CB-PAST Form 1

COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

CB-PAST
Name:
School:
District:
School Year:
PART I.
I.

Position Title:
Appointment Status:

Division:
Semester:

Region:

First Semester

Second Semester

COMPONENTS AND PERFORMANCE STANDARDS

INSTRUCTIONAL COMPETENCE

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

A.

B.

Diversity of Learners
Within the appraisal period, I

BB

APPRAISAL RATING
B
P

HP

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 recognized multi-cultural background of learners when providing learning
opportunities
6 adopted strategies to address needs of differently-abled learners
7 showed fairness and consideration to all learners regardless of socioeconomic background.

1
1
1

2
2
2

3
3
3

4
4
4

1
1

2
2

3
3

4
4

Curriculum Content and Pedagogy

Within the appraisal period, I

BB

HP

1 delivered accurate and updated content knowledge using appropriate

methodologies, approaches and strategies.
2 used integration of language, literacy, numerary skills and values in teaching.

3 explained learning goals, instructional procedures and content clearly and

accurately to students
4 linked the current content with past and future lessons
5 aligned the lesson objectives, teaching methods, learning activities and
instructional materials or resources appropriate to the learners
6 created situations that encourage learners to use higher order thinking skills
through the use of local language among others if needed

1
1

2
2

3
3

4
4

7 engaged and sustained learner's interest in the subject by making content

meaningful and relevant to them
8 integrated scholarly works and ideas to enrich the lesson
9 established routines and procedures to maximize instructional time
10 selected, prepared and utilized available technology and other instructional
materials appropriate to the learners and learning objectives

1
1
1

2
2
2

3
3
3

4
4
4

11 provided apprpriate learning tasks, portfolio and projects that support

development of good study habits
12 used available ICT resources for planning and designing teaching-learning
activities

C.

Planning, Assessing and Reporting

Within the appraisal period, I

1 constructed valid and reliable formative and summative tests

2 used appropriate non-traditional assessment techniques and tools
(portfolios, journals, rubrics, etc)
3 interpreted and used test results to improve teaching and learning
4 identified teaching-learning difficulties and possible causes
5 managed remediation activities
6 used tools for assessing authentic learning
7 provided timely and accurate feeback to learners to encourage them to
reflect on and monitor their own learning growth
8 kept accurate records of grades/performance levels of learners
9 conducted regular meetings with learners and parents to report learner's
progress.
II.

BB

HP

1
1

2
2

3
3

4
4

1
1
1
1
1

2
2
2
2
2

3
3
3
3
3

4
4
4
4
4

1
1

2
2

3
3

4
4

SCHOOL, HOME, COMMUNITY LINKAGES

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

D.

E.

Learning Environment
Within the appraisal period, I

BB

HP

1 provided gender fair opportunities for learning

2 maintained a safe and orderly classroom free from distractions
3 used individual and cooperative learning activities to improve capacities of
learners for higher learning
4 inspired learners to value and set high performance targets for themselves

1
1
1

2
2
2

3
3
3

4
4
4

5 handled behavior problems quickly and with due respect to children's rights

6 created situation that develop a positive attitude among learners towards

their subject and the teacher

Community Linkages
Within the appraisal period, I

BB

HP

1 involved the home/community in hsaring accountability for learner's

achievement
2 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

1
1

2
2

3
3

4
4

5 shared to the community information on school events and achievements

6 led learners to apply classroom learning to the home and community

BB

HP

1
1

2
2

3
3

4
4

1
1

2
2

3
3

4
4

III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

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

F.

Social Regard for Learning

Within the appraisal period, I

1 abide by and implemented school policies and procedures

2 demonstrated punctuality in accomplishing tasks and attendance on all
occasions
3 maintained appropriate appearance and decorum at all times
4 demonstrated appropriate behavior in dealing with students, peers,
superiors and stakeholders

G.

Personal, Social Growth and Professional Development

Within the appraisal period, I

BB

HP

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

1
1

2
2

3
3

4
4

4 updated myself with recent developments in education

5 participated actively in professional organizations
6 reflected the quality of my own teaching

1
1
1

2
2
2

3
3
3

4
4
4

7 improved my teaching performance based on feedback from the mentors,

students, peers, superiors and others

8 used self-assessment to enhance strengths and correct my weaknesses

1
1

2
2

3
3

4
4

9 accepted accountability for learner's outcome

10 abide by the Code of Ethics for Professional Teachers
PART II.
I.

