CB-PAST Imelda Angeles

CB-PAST Form 1
COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

CB-PAST for MT
###
Name:
IMELDA G. ANGELES
Position Title:
School:
LUPAO CENTRAL SCHOOL Appointment Status:
District:
LUPAO
Division: NUEVA ECIJA Region:
School Year:
2012-2013
Semester:
PART I.
COMPONENTS AND PERFORMANCE STANDARDS
I. INSTRUCTIONAL COMPETENCE
Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
A. Diversity of Learners APPRAISAL RATING
Within the appraisal period, I BB B
1 set objectives that are within the experiences and capabilities of the learners 1 2
2 1 2
3 paced lessons appropriate to the needs and difficulties of learners 1 2
4 provided appropriate intervention activities for learners at risks 1 2
5 1 2
6 adopted strategies to address needs of differently-abled learners 1 2
7 1 2
8 1 2
B. Curriculum Content and Pedagogy
1 1 2
2 1 2
3 1 2
4 1 2
5 linked the current content with past and future lessons 1 2
6 1 2
7 1 2
8 1 2
9 integrated scholarly works and ideas to enrich the lesson 1 2
10 established routines and procedures to maximize instructional time 1 2
11 1 2
12 1 2
13 1 2
14 served as demonstration teacher and/or consultant 1 2
utilized varied designs, techniques and activities suited to different kinds of
learners
recognized multi-cultural background of learners when providing learning
opportunities
showed fairness and consideration to all learners regardless of socio-
economic background.
mentored peers in the grade/year level or the area of specialitzation in using
strategies that address diversity of learners
delivered accurate and updated content knowledge using appropriate
methodologies, approaches and strategies.
developed and/or implemented innovative and functional teaching
approaches every year as follows: MT I-II: at least one (1), MT III-IV: at least
two (2)
used integration of language, literacy, numeracy skills, and values in
teaching
explained learning goals, instructional procedures and content clearly and
accurately to students
aligned the lesson objectives, teaching methods, learning activities and
instructional materials or resources appropriate to the learners
created situations that encourage learners to use higher order thinking skills
through the use of local language among others if needed
engaged and sustained learner's interest in the subject by making content
meaningful and relevant to them
selected, prepared and utilized available technology and other instructional
materials appropriate to the learners and learning objectives
provided apprpriate learning tasks, portfolio and projects that support
development of good study habits used available ICT resources for planning and designing teaching-learning
activities
First Semester Second Semester
MT I: in at least school/district levels
MT II: school/district, division levels
MT III: school/district, division and regional levels
MT IV: school/district, division, regional and regional levels
15 assumed leadership in the improvement of instructional programs and preparation of instructional design 1 2
MT I: in at least two (2) grade/year levels
MT II: in at least three (3) grade/year levels
MT III: in at least four (4) grade/year levels
MT IV: in all grade/year levels
16 conducted classroom observations 1 2
17 conducted instructional training programs in the school, district or division 1 2
18 mentored a peer on how to plan and conduct action research 1 2

