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Competency Based Performance Appraisal System for Teachers (CB-PAST)


A. MEANING AND PURPOSES OF CB-PAST 1.0. Competency Based Performance Appraisal System of Teachers (CB-PAST) Drawing from the Vision and Mission of the Department of Education, CBPAST is a comprehensive appraisal system which addresses one of the mandates of the Department as embodied in the RA 9155. The first purpose is formative-developmental in nature which will provide teachers with meaningful activities that encourage their professional learning and growth. The procedure will be supportive, non-threatening, fair, collegial and self-directed within the community of professional learners. The second purpose is summative-evaluative which will assure that school learners have the benefit of instruction at high level of proficiency from the teachers. Appraisal of teacher performance is made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedure. The ultimate intention of the performance appraisal is achieving high levels of learners performance and improved learning outcomes as part of the school outcomes. As an appraisal system the CB-PAST Adheres to standards of the competency based performance which is the National Competency-Based Teacher Standards; Adheres to the job-embedded requirements of the teachers in their duties and responsibilities; Promotes and encourages teacher personal growth and professional development; and Provides a new paradigm of instructional leadership and supervision which ultimately will improve learners and school performance outcomes. 1.1. The CB-PAST Framework The National Competency-Based Teacher Standards (NCBTS) with the jobembedded requirements of the teachers guide the CB-PAST and primarily form the bases of the Teacher Performance indicators. The required teacher competencies as determined through Teacher Strengths and Needs Assessment (TSNA) and their utilization in the teachers Individual Plan for Professional Development (IPPD) are significant considerations of the appraisal system. Framed against a backdrop of conducive teachinglearning environment, the illustration below shows the interactions of the different elements of the CB-PAST as they relate to each other in relation to the teaching performance.

2 FIGURE 1 CB-PAST Framework

School Outcomes

Teacher Performance NCBTS -TSNA & IPPD -Job-embedded requirements Instructional competence TEACHING LEARNING ENVIRONMENT School, Home, Community Linkages Personal & Professional

Teacher Development

The NCBTS-TSNA informs what professional development actions in the IPPD a teacher pursues that would eventually result to better learning outcomes. Strengthened with the job-embedded responsibilities, the teachers professional actions on the identified strengths and needs shall contribute to the improvement of learners and school outcomes such as achievement rate, retention rate, drop-out rate among others. Collectively, the Teacher Performance Appraisal combines the different elements into three broad components as Instructional Competence, School, Home and Community Linkages and Personal and Professional Development. All of these elements are assumed to be operating in the context of a supportive teaching-learning environment that provides equal opportunities for all learning to all. 2.0 Teacher Performance Standards (TPS) of the CB-PAST There are two main standards which serve as the basis for the CB-PAST, the NCBTS and the Job-Embedded requirements for teachers and master teachers. 2.1. National Competency-Based Teacher Standards (NCBTS) The seven domains of the NCBTS are adopted as the Teacher Performance Standards. These are described briefly below 1. Diversity of Learners. Requires a teacher to identify and address the needs of the various types of learners by demonstrating respect for individual differences, culture, backgrounds and learning styles. 2. Curriculum Content and Pedagogy. Requires a teacher to promote learning by using accurate content knowledge in addressing academic needs of learners through the use of appropriate instructional strategies, technologies and resources. 3. Planning, Assessing & Reporting. Requires a teacher to plan, gather, analyze and use data to measure learning progress, guide instruction and provide timely feedback.

3 4. Learning Environment. Requires a teacher to create and maintain a safe learning environment. Which is conducive to learning and encourages fairness, respect and enthusiasm among others. 5. School, Home and Community Linkages. Requires a teacher to link with the home and community as laboratory for teaching and learning. 6. Social Regard for Learning. Requires a teacher to act as a role model of students to value learning. 7. Personal Growth and Professional Development. Requires a teacher to maintain behavior consistent with legal, ethical and professional standards and to engage in continuous professional development. 2.2. Job-embedded Requirements for Teachers and Master Teacher Incorporated in the NCBTS Standards are the distinct job descriptions, duties and responsibilities of both the teachers and master teachers. The technical assistance responsibilities are required of all the Master Teachers (Refer to Appendix F). In summary, the contents of the CB-PAST for both categories of Teacher and Master Teacher include the comprehensive NCBTS seven domains and enriched by the job-embedded requirements. 3.0 Guiding Principles in the Development and Use of the CB-PAST In the development and use of the CB-PAST, a number of considerations serve as guiding principles. CB-PAST is objective, constructive, developmental and participatory in nature. The purpose of performance appraisal is both formative and summative The use of multiple data source of gathering information strengthens the validity and results. The standards and competencies promote reflective and holistic view of teaching The appraisal process develops school culture of excellence, teacher leadership, collegiality and collaboration. The outcomes of the appraisal should lead to continuous capacity building of teachers and results to higher teacher performance and improved learning outcome. B. COMPETENCY-BASED PERFORAMANCE APPRAISAL SYSTEM FOR TEACHERS (CB-PAST) TOOLS 4.0 CB-PAST Instruments and Tools The CB-PAST is accompanied by several tools and instruments. The two main tools are CB-PAST Form 1 for Teachers and CB-PAST Form 2 for Master Teachers. The CB-PAST Form 3 for the Formative Appraisal will also be used for both teachers and master teacher in Instructional Supervision. The CB-PAST Forms 1 and 2 are made up of two parts. Part I Components and Performance Standards and Part II The Plus Factor. Assigned weights are given to each component and each performance standard. The Plus Factor has a corresponding value for the summative appraisal only. The percentage weight distribution for each Performance Standard and Component of CB-PAST Forms 1 and 2 are as follows: Part I Components and Performance Standards Percentage Weight Component I Instructional Competence 60% Standard 1 Diversity of Learners 10% Standard 2 Curriculum Content and Pedagogy 30% Standard 3 Planning, Assessing, Reporting 20% Component II Home, School, Community Involvement 20% Standard 4 Learning Environment 10%

