B. COMPETENCY BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (CBPAST) TOOLS 4.0 CB-PAST Instrum nts !

n" T##$s
The CB-PAST is accompanied by several tools and instruments. The two major tools are CBPAST Form 1 or Teachers and CB !PAST Form " or #aster Teachers. The CB-PAST Form $ or the Formative Appraisal will also be used or both teachers and master teacher in %nstructional Supervision. The CB-PAST Forms 1 and " are made up o two parts. Part %-Components and Per ormance Standards and Part %%-The Plus Factor. Assi&ned wei&hts are &iven to each component and each per ormance standard. The plus actor has a correspondin& value or the summative appraisal only. The percenta&e wei&ht distribution or each Per ormance Standard and Components o CB-PAST Forms 1 and " are as ollows'

P!rt I C#m%#n nts !n" P r&#rm!n' St!n"!r"s

Percenta&e (ei&ht
Component %- %nstructional Competence Standard 1- ,iversity o -earners Standard "- Curriculum Contents and Peda&o&y Standard $- Plannin&. Assessin&. /eportin& Component %%- 0ome. School. Community Standard 1- -earnin& 2nvironment Standard 3- Community -in4a&es Component %%%- Personal 5rowth and Pro essional ,evelopment Standard )- Social /e&ard or -earnin& Standard 6- Personal. Social 5rowth and Pro essional ,evelopment Total77777777777777777777777777777...1**+ "*+ 1*+ 1*+ )*+ 1*+ $*+ "*+

"*+ 1*+ 1*+

P!rt II - T( P r&#rm!n' P$us F!'t#r- (m!)*mum #& .4 &#r + r, Summ!t*+ A%%r!*s!$ P r*#")
P$us &!'t#r is an embedded reward in the CB-PAST. A teacher may earn a ma8imum o .4 or the Plus Factor or each summative ratin& period. The per ormance or the Plus Factor is usually voluntary. without e8tra compensation and is not part o the duties and responsibilities re9uired o the teachers and master teachers.

4.- CB-PAST F#rm - &#r T !'( rs

The CB !PAST Form 1 is composed o 31 per ormance indicators and additional set o Plus Factor indicators. The CB-PAST Form 1 maybe used by teachers re&ardless o their appointment status and or position titles as Teachers %. %% and %%%. %t is a sel ratin& orm. to be accomplished irst by the teachers and validated by the school head and:or instructional leaders li4e education supervisors. district supervisors. department chairs and master teachers or the ormative appraisal. F#rm!t*+ A%%r!*s!$- ,urin& the ormative appraisal the teacher shall accomplish only Part % o the CB !PAST Form %. The same part o the Form % shall be used by instructional leaders to validate the sel ratin& o the teacher and provide instructional support. The interpretation o the ratin& shall be based on the Teacher Per ormance %nde8 ;TP%< which will in orm about the pro essional development stren&ths and needs o the teacher where support shall be provided by instructional leaders. =o Plus Factors shall be considered durin& the Formative Appraisal. The same procedure shall apply or the #aster Teachers in their CB-PAST orm %%. Summ!t*+ A%%r!*s!$- ,urin& the summative appraisal at the end o the school year the teacher shall accomplish Part % and %% o CB-PAST Form %. Part % shall be interpreted and described based on the teacher per ormance %nde8 ;TP%< and Part %% which is the Plus Factor shall now be included in the overall ratin& o the Summative Teacher Per ormance. %n the interpretation o the Summative >verall /atin& /esults. the description or >verall Per ormance /atin& with critical re9uirements shall be used. Part % and %% o Form % shall also be used by the School 0eads or their administrative unction to validate the sel ratin& o the teacher. The same description shall apply or the CB-PAST Form " or #aster Teachers .

4.. CB-PAST F#rm . &#r M!st r T !'( rs

The CB-PAST Form " or #aster Teachers is composed o )6 per ormance indicators which include technical assistance re9uirements or the #aster Teachers. ?nli4e the CB-PAST Form 1 or Teachers. only two components. %- %nstructional Competence and %%%- Personal 5rowth and Pro essional ,evelopment have additional Plus Factor indicators. There are no Plus Factor indicators or %%- School. 0ome. Community -in4a&es. since the desired per ormance indicators are already included in the main component@s per ormance standards. F#rm!t*+ A%%r!*s!$- -i4e the Teachers. only Part % o CB-PAST %% or #aster Teachers shall be used or the sel - ratin&. ;Please re er to the description o the CB-PAST Form 1 or Teachers.< Summ!t*+ A%%r!*s!$- ,urin& the summative appraisal at the end o the school years. the #aster Teacher shall Accomplish Part % and %% o CB-PAST Form ". ;Please re er to the description o the CB-PAST Form 1 or teachers.< CB-PAST Forms 1 and " are accompanied with a template or ratin&.

4./ CB-PAST F#rm /- T !'( r F#rm!t*+ A%%r!*s!$ O0s r+!t*#n 1u*"

The observation &uide is or ormative developmental purposes and instructional support. There shall be at least ive ;3< actual class observations o every teacher durin& the school year. The &uide re9uires actual teachin&-learnin& classroom observations. Form $ shall be used in the instructional supervision o the teachers. School heads and instructional leaders shall review and veri y

the teacher@s port olio where data on the retention rate. dropout rate. and achievement rate o the class and other evidences are 4ept. The purpose o instructional supervision. the cyclical process shall ollow the steps o preobservation con erence. actual observation and post-observation con erence. F#rm /-A is or %nstructional Competence that re9uires an actual classroom observation o teachers and learners behavior in natural settin&. The per ormance standards to be observed are ,iversity o -earners. Curriculum Content. and Peda&o&y and Plannin&. Assessin& and /eportin&. F#rm /-B is or School. 0ome and Community -in4a&es which needs inspection o the evidences in the Teacher@s Port olio. interview o the teacher. peers and community people. Form $-B will veri y the claim o the teacher in the CB-PAST Form 1 or Teachers or CB-PAST Form " or #aster Teachers. F#rm /-C is or Personal. Social 5rowth and Pro essional ,evelopment that re9uires observation o the teacher. inspection o records and evidences in the Teacher Port olio. %nterview o the peers. collea&ues and superiors to con irm the claims o teachers and master teacher is encoura&ed. Form $- A. B. C is accompanied by a template or ratin&.

4.4 CB-PAST F#rm 4- T !'( r P r&#rm!n' Ru0r*'s !s 1u*" &#r R!t*n2

The Teacher Per ormance /ubrics accompanies CB-PAST Form 1 and ". %t e8plains in detail the re9uirements or each component alon& the scale values and clearly determines the e9uivalent nearest to the scale.

4.3 CB-PAST F#rm 3- T !'( r P#rt&#$*# T m%$!t

A port olio template &uides the teacher in the process and the appraisal. the port olio contains all the evidences that support the claims o the teacher in the appraisal system. %t contains the teacher@s thou&hts. insi&hts. and eelin&s about teachin&-learnin& amon& others that relate to their everyday li e in school. The Port olio Template is su&&ested as a &uide to collect the evidences o per ormance to be entered in the Teacher Port olio. The evidences will cross-validate the sel -ratin&s previously made by the teacherA %t will also showcase the teacher@s pro essional development pro&ress. The port olio shall also be used in the %nstructional Supervision.

3.0 R!t*n2 4!$u s &#r t( CB-PAST Instrum nts 3.- r!t*n2 S'!$ 4!$u s &r# F#rm - !n" F#rm . !n" T m%$!t &#r C#m%ut!t*#n5
The CB-PAST Form 1 and " describe the teacher@s per ormance on the ollowin& scale values' 1- 0i&hly Pro icient ;0P< $- Pro icient ;P< "- Basic ;B< 1- Below Basic ;BB< The template below will record the summary o ratin&s.

