A. MEANING AND PURPOSES OF CB-PAST 1.0 Competency-Base Pe!"o!mance App!a#sa$ System "o! Teac%e!

s &CB-PAST'

Drawing from the Vision and Mission of the Department of Education, CB-PAST is a comprehensive appraisa s!stem which addresses one of the mandates of the Department as em"odied in the #A-$%&&' The primar! purposes of the CB-PAST are (%) to ensure support for the continuous professiona growth of teachers and (*) to recogni+e the ,ua it! of teacher-s accomp ishments over a period of time for maintaining the high standard of wor. and proper ! rewarding e/ce ent performance in terms incentives, awards and promotion' The first purpose is formative-deve opmenta in nature which wi provide teachers with meaningfu activities that encourage their professiona earning and growth' The procedure wi "e supportive, non-threatening, fair, co egia and se f-directed within the communit! of professiona earners' The second purpose is summative-eva uative which wi assure that schoo earners have the "enefit of instruction at high eve of proficienc! from the teachers' Appraisa of teacher performance is made on the "asis of the evidences co ected, o"servations made, conferences, and dia ogues that accompan! each procedure' The u timate intention of the performance appraisa is achieving high eve s of earnersperformance and improved earning outcomes as part of the schoo outcomes'

As an appraisa s!stem the CB-PAST adheres to standards of the competenc!-"ased performance which is the 0ationa Competenc!-Based Teacher Standards1 adheres to the 2o"- em"edded re,uirements of the teachers in their duties and responsi"i ities1 promotes and encourages teacher persona growth and professiona deve opment1 and provides a new paradigm of instructiona eadership and supervision which u timate ! wi improve earners and schoo performance outcomes'

1.1 T%e CB- PAST F!ame(o!)

The 0ationa Competenc!- Based Teacher Standards (0CBTS) with the 2o"em"edded re,uirements of the teachers guide the CB-PAST and primari ! form the "ases of the Teacher Performance indicators' The re,uired teacher competencies as determined through Teacher Strengths and 0eeds Assessment (TS0A) and their

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uti i+ation in the teacher-s 3ndividua P an for Professiona Deve opment (3PPD) are significant considerations of the appraisa s!stem' 4ramed against a "ac.drop of conducive teaching- earning environment, the i ustration "e ow shows the interactions of the different e ements of the CB-PAST as the! re ate to each other in re ation to the teaching performance' FIGURE 1 + CB-PAST F!ame(o!)

School Outcomes

C!TS
" TS # $ IPPD "%o&"em&edded re'uirements

Teacher Performance
TEACHING - LEARNING ENVIRONMENT
Instructional Competence School, Home, Community Linkages Personal and Professional Development

Teacher Development

The 0CBTS- TS0A informs what professiona deve opment actions in the 3PPD a teacher pursues that wou d eventua ! resu t to "etter earning outcomes' Strengthened with the 2o"-em"edded responsi"i ities, the teacher-s professiona actions on the identified strengths and needs sha contri"ute to the improvement of earner-s and schoo outcomes such as achievement rate, retention rate, drop-out rate among others' Co ective !, the Teacher Performance Appraisa com"ines the different e ements into three "road components as 3nstructiona Competence, Schoo , 5ome and Communit! 6in.ages and Persona and Professiona Deve opment' A of these e ements are assumed to "e operating in the conte/t of a supportive teaching- earning environment that provides e,ua opportunities for earning to a ' The teacher performance resu ts sha continuous ! feed"ac. to the teacher-s professiona deve opment and the schoo outcomes as we as to the standards and competencies' The d!namic deve opmenta c!c ica s!stem assures that ever! schoo earner sha "e nurtured in a conducive earning environment "! ,ua it! teachers who are performing we and who are wi ing to continuous ! grow and professiona ! deve op'

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,.0 Teac%e! Pe!"o!mance Stan a! s &TPS' o" t%e CB-PAST

There are two main standards which serve as the "asis for the CB-PAST, the 0CBTS and the 7o"-Em"edded re,uirements for teachers and master teachers'

,.1 Nat#ona$ Competency - Base Teac%e! Stan a! s &NCBTS'