C. Planning, Assessing and Reporting
1 constructed valid and reliable formative and summative tests 1 2
2 1 2
3 interpreted and used test results to improve teaching and learning 1 2
4 identified teaching-learning difficulties and possible causes 1 2
5 managed remediation activities 1 2
6 used tools for assessing authentic learning 1 2
7 1 2
8 kept accurate records of grades/performance levels of learners 1 2
9 1 2
10 led in the analysis and utilization of test resutls 1 2
II. SCHOOL, HOME, COMMUNITY LINKAGES
used appropriate non-traditional assessment techniques and tools (portfolios,
journals, rubrics, etc)
provided timely and accurate feeback to learners to encourage them to
reflect on and monitor their own learning growth
conducted regular meetings with learners and parents to report learner's
progress.
D. Learning Environment
1 provided gender fair opportunities for learning 1 2
2 maintained a safe and orderly classroom free from distractions 1 2
3 1 2
4 inspired learners to value and set high performance targets for themselves 1 2
5 handled behavior problems quickly and with due respect to children's rights 1 2
6 1 2
7 maintained a model classroom, which is conducive to teaching and learning 1 2
E. Community Linkages
1 1 2
2 1 2
3 used community as a laboratory for learning 1 2
4 get involved in community information on school events and achievements 1 2
5 shared to the community information on school events and achievements 1 2
6 led learners to apply classroom learning to the home and community 1 2
7 1 2
8 1 2
III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS
F. Social Regard for Learning
1 followed and implemented school policies and procedures 1 2
2 1 2
3 maintained appropriate appearance and decorum at all times 1 2
4 1 2
5 maintained oneself as role model of students and peers 1 2
G. Personal, Social Growth and Professional Development
1 maintained stature and behavior that upheld the dignity of teaching 1 2
2 1 2
3 demonstrated personal educational philosophy of teaching in classroom 1 2
4 1 2
5 participated actively in professional organizations 1 2
6 reflected the quality of my own teaching 1 2
7 1 2
8 used self-assessment to enhance strengths and correct my weaknesses 1 2
9 accepted accountability for learner's outcome 1 2
10 abide by the Code of Ethics for Professional Teachers 1 2
used individual and cooperative learning activities to improve capacities of
learners for higher learning
created situation that develop a positive attitude among learners towards
their subject and the teacher
involved the home/community in hsaring accountability for learner's
achievement
used varied and available community resources (human,materials) to
support learning
informed learners, parents and other stakeholders regarding school policies
and procedures
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
demonstrated punctuality in accomplishing tasks and attendance on all
occasions
demonstrated appropriate behavior in dealing with students, peers, superiors
and stakeholders
manifested personal qualities like enthusiasm, flexibility, caring attitude and
others
updated myself with recent developments in education through readings,
attendance in continuing professional education, or training/seminars and
similar activities
improved my teaching performance based on feedback from the mentors,
students, peers, superiors and others
11 1 2
PART II.
PLUS FACTOR
I.
Plus Factor for Instructional Competence
1

2

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
8 No "Dropout" rate during the appraisal period

9 Others related to instructionla competence (specify) ______________________________________________
II.
NO Plus Factor for School, Home and Community Linkages (All items are included as required)

III. Plus Factor for Personal, Social Growth and Professional Development Characteristics

1

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 the regional, national or an international conference