Summ!r, #& R!t*n2s T m%$!t !n" S!m%$ C#m%ut!t*#n

Cr*t r*! Ass*2n " 6 *2(t N#. #& *t ms S'#r M !n
;score : no. o items<

D s'. #& t( TPI P P P

7 *2(t " !+ r!2

;mean 8 wei&ht<

I. Instru't*#n!$ C#m% t n' 809 A. ,iversity o learners 1*+ 6 24 3.43 B. Curriculum Content $*+ 1" 41 3.42 and Peda&o&y C. Plannin&. "*+ B 31 3.4 Assessin&. and /eportin& I. Sum of Weighted Average of A, B & C II. H#m : S'(##$ ; C#mmun*t, L*n<!2 s .09 ,. -earnin& 1*+ ) 21 2nvironment 2. Community 1*+ ) 21 -in4a&es II. Sum of Weighted Average of D & III. P rs#n!$ 1r#6t( !n" Pr#& ss*#n!$ D + $#%m nt .09 F. Social /e&ard or 1*+ 1 11 -earnin& 5. Personal. Social 1*+ 1* 3" 3." 5rowth C Pro essional ,evelopment %%%. Sum o (ei&hted Avera&e o F C5 F#rm!t*+ = Summ!t*+ P r&#rm!n' R!t*n2 !n" D s'r*%t*#n ;Sum o (ei&hted avera&e o %. %% C%%%< P$us F!'t#r ( &#r t( Summ!t*+ A%%r!*s!$ #n$,) ;2ach item &ets *.*1. A ma8imum o *.1 will be added to the Total (ei&hted every ratin& period< O+ r!$$ P r&#rm!n' R!t*n2> &#r Summ!t*+ R!t*n2) ;Sum o the Total (ei&hted #ean rom %. %%. %%% and the Plus Factor< D s'r*%t*#n #& O+ r!$$ P r&#rm!n' R!t*n2

2.06 P P 0.!

3.3#

Avera&e or

T !'( r P r&#rm!n' In" ) (TPI)

P r&#rm!n' L + $ $.31-1.** L!0 $s 0i&hly Pro icient 1 n r!$ D s'r*%t*#n Consistently e8ceeds e8pectations on job responsibilities as teacher: master teacher. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. All assi&nments :responsibilities are completed beyond the level o e8pectation. Sel -direction o the teacher is evident. Per ormance o ten e8ceeds e8pectations in most areas but are not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the areas. Satis actory per ormance. #eets minimum e8pectations on job responsibilities. Teacher per ormance meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. (or4 outputs are low and ail to meet re9uired outcomes. Teacher per ormance on the job outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher may need immediate instructional support.

".31-$.3*

Pro icient

1.31-".3*

Basic

1.**-1.3*

Below Basic

$%hi& ta'(e &ha(( 'e u&ed o)(* for the de&+ri,tio) of the three a)d the &eve) ,erforma)+e &ta)dard i) the &ummar* rati)g&.

Cr*t*'!$ R ?u*r m nts !n" D s'r*%t*#n #& t( O+ r!$$ P r&#rm!n' R!t*n2 &#r t( Summ!t*+ A%%r!*s!$
Cr*t*'!$ R ?u*r m nts A teacher who does not meet the critical re9uirement or the interval ratin& will the per ormance ratin& o the lower interval $.31 or hi&her or no per ormance inde8 o below ,rofi+ie)t in any o the standards. ".31 or hi&her and no per ormance inde8 value o below 'a&i+ in any o the standards. 1.31-".3* and no per ormance inde8 value o below 'a&i+ in any o the standards 1.** or hi&her with at least one per ormance inde8 value 'e(o- 'a&i+ in any o the standards D s'r*%t*#n #& O+ r!$$ P r&#rm!n' R!t*n2 >utstandin& Dery Satis actory Satis actory ?nsatis actory

$%o 'e u&ed o)(* for the overa(( ,erforma)+e rati)g for the &ummative eva(uatio). %he +riti+a( re.uireme)t& ,rovide a 'ui(t/i) me+ha)i&m that -i(( guara)tee the .ua(it* of the overa(( ,erforma)+e de&+ri,tio).

3.. R!t*n2 S'!$ 4!$u s &#r F#rm / !n" T m%$!t &#r C#m%ut!t*#n

The CB-PAST Form $-A. B. C: %nstructional Supervision Form $ describe the teacher per ormance on the ollowin& scale values. This orm shall be used or ormative appraisal and instructional supervision. 1- 0i&hly Pro icient ;0P< $- Pro icient ;P< "- Basic ;B< 1- Below Basic ;BB< *- =ot observed ;=><

T !'( r O0s r+!t*#n Summ!r, R!t*n2 T m%$!t

Cr*t r*!

Ass*2n " 6 *2(t *n CB-PAST

;disre&arded instructional supervision<

N#. #& *t ms

M !n S'#r
;score : no. o items<

D s'r*%t*#n #& t( TBI

R '#mm n" " Su% r+*s#r, A%%r#!'(

Instru't*#n!$ C#m% t n' A. ,iversity o -earners 1*+ 1 B. Curriculum Content 16 and Peda&o&y $*+ 1. Teacher Behavior B ". -earners Behavior E C. Plannin&. Assessin&. ) "*+ and /eportin& Total )*+ "6 HOME: SCHOOL: ; COMM@NITY IN4OL4EMENT ,. -earnin& 2nvironment 1*+ 3 2. Community -in4a&es 1*+ ) Total "*+ 11 PERSONAL 1RO7TH AND PROFESSIONAL DE4ELOPMENT . Social /e&ard or 1*+ 3 -earnin& 5. Personal. Social 1*+ 1* 5rowth. C Pro essional ,evelopment Total "*+ 13 1RAND TOTAL 1**+ T !'( r F#rm!t*+ A%%r!*s!$ R!t*n2 (1r!n" t#t!$ m !n) D s'r*%t*#n &#r O+ r!$$ T !'( r O0s r+!t*#n R!t*n2 &#r F#rm!t*+ A%%r!*s!$

T !'( r B (!+*#r In" ) (TBI) &#r F#rm!t*+ A%%r!*s!$

/.3-- 4.00 H*2($, Pr#&*'* nt. Teacher behaviors consistently e8ceed e8pectations. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. Sel direction o the teacher is evident. =on-directive and collaborative approaches to supervision are recommended. ..3-- /.30 Pr#&*'* nt. Teacher behavior o ten e8ceeds e8pectations. ,isplays a hi&h level o competence related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the indicators. =on-directive and:or collaborative approaches to supervision are recommended. -.3- ..30 B!s*'. Teacher behavior meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. Collaborative and:or directive approaches to supervision are recommended. B $#6 -.30 B $#6 0!s*'. Teacher behaviors on the job and per ormance outputs re9uently all below standard. (or4 outputs consistently ail to meet re9uired outcomes which need repetition. The teacher ur&ently needs immediate instructional support. %ntensive directive supervision approach is recommended.

A%% n"*) A CB-PAST F#rm COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (CB-PAST)

N!m 5 AAAAAAAAAAAAAAAAAAAAAAAAAAAAAA P#s*t*#n T*t$ 5 AAAAAAAAAA A%%#*ntm nt St!tus5 AAAAAAAAAAAAA S'(##$5 AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA D*str*'t5 AAAAAAAAAAAAAAAAAAAAAAAAAAA D*+*s*#n5 AAAAAAAAAAAAAAAAAA R 2*#n5 AAAAAAAAAAAAAAAAAAAAAA S'(##$ Y !r5 AAAAAAAAAAAAAAA F*rst S m st r5 AAAAAAAAAA S '#n" S m st r5 AAAAAAAAAAAAAAA T# T !'( rs5 For Part 1. use a ratin& scale with 1 as the lowest and 1 as the hi&hest. /ate yoursel alon& the indicators under each per ormance standard. Circle the appropriate ratin& that applies to you in every item. For clearer understandin&. re er to the e8panded rubrics or the holistic description:interpretation o the ratin& values. 4 H*2($, Pr#&*'* nt (HP) Teacher per ormance consistently e8ceeds e8pectations. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. Sel direction o the teacher is evident. /- Pr#&*'* nt (P) Teacher per ormance o ten e8ceeds e8pectations in most areas but are not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the areas. .- B!s*' (B) Teacher per ormance meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. -- B $#6 B!s*' (BB) Teacher per ormance on the job outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher may need immediate instructional support.

Part %%. the Plus Factor shall be used or Summative Appraisal at the end o the school year. %t is a list o per ormance beyond the call o duty which is not included in the indicators o Part %. 2very Plus Factor %tem has a value o .*1 and a teacher may earn a ma8imum o .1 point durin& the summative appraisal period. Chec4 the item bein& claimed. ,uly certi ied evidences o the plus actor claimed should be ound %n your Teacher@s Port olio.

