cb-past

Teacher Performance Standards (TPS)Teacher Performance Standards (TPS)of the CB-PASTof 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.

National Competency-Based Teacher StandardsNational Competency-Based Teacher Standards(NCBTS)(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.

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 a 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.

Job-embedded RequirementsJob-embedded Requirementsfor Teachers and Master Teacherfor Teachers and Master Teacher

Incorporated in the NCBTS standards are the distinct job description duties and responsibilities of both the teachers and master teachers. The technical assistance responsibilities are required of all the Master Teachers.

CB-PAST FORMFORM 6

Job and Responsibilities of Teachers and Master TeachersJob 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 Responsibilities Under 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, assess and evaluates pupils’/ students' progress.

3. Undertakes activities to improve performance indicators.

4. Maintains updated pupil/student school records.

5. Updates parents on pupils/students progress regularly.

6. Supervises curricular and co-curricular projects and activities.

7. Counsels and guides pupil/students.

8. Conducts action research.

9. Maintains cleanliness, orderliness, safety and upkeep of the classroom.

10. 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 as with parents and other stakeholders.

12. Supports activities of governmental and non-governmental organizations.

13. Does related work.

CB-PAST FORMFORM 6

Job and Responsibilities of Teachers and Master TeachersJob and Responsibilities of Teachers and Master Teachers

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

Duties and Responsibilities

In addition to the full-teaching load of a classroom teacher, MT shall perform the following duties and responsibilities:

1. Assumes leadership in the government of instructional programs and preparation of instructional materials as in the following:

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

2. Conducts instructional training programs in the school, district or division.

MT I – II : at least oneMT III – IV : at least two

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:

5. Serves as demonstration teacher and/ or consultant

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

6. Conducts action research.

7. Leads in the analysis and utilization of test results.

8. Does related work.

Part I- Components and Performance StandardsPart I- Components and Performance Standards

Percentage

Component I – Instructional Competence 60%

Weight

Standard 1 - Diversity of Learners 10%Standard 2 - Curriculum Content & Pedagogy 30%Standard 3 - Planning, Assessing & Reporting 20%

Component II – Home, School, Community 20% InvolvementStandard 4 - Learning Environment 10%

Standard 5 - Community Linkages 10%

Component III – Personal Growth and 20% Professional InvolvementStandard 6 - Social Regard for Learning 10%

Standard 7 - Personal, Social Growth and Professional Development 10%

Total ……………………………………………….………………….. 100%

Part II - Performance Plus FactorPart II - Performance Plus Factor (maximum of 0.4 for every Summative Appraisal Period)(maximum of 0.4 for every Summative Appraisal Period)

Plus Factor is an embedded reward in the CB-PAST. A teacher may earn a maximum of 0.4 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.

Teacher Performance Index (TPI)Teacher Performance Index (TPI)

Performance Level

Labels General Description

2.51 – 3.50 ProficientPerformance 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.

3.51 – 4.00 Highly Proficient

Consistently exceeds expectations on job responsibilities as teacher/master teacher. Displays at all times, a consistent 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.

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.

1.00-1.50BelowBasic

Work outputs are low and fail to meet required outcomes. 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.

Critical Requirements and Description of the Critical Requirements and Description of the Overall Performance Overall Performance RatingRating for the Summative Appraisal 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

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

Very Satisfactory

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

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

Satisfactory

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

Unsatisfactory

15

CB-PAST Tools

1. CB-PAST Form 1 for Teachers

2. CB-PAST Form 2 for Master Teachers

Both the Teachers and the Master Teachers can claim for Plus Factor of (.04) pt. zero four for each item and a maximum of (.04) pt. four.

However only teacher or Master Teacher who have an overall rating description of Highly Proficient, Proficient or Basic can claim for the plus factor.

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 behavior consistently exceeds expectations. Displays consistently at all times, high level of performance in 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 behavior on the job meets basic expectations based on the standards. Displays basic level of work 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.

PART I - COMPONENTS AND PERFORMANCE STANDARDSPART I - COMPONENTS AND PERFORMANCE STANDARDS

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

A. Diversity of Learners

Within the appraisal period, I ….Appraisal Rating

BB B P HP

1. set lesson objectives that are within the experiences and capabilities of learners 1 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 4

4. provided appropriate intervention activities for learners at risks 1 2 3 4

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

6. adopted strategies to address needs of differently-abled learners 1 2 3 4

7. Showed fairness and consideration to all learners regardless of socio-economic background 1 2 3 4

B. Curriculum Content and Pedagogy


BB B P HP

1. delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies 1 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 4

5. aligned the lessons 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 ideas to enrich the lesson 1 2 3 4

9. established routines and procedures to maximize instructional time 1 2 3 4

10. selected, prepared and utilized available technology and other instructional materials appropriate to the learners and the learning objectives 1 2 3 4