5

6 Represented the Deped in the Regional, National or International Forum related to current assignment

7 Others related to Personal Growth and Professional Development Characteristics (Please specify)
CB-PAST for MT Summary of Ratings Template
organized and implemented activities with peers for personal growth and
professional development like educational tours, school visits, retreats,
conference, etc
Conducted Meetings/home visitations of students at least four (4) times to improve teaching-learning
situations Acted as resource person in at least four (4_ professional development activities (i.e. seminars, workshops,
trainings, conferences) in either pre-service trainings in schools, district or division
Increased the difference in the achievement rate or the division post test over the pretest by 5% or higher
in all classes taught
Received award or recognition as exemplary teacher for both personal and professional attributes by a
recognized body or agency at the school, district, division, regional or national levels
Received a scholarship/ fellowship/ travel/ research/ observation grant or secondment of not less than one
(1) year through competitive selection. The credit shall be earned after the scholarship/grant/secondment
had been finished in less than one (1) year, it shall be prorated in months
END of CB-PAST Form 2 for MASTER TEACHER
CRITERIA
I. Instructional Competence
60%
A. Diversity of Learners
10% 8 24.00 3.00 P
B. Curriculum Content and Pedagogy
30% 18 55.00 3.06 P
C. Planning, Assessing and Reporting
20% 10 35.00 3.50 P
Sum of Weighed Average of A, B, C
II. School, Home, Community Linkages
20%
D. Learning Environment
10% 7 25.00 3.57 HP
E. Community Linkages
10% 8 29.00 3.63 HP
Sum of Weighed Average of D and E
III.
20%
F. Social Regard for Learning
10% 5 20.00 4.00 HP
G.
10% 11 38.00 3.45 P
Sum of Weighed Average of F and G 0
Formative Performance Rating
Description for Overall Performance Rating in TPI for Formative Appraisal
Plus Factor (for Summative Appraisal)
(Each item gets 0.04. A Maximum of 0.4 will be added to the Total Weighed Average)
Summative Performance Rating
(Sum of the Total Weighed average of I, II, III and the Plus Factor earned)
Description of Overall Performance Rating with the Critical Requirement for Summative Appraisal
Teacher Performance Index
Overall Performance Rating Description and Critical Requirements for the Summative Appraisal
Critical Requirements
Assigned
Weight
No. of
Items
Total
Score
Mean
(Score /
No. Of
Items)
Description of
the TPI
Personal, Social Growth And
Professional Characteristics
Personal, Social Growth and
Professional Development
3.51 - 4.00 - Highly Proficient. Teacher performance consistently exceeds expectations. Displays at all times a consistently
high level of performance related skills, attributes, initiatives and productivity. All assignments/ responsibilities are completed
beyond the level of expectation. Self direction of the teacher is evident
2.51 - 3.50 - Proficient. Teacher performance often exceeds expectations. Displays a high level of competency related skills,
abilities, initiatives and productivity, exceeding requirements in many of the areas.
1.51 - 2.50 - Basic. Teacher performance meets basic expectations based on standards. Displays basic level of work and
performance outputs as required outcomes or expectations of the job.
1.00 - 1.50 - Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs
consistently low, regularly fails to meet required outcomes needing of duty or by completion of others. The teacher may need
immediate instructional support.
Description of Overall
Performance Rating
Outstanding
Very Satisfactory
Satisfactory
Below Basic
Remarks:
Agreement
I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance
Name: IMELDA G. ANGELES
Signature over Printed Name
Date: March 22, 2013
CONFERRED WITH: FLORENCIO M. SANIDAD
School Principal II
Recommending Approval: HILARION P. BERNARDINO
District Supervisor
APPROVED BY: DANTE G. PARUNGAO
Asst. Schools Division Superintendent
Note: A Teacher who does not meet the critical requirements will get the lower 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 of below basic in any of the standards
1.00 or above with at least one performance index value below basic in any of the standards
COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS
CB-PAST for MT
Master Teacher I
National Permanent
III
APPRAISAL RATING
P HP
4
4
4
4
4
4
4
4
P HP
4
4
4
3
4
4
4
4
4
4
4
4
4
4
Second Semester
4
4
4
4
P HP
4
4
3
3
3
4
4
3
3
4
P HP
4
3
4
3
4
3
3
P HP
3
3
4
3
4
3
4
3
P HP
3
3
3
3
3
P HP
3
4
4
3
3
3
4
4
4
3
4
0.04
Provided professional assistance to peers on how to plan and conduct action research
Initiated, organized and conducted a training program for teachers
Designed evaluation and monitoring program for the school, district or division
Conducted curricular review or similar activity in the school, district or division
0.04
No "Dropout" rate during the appraisal period
0.04
Others related to instructionla competence (specify) ______________________________________________
0.12