P!rt I COMPONENTS AND PERFORMANCE STANDARDS I. INSTR@CTIONAL COMPETENCE A. D*+ rs*t, #& L !rn rs Within the appraisal period, I 1. set objectives that are within e8periences and capabilities o the learners

A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1

". utiliFed varied desi&ns. techni9ues. and activities suited to the di erent 4inds o learners $. placed lessons appropriate to the needs and di iculties o the learners 1. provided appropriate intervention activities or learners ris4s 3. reco&niFed multi-cultural bac4&round o learners when providin& learnin& opportunities ). adopted strate&ies to address needs o di erently-able learners 6. showed airness and consideration to all learners re&ardless o socio-economic bac4&round B. Curr*'u$um C#nt nt !n" P "!2#2, Within the appraisal period, I 1. delivered accurate and updated content 4nowled&e usin& appropriate methodolo&ies. approaches and strate&ies ". used inte&ration o lan&ua&e. literacy. numeracy s4ills and values in teachin& $. e8plained learnin& &oals. instructional procedures and content clearly and accurately to students 1. lin4ed the current content with past and uture lessons 3. ali&ned the lesson objectives. teachin& methods. learnin& activities and instructional materials or resources appropriate to the learners ). created situations that encoura&e the learners to use hi&h order thin4in& s4ills throu&h the use o local lan&ua&e amon& others i needed 6. en&a&ed and sustained learner@s interest in the subject b ma4in& content meanin& ul and relevant to them E. inte&rated scholarly wor4s and ideas to enrich the lesson B. established routines and procedures to ma8imiFe instructional time 1*. selected. prepared and utiliFed available technolo&y and other instructional materials appropriate to the learners and the learnin& objectives 11. provided appropriate learnin& tas4s . port olio and projects that support development o &ood study habits 1". used available %CT resources or plannin& and desi&nin& teachin&-learnin& activities C. P$!nn*n2: Ass ss*n2 !n" R %#rt*n2 Within the appraisal period, I 1. constructed valid and reliable ormative and summative tests ". ?sed appropriate non-traditional assessment and techni9ues. ;i.e. port olio. journals. rubrics. etc< $. interpreted and used test results to improve teachin& and learnin& 1. identi ied teachin&-learnin& di iculties and possible cause 3. mana&ed remediation activities ). used tools or assessin& authentic learnin& 6. provided timely and accurate eedbac4 to learners to encoura&e them to re lect on and monitor their own learnin& &rowth E. 4ept accurate records o &rades:per ormance level o learners B. conducted re&ular meetin&s with learners and parents to report learners@ pro&ress

1 1 1 1 1 1

" " " " " "

$ $ $ $ $ $

1 1 1 1 1 1

A%%r!*s!$ R!t*n2 BB B P HP 1 1 1 1 1 1 1 1 1 1 1 1 " " " " " " " " " " " " $ $ $ $ $ $ $ $ $ $ $ $ 1 1 1 1 1 1 1 1 1 1 1 1

A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 1 1 1 1 1 1 1 " " " " " " " " $ $ $ $ $ $ $ $ 1 1 1 1 1 1 1 1

II. SCHOOL: HOME: COMM@NITY LINBA1ES D. L !rn*n2 En+*r#nm nt Within the appraisal period, I 1. provided e9ual opportunities or all learners re&ardless o &ender ". maintained a sa e and orderly classroom ree rom distractions $. used individual and cooperative learnin& activities to improve capabilities o learners or hi&her learnin& 1. inspired learners to set and value hi&h per ormance tar&ets or themselves 3. handled behavior problems 9uic4ly and with due respect to children@s ri&hts

A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 " $ 1 1 1 1 " " " $ $ $ 1 1 1

). created situation that develop a positive attitude amon& learners towards their subject teacher E. C#mmun*t, L*n<!2 s Within the appraisal period, I 1. involved parents:community in sharin& accountability or learners@ achievement ". used varied and available community resourcesBhuman. materials< to support learnin& $. used community as a laboratory or teachin& and learnin& 1. &ot involved in:shared community in ormation on school events and achievements 3. led students to apply classroom learnin& to the community ). in ormed learners. parents and other sta4eholders re&ardin& school policies and procedures

"

A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1

III. PERSONAL: SOCIAL 1RO7TH AND PROFESSIONAL CHARACTERISTICS F. S#'*!$ R 2!r" &#r L !rn*n2 Within the appraisal period, I 1. abide by and implemented school policies and procedures ". demonstrated punctuality in accomplishin& tas4s and attendance on all occasions $. maintained appropriate appearance and decorum at all times 1. demonstrated appropriate behavior in dealin& with learners. peers and superiors 1. P rs#n!$: S#'*!$ 1r#6t( !n" Pr#& ss*#n!$ D + $#%m nt Within the appraisal period, I 1. maintained stature and behavior that upholds the di&nity o teachin& ". mani ested personal 9ualities li4e enthusiasm. le8ibility. carin& attitude. colle&iality amon& others $. demonstrated my educational philosophy o teachin& in the classroom 1. updated mysel with recent developments in education 3. participated actively in pro essional or&aniFations ). re lected on the 9uality o my own teachin& 6. improved teachin& per ormance based on eedbac4 rom mentors. learners. peers. superiors and others E. used sel -assessment to enhance stren&ths and correct my wea4nesses B. accepted accountability or learners@ outcomes 1*. abide by the Code o 2thics or Pro essional Teachers

A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1

A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 1 1 1 1 1 1 1 1 " " " " " " " " " $ $ $ $ $ $ $ $ $ 1 1 1 1 1 1 1 1 1

PART II THE PL@S FACTOR T( P$us F!'t#r s(!$$ 0 '$!*m " !t t( n" #& t( s'(##$ , !r &#r t( summ!t*+ !%%r!*s!$. It ms '$!*m " *n t( 'urr nt !%%r!*s!$ % r*#" 6*$$ n#t 0 'r "*t " *n t( su'' "*n2 !%%r!*s!$ % r*#". Teachers who are dedicated in their pro ession per orm some jobs beyond what is re9uired o them. #ost o them are voluntary in nature. thus to ac4nowled&e the added per ormance. certain reward in the orm o the Plus Factor is provided in these appraisal system. 2ach item in the list is e9uivalent to .*1 and a teacher who accomplishes a ma8imum o 1* items durin& the appraisal period &ets a ma8imum value o .1. The ma8imum value o .1 or a raction shall be added to the total wei&hted avera&e on the CB-PAST or the overall ratin& o the teacher per ormance. The three components shall a ma8imum number o items to be accomplished and claimed by the teacher to wit' %. %nstructional Competence-any our ;1< itemsA %%. School. 0ome. Community -in4a&es-any three ;$< itemsA and %%%. Personal 5rowth and Pro essional ,evelopment -any three ;$< items.

>nly teachers who have an overall ratin& description o 0i&hly Pro icient. Pro icient. or Basic shall claim or the Plus Factor component in the appraisal system. I. P$us F!'t#r &#r Instru't*#n!$ C#m% t n' GGGGG1. Acted as mentor:coach o pro essional development o at least " peers GGGGG". Served as a demonstration teacher at least once in a ratin& period. or peers. cooperatin& teachers. resource teachers in the in-service and pre-service students on innovative teachin& strate&ies. classroom mana&ement GGGGG$. Conducted one ;1< action research whose indin&s and recommendations have been adopted by the school ;district or division< GGGGG1. Acted as coordinator. chairperson in activities. projects that relate to instructional competence GGGGG3. %nnovated teachin& strate&ies. classroom mana&ement and assessment to enhance learnin&. GGGGG). %ncreased the di erence in the achievement rate o the division post test over the pre-test by ".3+ or hi&her on all classes tau&ht GGGGG6. #aintained Fero dropout rates or reduce dropout rate in the class II. P$us F!'t#r &#r S'(##$: H#m : C#mmun*t, L*n<!2 s GGGGG1. >r&aniFed and implemented at least one ;1< home-school-community project in a ratin& period which resulted to enhance learnin& outcomes. GGGGG". 2stablished a model that e8empli ies a learnin& environment conducive to teachin& and learnin& ;i.e. Science 5ardens. #athematics laboratory. #odel classroom. others< GGGGG$. #ade at least one ;1< practice on how to involve majority o the parents in the education o their children GGGGG1. Conducted at least one ;H< action research and shared results to peers on problems related to learnin&. environment. school. home and community involvement GGGGG3. Conducted at least two home visitations to encoura&e parents to support their children in their school activitiesA to reduce absenteeism and tardiness GGGGG). >thers not included but related to school. home and community involvement. III. P$us F!'t#r &#r P rs#n!$: S#'*!$ !n" Pr#& ss*#n!$ C(!r!'t r*st*'s GGGGG1. /eceived award;s< or e8emplary personal and pro essional attributes such as honesty and inte&rity. leadership. dedication. initiative. courtesy. airness o an outstandin& teacher rom reco&niFed academic institutions and other award &ivin& bodies GGGGG". Acted as coach or trainer to award winnin& students or &roup o students in academic and non-academic contests reco&niFed at least at the division level GGGGG$. 2arned relevant pro essional trainin&s ;an a&&re&ate o at least )* hours or &raduated rom a hi&her relevant de&ree GGGGG1. /eceived scholarship awards. educational e8chan&eA educational observation. study tour and the li4e which have competitive screenin& process ;claim can only be made a ter the award is enjoyed< GGGGG3. >thers not mentioned but related to personal and pro essional characteristics En" #& t( CB-PAST F#rm -

