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Competency Based Performance Appraisal System forTeachers (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 themandates of the Department as embodied in the RA 9155.

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

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

As an appraisal system the CB-PAST

Adheres to standards of the competency based performance whichis 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 supervisionwhich ultimately will improve learners and school performanceoutcomes.

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 primarilyform the bases of the Teacher Performance indicators. The requiredteacher competencies as determined through Teacher Strengths andNeeds Assessment (TSNA) and their utilization in the teachers IndividualPlan for Professional Development (IPPD) are significant considerations ofthe appraisal system. Framed against a backdrop of conducive teaching-learning environment, the illustration below shows the interactions of thedifferent elements of the CB-PAST as they relate to each other in relationto the teaching performance.

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FIGURE 1 CB-PAST Framework

The NCBTS-TSNA informs what professional development actions in theIPPD a teacher pursues that would eventually result to better learningoutcomes. Strengthened with the job-embedded responsibilities, theteachers professional actions on the identified strengths and needs shallcontribute to the improvement of learners and school outcomes such asachievement rate, retention rate, drop-out rate among others.Collectively, the Teacher Performance Appraisal combines the differentelements into three broad components as Instructional Competence,School, Home and Community Linkages and Personal and ProfessionalDevelopment. All of these elements are assumed to be operating in the

context of a supportive teaching-learning environment that provides equalopportunities 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 masterteachers.

2.1. National Competency-Based Teacher Standards (NCBTS)

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

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

2. Curriculum Content and Pedagogy. Requires a teacher to promotelearning by using accurate content knowledge in addressingacademic needs of learners through the use of appropriateinstructional 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

SchoolOutcomes

TeacherPerformance

Instructionalcompetence

School, Home,Community Linkages

Personal &Professional

NCBTS-TSNA & IPPD

-Job-embeddedrequirements

TeacherDevelopment

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

5. School, Home and Community Linkages. Requires a teacher to linkwith the home and community as laboratory for teaching andlearning.

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

7. Personal Growth and Professional Development. Requires a teacherto maintain behavior consistent with legal, ethical and professionalstandards 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. Thetechnical 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 Teacherand Master Teacher include the comprehensive NCBTS seven domainsand 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 considerationsserve as guiding principles.

CB-PAST is objective, constructive, developmental and participatoryin 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 holisticview of teaching

The appraisal process develops school culture of excellence,teacher leadership, collegiality and collaboration.

The outcomes of the appraisal should lead to continuous capacitybuilding of teachers and results to higher teacher performance andimproved 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 maintools 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 usedfor both teachers and master teacher in Instructional Supervision.

The CB-PAST Forms 1 and 2 are made up of two parts. Part I Componentsand Performance Standards and Part II The Plus Factor. Assigned weightsare 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 andComponent 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%

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Standard 5 Community Linkages 10%Component III Personal Growth & Professional Development 20%

Standard 6 Social Regard for Learning 10%Standard 7 Personal, Social Growth & Professional Development10%

Total 100%

Part II The Performance Plus Factor (maximum of .4 for everySummative Appraisal Period)

Plus Factor is an embedded reward in the CB-PAST. A teacher may earn amaximum of .4 for the Plus Factor for each summative rating period. Theperformance for the Plus Factor is usually voluntary, without extracompensation and is not part of the duties and responsibilities required of theteachers and master teachers.

4.1. The CB-PAST Form 1 for Teachers

The CB-PAST Form 1 is composed of 54 performance indicators and anadditional set of Plus Factor indicators. The CB-PAST Form 1 maybe used by

Teachers regardless of their appointment status and for position titles asTeacher I, II, and III. It is a self-rating form to be accomplished first by theteachers and validated by the school head and/or instructional leaders likeeducation supervisors, district supervisors, department chairs and masterteachers for the formative appraisal.Formative Appraisal During the formative appraisal, the teacher shallaccomplish only Part I of the CB-PAST Form 1. The same part of the Form 1shall be used by instructional leaders to validate and self-rating of theteacher and provide instructional support. The interpretation of the ratingshall be based on the Teacher Performance Index (TPI) which will informabout the professional development strengths ad needs of the teacher wheresupport shall be provided by instructional leaders. No Plus Factor items shallbe considered during the Formative Appraisal. The same procedure shallapply for the Master Teachers in their CB-PAST Form II.

Summative Appraisal During the summative appraisal at the end of thesecond year the teacher shall accomplish Part I and II of CB-PAST Form 1. PartI 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 overallrating of the Summative Description for Overall Performance Rating withCritical Requirements shall be used Part I and II of Form 1 shall be also usedby the School heads for their administrative function to validate the self-

rating of the teacher. The same description shall apply for the CB-PAST Form2 for Master Teacher.

4.2. CB-PAST Form 2 for Master Teachers

The CB-PAST Form 2 for Master Teachers is composed of 67 performanceindicators 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 ProfessionalDevelopment have additional Plus Factor indicators. There are no Plus FactorIndicators for II School, Home, Community Linkages, since the desiredperformance indicators are already included in the main components

performance standards.

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

Summative Appraisal During the summative appraisal at the end of theschool year, the Master Teacher shall accomplish Part I and II of CB-PASTForm 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 ObservationGuide

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

The guide requires actual teaching-learning classroom observations. Form 3shall be used in the instructional supervision of the teachers. School headsand instructional leaders shall review and verify the teachers portfolio wheredata on the retention rate, drop-out rate and achievement rate of the classand other evidences are kept.