B. Curriculum Content and Pedagogy…… continued


BB B P HP

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 Reporting


BB B P HP

1. constructed valid and reliable formative and summative tests 1 2 3 4

2. 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 4

4. identified teaching-learning difficulties and possible causes 1 2 3 4

5. managed remediation activities 1 2 3 4

6. used tools for assessing authentic learning 1 2 3 4

7. provided timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth 1 2 3 4

8. kept accurate records of grades/performance levels of learners 1 2 3 4

9. conducted regular meetings with learners and parents to report learners’ progress 1 2 3 4

D. Learning Environment


BB B P HP

1. provided equal opportunities for all learners regardless of gender 1 2 3 4

2. maintained a safe and orderly classroom free from distractions 1 2 3 4

3. 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

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

E. Community Linkages


BB B P HP

1. involved parents/community in sharing accountability for 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 and learning 1 2 3 4

4. got involved in/ shared community information on school events and achievement 1 2 3 4

5. led students to apply classroom learning to the community 1 2 3 4

6. informed learners, parents and other stakeholders regarding school policies and procedures 1 2 3 4

F. Social Regard for Learning


BB B P HP

1. abide by and implemented school policies and procedures 1 2 3 4

2. 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 4

4. demonstrated appropriate behavior in dealing with learners, peers and superiors 1 2 3 4

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

G. Personal, Social Growth and Professional Development


BB B P HP

1. 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 4

5. participated actively in professional organizations 1 2 3 4

6. reflected on the quality of my own teaching 1 2 3 4

7. improved teaching performance based on feedback from mentors, learners, peers, superiors and others

1 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 4

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

PART II – THE PLUS FACTORPART 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 and 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 in 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 one (1) action research and shared results to peers on problems related to learning environment, home, school and community involvement_________ 5. Conducted at least two (2) 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 processes. (Claim can only be made after the award has been enjoyed)

_________ 5. Others not mentioned but related to personal, social growth and professional characteristics

CB-PAST Form 2

COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR MASTER 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 behavior consistently exceeds expectations. Displays consistently at all times, high level of performance in 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 behavior on the job meets basic expectations based on the standards. Displays basic level of work 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.

PART I - COMPONENTS AND STANDARDSPART I - COMPONENTS AND STANDARDS

I. INSTRUCTIONAL COMPETENCE

Rating Legend: BB – Below Basic; B – Basic; P – Proficient; HP – Highly Proficient

A. Diversity of Learners


BB B P HP

1. set objectives that are within the experiences and capabilities of learners 1 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 4

4. provided appropriate intervention activities for learners at risks 1 2 3 4

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

6. adopted strategies to address needs of differently-abled learners 1 2 3 4

7. showed fairness and consideration to all learners regardless of socio-economic backgrounds 1 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 Pedagogy


BB B P HP

1. delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies 1 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 4

6. aligned the lessons objectives, teaching methods, learning activities, and instructional materials or resources appropriate to the learners 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



BB B P HP

8. 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

9. integrated scholarly works and ideas to enrich the lesson 1 2 3 4

10. established routines and procedures to maximize instructional time 1 2 3 4

11. selected, prepared and utilized available technology and other instructional materials appropriate to the learners and the 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 Information and Communication (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



BB B P HP

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 MT IV: in all grade/year level

1 2 3 4

16. 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 level

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 Reporting


BB B P HP

1. constructed valid and reliable formative and summative tests 1 2 3 4

2. 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 4

4. identified teaching-learning difficulties and possible causes 1 2 3 4

5. managed remediation activities 1 2 3 4

6. used tools for assessing authentic learning 1 2 3 4

7. provided timely and accurate feedback to learners to encourage them to monitor and reflect on their own learning growth 1 2 3 4

8. kept accurate records of grades/performance levels of learners 1 2 3 4

9. conducted regular meetings with learners and parents to report learners’ progress 1 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 level

1 2 3 4

D. Learning Environment


BB B P HP

1. provided equal opportunities for all learners regardless of gender 1 2 3 4

2. maintained a safe and orderly classroom free from distractions 1 2 3 4

3. used individual and cooperative learning activities to improve capacities of learners for higher learning 1 2 3 4

4. inspired learners to value and set 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

II. SCHOOL, HOME, COMMUNITY LINKAGES


E. Community Linkages


BB B P HP

1. involved the home/community in sharing accountability for 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 and learning 1 2 3 4

4. got involved in 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 community 1 2 3 4

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

F. Social Regard for Learning


BB B P HP

1. followed and implemented school policies and procedures 1 2 3 4

2. 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 4

4. demonstrated appropriate behavior in dealing with learners, peers and superiors 1 2 3 4

5. maintained oneself as a role model of students and peers 1 2 3 4

III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS




BB B P HP

1. maintained stature and behavior that upholds the dignity of 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 in the classroom 1 2 3 4

4. 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 4

6. reflected on the quality of my own teaching 1 2 3 4

7. improved teaching performance based on feedback from mentors, learners, peers, superiors and others 1 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 4

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

11. organized and implemented activities with peers for personal growth and professional development like educational tours, school visits, retreats, conference, etc.