The seven domains of the 0CBTS are adopted as the Teacher Performance Standards' These are descri"ed "rief ! "e ow' 1. D#-e!s#ty o" .ea!ne!s' #e,uires a teacher to identif! and address the needs of the various t!pes of earners "! demonstrating respect for individua differences, cu ture, "ac.grounds and earning st! es' ,. C/!!#c/$/m Content an Pe a0o0y. #e,uires a teacher to promote earning "! using accurate content .now edge in addressing academic needs of earners through the use of appropriate instructiona strategies, techno ogies and resources' 1. P$ann#n02 Assess#n0 3 Repo!t#n0. #e,uires a teacher to p an, gather, ana !+e and use data to measure earning progress, guide instruction and provide time ! feed"ac.' 4. .ea!n#n0 En-#!onment. #e,uires a teacher to create and maintain a safe earning environment, which is conducive to earning and encourages, fairness, respect and enthusiasm among others' 5. Sc%oo$2 6ome an Comm/n#ty .#n)a0es. #e,uires a teacher to in. with the home and communit! as a a"orator! for teaching and earning' 7. Soc#a$ Re0a! "o! .ea!n#n0. #e,uires a teacher to act as a ro e mode of students to va ue earning' 8. Pe!sona$ G!o(t% an P!o"ess#ona$ De-e$opment #e,uires a teacher to maintain "ehavior consistent with ega , ethica and professiona standards and to engage in continuous professiona deve opment'

,., 9o:-em:e

e Re;/#!ements "o! Teac%e!s an Maste! Teac%e!

3ncorporated in the 0CBTS Standards are the distinct 2o" descriptions, duties and responsi"i ities of "oth the teachers and master teachers' The technica assistance responsi"i ities are re,uired of a the Master Teachers' (#efer to Appendi/ 4)' 3n summar!, the contents of the CB-PAST for "oth categories of Teacher and Master Teacher inc ude the comprehensive 0CBTS seven domains and enriched "! the 2o"-em"edded re,uirements'

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1.0 G/# #n0 P!#nc#p$es #n t%e De-e$opment an Use o" t%e CB- PAST
3n the deve opment and use of the CB-PAST, a num"er of considerations serve as guiding princip es8 o o o o o o CB-PAST is o"2ective, constructive, deve opmenta and participator! in nature' The purpose of performance appraisa is "oth formative and summative' The use of mu tip e data source of gathering information strengthens the va idit! of the resu ts' The standards and competencies promote ref ective and ho istic view of teaching' The appraisa process deve ops schoo cu ture of e/ce ence, teacher eadership, co egia it! and co a"oration' The outcomes of the appraisa shou d ead to continuous capacit! "ui ding of teachers and resu ts to higher teacher performance and improved earning outcome'

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B. COMPETENC<-BASED PERFORMANCE APPRAISA. S<STEM FOR TEAC6ERS &CB-PAST' TOO.S 4.0 CB-PAST Inst!/ments an Too$s
The CB-PAST is accompanied "! severa too s and instruments' The two ma2or too s are CB-PAST 4orm % for Teachers and CB-PAST 4orm * for Master Teachers' The CB-PAST 4orm 9 for the 4ormative Appraisa wi a so "e used for "oth teachers and master teacher in 3nstructiona Supervision' The CB-PAST 4orms % and * are made up of two parts' Part 3-Components and Performance Standards and Part 33-The P us 4actor' Assigned weights are given to each component, and each performance standard' The P us 4actor has a corresponding va ue for the summative appraisa on !' The percentage weight distri"ution for each Performance Standard and Component of CB-PAST 4orms % and * are as fo ows8

Pa!t I + Components an Pe!"o!mance Stan a! s

Pe!centa0e *e#0%t Component I- Inst!/ct#ona$ Competence 70= Standard %-Diversit! of 6earners %:; Standard *-Curricu um Content < Pedagog! 9:; Standard 9-P anning, Assessing, #eporting *: ; Component II- 6ome2 Sc%oo$2 Comm/n#ty In-o$-ement Standard 9-6earning Environment Standard =-Communit! 6in.ages Component III- Pe!sona$ G!o(t% 3 P!o"ess#ona$ De-e$opment Standard >- Socia #egard for 6earning Standard ?-Persona , Socia @rowth < Professiona Deve opment ,0= %:; %:; ,0= %:; %:;