CB-PAST Summ!r, #& R!t*n2s T m%$!t

Cr*t r*! Ass*2n " 6 *2(t N#. #& *t ms S'#r M !n ;score : no. o items< D s'. #& t( TPI 7 *2(t " !+ r!2 ;mean 8 wei&ht<

I. Instru't*#n!$ C#m% t n' 809 A. ,iversity o learners 1*+ 6 B. Curriculum Content $*+ 1" and Peda&o&y C. Plannin&. "*+ B Assessin&. and /eportin& I. Sum of Weighted Average of A, B & C II. H#m : S'(##$ ; C#mmun*t, L*n<!2 s .09

,. -earnin& 1*+ ) 2nvironment 2. Community 1*+ ) -in4a&es II. Sum of Weighted Average of D & III. P rs#n!$ 1r#6t( !n" Pr#& ss*#n!$ D + $#%m nt .09 F. Social /e&ard or 1*+ 1 -earnin& 5. Personal. Social 1*+ 1* 5rowth C Pro essional ,evelopment %%%. Sum o (ei&hted Avera&e o F C5 F#rm!t*+ = Summ!t*+ P r&#rm!n' R!t*n2 !n" D s'r*%t*#n ;Sum o (ei&hted avera&e o %. %% C%%%< D s'r*%t*#n &#r O+ r!$$ P r&#rm!n' R!t*n2 *n TPI &#r F#rm!t*+ A%%r!*s!$ P$us F!'t#r ( &#r t( Summ!t*+ A%%r!*s!$ #n$,) ;2ach item &ets *.*1. A ma8imum o *.1 will be added to the Total (ei&hted Avera&e< Summ!t*+ P r&#rm!n' R!t*n2 ;Sum o the Total (ei&hted #ean rom %. %%. %%% and the Plus Factor earned< D s'r*%t*#n #& O+ r!$$ P r&#rm!n' R!t*n2 6*t( 'r*t*'!$ r ?u*r m nt &#r Summ!t*+ A%%r!*s!$
T !'( r P r&#rm!n' In" ) (TPI) $.31 ! 1.** ! 0i&hly Pro icient ;0P< Teacher behaviors consistently e8ceeds e8pectations. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. Sel direction o the teacher is evident. ".31- $.3*- Pro icient;P< Teacher per ormance o ten e8ceeds e8pectations in most areas but are not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the areas. 1.31 ! ".3*- Basic;B< Teacher per ormance meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. 1.** ! 1.3*- Below Basic;BB< Teacher per ormance on the job outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher may need immediate instructional support.

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For Part 1. use a ratin& scale with 1 as the lowest and 1 as the hi&hest. /ate yoursel alon& the indicators under each per ormance standard. Circle the appropriate ratin& that applies to you in every item. For clearer understandin&. re er to the e8panded rubrics or the holistic description:interpretation o the ratin& values. 4 H*2($, Pr#&*'* nt (HP) Teacher per ormance consistently e8ceeds e8pectations. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. Sel direction o the teacher is evident. /- Pr#&*'* nt (P) Teacher per ormance o ten e8ceeds e8pectations in most areas but are not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the areas. .- B!s*' (B) Teacher per ormance meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. -- B $#6 B!s*' (BB) Teacher per ormance on the job outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher may need immediate instructional support.

Part %%. the Plus Factor shall be used or Summative Appraisal at the end o the school year. %t is a list o per ormance beyond the call o duty which is not included in the indicators o Part %. 2very Plus Factor %tem has a value o .*1 and a teacher may earn a ma8imum o .1 point durin& the summative appraisal period. Chec4 the item bein& claimed. ,uly certi ied evidences o the plus actor claimed should be ound in your Teacher@s Port olio. P!rt I COMPONENTS AND PERFORMANCE STANDARDS I. INSTR@CTIONAL COMPETENCE
A. D*+ rs*t, #& L !rn rs Within the appraisal period, I 1. set objectives that are within e8periences and capabilities o the learners ". utiliFed varied desi&ns. techni9ues. and activities suited to the di erent 4inds o learners $. placed lessons appropriate to the needs and di iculties o the learners 1. provided appropriate intervention activities or learners ris4s 3. reco&niFed multi-cultural bac4&round o learners when providin& learnin& opportunities ). adopted strate&ies to address needs o di erently-able learners 6. showed airness and consideration to all learners re&ardless o socio-economic bac4&round E. mentored peers in the &rade:year level or the area o specialiFation in usin& strate&ies that address diversity o learners B. Curr*'u$um C#nt nt !n" P "!2#2,

A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 1 " " $ $ 1 1

Within the appraisal period, I 1. delivered accurate and updated content 4nowled&e usin& appropriate methodolo&ies. approaches and strate&ies ". developed and:or implemented innovative and unctional teachin& approaches and strate&ies every year as ollows' #T % ! %%' at least one #T %%% ! %D' at least two $. used inte&rative approach in teachin& such as Content Based %nstruction ;CB%<. #ultiple %ntelli&ence -earnin& Approach ;#%-A<. and multidisciplinary approach. amon& others 1. e8plained learnin& &oals. instructional procedures and content clearly and accurately to students 3. lin4ed the current content with past and uture lessons ). ali&ned the lesson objectives. teachin& methods. learnin& activities and instructional materials or resources appropriate to the learners 6. created situations that encoura&e the learners to use hi&h order thin4in& s4ills throu&h the use o local lan&ua&e amon& others i needed E. en&a&ed and sustained learner@s interest in the subject b ma4in& content meanin& ul and relevant to them B. inte&rated scholarly wor4s and ideas to enrich the lesson 1*. established routines and procedures to ma8imiFe instructional time 11. selected. prepared and utiliFed available technolo&y and other instructional materials appropriate to the learners and the learnin& objectives 1". provided appropriate learnin& tas4s . port olio and projects that support development o &ood study habits 1$. used available %CT resources or plannin& and desi&nin& teachin&-learnin& activities 11. served as demonstration teacher and:or consultant #T %' at least schools and district levels #T %%' school. district and division levels #T %%%' school. district. division and re&ional levels #T %D' school. district. division. re&ional and national levels 13. assumed leadership in the improvement o instructional pro&rams and preparation o instructional materials #T %' in at least two &rade:year levels #T %%' in at least three &rade:year levels #T %%%' in at least our &rade:year levels #T %D' in all &rade:year levels 1). conducted classroom observations #T %' in at least two &rade:year levels #T %%' in at least three &rade:year levels #T %%%' in at least our &rade:three levels #T %D' in all &rade:year levels 16. conducted instructional trainin& pro&rams in the school. district. or division 1E. mentored a peer on how to plan and conduct action research C. P$!nn*n2: Ass ss*n2 !n" R %#rt*n2 Within the appraisal period, I 1. constructed valid and reliable ormative and summative tests ". ?sed appropriate non-traditional assessment and techni9ues. ;i.e. port olio. journals. rubrics. etc< $. interpreted and used test results to improve teachin& and learnin& 1. identi ied teachin&-learnin& di iculties and possible cause 3. mana&ed remediation activities ). used tools or assessin& authentic learnin& 6. provided timely and accurate eedbac4 to learners to encoura&e them to re lect on and monitor their own learnin& &rowth E. 4ept accurate records o &rades:per ormance level o learners