Earned a higher relevant degree
Published at least one (1) article in professional magazines/periodicals related to the field of specialization
Presented a paper in the regional, national or an international conference
Represented the Deped in the Regional, National or International Forum related to current assignment
Others related to Personal Growth and Professional Development Characteristics (Please specify)
CB-PAST for MT Summary of Ratings Template
Conducted Meetings/home visitations of students at least four (4) times to improve teaching-learning
Acted as resource person in at least four (4_ professional development activities (i.e. seminars, workshops,
trainings, conferences) in either pre-service trainings in schools, district or division
Increased the difference in the achievement rate or the division post test over the pretest by 5% or higher
Received award or recognition as exemplary teacher for both personal and professional attributes by a
recognized body or agency at the school, district, division, regional or national levels
Received a scholarship/ fellowship/ travel/ research/ observation grant or secondment of not less than one
(1) year through competitive selection. The credit shall be earned after the scholarship/grant/secondment
had been finished in less than one (1) year, it shall be prorated in months
END of CB-PAST Form 2 for MASTER TEACHER
0.30
0.92
0.70
1.92
0.36
0.36
0.72
0.40
0.35
0.75
3.38
P
0.12
3.50
Teacher Performance Index
Overall Performance Rating Description and Critical Requirements for the Summative Appraisal
Critical Requirements
Weighed
Average (Mean x
Weight)
VERY
SATISFACTORY
Teacher performance consistently exceeds expectations. Displays at all times a consistently
high level of performance related skills, attributes, initiatives and productivity. All assignments/ responsibilities are completed
beyond the level of expectation. Self direction of the teacher is evident
. Teacher performance often exceeds expectations. Displays a high level of competency related skills,
abilities, initiatives and productivity, exceeding requirements in many of the areas.
Teacher performance meets basic expectations based on standards. Displays basic level of work and
performance outputs as required outcomes or expectations of the job.
Teacher performance on the job and outputs frequently fall below standard. Work outputs
consistently low, regularly fails to meet required outcomes needing of duty or by completion of others. The teacher may need
I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance
IMELDA G. ANGELES
Signature over Printed Name
HILARION P. BERNARDINO
District Supervisor
DANTE G. PARUNGAO
Asst. Schools Division Superintendent
Note: A Teacher who does not meet the critical requirements will get the lower performance
3.51 or higher and no performance index of below proficient in any of the standards
1.00 or above with at least one performance index value below basic in any of the standards
e-Forms 8.0
Choice Codes
BB B P HP CHOICE 2
1
e-Forms 8.0
FOR TEACHERS I, II, III, IV FOR MASTER TEACHERS I, II, III, IV
I. INSTRUCTIONAL COMPETENCE I. INSTRUCTIONAL COMPETENCE
Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient
A. Diversity of Learners A.
Within the appraisal period, I
1 set objectives that are within the experiences and capabilities of the learners
2 utilized varied designs, techniques and activities suited to 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
6 adopted strategies to address needs of differently-abled learners
7

B. Curriculum Content and Pedagogy B.
1
2 used integration of language, literacy, numerary skills and values in teaching.
3
4 linked the current content with past and future lessons
5
6
7
8 integrated scholarly works and ideas to enrich the lesson
9 established routines and procedures to maximize instructional time
10
11
12 used available ICT resources for planning and designing teaching-learning activities

opportunities
showed fairness and consideration to all learners regardless of socio-economic
background.
delivered accurate and updated content knowledge using appropriate methodologies,
approaches and strategies.
explained learning goals, instructional procedures and content clearly and accurately
to students
aligned the lesson objectives, teaching methods, learning activities and instructional
materials or resources appropriate to the learners
created situations that encourage learners to use higher order thinking skills through
the use of local language among others if needed
selected, prepared and utilized available technology and other instructional materials
appropriate to the learners and learning objectives
provided apprpriate learning tasks, portfolio and projects that support development
of good study habits

C. Planning, Assessing and Reporting C.
1 constructed valid and reliable formative and summative tests
2
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
8 kept accurate records of grades/performance levels of learners
9 conducted regular meetings with learners and parents to report learner's progress.

II.SCHOOL, HOME, COMMUNITY LINKAGES II. SCHOOL, HOME, COMMUNITY LINKAGES
D. Learning Environment D.
1 provided gender fair opportunities for learning
2 maintained a safe and orderly classroom free from distractions
3
4 inspired learners to value and set high performance targets for themselves
5 handled behavior problems quickly and with due respect to children's rights
6

E. Community Linkages E.
1 involved the home/community in hsaring accountability for learner's achievement
2
provided timely and accurate feeback to learners to encourage them to reflect on and
monitor their own learning growth
used individual and cooperative learning activities to improve capacities of learners
for higher learning
created situation that develop a positive attitude among learners towards their
subject and the teacher
used varied and available community resources (human,materials) to support
learning
3 used community as a laboratory for learning
4 get involved in community information on school events and achievements
5 shared to the community information on school events and achievements
6 led learners to apply classroom learning to the home and community