Tota$ ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' ' AAA' 100=

Pa!t II + T%e Pe!"o!mance P$/s Facto!- &ma>#m/m o" .4 "o! e-e!y S/mmat#-e App!a#sa$ Pe!#o '
P$/s Facto! is an em"edded reward in the CB-PAST' A teacher ma! earn a ma/imum of .4 for the P us 4actor for each summative rating period' The performance for the P us 4actor is usua ! vo untar!, without e/tra compensation and is not part of the duties and responsi"i ities re,uired of the teachers and master teachers'

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4.1 CB-PAST Fo!m 1 "o! Teac%e!s

The CB-PAST 4orm % is composed of &= performance indicators and an additiona set of P us 4actor indicators' The CB-PAST 4orm % ma!"e used "! Teachers regard ess of their appointment status and for position tit es as Teacher 3, 33 and 333' 3t is a se f-rating form to "e accomp ished first "! the teachers and va idated "! the schoo head andBor instructiona eaders i.e education supervisors, district supervisors, department chairs and master teachers for the formative appraisa ' Fo!mat#-e App!a#sa$- During the formative appraisa , the teacher sha accomp ish on ! Part 3 of the CB-PAST 4orm 3' The same part of the 4orm 3 sha "e used "! instructiona eaders to va idate the se f-rating of the teacher and provide instructiona support' The interpretation of the rating sha "e "ased on the Teacher Performance 3nde/ (TP3) which wi inform a"out the professiona deve opment strengths and needs of the teacher where support sha "e provided "! instructiona eaders' 0o P us 4actor items sha "e considered during the 4ormative Appraisa ' The same procedure sha app ! for the Master Teachers in their CB-PAST 4orm 33' S/mmat#-e App!a#sa$- During the summative appraisa at the end of the schoo !ear, the teacher sha accomp ish Part 3 and 33 of CB-PAST 4orm 3' Part 3 sha "e interpreted and descri"ed "ased on the Teacher Performance 3nde/ (TP3) and Part 33 which is the P us 4actor sha now "e inc uded in the overa rating of the Summative Teacher Performance' 3n the interpretation of the Summative Cvera #ating #esu ts, the Description for Cvera Performance #ating with Critica #e,uirements sha "e used' Part 3 and 33 of 4orm 3 sha a so "e used "! the Schoo 5eads for their administrative function to va idate the se f-rating of the teacher' The same description sha app ! for the CB-PAST 4orm * for Master Teacher'

4., CB-PAST Fo!m , "o! Maste! Teac%e!s

The CB-PAST 4orm * for Master Teachers is composed of >? performance indicators which inc ude technica assistance re,uirements for the Master Teachers' Dn i.e the CB-PAST 4orm % for Teachers, on ! two components, 3-3nstructiona Competence and 333-Persona @rowth and Professiona Deve opment have additiona P us factor indicators' There are no P us 4actor 3ndicators for 33- Schoo , 5ome Communit! 6in.ages, since the desired performance indicators are a read! inc uded in the main component-s performance standards' Fo!mat#-e App!a#sa$- 6i.e the Teachers, on ! Part 3 of CB-PAST 33 for Master Teachers sha "e used for the se f-rating' (P ease refer to the description of the CB-PAST 4orm % for Teachers') S/mmat#-e App!a#sa$- During the summative appraisa at the end of the schoo !ear, the Master Teacher sha accomp ish Part 3 and 33 of CB-PAST 4orm *' (P ease refer to the description of the CB-PAST 4orm % for Teachers) CB-PAST 4orms % and * are accompanied with a temp ate for rating'

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4.1 CB-PAST Fo!m 1- Teac%e! Fo!mat#-e App!a#sa$ O:se!-at#on G/# e