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B. conducted re&ular meetin&s with learners and parents to report learners@ pro&ress 1). led in the analysis and utiliFation o tests results #T %' in at least two &rade:year levels #T %%' in at least three &rade:year levels #T %%%' in at least our &rade:three year levels #T %D' in all &rade:year levels

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II. SCHOOL: HOME: COMM@NITY LINBA1ES D. L !rn*n2 En+*r#nm nt Within the appraisal period, I 1. provided e9ual opportunities or all learners re&ardless o &ender ". maintained a sa e and orderly classroom ree rom distractions $. used individual and cooperative learnin& activities to improve capabilities o learners or hi&her learnin& 1. inspired learners to set and value hi&h per ormance tar&ets or themselves 3. handled behavior problems 9uic4ly and with due respect to children@s ri&hts ). created situation that develop a positive attitude amon& learners towards their subject teacher 6. maintained a model classroom. which is conducive to teachin& and learnin& E. C#mmun*t, L*n<!2 s Within the appraisal period, I 1. involved the home:community in sharin& accountability or learners@ achievement ". used varied and available community resources ;human. materials< to support learnin& $. used community as a laboratory or teachin& and learnin& 1. &ot involved in:shared community in ormation on school events and achievements 3. shared to the community in ormation on school events and achievements ). led learners to apply classroom learnin& to the community 6. in ormed learners. parents and other sta4eholders re&ardin& school policies and procedures E. planned or&aniFed and led a schoolIcommunity activity as a model or peers such as Clean and 5reen. Bri&ada 2s4wela. sports clinic. waste mana&ement etc

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A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 1 1 " " " $ $ $ 1 1 1

III. PERSONAL: SOCIAL 1RO7TH AND PROFESSIONAL CHARACTERISTICS F. S#'*!$ R 2!r" &#r L !rn*n2 Within the appraisal period, I 1. ollowed and implemented school policies and procedures ". demonstrated punctuality in accomplishin& tas4s and attendance on all occasions $. maintained appropriate appearance and decorum at all times 1. demonstrated appropriate behavior in dealin& with learners. peers and superiors and other sta4eholders 3. maintained onesel as a role model o students and peers 1. P rs#n!$: S#'*!$ 1r#6t( !n" Pr#& ss*#n!$ D + $#%m nt Within the appraisal period, I 1. maintained stature and behavior that upholds the di&nity o teachin& ". mani ested personal 9ualities li4e enthusiasm. le8ibility. carin& attitude. colle&iality amon& others $. demonstrated my educational philosophy o teachin& in the classroom 1. updated mysel with recent developments in education throu&h readin&s. attendance in continuin& pro ession education. or trainin&s:seminars and similar activities

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A%%r!*s!$ R!t*n2 BB B P HP 1 " $ 1 1 1 1 " " " $ $ $ 1 1 1

3. participated actively in pro essional or&aniFations ). re lected on the 9uality o my own teachin& 6. improved teachin& per ormance based on eedbac4 rom mentors. learners. peers. superiors and others E. used sel -assessment to enhance stren&ths and correct my wea4nesses B. accepted accountability or learners@ outcomes 1*. abide by the Code o 2thics or Pro essional Teachers 11. or&aniFed and implemented activities with peers or personal &rowth and pro essional development li4e educational tours. school visits. retreats. con erence. etc.

1 1 1 1 1 1 1

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PART II THE PL@S FACTOR T( P$us F!'t#r s(!$$ 0 '$!*m " !t t( n" #& t( s'(##$ , !r &#r t( summ!t*+ !%%r!*s!$. It ms '$!*m " *n t( 'urr nt !%%r!*s!$ % r*#" 6*$$ n#t 0 'r "*t " *n t( su'' "*n2 !%%r!*s!$ % r*#". Teachers who are dedicated in their pro ession per orm some jobs beyond what is re9uired o them. #ost o them are voluntary in nature. thus to ac4nowled&e the added per ormance. certain reward in the orm o the Plus Factor is provided in these appraisal system. 2ach item in the list is e9uivalent to .*1 and a teacher who accomplishes a ma8imum o 1* items durin& the appraisal period &ets a ma8imum value o .1. The ma8imum value o .1 or a raction shall be added to the total wei&hted avera&e on the CB-PAST or the overall ratin& o the teacher per ormance. The three components shall a ma8imum number o items to be accomplished and claimed by the teacher to wit' %. %nstructional Competence-any our ;1< itemsA %%. School. 0ome. Community -in4a&es-any three ;$< itemsA and %%%. Personal 5rowth and Pro essional ,evelopment -any three ;$< items. >nly teachers who have an overall ratin& description o 0i&hly Pro icient. Pro icient. or Basic shall claim or the Plus Factor component in the appraisal system. I. P$us F!'t#r &#r Instru't*#n!$ C#m% t n' GGGGG1. Conducted meetin&s:home visitations o students at least ;1< times to improve teachin&-learnin& situations GGGGG". Acted as resource person in at east ;1< pro essional development activities ;i.e. seminar. wor4shop. trainin&s. con erence< in either pre-service or in-service trainin&s in the school. district or division. GGGGG$. Provided pro essional assistance to peers on how to plan and conduct action research. GGGGG1. %nitiated. or&aniFed and conducted a trainin& pro&ram or teachers GGGGG3. ,esi&ned evaluation and monitorin& pro&rams or the school. district or division GGGGG). Conducted curricular review or similar activity in the school. district or division

GGGGG6. %ncrease the di erence in the achievement rate o the division post test over the pretest by 3+ or hi&her in all classes tau&ht GGGGGE. no dropout rate durin& the appraisal period GGGGGB. >thers related to %nstructional Competence ;speci y< II. N# P$us F!'t#r &#r S'(##$: H#m C#mmun*t, L*n<!2 s (A$$ *t ms !r *n'$u" " !s r ?u*r ") III. P$us F!'t#r &#r P rs#n!$: S#'*!$ 1r#6t(: !n" Pr#& ss*#n!$ D + $#%m nt C(!r!'t r*st*'s GGGGG1. /eceived award or reco&nition as e8emplary teacher or both personal and pro essional attributes by a reco&niFed body or a&ency at the school. district. division. re&ional or national level. GGGGG". 2arned a hi&her relevant de&ree GGGGG$. Published at least one ;1< article in pro essional ma&aFines:periodicals related to the ield o specialiFation GGGGG1. Presented a paper in the re&ional. national. or international con erence GGGGG3. /eceived a scholarship: ellowship:travel:research:observation &rant or secondment o not less than one ;1< year. throu&h a competitive selection. The credit shall be earned a ter the scholarship:&rant:secondment had been inished. % less than one year. it shall be prorated in months GGGGG). /epresented the ,ep2d in the re&ional. national. or international orum related to the current assi&nment GGGGG6. >thers related to Personal 5rowth and Pro essional ,evelopment Characteristics ;please speci y<

En" #& t( CB-PAST F#rm . &#r MASTER TEACHER

CB-PAST MT Summ!r, #& R!t*n2s T m%$!t

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;Sum o (ei&hted avera&e o %. %% C%%%< D s'r*%t*#n &#r O+ r!$$ P r&#rm!n' R!t*n2 *n TPI &#r F#rm!t*+ A%%r!*s!$ P$us F!'t#r (&#r t( Summ!t*+ A%%r!*s!$ #n$,) ;2ach item &ets *.*1. A ma8imum o *.1 will be added to the Total (ei&hted Avera&e< Summ!t*+ P r&#rm!n' R!t*n2 ;Sum o the Total (ei&hted #ean rom %. %%. %%% and the Plus Factor earned< D s'r*%t*#n #& O+ r!$$ P r&#rm!n' R!t*n2 6*t( 'r*t*'!$ r ?u*r m nt &#r Summ!t*+ A%%r!*s!$
T !'( r P r&#rm!n' In" ) (TPI) $.31 ! 1.** ! 0i&hly Pro icient ;0P< Teacher behaviors consistently e8ceeds e8pectations. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. Sel direction o the teacher is evident. ".31- $.3*- Pro icient;P< Teacher per ormance o ten e8ceeds e8pectations in most areas but are not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the areas. 1.31 ! ".3*- Basic;B< Teacher per ormance meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. 1.** ! 1.3*- Below Basic;BB< Teacher per ormance on the job outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher may need immediate instructional support.

