1

Teacher Performance Standards (TPS) of the CB-PAST CBThere 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 Standards Competency(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.

JobJob-embedded Requirements for 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 FORM 6

Job 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 FORM 6

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

2. Conducts instructional training programs in the school, district or division. 3. Provides professional assistance to teachers like coaching and mentoring. 4. Develops and/or implements innovative and functional teaching approaches and strategies every school year, as follows: MT I II : at least one MT III IV : at least two 5. Serves as demonstration teacher and/ or consultant MT I MT II MT III MT IV : at least school and district levels : at least school, district and division levels : at least school, district, division and regional levels : 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 Standards IPercentage Component I Instructional Competence

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

Weight

60%
10% 30% 20%

Component II Home, School, Community Involvement

Standard 4 - Learning Environment Standard 5 - Community Linkages

20%
10% 10%

Component III Personal Growth and Professional Involvement

Standard 6 - Social Regard for Learning Standard 7 - Personal, Social Growth and Professional Development

20%
10% 10%

Total ... 100%

Part II - Performance Plus Factor

(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)

Performance Level Labels General Description

3.51 4.00

Consistently exceeds expectations on job responsibilities as teacher/master teacher. Displays at all times, a consistent high level Highly of performance related skills, abilities, attributes, initiatives and Proficient productivity. All assignments/responsibilities are completed beyond the level of expectation. Self-direction of the teacher is evident. Performance often exceeds expectations in most areas but are not consistent. Displays a high level of performance related skills, Proficient abilities, initiatives and productivity, exceeding requirements in many of the performance. Meets minimum expectations on job Satisfactory areas. responsibilities. Teacher performance meets basic expectations Basic based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job. Work outputs are low and fail to meet required outcomes. Teacher performance on the job and outputs frequently fall below standard. Below Work outputs consistently low, regularly fails to meet required Basic outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

2.51 3.50

1.51 2.50

1.00-1.50

Critical Requirements and Description of the Overall Performance Rating for the Summative Appraisal
Critical Requirements
A 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 Outstanding Very Satisfactory Satisfactory

3.51 or higher and no performance index of below proficient in any of the standards 2.51 or higher and no performance index of below basic in any of the standards 1.51 2.50 and no performance index value of below basic in any of the standards 1.51 or higher with at least one performance index value of below basic in any of the standards

Unsatisfactory

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.

15

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. Selfdirection 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 STANDARDS

I. INSTRUCTIONAL COMPETENCE
Rating Legend: BB Below Basic; B Basic; P Proficient; Proficient HP Highly

A. Diversity of Learners
Within the appraisal period, I . 1. set lesson objectives that are within the experiences and capabilities of learners 2. utilized varied designs, techniques and activities suited to the different kinds of learners 3. paced lessons appropriate to the needs and difficulties of learners 4. provided appropriate intervention activities for learners at risks 5. recognized multi-cultural background of learners when providing learning opportunities 6. adopted strategies to address needs of differently-abled learners 7. Showed fairness and consideration to all learners regardless of socio-economic background Appraisal Rating
BB B P HP

1 1 1 1 1 1 1

2 2 2 2 2 2 2

3 3 3 3 3 3 3

4 4 4 4 4 4 4

B. Curriculum Content and Pedagogy

Within the appraisal period, I . 1. delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies 2. used integration of language, literacy, numeracy skills and values in teaching 3. explained learning goals, instructional procedures and content clearly and accurately to students 4. linked the current content with past and future lessons 5. aligned the lessons objectives, teaching methods, learning activities, and instructional materials or resources appropriate to the learners. 6. created situations that encourage learners to use high order thinking skills through the use of local language among others if needed 7. engaged and sustained learners interest in the subject by making content meaningful and relevant to them 8. integrated scholarly works and ideas to enrich the lesson 9. established routines and procedures to maximize instructional time 10. selected, prepared and utilized available technology and other instructional materials appropriate to the learners and the learning objectives Appraisal Rating BB 1 1 1 1 1 1 1 1 1 1 B 2 2 2 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4 4 4 4

B. Curriculum Content and Pedagogy continued

Within the appraisal period, I . 11. provided appropriate learning tasks, portfolio and projects that support development of good study habits 12. used available ICT resources for planning and designing teaching-learning activities Appraisal Rating BB 1 1 B 2 2 P 3 3 HP 4 4

C. Planning, Assessing and Reporting

Within the appraisal period, I . 1. constructed valid and reliable formative and summative tests 2. used appropriate non-traditional assessment techniques and tools (i.e. portfolio, journals, rubric, etc.) 3. interpreted and used test results to improve teaching and learning 4. identified teaching-learning difficulties and possible causes 5. managed remediation activities 6. used tools for assessing authentic learning 7. provided timely and accurate feedback to learners to encourage them to reflect on and monitor their own learning growth 8. kept accurate records of grades/performance levels of learners 9. conducted regular meetings with learners and parents to report learners progress Appraisal Rating BB 1 1 1 1 1 1 1 1 1 B 2 2 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4 4 4