The o"servation guide is for formative deve opmenta purposes and instructiona support of' There sha "e at east five (&) actua c ass o"servations of ever! teacher during the schoo !ear' The guide re,uires actua teaching- earning c assroom o"servations' 4orm 9 sha "e used in the instructiona supervision of the teachers' Schoo heads and instructiona eaders sha review and verif! the teacher-s portfo io where data on the retention rate, drop out rate and achievement rate of the c ass and other evidences are .ept' 4or purposes of instructiona supervision, the c!c ica process sha fo ow the steps of pre-o"servation conference, actua o"servation and post-o"servation conference' Fo!m 1-A is for 3nstructiona Competence that re,uires an actua c assroom o"servation of the teacher and earners "ehavior in the natura setting' The performance standards to "e o"served are Diversit! of 6earners, Curricu um Content and Pedagog! and P anning, Assessing and #eporting' Fo!m 1-B is for Schoo , 5ome and Communit! 6in.ages which needs inspection of the evidences in the Teacher-s Portfo io, interview of the teacher, peers and communit! peop e' 4orm 9-B wi verif! the c aim of the teacher in CB-PAST 4orm % for Teachers or CB-PAST 4orm * for Master Teachers' Fo!m 1-C is for Persona , Socia @rowth and Professiona Deve opment, that re,uires o"servation of the teacher, inspection of records and evidences in the Teacher Portfo io' 3nterview of the peers, co eagues and superiors to confirm the c aims of the teacher or master teacher is encouraged' 4orm 9 A, B, C is accompanied "! a temp ate for rating'

4.4 CB-PAST Fo!m 4 - Teac%e! Pe!"o!mance R/:!#cs as G/# e "o! Rat#n0

The Teacher Performance #u"rics accompanies CB-PAST 4orm % and *' 3t e/p ains in detai the re,uirements for each component a ong the sca e va ues and c ear ! determines the e,uiva ent nearest to the sca e'

4.5 CB-PAST Fo!m 5 + Teac%e! Po!t"o$#o Temp$ate

A portfo io temp ate guides the teacher in the process and the appraisa ' The portfo io contains a the evidences that support the c aims of the teacher in the appraisa s!stem' 3t contains the teachers- thoughts, insights, fee ings a"out teaching- earning among others that re ate to their ever!da! ife in the schoo setting' The Portfo io Temp ate is suggested as a guide to co ect the evidences of performance to "e entered in the Teacher Portfo io' The evidences wi cross-va idate the se f-ratings previous ! made "! the teacher' 3t wi a so showcase the teacher-s

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professiona deve opment progress' The portfo io sha a so "e used in 3nstructiona Supervision'

5.0 Rat#n0 ?a$/es "o! t%e CB-PAST Inst!/ments

5.1 Rat#n0 Sca$e ?a$/es "o! Fo!m 1 an Fo!m , an Temp$ate "o! Comp/tat#on
The CB-PAST 4orm % and 4orm * descri"e the teacher performance on the fo owing sca e va ues' =- 5igh ! Proficient (5P) 9- Proficient (P) *- Basic (B) %- Be ow Basic (BB) The temp ate "e ow wi record the summar! of ratings'

S/mma!y o" Rat#n0s Temp$ate an Samp$e Comp/tat#on

C!#te!#a Ass#0n e *e#0%t No. o" Items Sco!e Mean
& sco!e @ no. o" #tems'

Desc. o" t%e TPI

&Teac%e! Pe!"o!man ce In e>'

*e#0%te A-e!a0e
&Mean > *e#0%t'

I. Inst!/ct#ona$ Competence 70= A' Diversit! of 6earners %:;

B 'Curricu um Content 9:; %* and Pedagog! C 'P anning, Assessing, *:; $ and #eporting I. Sum of Weighted Average of A, B, & C II. 6ome2 Sc%oo$ 3 Comm/n#ty .#n)a0es D' 6earning %:; > Environment E' Communit! 6in.ages %:; >

,0=

II. Sum of Weighted Average of D & E III. Pe!sona$ G!o(t% 3 P!o"ess#ona$ De-e$opment ,0= 4' Socia #egard for %:; = 6earning @' Persona , Socia %:; %: @rowth < Professiona Deve opment

III. Sum of Weighted Average of F & G Fo!mat#-e A S/mmat#-e Pe!"o!mance Rat#n0 an Desc!#pt#on & Sum of Weighted Average of I, II, & III)

P$/s Facto! &"o! t%e S/mmat#-e App!a#sa$ on$y' (Each item gets :':=' A ma/imum of :'= wi "e added to the Tota Eeighted
Average for ever! rating period)

O-e!a$$ Pe!"o!mance Rat#n0 &"o! S/mmat#-e Rat#n0'