4 Standard 5 Community Linkages 10% Component III Personal Growth & Professional Development 20% Standard 6 Social Regard for Learning 10% Standard 7 Personal, Social Growth & Professional Development 10% Total 100% Part II The Performance Plus Factor (maximum of .4 for every Summative Appraisal Period) Plus Factor is an embedded reward in the CB-PAST. A teacher may earn a maximum of .4 for the Plus Factor for each summative rating period. The performance for the Plus Factor is usually voluntary, without extra compensation and is not part of the duties and responsibilities required of the teachers and master teachers. 4.1. The CB-PAST Form 1 for Teachers The CB-PAST Form 1 is composed of 54 performance indicators and an additional set of Plus Factor indicators. The CB-PAST Form 1 maybe used by Teachers regardless of their appointment status and for position titles as Teacher I, II, and III. It is a self-rating form to be accomplished first by the teachers and validated by the school head and/or instructional leaders like education supervisors, district supervisors, department chairs and master teachers for the formative appraisal. Formative Appraisal During the formative appraisal, the teacher shall accomplish only Part I of the CB-PAST Form 1. The same part of the Form 1 shall be used by instructional leaders to validate and self-rating of the teacher and provide instructional support. The interpretation of the rating shall be based on the Teacher Performance Index (TPI) which will inform about the professional development strengths ad needs of the teacher where support shall be provided by instructional leaders. No Plus Factor items shall be considered during the Formative Appraisal. The same procedure shall apply for the Master Teachers in their CB-PAST Form II. Summative Appraisal During the summative appraisal at the end of the second year the teacher shall accomplish Part I and II of CB-PAST Form 1. Part I shall be interpreted and described based on the Teacher Performance Index (TPI) and Part II which is the Plus Factor shall now be included in the overall rating of the Summative Description for Overall Performance Rating with Critical Requirements shall be used Part I and II of Form 1 shall be also used by the School heads for their administrative function to validate the selfrating of the teacher. The same description shall apply for the CB-PAST Form 2 for Master Teacher. 4.2. CB-PAST Form 2 for Master Teachers The CB-PAST Form 2 for Master Teachers is composed of 67 performance indicators which include technical assistance requirements for the Master Teachers. Unlike the CB-PAST Form 1 for Teachers, only two components. I Instructional Competence and III Personal Growth and Professional Development have additional Plus Factor indicators. There are no Plus Factor Indicators for II School, Home, Community Linkages, since the desired performance indicators are already included in the main components performance standards. Formative Appraisal Like the Teachers, only Part I of CB-PAST II for Master Teachers shall be used for the self-rating (Please refer to the description of the CB-PAST Form 1 for Teachers.) Summative Appraisal During the summative appraisal at the end of the school year, the Master Teacher shall accomplish Part I and II of CB-PAST Form 2. (Please refer to the description of the CB-PAST Form 1 for Teachers) CB-PAST Forms 1 and 2 are accompanied with template for rating. 4.3. CB-PAST Form 3 Teacher Formative Appraisal Observation Guide

5 The observation guide is for formative developmental purposes and instructional support of. There shall be at least five (5) actual class observations of every teacher during the school year. The guide requires actual teaching-learning classroom observations. Form 3 shall be used in the instructional supervision of the teachers. School heads and instructional leaders shall review and verify the teachers portfolio where data on the retention rate, drop-out rate and achievement rate of the class and other evidences are kept. For purposes of instructional supervision, the cyclical process shall follow the steps of pre-observation conference, actual observation and post-observation conference. Form 3-A is for Instructional Competence that requires an actual classroom observation of the teacher and learners behavior in the natural setting. The performance standards to be observed are Diversity of Learners, Curriculum Content and Pedagogy and Planning, Assessing and Reporting. Form 3-B is for School, Home and Community Linkages which needs inspection of the evidences in the Teachers Portfolio, interview of the teacher, peers and community people. Form 3-B will verify the claim of the teacher in CB-PAST Form 1 for Teachers or CB-PAST Form 2 for Master Teachers. Form 3-C is for Personal, Social Growth and Professional Development that requires observation of the teacher, inspection of records and evidences in the Teachers Portfolio, Interview of the peers, colleagues and superiors to confirm the claims of the teacher or master teacher is encouraged. Form 3 A, B, C is accompanied by a template for rating. 4.4. CB-PAST Form 4 Teacher Performance Rubrics as Guide for Rating The Teacher Performance Rubrics accompanies CB-PAST Form 1 and 2. It explains in detail the requirements for each component along the scale values and clearly determines the equivalent nearest to the scale. 4.5. CB-PAST Form 5 Teacher Portfolio Template A portfolio template guides the teacher in the process and the appraisal. The portfolio contains all the evidences that support the claims of the teacher in the appraisal system. It contains the teachers thoughts, insights, feelings about teaching-learning among others that relate to their everyday life in the school setting. The Portfolio Template is suggested as a guide to collect the evidences of performance to be entered in the Teacher Portfolio. The evidences will crossvalidate the self-ratings previously made by the teacher. It will also showcase the teachers professional development progress. The portfolio shall also be used in Instructional Supervision. 5.0 Rating Values for the CB-PAST Instruments 5.1. Rating Scale Values for Form 1 and Form Computation: and Template for

The CB-PAST Form 1 and Form 2 describe the teacher performance on the following scale value: 4- Highly Proficient (HP) 3 Proficient (P) 2 Basic (B) 1 Below Basic (BB)

6 The template below will record the summary of ratings Summary of Ratings Template and Sample Computation Assigne d Weight No. of Items Mean (Score no. of items) Desc. Of the TPI (Teacher Performan ce Index) Weighte d Average (Mean x Weight)

Criteria

Score

I. Instructional Competence 60% A. Diversity of 10% 7 Learners B. Curriculum Content and 30% 12 Pedagogy C. Planning, Assessing and 20% 9 Reporting i. Sum of Weighted Average of A, B, C II. Home, School & Community Linkages 20% D. Learning 10% 6 Environment E. Community 10% 6 Linkages ii. Sum of Weighted Average of D & E III. Personal Growth & Professional Development 20% F. Social Regard for 10% 4 Learning G. Personal, Social Growth & 10% 10 Professional Development iii. Sum of Weighted Average of F & G Formative / Summative Performance Rating and Description (Sum of Weighted Average of I, II, & III) Plus Factor (for the Summative Appraisal Only) (Each item gets 0.04. A maximum of 0.4 will be added to the Total Weighted Average for every rating period) Overall Performance Rating (for Summative Rating) (Sum of the Total Weighted Mean from I, II, III and the Plus Factor) Description of Overall Performance Rating

7 Teacher Performance Index (TPI) Performance Level 3.51- 4.00 Labels Highly Proficient General Description

Consistently exceeds expectations on job responsibilities as teacher / master teacher. 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. 2.51 3.50 Proficient Performance often exceeds expectations in most areas but are not consistent. Displays a high level of performance related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas. 1.51 2.50 Basic Satisfactory performance. Meets minimum expectations on job responsibilities. 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 Work outputs are low and fail to meet required Basic outcomes. Teacher performance on the job and outputs frequently fail below standard. Work outputs consistently low, regularly fail to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support. *This table shall be used only for the description of the three components and the seven performance standards in the Summary Ratings. Critical Requirements and Description of the Overall Performance Rating for the Summative Appraisal. Critical Requirements Description of Overall A teacher who does not meet the critical Performance Rating requirement for the interval rating will get the performance rating of the lower interval 3.51 or higher and no performance index value Outstanding of below proficient in any of the standards. 2.51 or higher and no performance index value Very Satisfactory of below basic in any of the standards. 1.51 2.50 and no and no performance index Satisfactory value of below basic in any of the standards. 1.00 or higher with at least one performance Unsatisfactory index value below basic in any of the standards *To be used only for the overall performance rating for the summative evaluation. The critical requirements provide a built-in mechanism that will guarantee the quality of the overall performance description. 5.2. Rating Scale Values for Form 3 and Template for Computation The CB-PAST Form 3 A, B, C / Instructional Supervision Form 3 describe the teacher performance on the following scale values. This form shall be used for the formative appraisal and instructional supervision. 4 Highly Proficient (HP) 3 Proficient (P) 2 Basic (B) 1 Below Basic (BB) 0 Not Observed