PLUS FACTOR
Plus Factor for Instructional Competence

1 Acted as mentor/coach in professional development to at least 2 peers.

2 Served as a demonstration teacher at least once in a rating period, for peers, cooperating teachers,
resource teachers in the in-service and pre-service students on innovative teaching strategies, classroom
management.
3 Conducted one (1) action research whose findings and recommendations have been adapted by the school
and/or division.
4 Served as coordinator/chairperson in activities, projects that relate to instructional competence.
5 Innovated teaching strategies, classroom management and assessment to enhance teaching.
6 Increased the difference in achievement rate iof the division post test over the pre-test by 2.5% or higher
on classes taught.
7 Maintained zero (0) drop-out or reduced drop-out rate in the class.
II.

Plus Factor for School, Home and Community Linkages

1 Organized and implemented at least one (1) home-school-community project in a rating period which
resuilted to enhanced learning outcomes.
2 Established a model that exemplifies a learning environment conducive to teaching and learning (i.e.
Science Gardens, Mathematics Laboratory, Model Classroom, etc).
3 Made at least one (1) best practice on how to involve majority of parents in the education of their
chilldren.
4 Conducted at least one (1) action research and shared results to peers on problems related to learning
environment, home, school and community involvement.
5 Conducted at least two (2) home visitations to encourage parents to support their children in their school
activities, to reduce absenteeism and tardiness.
6 Others not included but related to school, home and community involvement.
III. Plus Factor for Personal, Social Growth and Professional Development Characteristics

1 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
2 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
3 Earned relevant professional trainings (an aggregate of at least 60 hours or graduated from a higher
relevant degree)
4 Received scholarship awards, educational exchange, education observation, study tour and the like which
have competitive screening process. (Claim can only be made after the award has been enjoyed.)
5 Others not mentioned but related to personal and professional characteristics.

CB-PAST Summary of Ratings Template

Assigned
Weight

CRITERIA
I.

II.

Instructional Competence

60%

A.
B.
C.

10%
30%
20%

Diversity of Learners
Curriculum Content and Pedagogy
Planning, Assessing and Reporting

20%

D. Learning Environment
E. Community Linkages

10%
10%

F. Social Regard for Learning

G. Personal, Social Growth and
Professional Development

Total
Score

Mean
(Score /
No. Of
Items)

Description of the
TPI

Weighed Average
(Mean x Weight)

7
12
9

0.00
0.00
0.00

0.00
0.00
0.00

BB
BB
BB

0.00
0.00
0.00
0.00

Sum of Weighed Average of A, B, C

School, Home, Community Linkages

Sum of Weighed Average of D and E

III. Personal, Social Growth And Professional
Characteristics

No. of
Items

6
6

0.00
0.00

0.00
0.00

BB
BB

0.00
0.00

0.00
20%

10%

0.00

0.00

BB

0.00

10%

10

0.00

0.00

BB

0.00

Sum of Weighed Average of F and G

Formative Performance Rating
Description for Overall Performance Rating in TPI for Formative Appraisal
Plus Factor (for Summative Appraisal)

0.00
0.00
BB
0

(Each item gets 0.04. A Maximum of 0.4 will be added to the Total Weighed Average)

Summative Performance Rating

0.00

(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

BELOW BASIC

Teacher Performance Index

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.
Overall Performance Rating Description and Critical Requirements for the Summative Appraisal
Description of Overall Performance

Outstanding
Very Satisfactory
Satisfactory
Below Basic

Critical Requirements

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
1.51 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

Remarks:

Agreement

I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance

Name:
Signature over Printed Name
Date:
CONFERRED WITH:
Secondary School Principal I
Date:
Recommending Approval:
Assistant Schools Division Superintendent
Date:
APPROVED BY:
Schools Division Superintendent
Date:

CHOICE

0.00
CHOICE

0.00
CHOICE

0.00

CHOICE

0.00
CHOICE

0.00

CHOICE

0.00
CHOICE

0.00
CHOICE

0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00

0.00
0.00

0.00
0.00

Has 1?
0
0
0

Has 2?
0
0
0

Has 1?
0
0

Has 2?
0
0

Has 1?