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D s'r*%t*#n #& O+ r!$$ P r&#rm!n' R!t*n2 >utstandin& Dery Satis actory Satis actory Below Basic Cr*t*'!$ R ?u*r m nts N#t 5 A t !'( r 6(# "# s n#t m t t( 'r*t*'!$ r ?u*r m nt 6*$$ 2 t t( n )t $ + $ #& t( #+ r!$$ % r&#rm!n' r!t*n2. $.31 or hi&her or no per ormance inde8 o below pro icient in any o the standards. ".31 or hi&her and no per ormance inde8 value o below basic in any o the standards. 1.31-".3* and no per ormance inde8 value o below basic in any o the standards 1.** or hi&her with at least one per ormance inde8 values below basic in any o the standard

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For purposes o ormative appraisal or supervision. The Teacher Per ormance >bservation 5uide o the Competency-Based Per ormance Appraisal System or Teachers ;CB-PAST< shall be used. The tool will &enerate objective in ormation needed or the technical support o instructional supervisors or the teachers. Form $A shall be used or the actual observation o the teachin&-learnin& process in the classroom. The domains to be observed are ,iversity o -earners. Curriculum and Peda&o&y and Plannin&. Assessin& and /eportin&. Form $B shall be used or the observation o the 0ome. School and Community -in4a&es. %ndicators which cannot be actually observed shall be veri ied in the Teachers Port olio or evidences. Form $C shall be used or the observation o the Personal. Social 5rowth and Pro essional ,evelopment o Teachers. The domains to be observed are the Social /e&ard or -earnin& and Personal. Social 5rowth and Pro essional ,evelopment. %ndicators which cannot be actually observed shall be veri ied in the Teacher@s Port olio or evidences.

For the &uidance o the observers. the ratin& scale is described as ollows' 4 H*2($, Pr#&*'* nt (HP) Teacher behaviors consistently e8ceeds e8pectations. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. Sel direction o the teacher is evident. /- Pr#&*'* nt (P) Teacher behavior o ten e8ceeds e8pectations in most areas but are not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the areas. .- B!s*' (B) Teacher behavior meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. -- B $#6 B!s*' (BB) Teacher behavior on the job outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher may need immediate instructional support. 0 N#t O0s r+ " (NO) %ndicator is re9uired o the job. but is not observed.

Instru't*#n!$ Su% r+*s*#n F#rm /A= CB-PAST F#rm /A T !'( r O0s r+!t*#n 1u*" &#r Instru't*#n!$ C#m% t n'
Cir+(e the )um'er that 'e&t de&+ri'e *our o'&ervatio) of the %ea+her. P r&#rm!n' B (!+*#r A. D*+ rs*t, #& L !rn rs 1. Sets lesson objectives within the e8periences and capabilities o the learners ". ?tiliFes varied techni9ues and strate&ies suited to di erent 4inds o learners $. Shows airness in dealin& with the learners 1. Paces lessons accordin& to the needs and di iculties o the learners 3. Provides appropriate intervention activities or learners at ris4 Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription'GGGGGGGGGGGGGG =arrative >bservation' NO * * * * * *

O0s r+!t*#n R!t*n2 BB B P HP 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1 1 " $ 1

P r&#rm!n' B (!+*#r NO B. C#nt nt P "!2#2, B.- T !'( r B (!+*#r *n A'tu!$ T !'(*n2 1. Teaches accurate and updated content usin& appropriate approaches and strate&ies ". Ali&ns lesson objectives. teachin& methods. learnin& activities. and instructional materials $. 2ncoura&es learners to use hi&her order thin4in& s4ills

O0s r+!t*#n R!t*n2 BB B P HP

* * *

1 1 1

" " "

$ $ $

1 1 1

1. 2n&a&es and sustains learners@ interest in the subject matter by ma4in& content meanin& ul and relevant 3. established routines and procedures to ma8imiFe instructional time ). %nte&rates lan&ua&e. literacy. s4ills. and values in teachin& 6. Presents lesson lo&ically in a developmental manner E. ?tiliFes technolo&y resources in plannin&. desi&nin&. and delivery o the lesson B. Create situations that encoura&es learners to use hi&her order thin4in& s4ills Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription' GGGGGGGGGGGGGG =arrative >bservation'

* * * * * *

1 1 1 1 1 1

" " " " " "

$ $ $ $ $ $

1 1 1 1 1 1

P r&#rm!n' B (!+*#r NO B. C#nt nt P "!2#2, B.. L !rn rsC B (!+*#r *n t( C$!ssr##m 1. Answers in own words a desired co&nitive level ". Participates actively in the learnin& tas4s with some level o independence $. As4s 9uestions relevant to the lesson 1. Sustains interest in the lesson:activity 3. Follows routine and procedure ). Shows appropriate behavior o individualism. cooperation. competition in classroom interactions 6. %mbibes and values learnin& rom the teacher and rom the classroom E. ,emonstrates in varied ways. learnin& achieved in the activities Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription' GGGGGGGGGGGGGG =arrative >bservation'

O0s r+!t*#n R!t*n2 BB B P HP

* * * * * * * *

1 1 1 1 1 1 1 1

" " " " " " " "

$ $ $ $ $ $ $ $

1 1 1 1 1 1 1 1

P r&#rm!n' B (!+*#r NO C. P$!nn*n2: Ass ss*n2: R %#rt*n2 L !rn rsC Out'#m s 1. Provides timely appropriate rein orcement: eedbac4 to learners@ behavior ". ?ses appropriate ormative. summative tests con&ruent to the lesson $. ?ses non-traditional authentic assessment techni9ues when needed 1. Jeeps accurate record o learners@ per ormance level 3. 5ives assi&nment as rein orcement or enrichment o the lesson ). Provides opportunity or learners to demonstrate their learnin& * * * * * *

O0s r+!t*#n R!t*n2 BB B P HP 1 1 1 1 1 1 " " " " " " $ $ $ $ $ $ 1 1 1 1 1 1

Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription' GGGGGGGGGGGGGG

=arrative >bservation'

Comments o the Teacher'

A&reement o the Teacher and >bserver

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGG Teacher@s =ame and Si&nature $Signatures indicate that observations have been clarified by both parties

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG >bserver@s =ame and Si&nature

IS F#rm /B=CB-PAST F#rm /B T !'( r O0s r+!t*#n 1u*" &#r H#m : S'(##$ !n" C#mmun*t, In+#$+ m nt
Cir+(e the )um'er that 'e&t de&+ri'e *our o'&ervatio) of the %ea+her. P r&#rm!n' B (!+*#r NO D. L !rn*n2 En+*r#nm nt 1. #aintains a sa e and orderly classroom ". 2n&a&es learners in di erentiated activities or hi&her learnin& $. 0andles behavior problems 9uic4ly and with due respect to children@s ri&hts 1. Creates a situation that develops a positive attitude amon& learners toward their subjects and teachers 3. Provides &ender sensitive opportunities or learnin& Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription' GGGGGGGGGGGGGG =arrative >bservation' * * * * *

O0s r+!t*#n R!t*n2 BB B P HP 1 1 1 1 1 " " " " " $ $ $ $ $ 1 1 1 1 1

P r&#rm!n' B (!+*#r NO E. S'(##$: H#m !n" C#mmun*t, L*n<!2 s 1. %nvolves the community in sharin& accountability or learners@ achievement ". ?ses varied and available $. ?ses non-traditional authentic assessment techni9ues when needed 1. Jeeps accurate record o learners@ per ormance level 3. 5ives assi&nment as rein orcement or enrichment o the lesson ). Provides opportunity or learners to demonstrate their learnin& Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription' GGGGGGGGGGGGGG =arrative >bservation' * * * * * *

O0s r+!t*#n R!t*n2 BB B P HP 1 1 1 1 1 1 " " " " " " $ $ $ $ $ $ 1 1 1 1 1 1

Comments o the Teacher'

A&reement o the Teacher and >bserver

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGG Teacher@s =ame and Si&nature

*Signatures indicate that observations have been clarified by both parties

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG >bserver@s =ame and Si&nature

