Below Basic 2 - Basic 3 - Proficient 4 – Highly Proficient

Teacher performance and outputs frequently fall below standard. Work outputs consistently regularly fails to meet required outcomes which need repetition of duty or by completion of others. The teacher shows an indifference to job responsibilities and may need immediate instructional support. Performance is Below Basic

Teacher performance meets basic expectations based on standards. Displays basic levels of work and performance outputs as required outcomes of the job. Performance is satisfactory

Teacher performance often exceeds expectations. Displays at high level of job performance related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas. Performance is Very Satisfactory.

Displays at all time, a consistently high level of job performance related skills, abilities, attributes, initiatives and productivity. All assignments / responsibilities are completed beyond the level of expectation. Self-direction is evident. Performance is Outstanding.

I.INSTRUCTIONAL COMPETENCEPerformance Standards


Diversity of Learners

Teacher lacks knowledge of developmental characteristics of learners, learning styles and modalities, skills and knowledge, interests and cultural differences.

Teacher displays minimal knowledge of developmental characteristics of learners, understanding and use of varied approaches for the whole class to address diversity of learner.

Teacher displays sufficient knowledge of developmental characteristics of learners, understanding and use of the varied approaches for the class to address diversity of learners.

Teacher displays mastery of knowledge of diversity of learners and the use of appropriate approaches to learning styles, cultural background, interest, as well as exceptions to general patterns.

Curriculum Content & Pedagogy

Teacher makes content errors or does not correct content errors student’s make. Content is unrelated to specific objectives of learning. Lacks of

Teacher displays basic content pre-requisites learning needed but cannot articulate connections to other disciplines. Lack skills in connecting to

Teacher displays thorough content, knowledge and makes connections between content and pedagogy. Reflects understanding of

Teacher displays extensive content knowledge and pedagogy with evidence of continuing pursuit to update such and search for best practices.

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understanding of pre-requisite content needed. Mismatches content and pedagogy.

content to pedagogy.

relationships and pre-requisites in teaching and learning.

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Planning, Assessing and Reporting

Teacher uses objectives which are not clear, do not align with learners activities, materials, and assessment procedures.

Teacher uses objectives which are moderately clear, and are related to the learners activities, materials and assessment procedures which are suitable to majority of the learners.

Teacher uses most of the objectives which are clear, suitable to the learners activities, materials and assessment procedures which address different types of learning. Learning outcomes are often communicated to students and parents.

Teacher uses objectives that are all clear, reflect learners expected outcomes, are suited to the materials and assessment procedures which address different types of learning. Learning outcomes are always communicated clearly to students and parents.

II.HOME, SCHOOL AND COMMUNITY LINKAGESPerformance Standards


Learning Environment

Teacher provides learning environment that reflects unsuitable culture for learning, characterized by sarcasm, conflict, unsafe condition, mismatch of physical arrangement and learning activities.

Teacher provides learning environment that reflects a suitable culture for learning where conflicts and insensitivity to learners are minimal, safety is assured and essential learning is accessible to all. Physical condition supports learning activities.

Teacher provides learning environment that reflects a very suitable culture of learning which supports developmental differences among learners, safety is assured and opportunity to learn is accessible to many students. Physical and psychological environment support most learning activities.

Learning environment reflects a genuine culture of learning with warmth and care, responsive to students decorum and are sensitive to students need. Safety is assured and opportunity to learn is accessible to all. Physical and psychological environment support all learning activities.

School, Home, Community Linkages

Teacher facilitates very minimal home-community involvement in sharing accountability of learning outcomes. Transfer of learning from school to home and community is not evident.

Teacher facilitates home and community involvement to share accountability of the learning outcomes to some extent. Activities utilize community as laboratory for learning where parents and the community are involved. Transfer of learning to the home and community are minimally shown.

Teacher facilitates home and community involvement in the learning of the students to share accountability of the learning outcomes. The community is frequently used as laboratory for learning, open communication is established by the teacher, community support is evident. Transfer of learning to home and school is evident.

Teacher facilitates home and community involvement as shared accountability of the students learning outcomes is very clearly evident. The community is always used as the learning laboratory and communication is open. Community support is overflowing, transfer of learning to home and community is very clearly seen.

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III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL DEVELOPMENTPerformance Standards


Social Regard for Learning

Teacher exhibits behavior and decorum that fall short of the requirements as role model for students’ learning.

Teacher exhibits behavior, decorum and qualities which meet the requirements as role model for student’s learning.

Teacher exemplifies appropriate behavior, decorum and qualities very satisfactorily beyond the requirements most of the time as role model for student learning.

Teacher exemplifies appropriate behavior, decorum and qualities at the highest level and at all times as a role model for students’ learning.

Personal Growth and Professional Development

Teacher exemplifies personal and professional qualities that fall short of the standard and rarely enhance student learning outcomes due to lack of continuous professional development involvement.

Teacher exemplifies personal and professional qualities that preserve the dignity of the profession, conform with the Code of Professional Ethics which will enhance student learning outcomes sometimes through continuous professional development.

Teacher exemplifies personal and professional qualities that preserve the dignity of the profession, conform with the Code of Ethics, which will enhance learning outcomes of students most of the time, through continuous professional development.