Has 2?

Has 1?
0

Has 2?
0

Choice Codes

BB

HP

CHOICE
1

FOR TEACHERS I, II, III, IV

FOR MASTER TEACHERS I, I

I. INSTRUCTIONAL COMPETENCE

I. INSTRUCTIONAL COMPETENCE

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

Rating Legend: BB - Below Basic; B - B

A. Diversity of Learners
Within the appraisal period, I

A. Diversity of Learners
Within the appraisal period,

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

1 set objectives that are with

2 utilized varied designs, techniques and activities suited to different kinds of learners

2 utilized varied designs, tec

3 paced lessons appropriate to the needs and difficulties of learners

3 paced lessons appropriate

4 provided appropriate intervention activities for learners at risks

4 provided appropriate inter

5 recognized multi-cultural background of learners when providing learning

5 recognized multi-cultural b

opportunities
6 adopted strategies to address needs of differently-abled learners

opportunities
6 adopted strategies to add

7 showed fairness and consideration to all learners regardless of socio-economic

7 showed fairness and consi

background.

B. Curriculum Content and Pedagogy

Within the appraisal period, I

background.
8 mentored peers in the gra

that address diversity of le

B. Curriculum Content and Peda
Within the appraisal period,

1 delivered accurate and updated content knowledge using appropriate methodologies,

1 delivered accurate and up

approaches and strategies.

2 used integration of language, literacy, numerary skills and values in teaching.

approaches and strategies

2 developed and/or implem

3 explained learning goals, instructional procedures and content clearly and accurately to

year as follows: MT I-II: at

3 used integration of langua

students
4 linked the current content with past and future lessons
5 aligned the lesson objectives, teaching methods, learning activities and instructional

4 explained learning goals, i

5 linked the current content

materials or resources appropriate to the learners

6 created situations that encourage learners to use higher order thinking skills through

6 aligned the lesson objectiv

the use of local language among others if needed

7 engaged and sustained learner's interest in the subject by making content meaningful

materials or resources app

7 created situations that enc

and relevant to them

8 integrated scholarly works and ideas to enrich the lesson

the use of local language a

8 engaged and sustained lea

9 established routines and procedures to maximize instructional time

10 selected, prepared and utilized available technology and other instructional materials

and relevant to them

9 integrated scholarly works
10 established routines and p

appropriate to the learners and learning objectives

11 provided apprpriate learning tasks, portfolio and projects that support development of

11 selected, prepared and uti

good study habits

12 used available ICT resources for planning and designing teaching-learning activities

appropriate to the learner

12 provided apprpriate learni

good study habits

13 used available ICT resourc

14 served as demonstration t
MT I: in at least school/dis
MT II: school/district, divis

MT III: school/district, divis

MT IV: school/district, divi

15 assumed leadership in the

instructional design
MT I: in at least two (2) gra

MT II: in at least three (3) g

MT III: in at least four (4) g

MT IV: in all grade/year lev

16 conducted classroom obse

MT I: in at least two (2) gra

MT II: in at least three (3) g

MT III: in at least four (4) g

MT IV: in all grade/year lev

17 conducted instructional tra

18 mentored a peer on how t

C. Planning, Assessing and Reporting

Within the appraisal period, I

C. Planning, Assessing and Repo

Within the appraisal period,

1 constructed valid and reliable formative and summative tests

1 constructed valid and relia

2 used appropriate non-traditional assessment techniques and tools (portfolios, journals,

2 used appropriate non-trad

rubrics, etc)
3 interpreted and used test results to improve teaching and learning

rubrics, etc)
3 interpreted and used test

4 identified teaching-learning difficulties and possible causes

4 identified teaching-learnin

5 managed remediation activities

5 managed remediation acti

6 used tools for assessing authentic learning

6 used tools for assessing au

7 provided timely and accurate feeback to learners to encourage them to reflect on and

7 provided timely and accur

monitor their own learning growth

8 kept accurate records of grades/performance levels of learners

monitor their own learning

8 kept accurate records of g

9 conducted regular meetings with learners and parents to report learner's progress.