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

Form 3-A is for Instructional Competence that requires an actual classroomobservation of the teacher and learners behavior in the natural setting. Theperformance standards to be observed are Diversity of Learners, CurriculumContent and Pedagogy and Planning, Assessing and Reporting.

Form 3-B is for School, Home and Community Linkages which needsinspection of the evidences in the Teachers Portfolio, interview of theteacher, peers and community people. Form 3-B will verify the claim of theteacher 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 thatrequires observation of the teacher, inspection of records and evidences inthe Teachers Portfolio, Interview of the peers, colleagues and superiors toconfirm 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 forRating

The Teacher Performance Rubrics accompanies CB-PAST Form 1 and 2. Itexplains in detail the requirements for each component along the scalevalues 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. Theportfolio contains all the evidences that support the claims of the teacher inthe appraisal system. It contains the teachers thoughts, insights, feelingsabout teaching-learning among others that relate to their everyday life in theschool setting.

The Portfolio Template is suggested as a guide to collect the evidences ofperformance to be entered in the Teacher Portfolio. The evidences will cross-validate the self-ratings previously made by the teacher. It will also showcasethe teachers professional development progress. The portfolio shall also beused in Instructional Supervision.

5.0 Rating Values for the CB-PAST Instruments

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

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

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

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Teacher Performance Index (TPI)

PerformanceLevel

Labels General Description

3.51- 4.00 HighlyProficient

Consistently exceeds expectations on jobresponsibilities as teacher / master teacher.Displays at all time, a consistently high level ofperformance related skills, abilities, attributes,initiatives and productivity. All assignments /responsibilities are completed beyond the levelof expectation. Self-direction of the teacher isevident.

2.51 3.50 Proficient Performance often exceeds expectations inmost areas but are not consistent. Displays ahigh level of performance related skills,abilities, initiatives and productivity, exceedingrequirements in many of the areas.

1.51 2.50 Basic Satisfactory performance. Meets minimumexpectations on job responsibilities. Teacherperformance meets basic expectations basedon standards. Displays basic level of work andperformance outputs as required outcomes orexpectations of the job.

1.00 1.50 BelowBasic

Work outputs are low and fail to meet requiredoutcomes. Teacher performance on the job andoutputs frequently fail below standard. Workoutputs consistently low, regularly fail to meetrequired outcomes needing repetition of dutyor by completion of others. The teacher may

need immediate instructional support.*This table shall be used only for the description of the three components andthe seven performance standards in the Summary Ratings.

Critical Requirements and Description of the OverallPerformance Rating for the Summative Appraisal.

Critical RequirementsA teacher who does not meet the criticalrequirement for the interval rating will get the

performance rating of the lower interval

Description of OverallPerformance 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 valueof below basic in any of the standards.

Very Satisfactory

1.51 2.50 and no and no performance indexvalue of below basic in any of the standards.

Satisfactory

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

Unsatisfactory

*To be used only for the overall performance rating for the summativeevaluation. The critical requirements provide a built-in mechanism that willguarantee 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 theteacher performance on the following scale values. This form shall be used forthe 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

AssignedWeightin CB-PAST

(disregard

Instructional

Supervision)

No.

ofItem

s

Score

Mean

(Score no.of

items)

Desc. Ofthe TBI

Recommen

dedSupervisoryApproach

Instructional CompetenceA. Diversity of

Learners10% 7

B. CurriculumContent andPedagogy

30% 12

C. Planning,Assessing andReporting

20% 9

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

Environment10% 5

E. CommunityLinkages

10% 6

Total 20% 11Personal Growth & Professional DevelopmentF. Social Regard

for Learning 10% 5

G.Personal,Social Growth& ProfessionalDevelopment

10% 5

Total 20% 15GRAND TOTAL 100%

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

Teacher Behavior Index (TBI) for Formative Appraisal

3.51 4.00 Highly Proficient. Teacher behaviors consistently exceedsexpectations. Displays at all time a consistently high level of performancerelated skills, abilities, attributes, initiatives and productivity. Self-direction ofthe teacher is evident. Non-directive and collaborative approaches to supervisionare recommended.

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

1.51 2.50 Basic. Teacher behaviors meet basic expectations based onstandards. Displays basic level of work and performance outputs as requiredoutcomes or expectations of the job. Collaborative and / or directive approachesto supervision are recommended.

Below 1.50 Below Basic. Teacher behaviors on the job and performanceoutputs frequently fall below standard. Work outputs consistently fail to meetrequired outcomes which need repetition. The teacher urgently need immediateinstructional support. Intensive directive supervision approach is recommended.

C. THE TEACHER PERFORMANCE APPRAISAL PROCESSES

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6.0. The Formative Appraisal

As a formative process CB-PAST is under the self-direction of the teacher whoundertakes self-assessment through the Teacher Strengths and NeedsAssessment (TSNA) as the primary source of information. From the data-basethe teacher together with the school heads determines suitable goals, developsand implements personal and professional growth plan from the Individual Planfor Professional Development (IPPD) and documents the activities and outcomesin the Teacher Portfolio.

The entire process aims to enhance teaching performance and learningoutcomes. The result of the formative appraisal will be used to inform decisionsin providing peer support as part of the community of professional learners. Itwill provide instructional leaders and school heads the basis for planningprofessional development opportunities through technical assistance andcapability 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 theteachers themselves on how to self-direct their own instructional needs as theybecome more autonomous.

