DepEd-CAR Division of Benguet

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CB-PAST Form 1

COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

(CB-PAST)
Name: School: District: School Year: Ricky KAPANGAN 2013-2014 Position Title: Teacher II Appointment Status: Permanent GOV. BADO DANGWA AGRO-INDUSTRIAL SCHOOL Division: BENGUET Region: CAR Summative Formative

Part I -COMPONENTS AND PERFORMANCE STANDARDS I. INSTRUCTIONAL COMPETENCE Rating Legend: B- Below Basic; B-Basic; P-Proficient; HP-Highly Proficient A. Diversity of learners Appraisal Rating BB B P Within the appraisal period, I 1 2 3 1. set objectives that are within the experiences and capabilities of learners. 2. utilized varied designs, techniques and activities suited to the different kinds of learners. 3. paced lessons appropriate to the needs and difficulties of the learners. 4. provide appropriate intervention activities for learners. 5. recognized multi-cultural background of learners when providing learning opportunities. 6. adopted strategies to address needs of differently abled learners. 7. showed fairness and consideration to all learners regardless of socio-economic background. Total Score 9 B. Curriculum Content and Pedagogy Appraisal Rating BB B P Within the appraisal period, I 1 2 3 1. delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies. 2. used integration of language, literacy, numeracy skills and values in teaching. 3.explained learning goals, instructional procedures, and content clearly and accurately to students. 4. linked the current content with past and future lessons. 5. aligned the lesson objectives, teaching methods. Learning activities, and instructional materials or resources appropriate to the learners. 6. created situations that encourage learners to use high order thinking skills through the use of local language among others if needed. 7. engaged and sustained 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 the learning objectives. 11. provided appropriate learning tasks, portfolio and projects that support development of good study habits. 12. used available ICT resources for planning and designing teaching-learning activities. Total Score

HP 4

HP 4

36

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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. 3. interpreted and used test results to improve teaching and learning. 4. identified teaching -learning difficulties and possible causes. 5. managed remediation activities. 6. used tools for assessing authentic learning. 7. provided timely and accurate feedback to learners to encourage them 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.

BB 1

Appraisal Rating B P HP 2 3 4

Total Score 30 II. SCHOOL, HOME and COMMUNITY LINKAGES Rating Legend: B- Below Basic; B-Basic; P-Proficient; HP-Highly Proficient D. Learning Environment Appraisal Rating BB B P Within the appraisal period, I 1 2 3 1. provided equal opportunities for all learners regardless of gender. 2. maintained a safe and orderly classroom free from distractions. 3. used individual and cooperative learning activities to improve capacities of learners for higher learning. 4. inspired learners to set and value high performance targets for themselves. 5. handled behavior problems quickly and with due respect to children's rights. 6. created situation that develop a positive attitude among learners towards their subject and teacher. Total Score 16 E. Community Linkages Appraisal Rating BB B P Within the appraisal period, I 1 2 3 1. involved parents/community in sharing accountability for learners' achievement. 2. used varied and available community resources (human, materials) to support learning. 3. used community as a laboratory for teaching and learning.

HP 4

HP 4

4. got involved in/shared community information on school events and achievement. 5. led students to apply classroom learning to the community. 6. informed learners, parents and other stakeholders regarding school policies and procedures. Total Score 16 III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS Rating legend: BB - Below Basic; B - Basic; P- proficient; HP- Highly proficient F. Social Regard for Learning Appraisal Rating BB B P HP Within the appraisal period, I 1 2 3 4 1. abide by and implemented school policies and procedures. 2. demonstrated punctuality in accomplishing tasks and attendance on all occasions. 3. maintained appropriate appearance and decorum at all times. 4. demonstrated appropriate behavior in dealing with learners, peers, and superiors. Total Score

11

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G. Personal, Social growth and Professional Development Within the appraisal period, I 1. maintained stature and behavior that upholds the dignity of teaching. 2. manifested personal qualities like enthusiasm, flexibility, caring attitude, collegiality among others. 3. demonstrated my educational philosophy of teaching in the classroom. 4.updated myself with recent developments in education. 5. participated actively in professional organizations. 6. reflected on the quality of my own teaching. 7. improved teaching performance based on feedback from mentors, learners, peers, superiors and others. 8. used self-assessment to enhance strengths and correct my weaknesses. 9. accepted accountability for learner's outcomes. 10. abide by the code of ethics for professional teachers. Total Score PART II - THE PLUS FACTOR BB 1

Appraisal Rating B P HP 2 3 4

26

I. Plus factor for Instructional Competence(Max. of 4) 1. acted as a 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 action research whose findings and recommendations have been adopted by the school. (district or division)
4. acted as coordinator, chairperson in activities, projects that relate to Instructional Competence.