(Sum of the Tota Eeighted Mean from 3,333,333 and the P us 4actor)

Desc!#pt#on o" O-e!a$$ Pe!"o!mance Rat#n0

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Teac%e! Pe!"o!mance In e> &TPI'

Pe!"o!mance .e-e$ .a:e$s Gene!a$ Desc!#pt#on Consistent ! e/ceeds e/pectations on 2o" responsi"i ities as teacherB master teacher' Disp a!s at a time, a consistent ! high eve of performance re ated s.i s, a"i ities, attri"utes, initiatives and productivit!' A assignmentsBresponsi"i ities are comp eted "e!ond the eve of e/pectation' Se f-direction of the teacher is evident Performance often e/ceeds e/pectations in most areas "ut are not consistent' Disp a!s a high eve of performance re ated s.i s, a"i ities, initiatives and productivit!, e/ceeding re,uirements in man! of the areas' Satisfactor! performance' Meets minimum e/pectations on 2o" responsi"i ities' Teacher performance meets "asic e/pectations "ased on standards' Disp a!s "asic eve of wor. and performance outputs as re,uired outcomes or e/pectations of the 2o"' Eor. outputs are ow and fai to meet re,uired outcomes' Teacher performance on the 2o" and outputs fre,uent ! fa "e ow standard' Eor. outputs consistent ! ow, regu ar ! fai s to meet re,uired outcomes needing repetition of dut! or "! comp etion of others' The teacher ma! need immediate instructiona support'

9'&%- ='::

5igh ! Proficient

*'&%- 9'&:

Proficient

%'&%- *'&:

Basic

%'::- %'&:

Be ow Basic

* This ta !e sha!! e used o"!# for the des$ri%tio" of the three $om%o"e"ts a"d the seve" %erforma"$e sta"dards i" the Summar# &ati"gs.

C!#t#ca$ Re;/#!ements an Desc!#pt#on o" t%e O-e!a$$ Pe!"o!mance Rat#n0 "o! t%e S/mmat#-e App!a#sa$
C!#t#ca$ Re;/#!ements
A tea$her 'ho does "ot meet the $riti$a! re(uireme"t for the i"terva! rati"g 'i!! get the %erforma"$e rati"g of the !o'er i"terva!

Desc!#pt#on o" O-e!a$$ Pe!"o!mance Rat#n0 Cutstanding Ver! Satisfactor! Satisfactor! Dnsatisfactor!

9'&% or higher and "o %erforma"$e i"de) of e!o' %rofi$ie"t in an! of the standards' *'&% or higher and "o %erforma"$e i"de) va!ue of e!o' asi$ in an! of the standards %'&% F *'&: and "o %erforma"$e i"de) va!ue of e!o' asi$ in an! of the standards %':: or higher 'ith at !east o"e %erforma"$e i"de) va!ue e!o' asi$ in an! of the standards

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G To e used o"!# for the overa!! %erforma"$e rati"g for the summative eva!uatio". The $riti$a! re(uireme"ts %rovide a ui!t*i" me$ha"ism that 'i!! guara"tee the (ua!it# of the overa!! %erforma"$e des$ri%tio".

5., Rat#n0 Sca$e ?a$/es "o! Fo!m 1 an Temp$ate "o! Comp/tat#on

The CB-PAST 4orm 9 A, B, CB 3nstructiona Supervision 4orm 9 descri"e the teacher performance on the fo owing sca e va ues' This form sha "e used for formative appraisa and instructiona supervision' =9*%:5igh ! Proficient (5P) Proficient (P) Basic (B) Be ow Basic (BB) 0ot o"served

TEAC6ER OBSER?ATION SUMMAR< RATING TEMP.ATE

Criteria
#ssigned (eight in C!"P#ST
(disregarded Instructional Supervision)

o) of Items

Score

*ean
+ score , no) of items-

Description of the T!I

.ecommended Supervisory #pproach

I ST./CTIO #L CO*P0T0 C0 A' Diversit! of 6earners

%:;

B' Curricu um Content and 9:; %? Pedagog! %' Teacher Behavior $ *' 6earners Behavior H C' P anning, Assessing, *:; > and #eporting Tota >:; *? 6OME2 SC6OO.23 COMMUNIT< IN?O.?EMENT D 6earning Environment %:; & E' Communit! 6in.ages %:; >