III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS
F. Social Regard for Learning F.
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

G. Personal, Social Growth and Professional Development G.
1 maintained stature and behavior that upheld the dignity of teaching
2 manifested personal qualities like enthusiasm, flexibility, caring attitude and others
3 demonstrated personal educational philosophy of teaching in classroom
4 updated myself with recent developments in education
5 participated actively in professional organizations
6 reflected the quality of my own teaching
7
8 used self-assessment to enhance strengths and correct my weaknesses
9 accepted accountability for learner's outcome
10 abide by the Code of Ethics for Professional Teachers

demonstrated appropriate behavior in dealing with students, peers, superiors and
stakeholders
improved my teaching performance based on feedback from the mentors, students,
peers, superiors and others
FOR MASTER TEACHERS I, II, III, IV
INSTRUCTIONAL COMPETENCE
Diversity of Learners
1 set objectives that are within the experiences and capabilities of the learners
2 utilized varied designs, techniques and activities suited to 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
6 adopted strategies to address needs of differently-abled learners
7
8
Curriculum Content and Pedagogy
1
2
3 used integration of language, literacy, numeracy skills, and values in teaching
4
5 linked the current content with past and future lessons
6
7
8
9 integrated scholarly works and ideas to enrich the lesson
10 established routines and procedures to maximize instructional time
11
12
13 used available ICT resources for planning and designing teaching-learning activities
14 served as demonstration teacher and/or consultant
MT I: in at least school/district levels
MT II: school/district, division levels
MT III: school/district, division and regional levels
MT IV: school/district, division, regional and regional levels
15
opportunities
showed fairness and consideration to all learners regardless of socio-economic
background.
mentored peers in the grade/year level or the area of specialitzation in using
strategies that address diversity of learners
delivered accurate and updated content knowledge using appropriate methodologies,
approaches and strategies.
developed and/or implemented innovative and functional teaching approaches every
year as follows: MT I-II: at least one (1), MT III-IV: at least two (2)
explained learning goals, instructional procedures and content clearly and accurately
to students
aligned the lesson objectives, teaching methods, learning activities and instructional
materials or resources appropriate to the learners
created situations that encourage learners to use higher order thinking skills through
the use of local language among others if needed
selected, prepared and utilized available technology and other instructional materials
appropriate to the learners and learning objectives
provided apprpriate learning tasks, portfolio and projects that support development
of good study habits
assumed leadership in the improvement of instructional programs and preparation of
instructional design
16 conducted classroom observations
17 conducted instructional training programs in the school, district or division
18 mentored a peer on how to plan and conduct action research