Teacher exemplifies personal and professional qualities that preserve the dignity of the profession, conform with the Code of Ethics which ultimately enhance learning outcomes of the students to the highest level at all times through continuous professional development.

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Appendix ECB-PAST Form 5

TEACHER’S PORTFOLIO TEMPLATE

To Teachers and Master Teachers:

Every Teacher and Master Teacher must prepare a TEACHER’S PORTFOLIO to showcase results of assessment of strengths and weaknesses, plans for professional development, and improvement of learning outcomes. The portfolio should contain corresponding accomplishments as evidences of teaching performance. The portfolio will house all the documentary records that would show proofs for the different components of the performance standards in the appraisal system. The evidence should be arranged according to the major sections of the portfolio and performance standards in CB-PAST Form 1, Form 2 and Form 3.

The Teacher’s Portfolio should be prepared the whole year round. It should be accessible for the perusal of the teacher, the school head, and the instructional leaders. Contents of the Portfolio should be complete to include the best practices of the teacher.

Section provided for the reflection of the teacher. It maybe placed after each component in the evidences of collectively as the last section of the portfolio. The reflections should include important insights, analysis of issues, records of everyday class happening among others that impact on the life of the teacher. Since there are many formats in reflection, this section should be agreed upon by the school head and the teachers in the specific school.

PARTS OF THE TEACHER PORTFOLIO

I. PRELIMINARY INFORMATION ABOUT THE TEACHER Teacher Personal Profile / Personal Data Sheet Teacher’s TSNA Results Purposes of the Portfolio to include among others (a) Targets Set for the Students Learning

Outcomes and (b) Individual Plan for Professional Development (IPPD)

II. PORTFOLIO EVIDENCES Evidences for the Instructional Competence Evidences for Home, School, Community Linkages Evidences for Personal, Social and Professional Development Evidences for Plus Factor Evidences of School Outcomes, Achievement Rate, Participation Rate, Drop-out Rate

III. CB-PAST ACCOMPLISHED FORMS CB-PAST Form 1 for TEACHERS CB-PAST Form 2 for MASTER TEACHERS CB-PAST Form 3 for TEACHER PERFORMANCE OBSERVATION GUIDE

Form 3A – Observation Guide for Instructional CompetenceForm 3B – Observation Guide for School, Home, Community LinkagesForm 3C – Observation Guide for Personal Growth and Professional Development

IV. TEACHER’S REFLECTIONTeacher’s reflection may also be placed after every component of Portfolio evidence in Part II or should be collectively placed in this section as a summary reflection.

V. REMARKSSchool heads, instructional leaders and other observers are encouraged to write remarks which are valuable to the teacher in this section.

Note:1. The basic parts of the Portfolio should be followed, but the school may require additional

components and contents of the Portfolio which are deemed needed.2. Original evidences are preferred however authenticated3. Artifacts like report card, school forms, diploma, and others are acceptable evidences in the

portfolio.4. Pictures may add to the aesthetic value of the portfolio but are not acceptable as evidences.

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Appendix FCB-PAST FORM 6

Jobs and Responsibilities of Teachers and Master Teachers

Teacher I, II & III with Salary Grades 11, 12 & 13 (including substitutes, locally funded and volunteer teachers)

Duties and ResponsibilitiesUnder general supervision:1. Facilitates learning in the elementary/secondary schools through functional lesson plans, daily log of

activities and appropriate, adequate and updated instructional materials (print and non-print).2. Monitors, assesses and evaluates pupil’s / student’s progress.3. Undertakes activities to improve performance indicators4. Maintains updated pupil/student school records.5. Updates parents on pupils/students progress regularly6. Supervises curricular and co-curricular projects and activities7. Counsels and guides pupil/students.8. Conducts action research.9. Maintains cleanliness, orderliness, safety and upkeep of the classroom10. Participates in staff development activities and utilizes KSAs gained from seminars, trainings and

scholarships.11. Maintains harmonious relationship with fellow teachers and other school personnel as well s with

parents and other stakeholders.12. Supports activities of governmental and non-governmental organizations.13. Does related works.

Master Teacher I, II, III, IV with Salary Grades 18, 19, 20, 21

Duties and ResponsibilitiesIn addition to the full-teaching load of a classroom teacher, MTs shall perform the following duties and responsibilities:1. Assumes leadership in the environment of instructional programs and preparation of instructional

materials as in the following; MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels MT IV: in all grade/year levels

2. Conducts instructional training programs in the school, district or division.3. Provides professional assistance to teachers like coaching and mentoring.4. Develops and/or implements innovative and functional teaching approaches and strategies every

school year, as follows: MT I – II: at least one MT III-IV: at least two

5. Serves as demonstration teacher and/or consultant MT I: at least school and district level MT II: school, district and division levels MT III: school, district, division and regional levels MT IV: school, district, division, regional and national level

6. Conducts action research7. Leads in the analysis and utilization of test results8. Does related work.

Cb Past Manual

Documents

teacher performance

professional learning

teacher strengths

teacher performance

professional standards

teacher personal growth

school performance outcomes

teaching performance