9 conducted regular meetin

10 led in the analysis and util

MT I: in at least two (2) gra

MT II: in at least three (3) g

MT III: in at least four (4) g

MT IV: in all grade/year lev

II. SCHOOL, HOME, COMMUNITY LINKAGES

II. SCHOOL, HOME, COMMUNIT

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

Rating Legend: BB - Below Basic; B - B

D. Learning Environment
Within the appraisal period, I

D. Learning Environment
Within the appraisal period,

1 provided gender fair opportunities for learning

1 provided gender fair oppo

2 maintained a safe and orderly classroom free from distractions

2 maintained a safe and ord

3 used individual and cooperative learning activities to improve capacities of learners for

3 used individual and coope

higher learning
4 inspired learners to value and set high performance targets for themselves

higher learning
4 inspired learners to value a

5 handled behavior problems quickly and with due respect to children's rights

5 handled behavior problem

6 created situation that develop a positive attitude among learners towards their subject

6 created situation that deve

and the teacher

and the teacher

7 maintained a model classr

E. Community Linkages
Within the appraisal period, I

E. Community Linkages
Within the appraisal period,

1 involved the home/community in hsaring accountability for learner's achievement

1 involved the home/comm

2 used varied and available community resources (human,materials) to support learning

2 used varied and available

3 used community as a laboratory for learning

3 used community as a labo

4 get involved in community information on school events and achievements

4 get involved in community

5 shared to the community information on school events and achievements

5 shared to the community

6 led learners to apply classroom learning to the home and community

6 led learners to apply classr

7 informed learners, parents

procedures
8 planned, organized and le
Clean and Green, Brigada

III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

III.PERSONAL, SOCIAL GROWTH AN

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

Rating Legend: BB - Below Basic; B - B

F. Social Regard for Learning

Within the appraisal period, I

F. Social Regard for Learning

Within the appraisal period,

1 abide by and implemented school policies and procedures

1 followed and implemented

2 demonstrated punctuality in accomplishing tasks and attendance on all occasions

2 demonstrated punctuality

3 maintained appropriate appearance and decorum at all times

3 maintained appropriate ap

4 demonstrated appropriate behavior in dealing with students, peers, superiors and

4 demonstrated appropriate

stakeholders
G. Personal, Social Growth and Professional Development
Within the appraisal period, I

stakeholders
5 maintained oneself as role
G. Personal, Social Growth and
Within the appraisal period,

1 maintained stature and behavior that upheld the dignity of teaching

1 maintained stature and be

2 manifested personal qualities like enthusiasm, flexibility, caring attitude and others

2 manifested personal qualit

3 demonstrated personal educational philosophy of teaching in classroom

3 demonstrated personal ed

4 updated myself with recent developments in education

4 updated myself with recen

5 participated actively in professional organizations

in continuing professional
5 participated actively in pro

6 reflected the quality of my own teaching

6 reflected the quality of my

7 improved my teaching performance based on feedback from the mentors, students,

7 improved my teaching per

peers, superiors and others

8 used self-assessment to enhance strengths and correct my weaknesses

peers, superiors and other

8 used self-assessment to en

9 accepted accountability for learner's outcome

9 accepted accountability fo

10 abide by the Code of Ethics for Professional Teachers

10 abide by the Code of Ethic

11 organized and implemente

development like educatio

ASTER TEACHERS I, II, III, IV

UCTIONAL COMPETENCE

end: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

ersity of Learners

hin the appraisal period, I

set objectives that are within the experiences and capabilities of the learners
utilized varied designs, techniques and activities suited to different kinds of learners
paced lessons appropriate to the needs and difficulties of learners
provided appropriate intervention activities for learners at risks
recognized multi-cultural background of learners when providing learning
opportunities
adopted strategies to address needs of differently-abled learners
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

riculum Content and Pedagogy

hin the appraisal period, I

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
linked the current content with past and future lessons
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
integrated scholarly works and ideas to enrich the lesson
established routines and procedures to maximize instructional time
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
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