5. Innovated teaching strategies, classroom management and assessment to enhance learning.

6. increased the difference in the achievement rate of the division post test over the pretest by 2.5% or higher on all classes taught. 7. Maintained zero drop-out rate or reduced drop-out rate in the class. II. Plus Factor for School, Home, Community Linkages (Max. of 3) 1.organized and implemented at least 1 home-school-community project in a rating period which resulted to enhanced learning outcomes. 2. Established a model that exemplifies a learning environment conducive to teaching and learning. (i.e. Science gardens, mathematics laboratory, Model classroom, others) 3. Made at least one best practice on how to involve majority of the parents in the education of their children. 4. Conducted at least 1 action research and shared results to peers on problems related to learning environment, home, school, and community involvement. 5. conducted at least 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 Characteristics (Max. of 3) 1. Received award(s) for exemplary personal and professional attributes such as honesty and integrity. leadership, dedication, initiative, courtesy, fairness, of an outstanding teacher from recognized academic institution and other awards giving bodies. 2. acted as coach or trainer to award winning students or group of students in academic and nonacademic contests recognized at least at the division level. 3. Earned relevant professional trainings (an aggregate of at least 60 hours) or graduated from a higher relevant degree. 4. received scholarship awards, educational exchange, educational observation, study tour and the like which have competitive screening process. (claim can only be made after the award has been enjoyed). 5. others not mentioned but related to personal and professional characteristics.

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CB-PAST Summary of Ratings

CRITERIA
I. Instructional Competence A. Diversity of Learners B. Curriculum Content and Pedagogy C. Planning, Assessing and Reporting II. Home, School & Community Involvement D. Learning Environment E. Community Linkages III. Personal Growth & Professional Development F. Social Regard for Learning G. Professional, Social Growth & Professional Development Formative Performance Rating (Sum of the Total Weighted Average of I, II, & III)

Mean Assigne Descripti No. of (Score Score no. of on of the d Items TPI

Weight

items)

Weighted Ave. (Mean x Weight)

60% 10% 7 9 1.29 BB 30% 12 36 3.00 P 20% 9 30 3.33 P Sum of weighted average of A, B, C 20% 10% 6 16 2.67 P 10% 6 16 2.67 P Sum of weighted average of D and E 20% 10% 4 P 11 2.75 10 P 10% 26 2.60 Sum of Weighted average of F & G

0.129 0.900 0.667 1.695 0.267 0.267 0.533 0.275 0.260 0.535 2.76

Description for overall performance rating in TPI for formative appraisal Plus factor (for the summative appraisal) (Each item gets 0.04 a maximum of 0.4 will be added to the total weighted average) Summative Performance Rating (Sum of the total weighted mean from I, II, III and the plus factor earned) Description of overall performance rating with critical requirement for summative appraisal Remarks:

Proficient
0.16 2.92

Satisfactory

Agreements:

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

Ratee: Position:
Teaching Experience:

Ricky Teacher II

Conferred with:

JUANITO P. EMPIZO

Major: Date: REVIEWED BY:

School Head (Name & Signature)

RECOMMENDING APROVAL: Public Schools District Supervisor Date: March

RIZALYN A. GUZNIAN
Public Schools District Supervisor
OIC, Office of the Assistant Schools Division Superintendent

APPROVED:

NANCY G. LUMBAS
Schools Division Superintendent

Note: A Teacher who does NOT meet the critical requirements will get the next lower level of the overall Performance Raring.