Tota *:; %% PERSONA. GRO*T6 3 PROFESSIONA. DE?E.OPMENT 4' Socia #egard for %:; & 6earning @' Persona , Socia @rowth %:; %: < Professiona Deve opment *:; %& Tota 100= GRAND TOTA. Teac%e! Fo!mat#-e App!a#sa$ Rat#n0 &G!an tota$ mean' Desc!#pt#on "o! O-e!a$$ Teac%e! O:se!-at#on Rat#n0 "o! Fo!mat#-e App!a#sa$

10

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Teac%e! Be%a-#o! In e> &TBI' "o! Fo!mat#-e App!a#sa$ 1.51- 4.00-6#0%$y P!o"#c#ent. Teacher "ehaviors consistent ! e/ceeds e/pectations' Disp a!s at a time, a consistent ! high eve of performance re ated s.i s, a"i ities, attri"utes, initiatives and productivit!' Se f-direction of the teacher is evident . Non- #!ect#-e an co$$a:o!at#-e app!oac%es to s/pe!-#s#on a!e !ecommen e . ,.51- 1.50-P!o"#c#ent. Teacher "ehaviors often e/ceeds e/pectations' Disp a!s a high eve of competenc! re ated s.i s, a"i ities, initiatives and productivit!, e/ceeding re,uirements in man! of the indicators' Non- #!ect#-e an Ao! co$$a:o!at#-e app!oac%es to s/pe!-#s#on a!e !ecommen e . 1.51- ,.50-Bas#c ' Teacher "ehaviors meet "asic e/pectations "ased on standards' Disp a!s "asic eve of wor. and performance outputs as re,uired outcomes or e/pectations of the 2o"' Co$$a:o!at#-e an Ao! #!ect#-e app!oac%es to s/pe!-#s#on a!e !ecommen e Be$o( 1.50- Be$o( Bas#c. Teacher "ehaviors on the 2o" and performance outputs fre,uent ! fa "e ow standard' Eor. outputs consistent ! fai to meet re,uired outcomes which need repetition ' The teacher urgent ! need immediate instructiona support' Intens#-e #!ect#-e s/pe!-#s#on app!oac% #s !ecommen e .

11

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C. T6E TEAC6ER PERFORMANCE APPRAISA. PROCESSES 7.0 T%e Fo!mat#-e App!a#sa$

As a formative process, CB-PAST is under the se f-direction of the teacher who underta.es se f-assessment through the Teacher Strengths and 0eeds Assessment (TS0A) as the primar! source of information' 4rom the data-"ase, the teacher together with the schoo heads determines suita" e goa s, deve ops and imp ements persona and professiona growth p an from the 3ndividua P an for Professiona Deve opment (3PPD) and documents the activities and outcomes in the Teacher Portfo io' The entire process aims to enhance teaching performance and earning outcomes' The resu t of the formative appraisa wi "e used to inform decisions in providing peer support as part of the communit! of professiona earners' 3t wi provide instructiona eaders and schoo heads the "asis for p anning professiona deve opment opportunities through technica assistance and capa"i it! "ui ding' The support of instructiona eaders (schoo heads, department chairs, master teachers, education supervisors, district supervisors) is crucia in the formative appraisa process' The resu t wi a so guide the teachers themse ves on how to se f-direct their own instructiona needs as the! "ecome more autonomous' 3nstructiona supervision is ver! crucia in the formative process' The different approaches uti i+es "! the instructiona eaders wi "e directed towards the esta" ishment of the Professiona 6earning Communit! in ever! schoo ' The deve opmenta process of nurturing through coaching, mentoring, 2o"-em"edded earning, research among others wi contri"ute to the co a"orative and co egia re ationships among teachers and peers'