II. SCHOOL, HOME, COMMUNITY LINKAGES

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

D. Learning Environment
Within the appraisal period, I . 1. provided equal opportunities for all learners regardless of gender 2. maintained a safe and orderly classroom free from distractions 3. used individual and cooperative learning activities to improve capacities of learners for higher learning 4. inspired learners to set and value high performance targets for themselves 5. handled behavior problems quickly and with due respect to childrens rights 6. created situation that develop a positive attitude among learners towards their subject and teacher Appraisal Rating BB 1 1 1 1 1 1 B 2 2 2 2 2 2 P 3 3 3 3 3 3 HP 4 4 4 4 4 4

E. Community Linkages
Within the appraisal period, I . 1. involved parents/community in sharing accountability for learners achievement 2. used varied and available community resources (human, materials) to support learning 3. used community as a laboratory for teaching and learning 4. got involved in/ shared community information on school events and achievement 5. led students to apply classroom learning to the community 6. informed learners, parents and other stakeholders regarding school policies and procedures Appraisal Rating BB 1 1 1 1 1 1 B 2 2 2 2 2 2 P 3 3 3 3 3 3 HP 4 4 4 4 4 4

III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

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

F. Social Regard for Learning

Within the appraisal period, I . 1. abide by and implemented school policies and procedures 2. demonstrated punctuality in accomplishing tasks and attendance on all occasions 3. maintained appropriate appearance and decorum at all times 4. demonstrated appropriate behavior in dealing with learners, peers and superiors Appraisal Rating BB 1 1 1 1 B 2 2 2 2 P 3 3 3 3 HP 4 4 4 4

G. Personal, Social Growth and Professional Development

Within the appraisal period, I . 1. maintained stature and behavior that upholds the dignity of teaching 2. manifested personal qualities like enthusiasm, flexibility, caring attitude, collegiality among others 3. demonstrated my educational philosophy of teaching in the classroom 4. updated myself with recent developments in education 5. participated actively in professional organizations 6. reflected on the quality of my own teaching 7. improved teaching performance based on feedback from mentors, learners, peers, superiors and others 8. used self-assessment to enhance strengths and correct my weaknesses 9. accepted accountability for learners outcomes 10. abide by the Code of Ethics for Professional Teachers Appraisal Rating BB 1 1 1 1 1 1 1 1 1 1 B 2 2 2 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4 4 4 4

PART II THE PLUS FACTOR

The Plus Factor shall be claimed at the end of the school year for the summative appraisal. Items claimed in the current appraisal period will not be credited in the succeeding appraisal period. Teachers who are dedicated in their profession perform some jobs beyond what is required of them. Most of these are voluntary in nature, thus to acknowledge the added performance, certain reward in the form of the Plus Factor is provided in this appraisal system. Each item in the list is equivalent to .04 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. _________ 1. Acted as a mentor/coach in professional development to at least 2 peers Plus Factor for Instructional Competence _________ 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._________ 1.for School, Home, Community Linkages (1) home-school-community project in a Plus Factor Organized and implemented at least one 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

_________ 1. Received award(s) for exemplary personal Characteristics III. Plus Factor for Personal, Social Growth and Professionaland 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. Selfdirection 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 STANDARDS

I. INSTRUCTIONAL COMPETENCE
Rating Legend: BB Below Basic; B Basic; P Proficient; Proficient HP Highly

A. Diversity of Learners Within the appraisal period, I . 1. set objectives that are within the experiences and capabilities of learners 2. utilized varied designs, techniques and activities suited to the different kinds of learners 3. paced lessons appropriate to the needs and difficulties of learners 4. provided appropriate intervention activities for learners at risks 5. recognized multi-cultural background of learners when providing learning opportunities 6. adopted strategies to address needs of differently-abled learners 7. showed fairness and consideration to all learners regardless of socioeconomic backgrounds 8. mentored peers in the grade/year level or the area of specialization in using strategies that address diversity of learners Appraisal Rating
BB B P HP

1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4

B. Curriculum Content and Pedagogy Within the appraisal period, I . 1. delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies 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 3. used integrative approaches in teaching such as Content Based Instruction (CBI), Multiple Intelligence Learning Approach (MILA), and multidisciplinary approach, among others 4. explained learning goals, instructional procedures and content clearly and accurately to students 5. linked the current content with past and future lessons 6. aligned the lessons objectives, teaching methods, learning activities, and instructional materials or resources appropriate to the learners 7. engaged and sustained learners interest in the subject by making content meaningful and relevant to them. Appraisal Rating BB B 1 2 P 3 HP 4