PERFORMANCE STANDARDS

CB-PAST PERFORMANCE RUBRICS FOR TEACHERS AND MASTER TEACHERS (CB-PAST) Performance Criteria 1-Below Basic 2-Basic 3-Proficient 4-Highly Proficient Teacher performance Teacher performance Displays at all time, a meets basic often exceed consistently high expectations based expectations. level of job on standards. Displays a high level performance related Displays basic level of job performance skills, abilities, Teacher performance of work and related skills, initiatives and and outputs performance outputs abilities, initiatives productivity. All frequently fall below as required and productivity, assignments/respons standard. Work outcomes of the job. exceeding ibilities are outputs consistently, Performance is requirements in may completed beyond regularly falls to satisfactory of the areas. the level of meet required Performance is Very expectation. Selfoutcomes which Satisfactory direction is evident. need repetition of Performance is duty or by Outstanding completion of others. The teacher shows a indifference to job responsibilities and may need immediate instructional support. Performance is Below Basic.

I. INSTRUCTIONAL COMPETENCE
Performance Standards Performance Criteria 1-Below Basic 2-Basic 3-Proficient Teacher lacks Teacher displays Teacher displays knowledge of minimal knowledge sufficient knowledge developmental of developmental of developmental characteristics of characteristics of characteristics of learner, learning learners, learners, styles and modalities, understanding and understanding and Diversity of Learners skills and knowledge, use of varied use of the varied interests and cultural approaches for the approaches for the differences. whole class to class to address address diversity of diversity of learners. learners 4-Highly Proficient Teacher displays mastery of diversity of learners and the use of appropriate approaches to learning styles, cultural background, interest, as well as exceptions to general patterns

Curriculum Content & Pedagogy

Teacher makes Teacher displays content errors or basic content and does not correct pre-requisites content errors learning needed but student's' make. cannot articulate Content is unrelated connections to other to specific objectives disciplines. Lack skills of learning. Lacks in connecting understanding of pre- content to pedagogy requisite content needed. Mismatches content and pedagogy

Teacher displays thorough content, knowledge and makes connections between content and pedagogy. Reflects understanding of relationships and prerequisites in teaching and learning

Teacher displays extensive content knowledge and pedagogy with evidence of continuing pursuit to update such and search for best practices.

Teacher uses objectives which are not clear, do not align with learners activities, materials, and assessment procedures. Planning, Assessing and reporting

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

Teacher uses most of the objectives which are clear, suitable to the learners activities, materials and assessment procedures which address different types of learning. Learning outcomes are often communicated to students and parents.

Teacher uses objectives that are all clear, reflect learners expected outcome, are suited to the materials and assessment procedures which address different types of learning. Learning outcomes are always communicated clearly to students, and parents.

II.HOME, SCHOOL, AND COMMUNITY LINKAGES Performance Performance Criteria Standards 1-Below Basic 2-Basic 3-Proficient Teacher provides Teacher provides Teacher provides learning environment learning environment learning environment that reflects that reflects a that reflects a very unsuitable culture of suitable culture for suitable culture of learning, learning where learning which characterized by conflicts and supports sarcasm, conflict, insensitivity to developmental unsafe condition, learners are minimal, differences among mismatch of physical safely is assured and learners, safety is Learning arrangement and essential learning is assured and Environment learning activities. accessible to all. opportunity to learn Physical condition is accessible to many supports learning students. Physical activities. and psychological environment support most learning activities.

4-Highly Proficient Learning environment reflects a genuine culture of learning with warmth and care, responsive to students decorum and are sensitive to students need. Safety is assured and opportunity to learn is accessible to all. Physical and psychological environment support all learning activities.

School, Home, Community Linkages

Teacher facilitates very minimal homecommunity involvement in sharing accountability of learning outcomes, Transfer of learning from school to home and community is not evident.

Teacher facilitates home and community involvement to share accountability of the learning outcomes to some extent. Activities utilize community as laboratory for learning where parents and the community are involved. Transfer of learning to the home and community are minimally shown.

Teacher facilitates home and community involvement in the learning of the student to share accountability of the learning outcomes. The community is frequently used as laboratory for learning open communication is established by the teacher, community support is evident. Transfer of learning to home and school is evident.

Teacher facilitates home and community involvement as shared accountability of the students learning outcomes is very clearly evident. The community is always used as the learning laboratory and communication is open. Community support is overflowing transfer of learning to home and community is very clearly seen.

III. PERSONAL, SOCIAL, GROWTH AND PROFESSIONAL DEVELOPMENT Performance Performance Criteria Standards 1-Below Basic 2-Basic 3-Proficient Teacher exhibits Teacher exhibits Teacher exemplifies behavior and behavior, decorum appropriate decorum that fail and qualities which behavior, decorum short of the meet the and qualities very requirements as role requirements as role satisfactory beyond Social Regard for model for students' model for students' the requirements Learning learning learning most of the time as role model for students' learning.