Instructional supervision is very crucial in the formative process. The differentapproaches utilizes by the instructional leaders will be directed towards theestablishments of the Professional Learning Community in every school. Thedevelopmental process of nurturing through coaching, mentoring, job-embeddedlearning, research among others will contribute to the collaborative and collegialrelationships 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 ServiceCommission to assure that teachers shall be evaluated objectively as to theirperformance. The summative process is a combination of self-appraisal, actualclassroom observations and review or verification of evidences by instructionalleaders to include all aspects of teaching performance which are (I) InstructionalCompetence, (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 teachers portfolio tovalidate the self-appraisal made by the teachers. When used in the summativeprocess, 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 teacherperformance appraisal is participatory, formative developmental, andsummative. It is rigorous to assure that the result is fair, objective and valid. It isa continuous process which form a part in the daily routine of the teacher.Proposed time schedules are given to synchronize the process as guidance foreveryone involved in the school, district, division and region. Detailed procedureis described in the CB-PAST instruments and tools.

8.0 Activities in the Teacher Appraisal System

ACTIVITIES ProposedSchedule Persons Involved

I.Preparatory Appraisal Activities1. The teacher/master teacher and

the school head jointly review theteachers TSNA results, the IPPD,the job-embedded performancerequirements

May to June

TeacherSchool HeadRepresentatives

II. Performance Appraisal ProperA. For Formative Appraisal

June toOctober

Teachers / MasterTeachers, SchoolHeads,

InstructionalLeaders

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Activities1. Teacher / Master Teacher prepares

the Portfolio to house the materialsand evidences of the professionaldevelopment, progress of learners,school outcomes to verifyperformance

Start MayOngoing

throughoutthe year

Teacher / MasterTeacher

2. The teacher completes CB-PASTForm 1 and the master teachercompletes the CB-PAST Form 2 asself-assessment

October


3. The school head verifies andvalidates the teacher / masterteacher self-assessment with theuse of Form 1 and Form 2

School Head

4. The instructional supervisors(school heads, educationsupervisors, district supervisors,

department heads) make actualobservations of the teacherperformance in the classroom/school setting. A pre and postobservation conference is required

July toOctober

TeacherMaster TeacherInstructional

Supervisors /Leaders

5. Teacher / Master Teacher andschool head / instructional leaderhold conference on the individualformative appraisal results andplans for instructional support forprofessional development in criticalareas.

October

Teacher / MasterTeacherSchool Head /InstructionalLeaders

6. For instructional Supervision tosupport the Teacher, Form 3 / CB-PAST Form 3 shall be used byinstructional leaders during theirsupervisory visit year round

Whole yearround

Teacher /InstructionalSupervisors /Leaders

B. For Summative Appraisal

November toMarch

Teachers / MasterTeachers, SchoolHeads,InstructionalLeaders

Activities1. Teacher/ Master Teacher prepares

the Portfolio to house the materialsand evidences of the professionaldevelopment progress of learners,school outcomes and to verifyperformance.

Whole yearround

Teacher / Master

Teacher

2. The teacher completes CB-PASTForm 1 and the master teachercompletes the CB-PAST Form 2 forsummative appraisal to include thePlus Factor

February


3. The school head verifies andvalidates the Teacher/Master

Teacher self-assessment with theuse of Form 1 and Form 2

February

School Heads

4. The school instructional leaders(department chair, coordinators,education supervisors, districtsupervisors) utilize CB-PAST Form3-A, 3-B, 3-C to make actualobservations. A conference will beheld immediately after observation

StartsNovember

EndsFebruary

Teachers / MasterTeachers

TeachersMaster TeachersSchool HeadsInstructionalleaders

5. School head and teacher/masterteacher hold conference and

complete final summative

March TeachersMaster Teachers

School Heads

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evaluationC. Post Appraisal Activities1. Final submission and approval of

the Teacher Performance AppraisalMarch

TeacherMaster TeacherSchool Head

2. Post teacher performanceappraisal conference of the teacherand the school head

March TeacherMaster TeacherSchool Head

D. GLOSSARY OF TERMS

For common understanding and clarity of the terms used in the context of thisappraisal 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 ofteacher performance and post-conference to provide feedback.

Constructivism is a learning theory and practice that describes a learner tobe capable of making meaning or constructing knowledge based on personalexperiences.

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, slowlearners, fast learners mentally gifted withdrawn others. The meaning embracesthe idea the that learners differ in capacities which are essential in learning.

Formative appraisal - an evaluation process that helps guide and directsappropriate connective action for overcoming deficiency and promotesprofessional growth.

ICT stands for Information Communication Technology which include all typesof technology in the classroom that are electricity driven like computers, taperecorders, radio, TV and others non-electricity driven local and indigenoustechnologies like models realias, display boards, dioramas, sand tables and thelike.

Instructional leaders refer to school officials who are tasked to lead and

assist teachers in improving teaching. These include the school heads, schooldistrict supervisors, education supervisors, department chairs, and subjectcoordinators.

Learners at risk refer to school learners who are marginalized due to seriouspeace and order conditions, economic deprivation, social unrest, over-populationextreme in-equalities and living within the natural calamity prone areas thatwould prevail them attending classes regularly or maximizing school learning.

Lifelong learning - is the process that every individual embrace to learnthroughout life by developing potentials and capacities in order to give morevalue and meaning to education.

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

Performance appraisal is a process by which managers examine andcompare teacher accomplishment with standards, documents and uses theresults to provide feedback and show where improvements are needed. Theresults may be used for professional development incentives, rewards andpromotion.