8 TEACHER OBSERVATION SUMMARY RATING TEMPLATE Assigned Weight in CBPAST Criteria


(disregar d Instructio nal Supervisi on)

No. of Item s

Scor e

Mean (Score no. of items)

Desc. Of the TBI

Recommen ded Supervisory Approach

Instructional Competence A. Diversity of 10% 7 Learners B. Curriculum Content and 30% 12 Pedagogy C. Planning, Assessing and 20% 9 Reporting Total 60% 27 Home, School & Community Involvement D. Learning 10% 5 Environment E. Community 10% 6 Linkages Total 20% 11 Personal Growth & Professional Development F. Social Regard 10% 5 for Learning G. Personal, Social Growth 10% 5 & Professional Development Total 20% 15 GRAND TOTAL 100% Teacher Formative Rating (Grand Total Mean) Description for Overall Teacher Observation Rating for Formative Appraisal Teacher Behavior Index (TBI) for Formative Appraisal 3.51 4.00 Highly Proficient. Teacher behaviors consistently exceeds expectations. Displays at all time a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. Self-direction of the teacher is evident. Non-directive and collaborative approaches to supervision are recommended. 2.51 3.50 Proficient. Teacher behaviors often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the indicators. Non-directive and / or collaborative approaches to supervision are recommended. 1.51 2.50 Basic. Teacher behaviors meet basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job. Collaborative and / or directive approaches to supervision are recommended. Below 1.50 Below Basic. Teacher behaviors on the job and performance outputs frequently fall below standard. Work outputs consistently fail to meet required outcomes which need repetition. The teacher urgently need immediate instructional support. Intensive directive supervision approach is recommended. C. THE TEACHER PERFORMANCE APPRAISAL PROCESSES

9 6.0. The Formative Appraisal As a formative process CB-PAST is under the self-direction of the teacher who undertakes self-assessment through the Teacher Strengths and Needs Assessment (TSNA) as the primary source of information. From the data-base the teacher together with the school heads determines suitable goals, develops and implements personal and professional growth plan from the Individual Plan for Professional Development (IPPD) and documents the activities and outcomes in the Teacher Portfolio. The entire process aims to enhance teaching performance and learning outcomes. The result of the formative appraisal will be used to inform decisions in providing peer support as part of the community of professional learners. It will provide instructional leaders and school heads the basis for planning professional development opportunities through technical assistance and capability building. The support of instructional leaders (school heads, department chairs, master teachers, education supervisors, district supervisors) is crucial in the formative appraisal process. The result will also guide the teachers themselves on how to self-direct their own instructional needs as they become more autonomous. Instructional supervision is very crucial in the formative process. The different approaches utilizes by the instructional leaders will be directed towards the establishments of the Professional Learning Community in every school. The developmental process of nurturing through coaching, mentoring, job-embedded learning, research among others will contribute to the collaborative and collegial relationships among teachers and peers. 7.0 The Summative Appraisal The summative appraisal answers accountability of the teachers. It is outputbased performance evaluation system recognized by the Civil Service Commission to assure that teachers shall be evaluated objectively as to their performance. The summative process is a combination of self-appraisal, actual classroom observations and review or verification of evidences by instructional leaders to include all aspects of teaching performance which are (I) Instructional Competence, (II) School, Home and Community Linkages and (III) Personal, Social and Professional Growth. The review and verification process utilizes actual classroom observations, informal interviews and perusal of documents in the teachers portfolio to validate the self-appraisal made by the teachers. When used in the summative process, CB-PAST will provide information necessary in making decisions for awards, incentives, recognition or promotion of teachers. Based on the guiding principles of the CB-PAST, the process of teacher performance appraisal is participatory, formative developmental, and summative. It is rigorous to assure that the result is fair, objective and valid. It is a continuous process which form a part in the daily routine of the teacher. Proposed time schedules are given to synchronize the process as guidance for everyone involved in the school, district, division and region. Detailed procedure is described in the CB-PAST instruments and tools. 8.0 Activities in the Teacher Appraisal System ACTIVITIES I.Preparatory Appraisal Activities 1. The teacher/master teacher and the school head jointly review the teachers TSNA results, the IPPD, the job-embedded performance requirements II. Performance Appraisal Proper A. For Formative Appraisal Proposed Schedule Persons Involved Teacher School Head Representatives

May to June

June to October

Teachers / Master Teachers, School Heads, Instructional Leaders

10 Activities 1. Teacher / Master Teacher prepares the Portfolio to house the materials and evidences of the professional development, progress of learners, school outcomes to verify performance 2. The teacher completes CB-PAST Form 1 and the master teacher completes the CB-PAST Form 2 as self-assessment 3. The school head verifies and validates the teacher / master teacher self-assessment with the use of Form 1 and Form 2 4. The instructional supervisors (school heads, education supervisors, district supervisors, department heads) make actual observations of the teacher performance in the classroom/ school setting. A pre and post observation conference is required 5. Teacher / Master Teacher and school head / instructional leader hold conference on the individual formative appraisal results and plans for instructional support for professional development in critical areas. 6. For instructional Supervision to support the Teacher, Form 3 / CBPAST Form 3 shall be used by instructional leaders during their supervisory visit year round B. For Summative Appraisal Teacher / Master Teacher

Start May Ongoing throughout the year

October

Teacher / Master Teacher School Head

July to October

Teacher Master Teacher Instructional Supervisors / Leaders

October

Teacher / Master Teacher School Head / Instructional Leaders Teacher Instructional Supervisors Leaders / /

Whole year round

November to March Activities 1. Teacher/ Master Teacher prepares the Portfolio to house the materials and evidences of the professional development progress of learners, school outcomes and to verify performance. 2. The teacher completes CB-PAST Form 1 and the master teacher completes the CB-PAST Form 2 for summative appraisal to include the Plus Factor 3. The school head verifies and validates the Teacher/Master Teacher self-assessment with the use of Form 1 and Form 2 4. The school instructional leaders (department chair, coordinators, education supervisors, district supervisors) utilize CB-PAST Form 3-A, 3-B, 3-C to make actual observations. A conference will be held immediately after observation 5. School head and teacher/master teacher hold conference and complete final summative

Teachers / Master Teachers, School Heads, Instructional Leaders Teacher / Master Teacher

Whole year round Teacher / Master Teacher February School Heads February Starts November Ends February Teachers / Master Teachers Teachers Master Teachers School Heads Instructional leaders Teachers Master Teachers School Heads

March

11 evaluation C. Post Appraisal Activities 1. Final submission and approval of the Teacher Performance Appraisal 2. Post teacher performance appraisal conference of the teacher and the school head