8.0 T%e S/mmat#-e App!a#sa$

The summative appraisa answers accounta"i it! of the teachers' 3t is output"ased performance eva uation s!stem recogni+ed "! the Civi Service Commission, to assure that teachers sha "e eva uated o"2ective ! as to their performance' The summative process is a com"ination of se f-appraisa , actua c assroom o"servations and review or verification of evidences "! instructiona eaders to inc ude a aspects of teaching performance, which are (3) 3nstructiona Competence, (33) Schoo , 5ome and Communit! 6in.ages and (333) Persona , Socia and Professiona @rowth' The review and verification process uti i+es actua c assroom o"servations, informa interviews and perusa of documents in the teacher-s portfo io to va idate the se f-appraisa made "! the teachers' Ehen used in the summative process, CB-PAST wi provide information necessar! in ma.ing decisions for awards, incentives, recognition or promotion of teachers' Based on the guiding princip es of the CB-PAST, the process of teacher performance appraisa is participator!, formative, deve opmenta , and summative' 3t is rigorous to assure that the resu t is fair, o"2ective and va id' 3t is a continuous process

12

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which form a part in the dai ! routine of the teacher' Proposed time schedu es are given to s!nchroni+e the process as guidance for ever!one invo ved in the schoo , district, division and the region' Detai ed procedure is descri"ed in the CB-PAST 3nstruments and Too s'

B.0 Act#-#t#es #n t%e Teac%e! App!a#sa$ System

ACTI?ITIES P!opose Sc%e /$e Pe!sons In-o$-e

I. P!epa!ato!y App!a#sa$ Act#-#t#es

%' The teacherBmaster teacher and the schoo head 2oint ! review the teacher-s TS0A resu ts, the 3PPD, the 2o"-em"edded performance re,uirements' Teacher Schoo 5eadB #epresentatives

Ma! to 7une

II. Pe!"o!mance App!a#sa$ P!ope!

A. Fo! Fo!mat#-e App!a#sa$
7une to Ccto"er TeachersB Master Teachers, Schoo 5eads, 3nstructiona 6eaders

Act#-#t#es %' TeacherBMaster Teacher prepares the Portfo io to house the materia s and evidences of the professiona deve opment, progress of earners, schoo outcomes to verif! performance' *' The teacher comp etes CB-PAST 4orm % and the master teacher comp etes the CB-PAST 4orm * as se f-assessment' 9' The schoo head verifies and va idates the teacherBmaster teacher se fFassessment with the use of 4orm % < 4orm *' =' The instructiona supervisors (schoo heads, education supervisors, district supervisors, department heads) ma.e actua o"servations of the teacher performance in the c assroomBschoo setting' A pre-and post o"servation conference are re,uired' >' TeacherBMaster Teacher and schoo headBinstructiona eader ho d conference on the individua formative appraisa resu ts and p ans for instructiona support for professiona deve opment in critica areas' G4or 3nstructiona Supervision to support the Teacher, 4orm 9BCB-PAST 4orm 9 sha "e used "! instructiona eaders during their supervisor! visits !ear round'' 7u ! to Ccto"er Start Ma! Cn going throughout the !ear Ccto"er TeacherBMaster Teacher

TeacherBMaster Teacher

Schoo head

Teacher Master Teacher 3nstructiona SupervisorsB6eaders

Ccto"er

TeacherBMaster Teacher Schoo 5eadB3nstructiona 6eaders

Eho e round

!ear

TeacherB3nstructiona SupervisorsB6eaders

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B. Fo! S/mmat#-e App!a#sa$

0ovem"er to March

TeachersB Master Teachers, 3nstructiona 6eaders, Schoo 5eads, 6earners

Act#-#t#es
Eho e round !ear TeacherBMaster Teacher

%' TeacherBMaster Teacher prepares the Portfo io to house the materia s and evidences of the professiona deve opment, progress of earners, schoo outcomes and to verif! performance' *' The Teacher comp etes CB-PAST 4orm % and the master teacher comp etes the CB-PAST 4orm * for summative appraisa to inc ude the P us 4actor 9' The schoo head verifies and va idates the TeacherBMaster teacher se f Fassessment with the use of 4orm % < 4orm *' =' The schoo 3nstructiona eaders ( department chair, coordinators, education supervisors, district supervisors) uti i+e CBPAST 4orm 9-A, 9-B, 9-C to ma.e actua o"servations A conference wi "e he d immediate ! after o"servation' &' Schoo head and teacherBmaster teacher ho d conference and comp ete fina summative eva uation'

4e"ruar!

Master Teacher

4e"ruar!

Schoo 5eads

Starts 0ovem"er Ends 4e"ruar!