IS F#rm /C=CB-PAST F#rm /C T !'( r O0s r+!t*#n 1u*" &#r P rs#n!$: S#'*!$ 1r#6t( !n" Pr#& ss*#n!$ D + $#%m nt
Cir+(e the )um'er that 'e&t de&+ri'e *our o'&ervatio) of the %ea+her. P r&#rm!n' B (!+*#r NO E. S#'*!$ R 2!r" &#r L !rn*n2 1. Abides by and implements school policies and procedures ". >bserves punctuality in accomplishin& tas4s and re9uirements $. >bserves punctuality in class attendance and other occasions 1. #aintains appropriate appearance and decorum at all times 3. ,emonstrates appropriate behavior in dealin& with students. superiors and other sta4eholders Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription' GGGGGGGGGGGGGG =arrative >bservation' * * * * *

O0s r+!t*#n R!t*n2 BB B P HP 1 1 1 1 1 " " " " " $ $ $ $ $ 1 1 1 1 1

P r&#rm!n' B (!+*#r 1. P rs#n!$: S#'*!$ 1r#6t( !n" Pr#& ss*#n!$ D + $#%m nt 1. #aintains stature and behavior that upholds the di&nity o teachin& ". #ani ests personal 9ualities li4e enthusiasm. le8ibility. carin& attitude and others $. ,emonstrates a personal philosophy o teachin& in the calassroom 1. ?pdates onesel with the recent development in education 3. %mproves teachin& per ormance based on eedbac4 rom mentor. student. peers and superiors ). Accepts accountability or all learnin& outcomes 6. /e lects on one@s 9uality o teachin& vis-K-vis learnin& outacomes E. ?ses sel -assessment ;TS=A< to enhance stren&th and one@s wea4nesses B. Participates actively in pro essional or&aniFations 1*. Abides by the Code o 2thics or Pro essional Teachers Total Score' GGGGGGGGGG Avera&e' GGGGGGGGGG ,escription' GGGGGGGGGGGGGG =arrative >bservation'

O0s r+!t*#n R!t*n2 NO BB B P * * * * * * * * * * 1 1 1 1 1 1 1 1 1 1 " " " " " " " " " " $ $ $ $ $ $ $ $ $ $

HP 1 1 1 1 1 1 1 1 1 1

Comments o the Teacher'

A&reement o the Teacher and >bserver GGGGGGGGGGGGGGGGGGGGGGGGGGGGGG GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG Teacher@s =ame and Si&nature >bserver@s =ame and Si&nature $Signatures indicate that observations have been clarified by both parties.

CB-PAST F#rm / Summ!r, #& R!t*n2s T m%$!t (F#r F#rm!t*+ A%%r!*s!$ !n" Instru't*#n!$ Su% r+*s*#n)
Ass*2n " 6 *2(t *n CBPAST
;disre&arded instructional supervision<

Cr*t r*!

N#. #& *t ms

M !n S'#r
;score : no. o items<

D s'r*%t*#n #& t( TBI

R '#mm n" " Su% r+*s#r, A%%r#!'(

Instru't*#n!$ C#m% t n' A. ,iversity o 1 1*+ -earners B. Curriculum Content 16 $*+ and Peda&o&y 1. Teacher Behavior B ". -earners Behavior E C. Plannin&. ) Assessin&. and "*+ /eportin& Total )*+ "6 HOME: SCHOOL: ; COMM@NITY IN4OL4EMENT ,. -earnin& 1*+ 3 2nvironment 2. Community 1*+ ) -in4a&es Total "*+ 11 PERSONAL 1RO7TH AND PROFESSIONAL DE4ELOPMENT . Social /e&ard or 1*+ 3 -earnin& 5. Personal. Social 1*+ 1* 5rowth. C Pro essional ,evelopment Total "*+ 13 1RAND TOTAL 1**+ T !'( r F#rm!t*+ A%%r!*s!$ R!t*n2 (1r!n" t#t!$ m !n) D s'r*%t*#n &#r O+ r!$$ T !'( r O0s r+!t*#n R!t*n2 &#r F#rm!t*+ A%%r!*s!$
T !'( r B (!+*#r In" ) (TBI) $.31 ! 1.** ! 0i&hly Pro icient ;0P< Teacher behaviors consistently e8ceeds e8pectations. ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. Sel direction o the teacher is evident. =on-directive and collaborative approaches to supervision are recommended. ".31- $.3*- Pro icient;P< Teacher behaviors o ten e8ceeds e8pectations in most areas but are not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the indicators. =on-directive and collaborative approaches to supervision are recommended.

1.31 ! ".3*- Basic;B< Teacher behaviors meet basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. Collaborative and directive approaches to supervision are recommended. 1.** ! 1.3*- Below Basic;BB< Teacher behaviors on the job outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher ur&ently need immediate instructional support. %ntensive directive supervision approach is recommended.

I ( r 0, !'<n#6$ "2 t( #0s r+!t*#n "#n 0, m, su% r+*s#r !n" I 6*$$ !%%r '*!t !$$ t( su%%#rt t(!t 6*$$ 0 )t n" " t# *m%r#+ m, *nstru't*#n!$ '#m% t n' .

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAA T !'( r (N!m !n" S*2n!tur )

D!t 5 AAAAAAAAAAAAAAAAAAAA

As !n *nstru't*#n!$ su% r+*s#r: I !m 6*$$*n2 t# )t n" *nstru't*#n!$ su%%#rt t# t(*s T !'( r: B!s " #n t( r su$ts #& O0s r+!t*#n !n" (*s=( r )%r ss " n ".

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA Instru't*#n!$ Su% r+*s#r (N!m !n" S*2n!tur )

D!t 5 AAAAAAAAAAAAAAAAAAAAA

N#t "5

AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA S'(##$ H !" (N!m !n" S*2n!tur

APPENDID D CB-PAST F#rm 04

CB-PAST PERFORMANCE R@BRICS &#r TEACHERS AND MASTER TEACHERS (CB-PAST) SAMPLE S@MMARY R@BRICS
T(*s !''#m%!n,*n2 summ!r, ru0r*' " s'r*0 s *n (#$*st*' m!nn r 6(!t *s )% 't " *n + r, % r&#rm!n' st!n"!r". T( " s'r*%t*#ns 6*$$ ( $% 2u*" !n" !ss*st t( t !'( r !n" t( #0s r+ r *n un" rst!n"*n2 t( )% 't!t*#ns !n" *n r +* 6*n2 t( r!t*n2 !$#n2 t( s'!$ #& t( *nstrum nts P r&#rm!n' Cr*t r*! -- B $#6 B!s*' Teacher per ormance and outputs re9uently all below standard. (or4 outputs consistently low. re&ularly ails to meet re9uired outcomes needin& repetition o duty or by completion o others. The teacher shows an indi erence to job responsibilities and may need immediate instructional support. Per ormance is below basic .- B!s*' Teacher per ormance meets basic e8pectations based on standards. ,isplays basic level o wor4 and per ormance outputs as re9uired outcomes or e8pectations o the job. Per ormance is satis actory /- Pr#&*'* nt Teacher per ormance o ten e8ceeds e8pectations in most areas but is not consistent. ,isplays a hi&h level o per ormance related s4ills. abilities. initiatives and productivity. e8ceedin& re9uirements in many o the areas. Per ormance is very satis actory. 4- H*2($, Pr#&*'* nt ,isplays at all time. a consistently hi&h level o per ormance related s4ills. abilities. attributes. initiatives and productivity. All assi&nments: /esponsibilities are completed beyond the level o e8pectation. Sel direction o the teacher is evident. Per ormance is outstandin&.

P r&#rm!n' St!n"!r"s

I. INSTR@CTIONAL COMPETENCE P r&#rm!n' -- B $#6 B!s*' St!n"!r"s D*+ rs*t, #& L !rn rs
Teacher lac4s 4nowled&e o developmental characteristics o learners. learnin& styles. modalitites.

.- B!s*'

P r&#rm!n' Cr*t r*! /- Pr#&*'* nt Teacher displays su icient 4nowled&e o developmental characteristics o learners. understandin& and

4- H*2($, Pr#&*'* nt Teacher displays mastery o 4nowled&e o diversity o learners and the use o appropriate

Teacher displays minimal 4nowled&e o developmental characteristics o learners. ?nderstandin& and

s4ills and 4nowled&e. interests and cultural di erences.

use o varied approaches or the class to address diversity o learners

use o varied approaches or the whole class to address diversity o learners. Teacher displays thorou&h content 4nowled&e and ma4es connections between content and peda&o&y. /e lects understandin& o relationships and pre-re9uisites in teachin& and learnin&.