assumed leadership in the improvement of instructional programs and preparation of

instructional design
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
conducted classroom observations
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
conducted instructional training programs in the school, district or division
mentored a peer on how to plan and conduct action research

nning, Assessing and Reporting

hin the appraisal period, I

constructed valid and reliable formative and summative tests
used appropriate non-traditional assessment techniques and tools (portfolios, journals,
rubrics, etc)
interpreted and used test results to improve teaching and learning
identified teaching-learning difficulties and possible causes
managed remediation activities
used tools for assessing authentic learning
provided timely and accurate feeback to learners to encourage them to reflect on and
monitor their own learning growth
kept accurate records of grades/performance levels of learners
conducted regular meetings with learners and parents to report learner's progress.
led in the analysis and utilization of test resutls
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

OL, HOME, COMMUNITY LINKAGES

end: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

rning Environment

hin the appraisal period, I

provided gender fair opportunities for learning
maintained a safe and orderly classroom free from distractions
used individual and cooperative learning activities to improve capacities of learners for
higher learning
inspired learners to value and set high performance targets for themselves
handled behavior problems quickly and with due respect to children's rights
created situation that develop a positive attitude among learners towards their subject
and the teacher
maintained a model classroom, which is conducive to teaching and learning

mmunity Linkages

hin the appraisal period, I

involved the home/community in hsaring accountability for learner's achievement
used varied and available community resources (human,materials) to support learning
used community as a laboratory for learning
get involved in community information on school events and achievements
shared to the community information on school events and achievements
led learners to apply classroom learning to the home and community
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

NAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

end: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

ial Regard for Learning

hin the appraisal period, I

followed and implemented school policies and procedures
demonstrated punctuality in accomplishing tasks and attendance on all occasions
maintained appropriate appearance and decorum at all times
demonstrated appropriate behavior in dealing with students, peers, superiors and
stakeholders
maintained oneself as role model of students and peers

sonal, Social Growth and Professional Development

hin the appraisal period, I

maintained stature and behavior that upheld the dignity of teaching
manifested personal qualities like enthusiasm, flexibility, caring attitude and others
demonstrated personal educational philosophy of teaching in classroom
updated myself with recent developments in education through readings, attendance
in continuing professional education, or training/seminars and similar activities
participated actively in professional organizations
reflected the quality of my own teaching
improved my teaching performance based on feedback from the mentors, students,
peers, superiors and others
used self-assessment to enhance strengths and correct my weaknesses
accepted accountability for learner's outcome
abide by the Code of Ethics for Professional Teachers
organized and implemented activities with peers for personal growth and professional
development like educational tours, school visits, retreats, conference, etc

FOR TEACHERS I, II, III, IV

Plus Factor for Instructional Competence

1 Acted as mentor/coach in professional development to at least 2

peers.

2 Served as a demonstration teacher at least once in a rating period, for

peers, cooperating teachers, resource teachers in the in-service and
pre-service students on innovative teaching strategies, classroom
management.
3 Conducted one (1) action research whose findings and
recommendations have been adapted by the school and/or division.

4 Served as coordinator/chairperson in activities, projects that relate to

instructional competence.

5 Innovated teaching strategies, classroom management and

assessment to enhance teaching.

6 Increased the difference in achievement rate iof the division post test
over the pre-test by 2.5% or higher on classes taught.

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 Organized and implemented at least one (1) home-school-community

2
3
4
5
6

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.

Plus Factor for Personal, Social Growth and Professional Development Characteristics

1 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
2 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
3 Earned relevant professional trainings (an aggregate of at least 60
hours or graduated from a higher relevant degree)

4 Received scholarship awards, educational exchange, education

observation, study tour and the like which have competitive screening
process. (Claim can only be made after the award has been enjoyed.)

5 Others not mentioned but related to personal and professional

characteristics.

6
7

FOR MASTER TEACHERS I, II, III, IV

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
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
Increased the difference in the achievement rate or the division post
test over the pretest by 5% or higher in all classes taught
No "Dropout" rate during the appraisal period
Others related to instructionla competence (specify)
______________________________________________
NO Plus Factor for School, Home and Community Linkages (All items are included as required)

ent Characteristics
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
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

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
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)