March

Teacher Master Teacher School Head Teacher Master Teacher School Head

March

D. GLOSSARY OF TERMS For common understanding and clarity of the terms used in the context of this appraisal system an operational definition for each is provided below. Clinical supervision is supervision that undergoes three basic steps of preconference to clarify teachers needs, actual observations to collect data of teacher performance and post-conference to provide feedback. Constructivism is a learning theory and practice that describes a learner to be capable of making meaning or constructing knowledge based on personal experiences. Competencies refer to knowledge, skills, abilities, personal quality, experiences and other qualities that are applicable to the profession of teaching. Differently-abled learners refer to individuals with physical, mental, emotional social disabilities and needs like the deaf, mute, amputees, slow learners, fast learners mentally gifted withdrawn others. The meaning embraces the idea the that learners differ in capacities which are essential in learning. Formative appraisal - an evaluation process that helps guide and directs appropriate connective action for overcoming deficiency and promotes professional growth. ICT stands for Information Communication Technology which include all types of technology in the classroom that are electricity driven like computers, tape recorders, radio, TV and others non-electricity driven local and indigenous technologies like models realias, display boards, dioramas, sand tables and the like. Instructional leaders refer to school officials who are tasked to lead and assist teachers in improving teaching. These include the school heads, school district supervisors, education supervisors, department chairs, and subject coordinators. Learners at risk refer to school learners who are marginalized due to serious peace and order conditions, economic deprivation, social unrest, over-population extreme in-equalities and living within the natural calamity prone areas that would prevail them attending classes regularly or maximizing school learning. Lifelong learning - is the process that every individual embrace to learn throughout life by developing potentials and capacities in order to give more value and meaning to education. Master Teacher 0 refers to competent teachers who are selected based on the set of criteria and guidelines issued by the DepEd and the CSC. Teaching children and mentoring peers are the two main functions of Master Teachers. Performance appraisal is a process by which managers examine compare teacher accomplishment with standards, documents and uses results to provide feedback and show where improvements are needed. results may be used for professional development incentives, rewards promotion. and the The and

Performance standards refer to the major competencies and duties performed by the teacher which are clearly spelled out in the national competency based teacher standard and the job-embedded duties of teachers.

12 Performance indicators are examples of the type of performance that will occur if a standard is successfully met. Social Heads refer to school officials who are tasked to administer a school system in a single or cluster of schools included in the task is instructional supervision. School heads refer to Principals, Head Teachers and Teacher InCharge. Summative appraisal - is a comprehensive evaluation of achievement of performance by judging against a set of standards for purposes of promotion, awards, incentives and others. Teacher - is a professional who is engaged in teaching in the pre-school, elementary and secondary levels, who maybe in full time with regular status, part time or contractual, locally or nationally funded. Teacher also refer to substitute of volunteer teacher. 9.0. Appendices A CB-PAST Form 1 for Teachers B CB-PAST Form 2 for Master Teachers C CB-PAST Form 3 Teacher Performance Observation Guide D CB-PAST form 4 Performance Rubrics E CB-PAST Form 5 Teacher Portfolio Template F Duties and Responsibilities of Teachers and Master Teachers

13 Appendix A CB-PAST Form 1 COMPETENCY BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS (CB-PAST) Name _______________________________ Position Title __________ Appointment Status ________ School _____________________________________________________________________________ District: _____________________________ Division ______________ Region ___________________ School Year _______________ First Semester _________________ Second Semester ____________ To Teachers: For Part I, use a rating scale with 1 as lowest and 4 as the highest. Rate yourself along the indicators under each performance standard. Circle 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 teacher may earn a maximum of .4 during the summative appraisal period. Check the item being claimed. Duly certified evidences of the plus factor claimed should be found in your Teachers Portfolio.

14 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 Within the appraisal period, I. 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 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 socio-economic background B. Curriculum Content and Pedagogy Within the appraisal period, I. 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 learners interest in the subject by making content meaningful and relevant to them. 8. Integrated scholarly works and ides to enrich the lesson 9. Establish 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 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 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 (i.e portfolio, journals, rubric etc.) 3. Interpreted and used test results to improve teaching and learning 4. Identified teaching-learning difficulties and possible Appraisal Rating BB B P H P 1 2 3 4 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4

Appraisal Rating BB B P H P 1 2 3 4 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4

Appraisal Rating BB B P H P 1 2 3 4 1 1 1 2 2 2 3 3 3 4 4 4

15 causes 5. Managed remediation activities 6. Used tools for assessing authentic learning 7. Provided timely and accurate feedback 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 learners progress 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4

II.SCHOOL, HOME, COMMUNITY LINKAGES Rating Legend: BB Below Basic; B Basic; P-Proficient; HP Highly Proficient D. Learning Environment Within the appraisal period, I. 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 childrens rights 6. Created situation that develop a positive attitude among learners towards their subject and teacher E. Community Linkages Within the appraisal period, I. 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 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. Appraisal Rating BB B P H P 1 2 3 4 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 4 4

Appraisal Rating BB B P H P 1 2 3 4 1 1 1 1 1 2 2 2 2 2 3 3 3 3 3 4 4 4 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 learners, peers and superiors. G. Personal, Social Growth and Professional Development Within the appraisal period, I. Appraisal Rating BB B P H P 1 2 3 4 1 1 1 2 2 2 3 3 3 4 4 4

Appraisal Rating

16 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 learners outcomes 10. abide by the Code of Ethics for Professional Teachers. PART II. THE PLUS FACTOR The Plus Factor shall be claimed at the end of the school year for the summative appraisal. Items claimed in the current appraisal period will not be credited in the succeeding appraisal period. Teachers who are dedicated in their profession perform some jobs beyond what is required of them. Most of these are voluntary in nature, thus to acknowledge the added performance, certain reward in the form of the Plus Factor is provided in this appraisal system. Each item in the list is equivalent: to .04 a teacher who accomplishes a maximum of 10 items during the appraisal period gets a maximum value of .4. The maximum value of .4 or a fraction shall be added to the total weighted average on the CB-PAST for the overall rating of the teacher performance. The three components shall have a maximum number of items to be accomplished and claimed by the Teacher to wit: I. Instructional Competence any four (4) items; II. School, Home, Community Linkages any three (3) items and III. Personal, Social Growth and Professional Development any three (3) items. Only teachers who have an overall rating description of Highly Proficient, Proficient, or Basic shall claim for the Plus Factor component in the appraisal system. I.Plus Factor for Instructional Competence _____ 1. Acted as a mentor / coach in professional development to at least 2 peers. _____ 2. Served as a demonstration teacher at least once a rating period, for peers, cooperating teachers, resource teachers in the in-service and preservice students on innovative teaching strategies, classroom management. _____ 3. Conducted one (1) 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 _____ 1. Organized and implemented at least one (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) 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4

17 _____ 3. Made at least one (1) 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 two 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 _____ 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 institutions and other award giving bodies. _____ 2. Acted as coach or trainer to award winning students or group of students in academic and non-academic 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. End of the CB-PAST Form 1