Planning, Assessing and Reporting
1 constructed valid and reliable formative and summative tests
2
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
8 kept accurate records of grades/performance levels of learners
9 conducted regular meetings with learners and parents to report learner's progress.
10 led in the analysis and utilization of test resutls
SCHOOL, HOME, COMMUNITY LINKAGES
Learning Environment
1 provided gender fair opportunities for learning
2 maintained a safe and orderly classroom free from distractions
3
4 inspired learners to value and set high performance targets for themselves
5 handled behavior problems quickly and with due respect to children's rights
6
7 maintained a model classroom, which is conducive to teaching and learning
Community Linkages
1 involved the home/community in hsaring accountability for learner's achievement
2
provided timely and accurate feeback to learners to encourage them to reflect on and
monitor their own learning growth
used individual and cooperative learning activities to improve capacities of learners
for higher learning
created situation that develop a positive attitude among learners towards their
subject and the teacher
used varied and available community resources (human,materials) to support
learning
3 used community as a laboratory for learning
4 get involved in community information on school events and achievements
5 shared to the community information on school events and achievements
6 led learners to apply classroom learning to the home and community
7
8
PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS
Social Regard for Learning
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
5 maintained oneself as role model of students and peers
Personal, Social Growth and Professional Development
1 maintained stature and behavior that upheld the dignity of teaching
2 manifested personal qualities like enthusiasm, flexibility, caring attitude and others
3 demonstrated personal educational philosophy of teaching in classroom
4
5 participated actively in professional organizations
6 reflected the quality of my own teaching
7
8 used self-assessment to enhance strengths and correct my weaknesses
9 accepted accountability for learner's outcome
10 abide by the Code of Ethics for Professional Teachers
11
informed learners, parents and other stakeholders regarding school policies and
procedures
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
demonstrated appropriate behavior in dealing with students, peers, superiors and
stakeholders
updated myself with recent developments in education through readings, attendance
in continuing professional education, or training/seminars and similar activities
improved my teaching performance based on feedback from the mentors, students,
peers, superiors and others
organized and implemented activities with peers for personal growth and professional
development like educational tours, school visits, retreats, conference, etc
e-Forms 8.0
FOR TEACHERS I, II, III, IV
Plus Factor for Instructional Competence
1
2
3
4
5
6
7 Maintained zero (0) drop-out or reduced drop-out rate in the class.
8
9
Plus Factor for School, Home and Community Linkages
1
2
3
4
5
6
Plus Factor for Personal, Social Growth and Professional Development Characteristics
1
2
3
Acted as mentor/coach in professional development to at least 2
peers.
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.
Conducted one (1) action research whose findings and
recommendations have been adapted by the school and/or division.
Served as coordinator/chairperson in activities, projects that relate to
instructional competence.
Innovated teaching strategies, classroom management and
assessment to enhance teaching.
Increased the difference in achievement rate iof the division post
test over the pre-test by 2.5% or higher on classes taught.
Organized and implemented at least one (1) home-school-community
project in a rating period which resuilted to enhanced learning
outcomes.
Established a model that exemplifies a learning environment
conducive to teaching and learning (i.e. Science Gardens,
Mathematics Laboratory, Model Classroom, etc).
Made at least one (1) best practice on how to involve majority of
parents in the education of their chilldren.
Conducted at least one (1) action research and shared results to
peers on problems related to learning environment, home, school
and community involvement.
Conducted at least two (2) home visitations to encourage parents to
support their children in their school activities, to reduce
absenteeism and tardiness.
Others not included but related to school, home and community
involvement.
Received award/s for exemplary personal and professional attributes
such as honesty and integrity, leadership, dedication, initiative,
courtesy, fairness, or an outstanding teacher from recognized
academic institutions and other award giving bodies
Acted as coach or trainer to award winning students or group of
students in academic and anon-academic contests recognized at
least in the division level
Earned relevant professional trainings (an aggregate of at least 60
hours or graduated from a higher relevant degree)
4
5
6
7
Received scholarship awards, educational exchange, education
observation, study tour and the like which have competitive
screening process. (Claim can only be made after the award has
been enjoyed.)
Others not mentioned but related to personal and professional
characteristics.
FOR MASTER TEACHERS I, II, III, IV
No "Dropout" rate during the appraisal period

Plus Factor for Personal, Social Growth and Professional Development Characteristics
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______________________________________________
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<BY+OBY<OBB +OB++O+B++
=+++<+++ A++OBOA+<O ++BBOIA+<O YO++B
O+A+O++ OOA+O+Y<OB +OBY OO A++OB++BY O+ BOY
B+AA Y+B OB+ +~ l+O Y+OO4++ +OO+Y<Y<++
A+B++Y<OB ++ +O++<Y A+BB O+ +OB++ +Y+O Y++
A++OBOA+<O+OBYA++OB++BY ++ O++B +<B<A+++
<B B+AA Y+B OB+ +~ l+Oz <Y A+BB O+ OOOOY++ <B
OBY+A
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CB-PAST Imelda Angeles

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CB-PAST Form 1

COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

8 No "Dropout" rate during the appraisal period

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