Performance standards refer to the major competencies and duties

performed by the teacher which are clearly spelled out in the nationalcompetency based teacher standard and the job-embedded duties of teachers.

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

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

Summative appraisal - is a comprehensive evaluation of achievement ofperformance 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 tosubstitute 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. Rateyourself along the indicators under each performance standard. Circle theappropriate rating that applies to you in every item. For clearer understanding, referto the expanded rubrics for the holistic description/interpretation of the ratingvalues.

4 Highly Proficient (HP)

Teacher performance consistently exceeds expectations. Displays at alltime, a consistently high level of performance related skills, abilities, attributes,initiatives and productivity. All assignments/responsibilities are completedbeyond 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, exceedingrequirements 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 orexpectations of the job.

1 Below Basic (BB)

Teacher performance on the job and outputs frequently fall belowstandard. Work outputs consistently low, regularly fails to meet requiredoutcomes needing repetition of duty or by completion of others. The teachermay need immediate instructional support.

Part II, the PLUS FACTOR shall be used for Summative Appraisal at theend of the school year. It is a list of performance beyond the call of duty which arenot included in the indicators of Part I. Every Plus Factor item has a value of .04 andteacher may earn a maximum of .4 during the summative appraisal period. Checkthe item being claimed. Duly certified evidences of the plus factor claimed shouldbe found in your Teachers 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 HP

1. set objectives that are within the experiences andcapabilities of learners

1 2 3 4

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

1 2 3 4

3. paced lessons appropriate to the needs and difficulties oflearners

1 2 3 4

4. provided appropriate intervention activities for learners atrisks

1 2 3 4

5. recognized multi-cultural background of learners whenproviding learning opportunities 1 2 3 4

6. adopted strategies to address needs of differently-abledlearners.

1 2 3 4

7. showed fairness and consideration to all learnersregardless of socio-economic background

1 2 3 4

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

BB B P HP

1. Delivered accurate and updated content knowledge

using appropriate methodologies, approaches andstrategies

1 2 3 4

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

1 2 3 4

3. Explained learning goals,, instructional procedures andcontent 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 orresources appropriate to the learners.

1 2 3 4

6. Created situations that encourage learners to use highorder thinking skills through the use of local language

among others if needed.

1 2 3 4

7. Engaged and sustained learners interest in the subjectby 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 4

10.Selected, prepared and utilized available technology andother instructional materials appropriate to the learnersand learning objectives

1 2 3 4

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

1 2 3 4

12.Used available ICT resources for planning and designingteaching-learning activities 1 2 3 4

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

BB B P HP

1. Constructed valid and reliable formative and summativetests.

1 2 3 4

2. Used appropriate non-traditional assessment techniquesand 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 4

4. Identified teaching-learning difficulties and possible 1 2 3 4

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causes5. 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 ownlearning growth

1 2 3 4

8. Kept accurate records of grades/ performance levels oflearners 1 2 3 4

9. Conducted regular meetings with learners and parents toreport learners progress

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 H

P1. Provided equal opportunities for all learners regardless of

gender1 2 3 4

2. Maintained a safe and orderly classroom free fromdistractions

1 2 3 4

3. Used individual and cooperative learning activities toimprove capacities of learners for higher learning.

1 2 3 4

4. Inspired learners to set and value high performancetargets for themselves

1 2 3 4

5. Handled behavior problems quickly and with due respectto childrens 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 HP

1. Involved parents/ community in sharing accountabilityfor learners achievement

1 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 andlearning

1 2 3 4

4. Got involved in / shared community information onschool events and achievement

1 2 3 4

5. Led students to apply classroom learning to thecommunity

1 2 3 4

6. Informed learners, parents and other stakeholdersregarding 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 Learning

Within the appraisal period, I. Appraisal RatingBB B P HP

1. Abide by and implemented school policies andprocedures.

1 2 3 4

2. Demonstrated punctuality in accomplishing tasksand attendance on all occasions.

1 2 3 4

3. Maintained appropriate appearance and decorumat all times

1 2 3 4

4. Demonstrated appropriate behavior in dealing withlearners, peers and superiors.

1 2 3 4

G. Personal, Social Growth and Professional DevelopmentWithin the appraisal period, I. Appraisal Rating

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1. Maintained stature and behavior that upholds thedignity 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 teachingin the classroom

1 2 3 4

4. Updated myself with recent developments ineducation. 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 andcorrect 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

PART II. THE PLUS FACTOR

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

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

Each item in the list is equivalent: to .04 a teacher who accomplishes amaximum 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 weightedaverage on the CB-PAST for the overall rating of the teacher performance. Thethree components shall have a maximum number of items to be accomplishedand 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 appraisalsystem.

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, classroommanagement.

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

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

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

_____ 6. Increased the difference in the achievement rate of the division post testover 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)

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_____ 3. Made at least one (1) best practice on how to involve majority of theparents in the education of their children.

_____ 4. Conducted at least 1 action research and shared results to peers onproblems related to learning environment, home, school and communityinvolvement.

_____ 5. Conducted at least two home visitations to encourage parents to supporttheir children in their school activities to reduce absenteeism andtardiness.

_____ 6. Others not included but related to school, home and communityinvolvement.

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 institutionsand other award giving bodies.