CB-PAST Summary of Ratings Template Mean Desc. Of Assigne No. (Score the TPI Criteria d of Score no. (Teacher Weight Items of Performan items) ce Index) I.Instructional Competence 60% A. Diversity of 10% 7 Learners B. Curriculum Content and 30% 12 Pedagogy C. Planning, Assessing and 20% 9 Reporting Sum of Weighted Average of A, B, C II.Home, School & Community Linkages 20% D. Learning 10% 6 Environment E. Community 10% 6 Linkages Sum of Weighted Average of D & E III.Personal Growth & Professional Development 20% F. Social Regard for 10% 4 Learning G. Personal, Social Growth & 10% 10 Professional Development Sum of Weighted Average of F & G Formative Performance Rating (Sum of Weighted Average of I, II, & III) Description for Overall Performance Rating in TPI for Formative Appraisal Plus Factor (for the Summative Appraisal Only) (Each item gets 0.04. A maximum of 0.4 will be added to the Total Weighted Average)

Weighte d Average (Mean x Weight)

18 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 Teacher Performance Index (TPI) 3.51 4.00 Highly Proficient. 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. 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 these 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. Below 1.50 Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

19 Overall Performance Rating Description and Critical Requirements for the Summative Appraisal Description of Critical Requirements Overall Note: A teacher who does NOT meet the critical requirement Performance will get the next lower level of the overall performance Rating rating. Outstanding 3.51 or higher and no performance index value of below proficient in any of the standards. Very Satisfactory 2.51 or higher and no performance index value of below basic in any of the standards. Satisfactory 1.51 2.50 and no and no performance index value of below basic in any of the standards. Unsatisfactory 1.00 or higher with at least one performance index value below basic in any of the standards Remarks _____________________________________________________________________________

Agreements ___________________________________________________________________________

I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance. Ratee:_______________________________ Teacher (Name and Signature) Date: ________________________________ Conferred with:________________________________ School Head (Name & Signature) Date: ________________________________________ Recommending Approval: ____________________________ Name & Signature Date: _____________________________________________ Approved by: ______________________________________ Name & Signature Date: _____________________________________________

20 Appendix B CB-PAST Form 2 COMPETENCY BASED PERFORMANCE APPRAISAL SYSTEM FOR MASTER TEACHERS (CB-PAST MT) Name _______________________________ Position Title __________________________________ School _____________________________________________________________________________ District: _____________________________ Division ______________ Region ___________________ School Year _______________ First Semester _________________ Second Semester ____________ To Master Teachers: For Part I, use a rating scale with 1 as lowest and 4 as the highest. Rate yourself along the indicators under each performance standard. Encircle 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 teacher may earn a maximum of .4 during the summative appraisal period. Check the item being claimed. Duly certified evidences of the plus factor claimed should be found in your Teachers Portfolio.

21 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 Within the appraisal period, I. 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 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 socio-economic background 8. mentored peers in the grade/year level or the area of specialization in using strategies that address diversity of learners. B. Curriculum Content and Pedagogy Within the appraisal period, I. 1. Delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies 2. Developed and/or implemented innovative and functional teaching approaches and strategies every year as follows: MT I-II at least one MT III-IV at least two 3. Used integrative approaches in teaching such as Content Based Instruction (CBI), Multiple Intelligence Learning Approach (MILA) , and multidisciplinary approach, among others. 4. Explained learning goals,, instructional procedures and content clearly and accurately to students 5. Linked the current content with past and future lessons 6. Aligned the lesson objectives, teaching methods, learning activities, and instructional materials or resources appropriate to the learners. 7. Created situations that encourage learners to use high order thinking skills through the use of local language among others if needed. 8. Engaged and sustained learners interest in the subject by making content meaningful and relevant to them. 9. Integrated scholarly works and ides to enrich the lesson 10.Established routines and procedures to maximize instructional time. 11.Selected, prepared and utilized available technology and other instructional materials appropriate to the learners and learning objectives 12.Provided appropriate learning tasks, portfolio and projects that support development of good study habits. 13.Used available Information and Communication Technology (ICT) resources for planning and designing teaching-learning activities 14.Served as demonstration teacher and/or consultant Appraisal Rating BB B P H P 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4

Appraisal Rating BB B P H P 1 2 3 4

1 1 1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4

22 MT I: at least school and district levels MT II: school, district, and division levels MT III: school, district, division and regional levels MT IV: school, district, division, regional and national levels 15.Assumed leadership in the improvement of instructional programs and preparation of instructional materials MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels MT IV: in all grade/year levels 16.Conducted classroom observations MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels MT IV: in all grade/year levels 17.Conducted instructional training programs in the school, district or division 18.Mentored a peer on how to plan and conduct action research 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 (portfolio, journals, rubric 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 feedback 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 learners progress 10.Led in the analysis and utilization of test results MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels MT IV: in all grade/year levels

1 1

2 2

3 3

4 4

Appraisal Rating BB B P H P 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4

II.SCHOOL, HOME, COMMUNITY LINKAGES Rating Legend: BB Below Basic; B Basic; P-Proficient; HP Highly Proficient D. Learning Environment Within the appraisal period, I. 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 set and value high performance targets for themselves 5. Handled behavior problems quickly and with due respect to childrens rights 6. Created situation that develop a positive attitude among learners towards their subject and teacher 7. Maintained a model classroom, which is conducive to Appraisal Rating BB B P H P 1 2 3 4 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4

23 teaching and learning E. Community Linkages Within the appraisal period, I. 1. Involved the home/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 4. Got involved in / shared community information on school events and achievements. 5. Shared to the community information on school events and achievements 6. Led students to apply classroom learning to the home and community Appraisal Rating BB B P H P 1 1 1 1 1 1 2 2 2 2 2 2 3 3 3 3 3 3 4 4 4 4 4 4

24 7. Informed learners, parents and other stakeholders regarding school policies and procedures. 8. 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.

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. 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. Demonstrated appropriate behavior in dealing with learners, peers and superiors and other stakeholders 5. Maintained oneself as a role model of students and peers 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, and others. 3. Demonstrated my educational philosophy of teaching in the classroom 4. Updated myself with recent developments in education through readings, attendance in continuing professional education, or trainings/ seminars and similar activities. 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 learners outcomes 10. abide by the Code of Ethics for Professional Teachers. 11.Organized and implemented activities with pees for personal growth and professional development like educational tours, school visits, retreats, conference, etc. Appraisal Rating BB B P H P 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4

Appraisal Rating BB B P H P 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4