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

B. Curriculum Content and Pedagogy continued Within the appraisal period, I . 8. created situations that encourage learners to use high order thinking skills through the use of local language among others if needed 9. integrated scholarly works and ideas to enrich the lesson 10. established routines and procedures to maximize instructional time 11. selected, prepared and utilized available technology and other instructional materials appropriate to the learners and the learning objectives 12. provided appropriate learning tasks, portfolio and projects that support development of good study habits 13. used Information and Communication (ICT) resources for planning and designing teaching-learning activities 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 Appraisal Rating BB B 1 1 1 1 1 1 2 2 2 2 2 2 P 3 3 3 3 3 3 HP 4 4 4 4 4 4

B. Curriculum Content and Pedagogy continued Within the appraisal period, I . 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 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 17. conducted instructional training programs in the school, district, or division 18. mentored a peer on how to plan and conduct action research Appraisal Rating BB B P HP

1 1

2 2

3 3

4 4

C. Planning, Assessing and Reporting Within the appraisal period, I . 1. constructed valid and reliable formative and summative tests 2. used appropriate non-traditional assessment techniques and tools (i.e. portfolio, journals, rubric, etc.) 3. interpreted and used test results to improve teaching and learning 4. identified teaching-learning difficulties and possible causes 5. managed remediation activities 6. used tools for assessing authentic learning 7. provided timely and accurate feedback to learners to encourage them to monitor and reflect on their own learning growth 8. kept accurate records of grades/performance levels of learners 9. conducted regular meetings with learners and parents to report learners progress 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 Appraisal Rating BB B 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4 4 4

II. SCHOOL, HOME, COMMUNITY LINKAGES

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

D. Learning Environment Within the appraisal period, I . 1. provided equal opportunities for all learners regardless of gender 2. maintained a safe and orderly classroom free from distractions 3. used individual and cooperative learning activities to improve capacities of learners for higher learning 4. inspired learners to value and set high performance targets for themselves 5. handled behavior problems quickly and with due respect to childrens rights 6. created situation that develop a positive attitude among learners towards their subject and teacher 7. maintained a model classroom, which is conducive to teaching and learning Appraisal Rating BB B 1 1 1 1 1 1 1 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4

E. Community Linkages Within the appraisal period, I . 1. involved the home/community in sharing accountability for learners achievement 2. used varied and available community resources (human, materials) to support learning 3. used community as a laboratory for teaching and learning 4. got involved in community information on school events and achievements 5. shared to the community information on school events and achievements 6. led students to apply classroom learning to the community 7. informed learners, parents and other stakeholders regarding school policies and procedures 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. Appraisal Rating BB B 1 1 1 1 1 1 1 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4

III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

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

F. Social Regard for Learning Within the appraisal period, I . 1. followed and implemented school policies and procedures 2. demonstrated punctuality in accomplishing tasks and attendance on all occasions 3. maintained appropriate appearance and decorum at all times 4. demonstrated appropriate behavior in dealing with learners, peers and superiors 5. maintained oneself as a role model of students and peers Appraisal Rating BB B 1 1 1 1 1 2 2 2 2 2 P 3 3 3 3 3 HP 4 4 4 4 4

G. Personal, Social Growth and Professional Development Within the appraisal period, I . 1. maintained stature and behavior that upholds the dignity of teaching 2. manifested personal qualities like enthusiasm, flexibility, caring attitude, and others 3. demonstrated my educational philosophy of teaching in the classroom 4. updated myself with recent developments in education through readings, attendance in continuing professional education, or trainings/seminars and similar activities 5. participated actively in professional organizations 6. reflected on the quality of my own teaching 7. improved teaching performance based on feedback from mentors, learners, peers, superiors and others 8. used self-assessment to enhance strengths and correct my weaknesses. 9. accepted accountability for learners outcomes 10. abide by the Code of Ethics for Professional Teachers 11. organized and implemented activities with peers for personal growth and professional development like educational tours, school visits, retreats, conference, etc. Appraisal Rating BB B 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4 4 4 4 4

PART II THE PLUS FACTOR

The Plus Factor shall be claimed at the end of the school year for the summative appraisal. Items claimed in the current appraisal period will not be credited in the succeeding appraisal period. Teachers who are dedicated in their profession perform some jobs beyond what is required of them. Most of these are voluntary in nature, thus to acknowledge the added performance, certain reward in the form of the Plus Factor is provided in this appraisal system. Each item in the list is equivalent to .04 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. _________ 1. Conducted meetings/ home visitations of students at least four (4) times to Plus Factor for Instructional Competence 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)