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

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

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

_____ 5. Others not mentioned but related to personal and professionalcharacteristics.

End of the CB-PAST Form 1

CB-PAST Summary of Ratings Template

CriteriaAssigne

dWeight

No.of

ItemsScore

Mean(Score no.

ofitems)

Desc. Ofthe TPI

(TeacherPerformance Index)

Weighted

Average(Mean xWeight)

I.Instructional Competence 60%A. Diversity of

Learners10% 7

B. CurriculumContent andPedagogy

30% 12

C. Planning,Assessing andReporting

20% 9

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

D.LearningEnvironment

10% 6

E. CommunityLinkages

10% 6

Sum of Weighted Average of D & EIII.Personal Growth & Professional Development 20%

F. Social Regard for

Learning 10% 4G.Personal, Social

Growth &ProfessionalDevelopment

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 TotalWeighted Average)

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Summative Performance Rating(Sum of the Total Weighted Mean from I, II, III and the Plus Factorearned)Description of Overall Performance Rating withcritical requirement for Summative Appraisal

Teacher Performance Index (TPI)

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

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

1.51 2.50 Basic. Teacher performance meets basic expectations based onstandards. Displays basic level of work and performance outputs as requiredoutcomes or expectations of the job.

Below 1.50 Below Basic. Teacher performance on the job and outputsfrequently fall below standard. Work outputs consistently low to meet requiredoutcomes needing repetition of duty or by completion of others. The teachermay need immediate instructional support.

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Overall Performance Rating Description and Critical Requirements for theSummative AppraisalDescription ofOverallPerformanceRating

Critical RequirementsNote: A teacher who does NOT meet the critical requirementwill get the next lower level of the overall performancerating.

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

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

Satisfactory 1.51 2.50 and no and no performance index value of belowbasic in any of the standards.

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

Remarks_____________________________________________________________________________

Agreements___________________________________________________________________________

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

Ratee:_______________________________Teacher (Name and Signature)

Date: ________________________________

Conferred with:________________________________School Head (Name & Signature)

Date: ________________________________________

Recommending Approval: ____________________________Name & Signature

Date: _____________________________________________

Approved by: ______________________________________Name & Signature

Date: _____________________________________________

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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. Rateyourself along the indicators under each performance standard. Encircle theappropriate rating that applies to you in every item. For clearer understanding, referto the expanded rubrics for the holistic description/interpretation of the ratingvalues.

4 Highly Proficient (HP)

Teacher performance consistently exceeds expectations. Displays at alltime, a consistently high level of performance related skills, abilities, attributes,initiatives and productivity. All assignments/responsibilities are completedbeyond 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, exceedingrequirements 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 orexpectations of the job.

1 Below Basic (BB)

Teacher performance on the job and outputs frequently fall belowstandard. Work outputs consistently low, regularly fails to meet requiredoutcomes needing repetition of duty or by completion of others. The teachermay need immediate instructional support.

Part II, the PLUS FACTOR shall be used for Summative Appraisal at theend of the school year. It is a list of performance beyond the call of duty which arenot included in the indicators of Part I. Every Plus Factor item has a value of .04 andteacher may earn a maximum of .4 during the summative appraisal period. Checkthe item being claimed. Duly certified evidences of the plus factor claimed shouldbe found in your Teachers 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 HP

1. set objectives that are within the experiences andcapabilities of learners

1 2 3 4

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

1 2 3 4

3. paced lessons appropriate to the needs and difficulties oflearners

1 2 3 4

4. provided appropriate intervention activities for learners atrisks

1 2 3 4

5. recognized multi-cultural background of learners whenproviding learning opportunities 1 2 3 4

6. adopted strategies to address needs of differently-abledlearners.

1 2 3 4

7. showed fairness and consideration to all learnersregardless of socio-economic background

1 2 3 4

8. mentored peers in the grade/year level or the area ofspecialization in using strategies that address diversity oflearners.

1 2 3 4

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

BB B P HP

1. Delivered accurate and updated content knowledgeusing appropriate methodologies, approaches andstrategies

1 2 3 4

2. Developed and/or implemented innovative and functionalteaching approaches and strategies every year asfollows:

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

1 2 3 4

3. Used integrative approaches in teaching such as ContentBased Instruction (CBI), Multiple Intelligence Learning

Approach (MILA) , and multidisciplinary approach, amongothers.

1 2 3 4

4. Explained learning goals,, instructional procedures andcontent 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 orresources appropriate to the learners.

1 2 3 4

7. Created situations that encourage learners to use highorder thinking skills through the use of local languageamong others if needed.

1 2 3 4

8. Engaged and sustained learners interest in the subjectby 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 4

11.Selected, prepared and utilized available technology andother instructional materials appropriate to the learnersand learning objectives

1 2 3 4

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

1 2 3 4

13.Used available Information and CommunicationTechnology (ICT) resources for planning and designing

teaching-learning activities

1 2 3 4

14.Served as demonstration teacher and/or consultant 1 2 3 4

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MT I: at least school and district levelsMT II: school, district, and division levelsMT III: school, district, division and regional levelsMT IV: school, district, division, regional and national

levels15.Assumed leadership in the improvement of instructional

programs and preparation of instructional materialsMT I: in at least two grade/year levelsMT II: in at least three grade/year levelsMT III: in at least four grade/year levelsMT IV: in all grade/year levels

1 2 3 4

16.Conducted classroom observationsMT I: in at least two grade/year levelsMT II: in at least three grade/year levelsMT III: in at least four grade/year levelsMT 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 actionresearch 1 2 3 4