25 PART II. THE PLUS FACTOR The Plus Factor shall be claimed at the end of the school year for the summative appraisal. Items claimed in the current appraisal period will not be credited in the succeeding appraisal period. Teachers who are dedicated in their profession perform some jobs beyond what is required of them. Most of these are voluntary in nature, thus acknowledging the added performance, certain reward in the form of the Plus Factor is provided in this appraisal system. Each item in the list is equivalent: to .04 a teacher who accomplishes a maximum of 10 items during the appraisal period gets a maximum value of .4. The maximum value of .4 or a fraction shall be added to the overall rating of the teacher performance on the CB-PAST. Each component shall have a maximum number of items to be accomplished and claimed by the Teacher to wit: I. Instructional Competence any five (5) items; and III. Personal, Social Growth and Professional Development any five (5) items. Only teachers who have an overall rating description of Highly Proficient, Proficient, or Basic shall claim for the Plus Factor component in the appraisal system. I.Plus Factor for Instructional Competence _____ 1. Conducted meetings/ home visitations of students at least four (4) times to improve teaching-learning situations. ______ 2. Acted as resource person in at least four (4) professional development activities (i.e. seminar, workshop, trainings, conference) in either preservice or in-service trainings in the school district or division. _____ 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. _____ 7. Increased the difference in the achievement rate or the division post test over the pretest by 5 % or higher in all classes taught. _____ 8. No dropout rate during the appraisal period. _____ 9. Others, related to instructional Competency (specify) ________________________ II. No Plus Factor for School, Home Community Linkages (All items are included as required) III.Plus Factor for Personal, Social Growth and Professional Characteristics _____ 1. Received award(s) for exemplary personal and professional attributes by a recognized body or agency t the school, district, division, regional or national level. _____ 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 a regional, national or an international conference. _____ 5. Received scholarship/ fellowship/travel / research/ observation grant or secondment of not less than one (1) year, through a competitive selection. The credit shall be earned after the scholarship / grant / secondment had been finished. If less than one year, it shall be prorated in months. _____ 6. Represented the DepED in the regional, national or international forum related to the current assignment. _____ 7. Others related to Personal Growth and Professional Development Characteristics. (please specify) End of the CB-PAST Form 2 for MASTER TEACHER

26 CB-PAST MT Summary of Ratings Template Mean Desc. Of Assigne No. (Score the TPI Criteria d of Score no. (Teacher Weight Items of Performan items) ce Index) I.Instructional Competence 60% A. Diversity of 10% 8 Learners B. Curriculum Content and 30% 18 Pedagogy C. Planning, Assessing and 20% 10 Reporting Sum of Weighted Average of A, B, C II.Home, School & Community Linkages 20% D. Learning 10% 7 Environment E. Community 10% 8 Linkages Sum of Weighted Average of D & E III.Personal Growth & Professional Development 20% F. Social Regard for 10% 5 Learning G. Personal, Social Growth & 10% 11 Professional Development Sum of Weighted Average of F & G Formative Performance Rating (Sum of the Total Weighted mean from A to G only for Formative Appraisal) Description for Overall Performance Rating in TPI for Formative Appraisal Plus Factor (for the Summative Appraisal Only) (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 A to G and the Plus Factor earned) Description of Overall Performance Rating with critical requirement for Summative Appraisal Teacher Performance Index (TPI) 3.51 4.00 Highly Proficient. 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. 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 these 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. Below 1.50 Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low to meet required outcomes needing repetition of duty or by completion of others. The teacher may need immediate instructional support.

Weighte d Average (Mean x Weight)

27 Overall Performance Rating Description and Critical Requirements for the Summative Appraisal Description of Critical Requirements Overall Note: A teacher who does NOT meet the critical requirement Performance will get the lower performance rating. Rating Outstanding 3.51 or higher and no performance index value of below proficient in any of the standards. Very Satisfactory 2.51 or higher and no performance index value of below basic in any of the standards. Satisfactory 1.51 2.50 and no and no performance index value of below basic in any of the standards. Unsatisfactory 1.00 or higher with at least one performance index value below basic in any of the standards Remarks _____________________________________________________________________________

Agreements ___________________________________________________________________________

I hereby certify that my self-ratings reflect the true and honest evaluation of my teaching performance. Ratee:_______________________________ Teacher (Name and Signature) Date: ________________________________ Conferred with:________________________________ School Head (Name & Signature) Date: ________________________________________ Recommending Approval: ____________________________ Name & Signature Date: _____________________________________________ Approved by: ______________________________________ Name & Signature Date: _____________________________________________

28 Appendix C CB-PAST Form 3 / Instructional Supervision Form 3 TEACHER PERFORMANCE OBSERVATION GUIDE Name: __________________________________________ Position Title _______________________ School ____________________________________________________________________________ District _________________________________________ Division ____________________________ School Year ____________________ Semester ______________ Date of Observation _____________ General Instructions to the Observer For purposes of formative appraisal for supervision, the Teacher Performance Observation Guide of the Competency-Based Performance Appraisal System for Teachers (CB-PAST) shall be used. The tool will generate objective information needed for the technical support of instructional supervisors for the teachers. Form 3A shall be used for the actual observation of the Teaching-Learning Process in the Classroom. The domains to be observed re Diversity of Learners, Curriculum and Pedagogy and Planning Assessing and Reporting. Form 3B shall be used for the observation of the Home, School and Community Involvement. The domains to be observed are the Learning Environment and Home, School, and Community Linkages. Indicators which cannot be actually observed shall be verified in the Teachers Portfolio for evidences. Form 3C shall be used for the observation of the Personal, Social Growth and Professional Development for Teachers. The domains to be observed are the Social Regard for Learning and Personal Social Growth and Professional development indicators which cannot be actually observed shall be verified in the Teachers Portfolio for evidences. For the guidance of the observers, the rating scale is described s follows: 4 High Proficient (HP) Teacher behavior consistently exceeds expectations. Displays consistently at all times, high level of performance in skills, abilities, attributes, initiatives and productivity. Self-direction of the teacher of the teacher is evident. 3 Proficient (P) Teacher behavior often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the job areas. 2 Basic (B) Teacher behavior on the job meet basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes. 1 - Below Basic (BB) Teacher behavior on the job and outputs frequently fall below standard. Performance and work outputs consistently low, fails to meet required outcomes hence needs repetition of action or by completion of others. The teacher may need immediate directive instructional support. 0 Not observed (NO) Indicator is required of the job, but not observed.

29 Instructional Supervision Form 3A / CB-PAST Form 3A


TEACHER OBSERVATION GUIDE FOR INSTRUCTIONAL COMPETENCE Legend: 0 Not Observed (NO 3 Proficient (P) 1 Below Basic (BB) 4 Highly Proficient (HP) 2 Basic (B)

Circle the number that describes best your observation of the Teacher. Start here Performance Behavior A. Diversity of Learners 1. Sets lesson objectives within the experiences and capabilities of the learners 2. Utilizes varied techniques and strategies suited to different kinds of learners 3. Shows fairness in dealing with learners 4. Paces lessons appropriate to the needs and difficulties of learners. 5. Provides appropriate intervention activities for learners at risk NO 0 0 0 0 0 Observation Rating BB 1 1 1 1 1 B 2 2 2 2 2 P 3 3 3 3 3 HP 4 4 4 4 4

Total Score : ____________ Average ___________ Description _________________ Narrative Observation:

________________________________________________________________________________ Performance Behavior B. Content and Pedagogy B.1. Teacher Behavior in Actual Teaching 1. Teaches accurate and updated content using appropriate approaches and strategies 2. Aligns lesson objectives, teaching methods, learning activities, and instructional materials. 3. Encourage learners to use higher order thinking skills in asking questions. 4. Engages and sustains learners interest in the subject matter by making content meaningful and relevant. 5. Establishes routines and procedures to maximize use of time and instructional materials 6. Integrates language, literacy, skills, and values in teaching. 7. Presents lesson logically in a developing manner. 8. Utilizes technology resources in planning, designing, and delivery of lesson 9. Creates situations that encourages learners to use higher order thinking skills. 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 NO Observation Rating BB B P HP