1 2 3 4

PART II – THE PLUS FACTORPART 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 and 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. 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 of 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 Competence (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 or recognition as exemplary teacher for both personal and

professional attributes by recognized body or agency at 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 a 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. Others related to Personal Growth and Professional Development Characteristics (Please specify)

CB-PAST Summary of Ratings for CB-PAST Summary of Ratings for Teachers and Master TeachersTeachers and Master Teachers

CriteriaAssigned

WeightNo.of Items

Score

Mean (Score/no.of Items)

Description of the TPI

Weighted Average (Mean x Weight

I. Instructional Competence (60%)

A. Diversity of Learners 10% 7

B. Curriculum Content and Pedagogy 30% 12

C. Planning, Assessing and Reporting 20% 9

Sum of Weighted Average of A, B and C

II. Home, School and Community Linkages (20%)

D. Learning Environment 10% 6

E. Community Linkages 10% 6

Sum of Weighted Average of D and E

III. Personal, Social Growth and Professional Development (20%)

F. Social Regard for Learning 10% 4


10% 10

Sum of Weighted Average of F and G

CB-PAST SUMMARY OF RATINGS FOR TEACHERSCB-PAST SUMMARY OF RATINGS FOR TEACHERS

CriteriaAssigned

WeightNo.of Items

Score




Formative Performance Rating(Sum of the Total Weighted Average of I, II and III)

Description for Overall Performance Rating in TPI for Formative Appraisal

Plus Factor (for the Summative Appraisal)(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 and III and the Plus Factor earned)

Description of Overall Performance Rating with Critical Requirement for Summative Appraisal

CB-PAST SUMMARY OF RATINGS FOR TEACHERS… continuedCB-PAST SUMMARY OF RATINGS FOR TEACHERS… continued

3.51 – 4.00 – Highly Proficient3.51 – 4.00 – Highly Proficient. Teacher behavior consistently exceeds expectations. Displays consistently at all times, high level of performance in 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 – Proficient2.51 – 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 the areas.

1.51 – 2.50 – Basic1.51 – 2.50 – Basic. Teacher behavior on the job meets basic expectations based on the standards. Displays basic level of work performance outputs as required outcomes.

1.00 – 1.50 – Below Basic1.00 – 1.50 – Below Basic. 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.

Teacher Performance Index (TPI)Teacher Performance Index (TPI)

Overall Performance Rating Description andCritical Requirements for the Summative Appraisal

Description of Overall Description of Overall Performance RatingPerformance Rating

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

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

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

CriteriaAssigned

WeightNo.of Items

Score




I. Instructional Competence (60%)

A. Diversity of Learners 10% 8

B. Curriculum Content and Pedagogy 30% 18

C. Planning, Assessing and Reporting 20% 10

Sum of Weighted Average of A, B and C

II. Home, School and Community Linkages (20%)

D. Learning Environment 10% 7

E. Community Linkages 10% 8

Sum of Weighted Average of D and E

III. Personal, Social Growth and Professional Development (20%)

F. Social Regard for Learning 10% 5


10% 11

Sum of Weighted Average of F and G

CB-PAST SUMMARY OF RATINGS FOR MASTER TEACHERSCB-PAST SUMMARY OF RATINGS FOR MASTER TEACHERS

CB-PAST Performance Rubrics forTeachers and Master Teachers

Performance Standards

Performance Criteria

1 - 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 a 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.

SAMPLE SUMMARY RUBRICSSAMPLE SUMMARY RUBRICS

I. INSTRUCTIONAL COMPETENCE




Diversity of Learners

Teacher lacks knowledge of developmental characteristics of learners, learning styles and modalities, skills and knowledge, interest 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 and Pedagogy

Teacher makes content errors or does not correct content errors student’s make. Content is unrelated to specific objectives of learning/lacks understanding of prerequisite learning needed for content lacks of understanding of pedagogical issues in student learning of content. Lacks skills in connecting content to pedagogy. Mismatch of content and Pedagogy.

Teacher displays basic content and pre-requisite learning needed but cannot articulate connections to other disciplines. Lacks skills in connecting content to pedagogy.

Teacher displays through content, knowledge and makes connections between content and pedagogy. Reflects understanding of relationships and prerequisites in teaching and learning.

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

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 and are suitable to majority of the learners.

Teachers 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 sometimes communicated to students and parents.

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

II. HOME, SCHOOL & COMMUNITY




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 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 misbehavior 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.

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 a laboratory for learning, open communication is established by the teacher, community support is evident. Transfer of learning to home and school is observed.

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.

III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL DEVELOPMENT




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 a meet the requirements as role model students’ 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 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 trough 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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