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

BB B P HP

1. Constructed valid and reliable formative and summativetests.

1 2 3 4

2. Used appropriate non-traditional assessment techniques(portfolio, journals, rubric etc.)

1 2 3 4

3. Interpreted and used test results to improve teaching and

learning1 2 3 4

4. Identified teaching-learning difficulties and possiblecauses

1 2 3 4

5. 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 ownlearning growth

1 2 3 4

8. Kept accurate records of grades/ performance levels oflearners

1 2 3 4

9. Conducted regular meetings with learners and parents toreport learners progress

1 2 3 4

10.Led in the analysis and utilization of test resultsMT I: in at least two grade/year levelsMT II: in at least three grade/year levelsMT III: in at least four grade/year levelsMT 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 HP

1. Provided gender fair opportunities for learning. 1 2 3 42. Maintained a safe and orderly classroom free from

distractions1 2 3 4

3. Used individual and cooperative learning activities toimprove capacities of learners for higher learning.

1 2 3 4

4. Inspired learners to set and value high performancetargets for themselves

1 2 3 4

5. Handled behavior problems quickly and with due respectto childrens 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 1 2 3 4

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teaching and learning

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

BB B P HP

1. Involved the home/community in sharing accountabilityfor learners achievement 1 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 andlearning

1 2 3 4

4. Got involved in / shared community information onschool events and achievements.

1 2 3 4

5. Shared to the community information on school eventsand achievements

1 2 3 4

6. Led students to apply classroom learning to the homeand community

1 2 3 4

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7. Informed learners, parents and other stakeholdersregarding school policies and procedures.

1 2 3 4

8. Planned, organized and led a school-community activityas a model for peers such as Clean and Green, BrigadaEskwela, 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 HP

1. Followed and implemented school policies andprocedures.

1 2 3 4

2. Demonstrated punctuality in accomplishing tasks andattendance on all occasions.

1 2 3 4

3. Maintained appropriate appearance and decorum at alltimes 1 2 3 4

4. Demonstrated appropriate behavior in dealing withlearners, peers and superiors and other stakeholders

1 2 3 4

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

G. Personal, Social Growth and Professional DevelopmentWithin the appraisal period, I. Appraisal Rating

BB B P HP

1. Maintained stature and behavior that upholds the dignityof teaching.

1 2 3 4

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

1 2 3 4

3. Demonstrated my educational philosophy of teaching inthe classroom

1 2 3 4

4. Updated myself with recent developments in educationthrough readings, attendance in continuing professionaleducation, 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 correctmy 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 3 411.Organized and implemented activities with pees for

personal growth and professional development likeeducational tours, school visits, retreats, conference, etc.

1 2 3 4

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PART II. THE PLUS FACTOR

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

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

Each item in the list is equivalent: to .04 a teacher who accomplishes amaximum 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 theteacher performance on the CB-PAST. Each component shall have a maximumnumber of items to be accomplished and claimed by the Teacher to wit: I.Instructional Competence any five (5) items; and III. Personal, Social Growthand 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 appraisalsystem.I.Plus Factor for Instructional Competence

_____ 1. Conducted meetings/ home visitations of students at least four (4) timesto improve teaching-learning situations.

______ 2. Acted as resource person in at least four (4) professional developmentactivities (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 conductaction 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 includedas 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 ornational 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 orsecondment of not less than one (1) year, through a competitiveselection. The credit shall be earned after the scholarship / grant /secondment had been finished. If less than one year, it shall be proratedin months.

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

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

End of the CB-PAST Form 2 for MASTER TEACHER

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Overall Performance Rating Description and Critical Requirements for theSummative AppraisalDescription ofOverallPerformanceRating

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

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

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

Satisfactory 1.51 2.50 and no and no performance index value of belowbasic in any of the standards.

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

Remarks_____________________________________________________________________________

Agreements___________________________________________________________________________

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

Ratee:_______________________________Teacher (Name and Signature)

Date: ________________________________

Conferred with:________________________________School Head (Name & Signature)

Date: ________________________________________

Recommending Approval: ____________________________Name & Signature

Date: _____________________________________________

Approved by: ______________________________________Name & Signature

Date: _____________________________________________

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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 PerformanceObservation Guide of the Competency-Based Performance Appraisal System for

Teachers (CB-PAST) shall be used. The tool will generate objective informationneeded for the technical support of instructional supervisors for the teachers.

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

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

Form 3C shall be used for the observation of the Personal, Social Growth andProfessional Development for Teachers. The domains to be observed are the SocialRegard for Learning and Personal Social Growth and Professional developmentindicators which cannot be actually observed shall be verified in the TeachersPortfolio 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 alltimes, 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, exceedingrequirements 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 outcomeshence 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.

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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 ofthe learners

0 1 2 3 4

2. Utilizes varied techniques and strategies suited to different kindsof 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 oflearners.

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 appropriateapproaches 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 askingquestions. 0 1 2 3 4

4. Engages and sustains learners interest in the subject matter bymaking content meaningful and relevant.

0 1 2 3 4

5. Establishes routines and procedures to maximize use of timeand 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, anddelivery of lesson

0 1 2 3 4

9. Creates situations that encourages learners to use higher orderthinking skills.

0 1 2 3 4



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B. Content and Pedagogy NO BB B P HP

B.2. Learners 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 levelsof 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 instructionaltime.