Total Score : ____________ Average ___________ Description _________________ Narrative Observation:

30
Performance Behavior B. Content and Pedagogy B.2. Learners Behavior in the Classroom 1. Answers in own words at the desired cognitive level. 2. Participates actively in the learning tasks with some levels of independence. 3. Asks questions relevant to the lesson. 4. Sustains interest in the lesson / activity. 5. Follows routines and procedure to maximize instructional time. 6. Shows appropriate behavior of individualism, cooperation, competition in classroom interactions 7. Imbibes and values learning from the teacher and from classmates 8. Demonstrate in varied ways, learning achieved in the activities 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 NO Observation Rating BB B P HP

Total Score : ____________ Average ___________ Description _________________ Narrative Observation:

Performance Behavior C. Planning, Assessing, Reporting Learners Outcomes 1. Provides timely, appropriate reinforcement/feedback to learners behavior 2. Uses appropriate formative, summative, tests congruent to the lesson 3. Uses non-traditional authentic assessment techniques when needed. 4. Keeps accurate records of learners performance level. 5. Gives assignment as reinforcement or enrichment of the lesson 6. Provides opportunity for learners to demonstrate their learning NO 0 0 0 0 0 0

Observation Rating BB 1 1 1 1 1 1 B 2 2 2 2 2 2 P 3 3 3 3 3 3 HP 4 4 4 4 4 4

Total Score : ____________ Average ___________ Description _________________ Narrative Observation:

Comments of the Teacher

Agreements of the Teacher and Observer

___________________________________ Teachers Name & Signature Signature

________________________________________ Observers Name and

* Signatures indicate that observations have been clarified by both parties.

31 Instructional Supervision Form 3B / CB-PAST Form 3B


TEACHER OBSERVATION GUIDE FOR HOME, SCHOOL AND COMMUNITY INVOLVEMENT Legend: 0 Not Observed (NO) 3 Proficient (P) 1 Below Basic (BB) 4 Highly Proficient (HP) 2 Basic (B)

Circle the number that describes best your observation of the Teacher. Start here Performance Behavior D. Learning Environment 1. Maintains a safe and orderly classroom 2. Engages learners in differentiated activities for higher learning 3. Handles behavior problems quickly and with due respect to childrens rights 4. Creates situation that develops a positive attitude among learners towards their subjects and teachers. 5. Provides gender sensitive opportunities for learning. NO 0 0 0 0 0 Observation Rating BB 1 1 1 1 1 B 2 2 2 2 2 P 3 3 3 3 3 HP 4 4 4 4 4

Total Score : ____________ Average ___________ Description _________________ Narrative Observation:

________________________________________________________________________________ Performance Behavior E. School, Home & Community Linkages 1. Involves the community in sharing accountability for learners achievement 2. Uses varied and available community resources (human, materials) to support learning 3. Uses community as laboratory for teaching and learning 4. Shares with the community information on school events and achievements. 5. Encourages learners to apply classroom learning at home and in community 6. Informs learners, parents and other stakeholders regarding school policies and procedures NO 0 0 0 0 0 0 Observation Rating BB 1 1 1 1 1 1 B 2 2 2 2 2 2 P 3 3 3 3 3 3 HP 4 4 4 4 4 4

Total Score : ____________ Average ___________ Description _________________ Narrative Observation: _____________________________________________________________________________________ _ __________________________________________________________________________________ Comments of the Teacher: _____________________________________________________________________________________ _ _____________________________________________________________________________________ _ Agreement of the Teacher and the Observer: _____________________________________________________________________________________ _ _____________________________________________________________________________________ _

32
_________________________________________ Teachers Name & Signature Signature _______________________________________ Observers Name &

* Signatures indicate that observations have been clarified by both parties.

33 Instructional Supervision Form 3C / CB-PAST Form 3C


TEACHER OBSERVATION GUIDE FOR PERSONAL, SOCIAL GROWTH AND PROFESSIONL DEVELOPMENT Legend: 0 Not Observed (NO) 3 Proficient (P) 1 Below Basic (BB) 4 Highly Proficient (HP) 2 Basic (B)

Circle the number that describes best your observation of the Teacher. Start here Performance Behavior Observation Rating NO 0 0 0 0 0 BB 1 1 1 1 1 B 2 2 2 2 2 P 3 3 3 3 3 HP 4 4 4 4 4

F. Social Regard for Learning


1. Abides by and implements school policies and procedures 2. Observes punctuality in accomplishing tasks and requirements 3. Observes punctuality in class attendance and in other occasions 4. Maintains appropriate appearance and decorum at all times. 5. Demonstrates appropriate behavior in dealing with students, superiors, and stakeholders. Narrative Observation:

Total Score : ____________ Average ___________ Description _________________

________________________________________________________________________________ Performance Behavior G. Personal, Social Growth and Professional Development 1. 2. 3. 4. 5. 6. 7. 8. 9. Maintains stature and behavior that upholds the dignity of teaching Manifest personal qualities like enthusiasm, flexibility, caring attitude and others. Demonstrate a personal philosophy of teaching in the classroom. Updates oneself with the recent developments in education. Improves teaching performance based on feedback from mentor, students, peers, superior Accepts accountability for learning outcomes Reflects on ones quality of teaching vis--vis learning outcomes Uses self-assessment (TSNA) to enhance strengths and correct ones weaknesses Participates actively in professional organizations NO 0 0 0 0 0 0 0 0 0 0 Observation Rating BB 1 1 1 1 1 1 1 1 1 1 B 2 2 2 2 2 2 2 2 2 2 P 3 3 3 3 3 3 3 3 3 3 HP 4 4 4 4 4 4 4 4 4 4

10. Abides by the Code of Ethics for Professional Teachers

Total Score : ____________ Average ___________ Description _________________ Narrative Observation: _____________________________________________________________________________________ _ __________________________________________________________________________________ Comments of the Teacher: _____________________________________________________________________________________ _ _____________________________________________________________________________________ _ Agreement of Teacher and Observer: _____________________________________________________________________________________ _

34
_____________________________________________________________________________________ _ _________________________________________ Teachers Name & Signature Signature _______________________________________ Observers Name &

* Signatures indicate that observations have been clarified by both parties.

CB-PAST Form 3 Summary of Ratings Template (For Formative Appraisal and Instructional Supervision)
Assigne d Weight No. of Items Mean (Score no. of items) Desc. Of the TPI (Teacher Performan ce Index) Weighte d Average (Mean x Weight)

Criteria

Score

I.Instructional Competence I. Diversity of 10% 4 Learners II. Curriculum Content and 30% 17 Pedagogy 1. Teacher 9 Behavior 2. Learners 8 Behavior III. Planning, Assessing and 20% 6 Reporting Total 60% 27 II.Home, School & Community Linkages 20% IV. Learning 10% 5 Environment V. Community 10% 6 Linkages Total 20% 11 III.Personal Growth & Professional Development 20% VI. Social Regard for 10% 5 Learning VII. Personal, Social Growth & 10% 11 Professional Development Total 20% 15 Total Formative Appraisal Rating (Grand Total mean) Description for Overall Performance Rating for Formative Appraisal Teacher Behavior Index (TBI) for Formative Appraisal 3.51 4.00 Highly Proficient. Teacher behaviors consistently exceeds expectations. Displays at all time a consistently high level of performance related skills, abilities, attributes, initiatives and productivity. Self-direction of the teacher is evident. Non-directive and collaborative approaches to supervision are recommended. 2.51 3.50 Proficient. Teacher behaviors often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of these areas. Non-directive and collaborative approaches to supervision are recommended. 1.51 2.50 Basic. Teacher behaviors meet basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes or expectations of the job. Collaborative and directive approaches to supervision are recommended.