4-Highly Proficient Teacher exemplifies appropriate behavior decorum, and qualities at the highest level and at all times as a role model for students' learning.

Teacher exemplifies personal and professional qualities that fail short of the standard and rarely enhance student learning outcomes due to lack of continuous Personal Growth and professional Professional development Development involvement

Teacher exemplifies personal and professional qualities that preserve the dignity of the profession. Conform with the Code of Professional Ethics which will enhance student learning outcomes sometimes through continuous professional development

Teacher exemplifies personal and professional qualities that preserve the dignity of the profession, conform with the Code of Professional Ethics which will enhance learning outcomes of students most of the time, through continuous professional development

Teacher exemplifies personal and professional qualities that preserve the dignity of the profession, conform with the Code of Professional Ethics which ultimately enhance learning outcomes of the students to the highest level at all times through continuous professional development.

THE ELECTRONIC COMPETENCY BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

(CB-PAST) This Electronic CB-PAST Consist of three (3) sheets labeled as CB-PAST F-1 pages 1-3 - Red colored tab is the Competency Based Appraisal System for Teachers. Divided into three (3) pages CB-PAST F-1 page 4 - Yellow colored tab is the Summary rating. Rubrics - Dark blue colored tab is the rubrics.

In the CB-PAST part I (Components and Performance Standard) , Use a rating scale with 1 as the lowest and 4 as the highest, Click on the appropriate checkbox that corresponds to your rating for each indicator.
1. As a checkbox is ticked, the row color turns light aqua indicating that the rating is accepted. 2. When more than one rating is provided for one indicator, the row color turns red indicating an error. Only one rating must be provided for each indicator.

In the CB-PAST part II (Plus Factor) , Click on appropriate checkbox correspond to your plus factor ( The maximum number of plus factor for (I) Instructional Competence, School,
(II) School, Home, Community Linkage and (III) Personal, Social Growth and Professional Characteristics are 4, 3 and 3 respectively. Each plus factor has a value of 0.04)

Note:

Automatic scoring is not enabled when no rating is provided and/or two or more rating is provided in any indicator in the CB-PAST. In this case, the massage "False" and/or "#N/A" is displayed. Review rating special attention to red and light orange colored rows. To Teachers: For part I, use a rating scale with 1 as lowest and 4 as highest. Rate yourself along the indicators under each performance standard. Click on the appropriate rating that applies to you in every item. For clearer understanding, refer to the expanded rubrics for the holistic description/interpretation of the rating values. 4- Highly Proficient (HP) Teacher performance consistently exceeds expectations. Displays at all time, a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments/ responsibilities are completed beyond the level of expectation. Self direction of the teacher is evident. 3 - Proficient (P) Teacher performance often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas. 2 - Basic (B) Teacher performance meets basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job. 1 - Below basic (BB)

Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low, regularly fails to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support. Part II, the PLUS FACTOR shall be used for summative appraisal at the end of the school year. It is a list of performance beyond the call of duty which are not included in the indicators of Part I. Every plus factor item has a value of .04 and a teacher may earn a maximum of 0.4 points during the summative appraisal period. check the item being claimed. duly certified evidences of the plus factor claimed should be found in your Teacher's Portfolio.

Teacher Performance Index (TPI) 3.51-4.00 (Highly Proficient) HP 2.51-3.50 (Proficient ) P 1.51 - 2.50 (Basic) B Teacher performance consistently exceeds expectations. Displays at all time, a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. All assignments/responsibilities are 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.

1.00-1.50 Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low, (Below regularly fails to meet required outcomes needing repetition of duty or by completion of others. The basic) BB teacher may need immediate instructional support. Overall Performance Rating Description and Critical Requirements for the Summative Appraisal Descriptio n of Overall Outstandi ng Very Satisfactor Satisfactor y Below Basic Critical Requirements: Note: A teacher who does not meet the critical requirement will get the next lower level of the overall performance rating. 3.51 or higher and no performance index of below proficient in any of the standards. 2.51 or higher and no performance index value of below basic in any of the standards. 1.51 - 2.50 and no performance index value of below basic in any of the standards. 1.00 or higher with at least one performance index values below basic in any of the standards.

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