_________ 1. Received award or recognition as exemplary teacher for both personal and III. Plus Factor professional Social Growth recognized body Characteristicsthe school, district, for Personal, attributes by and Professional or agency at 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)

CBCB-PAST Summary of Ratings for Teachers and Master Teachers

CBCB-PAST SUMMARY OF RATINGS FOR TEACHERS

Criteria Assigned Weight No.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 B. Curriculum Content and Pedagogy C. Planning, Assessing and Reporting Sum of Weighted Average of A, B and C II. Home, School and Community Linkages (20%) D. Learning Environment E. Community Linkages Sum of Weighted Average of D and E III. Personal, Social Growth and Professional Development (20%) F. Social Regard for Learning G. Personal, Social Growth and Professional Development Sum of Weighted Average of F and G 10% 10% 4 10 10% 10% 6 6 10% 30% 20% 7 12 9

CBCB-PAST SUMMARY OF RATINGS FOR TEACHERS continued

Criteria Assigned Weight No.of Items Score Mean (Score/ no.of Items) Description of the TPI Weighted Average (Mean x Weight

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

Teacher Performance Index (TPI)

3.51 4.00 Highly Proficient. Teacher behavior consistently exceeds expectations. Displays Proficient 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 Proficient Teacher performance often exceeds expectations. Displays a high level Proficient. of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas. 1.51 2.50 Basic Teacher behavior on the job meets basic expectations based on the Basic. standards. Displays basic level of work performance outputs as required outcomes. 1.00 1.50 Below Basic Teacher behavior on the job and outputs frequently fall below Basic. 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.

Overall Performance Rating Description and Critical Requirements for the Summative Appraisal
Description of Overall Performance Rating Outstanding Very Satisfactory Satisfactory Below Basic Critical Requirements
Note: A teacher who does NOT meet the critical requirement will get the next lower level of the overall performance rating.

3.51 or higher and no performance index of below proficient in any of the standards 2.51 or higher and no performance index value of below basic in any of the standards 1.51 - 2.50 and no performance index value of below basic in any of the standards 1.00 or higher with at least one performance index value of below basic in any of the standards

CBCB-PAST SUMMARY OF RATINGS FOR MASTER TEACHERS

Criteria Assigned Weight No.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 B. Curriculum Content and Pedagogy C. Planning, Assessing and Reporting Sum of Weighted Average of A, B and C II. Home, School and Community Linkages (20%) D. Learning Environment E. Community Linkages Sum of Weighted Average of D and E III. Personal, Social Growth and Professional Development (20%) F. Social Regard for Learning G. Personal, Social Growth and Professional Development Sum of Weighted Average of F and G 10% 10% 5 11 10% 10% 7 8 10% 30% 20% 8 18 10

CB-PAST Performance Rubrics for Teachers and Master Teachers

SAMPLE SUMMARY RUBRICS

Performance Criteria 1 - Below Basic 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. 2 - 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. 3 - Proficient 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. 4 - Highly Proficient Displays at all time, a consistently high level of job performance related skills, abilities, attributes, initiatives and productivity. All assignments/respo nsibilities are completed beyond the level of expectation. Selfdirection is evident. Performance is Outstanding.

Performance Standards

I. INSTRUCTIONAL COMPETENCE Performance Standards Performance Criteria 1 - Below Basic 2 - Basic Teacher displays minimal knowledge of developmental characteristics of learners, understanding and use of varied approaches for the whole class to address diversity of learner. 3 - Proficient Teacher displays sufficient knowledge of developmental characteristics of learners, understanding and use of the varied approaches for the class to address diversity of learners 4 - Highly Proficient 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

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

Curriculum Content and Pedagogy

Teacher makes content errors or does not correct content errors students 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

Performance Standards

Performance Criteria 1 - Below Basic Teacher provides learning environment that reflects unsuitable culture for learning, characterized by sarcasm, conflict, unsafe condition, mismatch of physical arrangement and learning activities 2 - Basic 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. 3 - Proficient 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. 4 - Highly Proficient 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.

Learning Environment

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

Performance Standards

Performance Criteria 1 - Below Basic Teacher exhibits behavior and decorum that fall short of the requirements as role model for students learning 2 - Basic Teacher exhibits behavior decorum and qualities which a meet the requirements as role model students learning. 3 - Proficient Teacher exemplifies appropriate behavior, decorum and qualities very satisfactorily beyond the requirements most of the time as role model for student learning. 4 - Highly Proficient Teacher exemplifies appropriate behavior, decorum, and qualities at the highest level and all times as a role model for students learning

Social Regard For 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