Curr*'u$um C#nt nt !n" P "!2#2,

P$!nn*n2: Ass ss*n2 !n" R %#rt*n2

Teacher ma4es contents errors or does not correct content errors students@ ma4e. Content is unrelated to speci ic objectives o learnin&. -ac4s understandin& o pre-re9uisite content needed. #ismatches content and peda&o&y. Teacher uses objectives which are not clear. do not ali&n with learners@ activities. materials and assessment procedures.

Teacher displays basic content and pre-re9uisites learnin& needed but cannot articulate connection to other disciplines. -ac4s s4ills to connectin& content to peda&o&y

approaches to learnin& styles. cultural bac4&round. interests. as well as e8ception to &eneral pattern. Teacher displays e8tensive content 4nowled&e and peda&o&y with evidence on continuin& pursuit to update such and search or basic practices.

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

Teacher uses most o the objectives which are clear. suitable to the learners@ activities. materials and assessment procedures which address di erent types o learnin&. -earnin& outcomes are o ten communicated to students and parents.

Teacher uses objectives that are all clear. re lect learners@ e8pected outcomes. are suited to the materials and assessment procedures which address di erent types o learnin&. -earnin& outcomes are always communicated to the students and the parents. 4- H*2($, Pr#&*'* nt -earnin& environment re lects a &enuine culture o learnin& with warmth and care. responsive to student@s decorum and are sensitive to students@ need. Sa ety is assured and opportunity to learn is accessible to all. Physical and physiolo&ical environment support most learnin& activities.

. II. HOME: SCHOOL: AND COMM@NITY LINBA1ES P r&#rm!n' P r&#rm!n' Cr*t r*! -- B $#6 B!s*' .- B!s*' /- Pr#&*'* nt St!n"!r"s L !rn*n2 Teacher provides Teacher provides Teacher provides En+*r#nm nt learnin& environment learnin& environment learnin& environment that re lect that re lect a suitable that re lects a very unsuitable culture or culture or learnin& suitable culture o learnin&. where con licts and learnin& which characteriFed by insensitivity to supports sarcasm. con lict. learners are minimal. developmental unsa e condition. sa ety is assured di erences amon& mismatch o physical and essential learner. sa ety is arran&ement and learnin& is assured and learnin& activities. accessible to all. opportunity to learn Physical condition is very accessible to supports learnin& many students. activities. Physical and physiolo&ical environment support most learnin&

activities. Teacher acilitates home and community involvement in the learnin& o the students to share accountability o learnin& outcomes. The community is S'(##$: H#m : re9uently used as C#mmun*t, laboratory or L*n<!2 s learnin&. >pen communication is established by the teacher. community support is evident. Trans er o learnin& to home and school is evident. III. PERSONAL: SOCIAL 1RO7TH AND PROFESSIONAL DE4ELOPMENT P r&#rm!n' P r&#rm!n' Cr*t r*! -- B $#6 B!s*' .- B!s*' /- Pr#&*'* nt St!n"!r"s Teacher e8hibits Teacher e8hibits Teacher e8empli ies behavior and behavior. decorum appropriate decorum that all and 9ualities which behavior. decorum short o the meet the and 9ualities very S#'*!$ R 2!r" &#r re9uirements as role re9uirements as role satis actorily beyond L !rn*n2 model or students@ model or student@s the re9uirements learnin& learnin&. most o the time as role model or student learnin&. Teacher e8empli ies Teacher e8empli ies Teacher e8empli ies personal and personal and personal and pro essional 9ualities pro essional 9ualities pro essional 9ualities that all short o the that preserve the that preserve the standard and rarely di&nity o the di&nity o the enhance student pro ession. con orm pro ession. con orm learnin& outcomes to the Code o to the Code o P rs#n!$ 1r#6t( due to lac4 o lac4 o Pro essional 2thics Pro essional 2thics !n" Pr#& ss*#n!$ continuous which will enhance which will enhance D + $#%m nt pro essional student learnin& learnin& outcome o development outcomes students most o the involvement. sometimes to time. throu&h continuous continuous pro essional pro essional development. development. Teacher acilitates very minimal homecommunity involvement in sharin& accountability o learnin& outcomes. Trans er o learnin& rom school to home and community is not evident. Teacher acilitates home and community involvement to share accountability o learnin& outcomes to some e8tent. Activities utiliFe community as laboratory or learnin& where parents and the community are involved. Trans er o learnin& to the home and community are minimally shown.

Teacher acilitates home and community involvement as shared accountability o the students. -earnin& outcome is clearly evident. The community is always used as learnin& laboratory and communication is open. Community support is over lowin&. trans er o learnin& to home and community is clearly seen.

4- H*2($, Pr#&*'* nt Teacher e8empli ies appropriate behavior. decorum and 9ualities at the hi&hest level and at all times as a role model or students@ learnin&. Teacher e8empli ies personal and pro essional 9ualities that preserve the di&nity o the pro ession. con orm to the Code o Pro essional 2thics which ultimately enhance learnin& outcomes o the students to the hi&hest level at all times throu&h continuous pro essional development.

APPENDID E CB-PAST FORM 3 TEACHERCS PORTFOLIO TEMPLATE T# T !'( rs !n" M!st r T !'( rs5 2very Teacher and #aster Teacher must prepare T2AC02/@S P>/TF>-%> to showcase result o assessment o stren&th and wea4nesses. plans or pro essional development. and improvement o learnin& outcomes. The port olio should contain correspondin& accomplishments as evidence o teachin& per ormance. The port olio will house all the documentary records that would show proo s or the di erent components o the per ormance standards in the appraisal system. The evidences should be arran&ed accordin& to the major sections o the port olio and per ormance standards in CB-PAST Form. Form " and Form $. The Teacher@s port olio should be prepared the whole year round. %t should be accessible or the perusal o the teacher. the school head and the instructional leaders. Contents o the port olio should be complete. to include the best practices o the teacher. A section is provided or the re lection o the teacher. %t may be placed a ter each component in the evidences or collectively as the last section o the port olio. The re lection should include all important insi&hts. analysis o issues. records o everyday class happenin& amon& others. that impact on the li e o the teacher. Since there are many ormats in the re lection. this section should be a&reed upon by the school head and the teachers in the speci ic school. PARTS OF THE TEACHERCS PORTFOLIO I. PRELIMINARY INFORAMATION ABO@T THE TEACHER Teacher Personal Pro ile:Personal ,ata Sheet Teacher@s TS=A /esults Purposes o the Port olio to include amon& others ;a< Tar&ets Set or the Students -earnin& >utcomes and ;b< %ndividual Plan or Pro essional ,evelopment ;%PP,<

II. PORTFOLIO E4IDENCES 2vidences or the %nstructional Competence 2vidences or 0ome. School. Community -in4a&es 2vidences or Personal. Social and Pro essional 5rowth 2vidences or Plus Factor 2vidences o School outcomes. Achievement /ate. Participation /ate. ,rop->ut /ate

III. CB-PAST ACCOMPLISHED FORMS CB-PAST Form 1 or Teachers CB-PAST Form " or #aster Teachers CB-PAST Form $ or Teacher-Per ormance >bservation 5uide Form $A ! >bservation 5uide or %nstructional Competence Form $B ! >bservation 5uide or School. 0ome and Community -in4a&es Form $A ! >bservation 5uide or Personal 5rowth and Pro essional ,evelopment

I4. TEACHERCS REFLECTION Teacher@s re lection may also be placed a ter every component o the Port olio evidence in Part %% or should be collectively placed in this section as a summary o /e lection.

School 0eads. %nstructional leaders and other observers are encoura&ed to write remar4s which are valuable to the teacher in this section. =ote' -. .. /. 4. The basic part o the port olio should be ollowed. but the school may re9uire other components and contents o the Port olio which are deemed needed. >ri&inal 2vidences are pre erred however authenticated copies o the ori&inal would su ice. Arti acts li4e report card. school orms. diploma. and others are acceptable evidences in the port olio. Pictures may add to the aesthetic value o the port olio but are not acceptable as evidence.