TeachersBMaster Teacher Teachers Master teachers Schoo heads 3nstructiona eaders Teachers Master Teachers Schoo 5eads

March

C. Post App!a#sa$ Act#-#t#es

%' 4ina su"mission and approva of the Teacher Performance Appraisa March Teacher Master Teacher Schoo 5ead Teacher Master Teacher Schoo 5ead

*' Post teacher performance appraisa conference of the teacher and the schoo head'

March

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D. G.OSSAR< OF TERMS
4or common understanding and c arit! of the terms used in the conte/t of this appraisa s!stem, an operationa definition for each is provided "e ow' Clinical supervision- is supervision that undergoes three "asic steps of pre-conference to c arif! teachers needs, actua o"servations to co ect data of teacher performance and post-conference to provide feed"ac.' Constructivism- is a earning theor! and practice that descri"es a earner to "e capa" e of ma.ing meaning or constructing .now edge "ased on persona e/periences Competencies- refer to .now edge, s.i s, a"i ities, persona ,ua it!, e/periences and other ,ua ities that are app ica" e to the profession of teaching' Differently-abled learners- refer to individua s with ph!sica , menta ' emotiona , socia disa"i ities and needs i.e the deaf, mute, amputees, s ow earners, fast earners, menta ! gifted, withdrawn, others' The meaning em"races the idea that earners differ in capacities which are essentia in earning' Formative appraisalan eva uation process that he ps guide and directs appropriate corrective action for overcoming deficienc!, and promotes professiona growth ICT- stands for 3nformation Communication Techno og! which inc ude a t!pes of techno og! in the c assroom that are e ectricit! driven i.e computers, tape recorders, radio, TV and others non-e ectricit! driven oca and indigenous techno ogies i.e mode s, rea ias, disp a! "oards, dioramas, sand ta" es, and the i.e' Instructional leaders- refer to schoo officia s who are tas.ed to ead and assist teachers in improving teaching' These inc ude the schoo heads, schoo district supervisors, education supervisors, department chairs, and su"2ect coordinators' Learners at risk- refers to schoo earners who are margina i+ed due to serious peace and order conditions, economic deprivation, socia unrest, over-popu ation, e/treme in-e,ua ities, and iving within the natura ca amit! prone areas that wou d prevai them attending c asses regu ar ! or ma/imi+ing schoo earning' Lifelong learning- is the process that ever! individua em"race to earn throughout ife "! deve oping potentia s and capacities in order to give more va ue and meaning to education' Master Teacher- refers to competent teachers who are se ected "ased on the set of criteria and guide ines issued "! the DepED and the CSC' Teaching chi dren and mentoring peers are the two main functions of Master Teachers' Performance appraisal- #s a process "! which managers e/amine and compare teacher accomp ishment with standards, documents and uses the resu ts to provide feed"ac. and show where improvements are needed' The resu ts ma! "e used for professiona deve opment, incentives, rewards, and promotion'

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Performance standards- refer to the ma2or competencies and duties performed "! the teacher which are c ear ! spe ed out in the nationa competenc! "ased teacher standard and the 2o"-em"edded duties of teachers' Performance indicators- are e/amp es of the t!pe of performance that wi occur if a standard is successfu ! met' chool !eads- refer to schoo officia s who are tas.ed to administer a schoo s!stem in a sing e or c uster of schoo s' 3nc uded in the tas. is instructiona supervision' Schoo heads refer to Principa s, 5ead Teachers and Teacher-3n Charge' ummative appraisalis a comprehensive eva uation of achievement or performance "! 2udging against a set of standards for purposes of promotion, awards, incentives and others' Teacher- is a a professiona who is engaged in teaching in the pre-schoo ' e ementar! and secondar! eve s, who ma!"e in fu time with regu ar status, part time or contractua , oca ! or nationa ! funded' Teacher a so refer to su"stitute of vo unteer teacher'

C.0 Appen #ces

A- CB-PAST 4orm % for Teachers B- CB-PAST 4orm * for Master Teachers C- CB-PAST 4orm 9 Teacher Performance C"servation @uide D- CB-PAST 4orm = Performance #u"rics E- CB-PAST 4orm & Teacher Portfo io Temp ate 4- Duties and #esponsi"i ities of Teachers and Master Teachers

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