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 fromclassmates

0 1 2 3 4

8. Demonstrate in varied ways, learning achieved in theactivities

0 1 2 3 4



Performance Behavior Observation RatingC. Planning, Assessing, Reporting Learners Outcomes NO BB B P HP

1. Provides timely, appropriate reinforcement/feedback tolearners behavior

0 1 2 3 4

2. Uses appropriate formative, summative, tests congruentto the lesson

0 1 2 3 4

3. Uses non-traditional authentic assessment techniqueswhen needed.

0 1 2 3 4

4. Keeps accurate records of learners 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 theirlearning

0 1 2 3 4



Comments of the Teacher

Agreements of the Teacher and Observer

___________________________________ ________________________________________Teachers Name & Signature Observers Name and

Signature

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

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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 tochildrens rights

0 1 2 3 4

4. Creates situation that develops a positive attitude among learnerstowards 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 learnersachievement

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 andachievements.

0 1 2 3 4

5. Encourages learners to apply classroom learning at home and incommunity

0 1 2 3 4

6. Informs learners, parents and other stakeholders regardingschool policies and procedures

0 1 2 3 4


Narrative Observation:______________________________________________________________________________________

__________________________________________________________________________________

Comments of the Teacher:_____________________________________________________________________________________

_

______________________________________________________________________________________

Agreement of the Teacher and the Observer:_____________________________________________________________________________________

_

______________________________________________________________________________________

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_________________________________________ _______________________________________Teachers Name & Signature Observers Name &

Signature

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

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

TEACHER OBSERVATION GUIDE FOR PERSONAL, SOCIAL GROWTH ANDPROFESSIONL 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 ProfessionalDevelopment

NO BB B P HP

1. Maintains stature and behavior that upholds the dignity ofteaching

0 1 2 3 4

2. Manifest personal qualities like enthusiasm, flexibility, caringattitude and others.

0 1 2 3 4

3. Demonstrate a personal philosophy of teaching in theclassroom.

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 frommentor, students, peers, superior

0 1 2 3 4

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

7. Reflects on ones quality of teaching vis--vis learning outcomes 0 1 2 3 4

8. Uses self-assessment (TSNA) to enhance strengths and correctones 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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______________________________________________________________________________________

_________________________________________ _______________________________________Teachers Name & Signature Observers 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)

CriteriaAssigne

dWeight

No.of

ItemsScore

Mean(Score no.

ofitems)

Desc. Ofthe TPI

(TeacherPerformance Index)

Weighted

Average(Mean xWeight)

I.Instructional CompetenceI. Diversity of

Learners10% 4

II. CurriculumContent andPedagogy

30% 17

1. TeacherBehavior

9

2. LearnersBehavior

8

III. Planning,Assessing andReporting

20% 6

Total 60% 27

II.Home, School & Community Linkages 20%IV. LearningEnvironment

10% 5

V. CommunityLinkages

10% 6

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

VI. Social Regard forLearning

10% 5

VII. Personal, SocialGrowth &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 exceedsexpectations. Displays at all time a consistently high level of performancerelated skills, abilities, attributes, initiatives and productivity. Self-direction ofthe 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 andproductivity, exceeding requirements in many of these areas. Non-directive andcollaborative approaches to supervision are recommended.

1.51 2.50 Basic. Teacher behaviors meet basic expectations based onstandards. Displays basic level of work and performance outputs as requiredoutcomes or expectations of the job. Collaborative and directive approaches tosupervision are recommended.

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Below 1.50 Below Basic. Teacher behaviors on the job and outputsfrequently fall below standard. Work outputs consistently low to meet requiredoutcomes needing repetition of duty or by completion of others. The teacherurgently need immediate instructional support. Intensive directive supervisionapproach is recommended.

I hereby acknowledge the observations done by my instructional supervisor and Iwill appreciate all the support that will be extended to improve my instructionalcompetence.

__________________________________Date:_____________________

Teacher (Name & Signature)

As an instructional supervisor, I am willing to extend instructional support to thisTeacher, 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 MASTERTEACHERS(CB-PAST)

Sample Summary Rubrics

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

Performance Standards

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

ProficientTeacherperformanceand outputsfrequently fallbelow standard.

Work outputsconsistentlyregularly fails tomeet requiredoutcomes whichneed repetitionof duty or bycompletion ofothers. Theteacher showsan indifferenceto job

responsibilitiesand may needimmediateinstructionalsupport.Performance isBelow Basic

Teacherperformancemeets basicexpectationsbased on

standards.Displays basiclevels of workandperformanceoutputs asrequiredoutcomes ofthe job.Performance issatisfactory

Teacherperformanceoften exceedsexpectations.Displays at

high level ofjobperformancerelated skills,abilities,initiatives andproductivity,exceedingrequirementsin many of theareas.Performance is

VerySatisfactory.

Displays at alltime, aconsistently highlevel of jobperformance

related skills,abilities,attributes,initiatives andproductivity. Allassignments /responsibilitiesare completedbeyond the levelof expectation.Self-direction isevident.

Performance isOutstanding.

I.INSTRUCTIONAL COMPETENCEPerformance Standards


ProficientDiversity ofLearners

Teacher lacksknowledge ofdevelopmental

Teacherdisplaysminimal

Teacherdisplayssufficient

Teacher displaysmastery ofknowledge of

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characteristicsof learners,learning stylesand modalities,skills andknowledge,interests and

culturaldifferences.

knowledge ofdevelopmentalcharacteristicsof learners,understandingand use ofvaried

approaches forthe wholeclass toaddressdiversity oflearner.

knowledge ofdevelopmentalcharacteristicsof learners,understandingand use of thevaried

approaches forthe class toaddressdiversity oflearners.

diversity oflearners and theuse ofappropriateapproaches tolearning styles,cultural

background,interest, as wellas exceptions togeneral patterns.

CurriculumContent &Pedagogy

Teacher makescontent errorsor does notcorrect contenterrors studentsmake. Content

is unrelated tospecificobjectives oflearning. Lacksofunderstandingof pre-requisitecontent needed.Mismatchescontent andpedagogy.

Teacherdisplays basiccontent pre-requisiteslearningneeded but

cannotarticulateconnections tootherdisciplines.Lack skills inconnecting tocontent topedagogy.

Teacherdisplaysthoroughcontent,knowledgeand makes

connectionsbetweencontent andpedagogy.Reflectsunderstandingofrelationshipsand pre-requisites inteaching andlearning.

Teacher displaysextensivecontentknowledge andpedagogy withevidence of

continuingpursuit to updatesuch and searchfor bestpractices.

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Planning,AssessingandReporting

Teacher usesobjectives whichare not clear, donot align withlearnersactivities,

materials, andassessmentprocedures.

Teacher usesobjectiveswhich aremoderatelyclear, and arerelated to the

learnersactivities,materials andassessmentprocedureswhich aresuitable tomajority of thelearners.

Teacher usesmost of theobjectiveswhich areclear, suitableto the learners

activities,materials andassessmentprocedureswhich addressdifferent typesof learning.Learningoutcomes areoftencommunicatedto students

and parents.

Teacher usesobjectives thatare all clear,reflect learnersexpectedoutcomes, are

suited to thematerials andassessmentprocedures whichaddress differenttypes of learning.Learningoutcomes arealwayscommunicatedclearly tostudents and

parents.II.HOME, SCHOOL AND COMMUNITY LINKAGESPerformance Standards


ProficientLearningEnvironment

Teacherprovideslearningenvironmentthat reflectsunsuitableculture forlearning,characterized bysarcasm,conflict, unsafecondition,mismatch ofphysicalarrangementand learningactivities.

Teacherprovideslearningenvironmentthat reflects asuitableculture forlearning whereconflicts andinsensitivity tolearners areminimal,safety isassured andessentiallearning isaccessible toall. Physicalconditionsupports

learningactivities.

Teacherprovideslearningenvironmentthat reflects avery suitableculture oflearning whichsupportsdevelopmentaldifferencesamonglearners,safety isassured andopportunity tolearn isaccessible tomanystudents.

Physical andpsychologicalenvironmentsupport mostlearningactivities.

Learningenvironmentreflects agenuine cultureof learning withwarmth and care,responsive tostudentsdecorum and aresensitive tostudents need.Safety is assuredand opportunityto learn isaccessible to all.Physical andpsychologicalenvironmentsupport alllearning

activities.

School,Home,CommunityLinkages

Teacherfacilitates veryminimal home-communityinvolvement insharingaccountability oflearningoutcomes.

Transfer oflearning fromschool to homeand communityis not evident.

Teacherfacilitateshome andcommunityinvolvement toshareaccountabilityof the learningoutcomes tosome extent.Activitiesutilizecommunity aslaboratory forlearning whereparents andthecommunityare involved.

Transfer oflearning to the

Teacherfacilitateshome andcommunityinvolvement inthe learning ofthe studentsto shareaccountabilityof the learningoutcomes. Thecommunity isfrequentlyused aslaboratory forlearning, opencommunication isestablished by

the teacher,community

Teacherfacilitates homeand communityinvolvement assharedaccountability ofthe studentslearningoutcomes is veryclearly evident.

The community isalways used asthe learninglaboratory andcommunication isopen. Communitysupport isoverflowing,transfer of

learning to homeand community is

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home andcommunityare minimallyshown.

support isevident.

Transfer oflearning tohome andschool isevident.

very clearly seen.

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III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL DEVELOPMENTPerformance Standards


ProficientSocialRegard for

Learning

Teacher exhibitsbehavior and

decorum thatfall short of therequirements asrole model forstudentslearning.

Teacherexhibits

behavior,decorum andqualities whichmeet therequirementsas role modelfor studentslearning.

Teacherexemplifies

appropriatebehavior,decorum andqualities verysatisfactorilybeyond therequirementsmost of thetime as rolemodel forstudentlearning.

Teacherexemplifies

appropriatebehavior,decorum andqualities at thehighest level andat all times as arole model forstudentslearning.

PersonalGrowth andProfessionalDevelopment

Teacherexemplifiespersonal andprofessionalqualities thatfall short of thestandard andrarely enhancestudent learningoutcomes dueto lack ofcontinuousprofessionaldevelopmentinvolvement.

Teacherexemplifiespersonal andprofessionalqualities thatpreserve thedignity of theprofession,conform withthe Code ofProfessionalEthics whichwill enhancestudentlearningoutcomessometimesthroughcontinuousprofessionaldevelopment.

Teacherexemplifiespersonal andprofessionalqualities thatpreserve thedignity of theprofession,conform withthe Code ofEthics, whichwill enhancelearningoutcomes ofstudents mostof the time,throughcontinuousprofessionaldevelopment.

Teacherexemplifiespersonal andprofessionalqualities thatpreserve thedignity of theprofession,conform with theCode of Ethicswhich ultimatelyenhance learningoutcomes of thestudents to thehighest level atall times throughcontinuouspro

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