35 Below 1.50 Below Basic. Teacher behaviors on the job and outputs frequently fall below standard. Work outputs consistently low to meet required outcomes needing repetition of duty or by completion of others. The teacher urgently need immediate instructional support. Intensive directive supervision approach is recommended. I hereby acknowledge the observations done by my instructional supervisor and I will appreciate all the support that will be extended to improve my instructional competence. __________________________________ Date:_____________________ Teacher (Name & Signature) As an instructional supervisor, I am willing to extend instructional support to this Teacher, based on the results of Observation and his/her expressed need. ________________________________ Date:_____________________ Instructional Supervisor (Name & Signature) Noted: ___________________________________ School Head (Name & Signature)
CB-PAST Form 04 Appendix D

CB-PAST PERFORMANCE RUBRICS FOR TEACHERS AND MASTER TEACHERS (CB-PAST)


Sample Summary Rubrics This accompanying summary rubrics describe in holistic manner what is expected in every performance standard. The descriptions will help guide and assist the teacher and the observer in understanding the expectations and in reviewing the rating along the scale of the instruments. 1 Below Basic Performance Criteria 2 - Basic 3 - Proficient 4 Highly Proficient Displays at all time, a consistently high level of job performance related skills, abilities, attributes, initiatives and productivity. All assignments / responsibilities are completed beyond the level of expectation. Self-direction is evident. Performance is Outstanding.

Teacher Teacher Teacher performance performance performance and outputs meets basic often exceeds frequently fall expectations expectations. below standard. based on Displays at Work outputs standards. high level of consistently Displays basic job regularly fails to levels of work performance meet required and related skills, outcomes which performance abilities, Performanc need repetition outputs as initiatives and e Standards of duty or by required productivity, completion of outcomes of exceeding others. The the job. requirements teacher shows Performance is in many of the an indifference satisfactory areas. to job Performance is responsibilities Very and may need Satisfactory. immediate instructional support. Performance is Below Basic I.INSTRUCTIONAL COMPETENCE Performanc Performance Criteria e Standards 1 Below Basic 2 - Basic 3 - Proficient Diversity of Learners Teacher lacks knowledge of developmental Teacher displays minimal Teacher displays sufficient

4 Highly Proficient Teacher displays mastery of knowledge of

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characteristics of learners, learning styles and modalities, skills and knowledge, interests and cultural differences. knowledge of developmental characteristics of learners, understanding and use of varied approaches for the whole class to address diversity of learner. Teacher displays basic content prerequisites learning needed but cannot articulate connections to other disciplines. Lack skills in connecting to content to pedagogy. knowledge of developmental characteristics of learners, understanding and use of the varied approaches for the class to address diversity of learners. Teacher displays thorough content, knowledge and makes connections between content and pedagogy. Reflects understanding of relationships and prerequisites in teaching and learning. diversity of learners and the use of appropriate approaches to learning styles, cultural background, interest, as well as exceptions to general patterns. Teacher displays extensive content knowledge and pedagogy with evidence of continuing pursuit to update such and search for best practices.

Curriculum Content & Pedagogy

Teacher makes content errors or does not correct content errors students make. Content is unrelated to specific objectives of learning. Lacks of understanding of pre-requisite content needed. Mismatches content and pedagogy.

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Planning, Assessing and Reporting Teacher uses objectives which are not clear, do not align with learners activities, materials, and assessment procedures. 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 outcomes, are suited to the materials and assessment procedures which address different types of learning. Learning outcomes are always communicated clearly to students and parents. 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.

II.HOME, SCHOOL AND COMMUNITY LINKAGES Performanc Performance Criteria e Standards 1 Below Basic 2 - Basic 3 - Proficient Learning Environmen t Teacher provides learning environment that reflects unsuitable culture for learning, characterized by sarcasm, conflict, unsafe condition, mismatch of physical arrangement and learning activities. Teacher provides learning environment that reflects a suitable culture for learning where conflicts and insensitivity to learners are minimal, safety is assured and essential learning is accessible to all. Physical condition supports learning activities. Teacher provides learning environment that reflects a very suitable culture of learning which supports developmental differences among learners, safety is assured and opportunity to learn is accessible to many students. Physical and psychological environment support most learning activities. Teacher facilitates home and community involvement in the learning of the students to share accountability of the learning outcomes. The community is frequently used as laboratory for learning, open communicatio n is established by the teacher, community

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

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

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home and community are minimally shown. support is evident. Transfer of learning to home and school is evident. very clearly seen.

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III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL DEVELOPMENT Performanc Performance Criteria e Standards 1 Below Basic 2 - Basic 3 - Proficient 4 Highly Proficient Social Teacher exhibits Teacher Teacher Teacher Regard for behavior and exhibits exemplifies exemplifies Learning decorum that behavior, appropriate appropriate fall short of the decorum and behavior, behavior, requirements as qualities which decorum and decorum and role model for meet the qualities very qualities at the students requirements satisfactorily highest level and learning. as role model beyond the at all times as a for students requirements role model for learning. most of the students time as role learning. model for student learning. Personal Teacher Teacher Teacher Teacher Growth and exemplifies exemplifies exemplifies exemplifies Professional personal and personal and personal and personal and Developmen professional professional professional professional t qualities that qualities that qualities that qualities that fall short of the preserve the preserve the preserve the standard and dignity of the dignity of the dignity of the rarely enhance profession, profession, profession, student learning conform with conform with conform with the outcomes due the Code of the Code of Code of Ethics to lack of Professional Ethics, which which ultimately continuous Ethics which will enhance enhance learning professional will enhance learning outcomes of the development student outcomes of students to the involvement. learning students most highest level at outcomes of the time, all times through sometimes through continuous through continuous professional continuous professional development. professional development. development.

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Appendix E CB-PAST Form 5

TEACHERS PORTFOLIO TEMPLATE

To Teachers and Master Teachers: Every Teacher and Master Teacher must prepare a TEACHERS PORTFOLIO to showcase results of assessment of strengths and weaknesses, plans for professional development, and improvement of learning outcomes. The portfolio should contain corresponding accomplishments as evidences of teaching performance. The portfolio will house all the documentary records that would show proofs for the different components of the performance standards in the appraisal system. The evidence should be arranged according to the major sections of the portfolio and performance standards in CB-PAST Form 1, Form 2 and Form 3. The Teachers Portfolio should be prepared the whole year round. It should be accessible for the perusal of the teacher, the school head, and the instructional leaders. Contents of the Portfolio should be complete to include the best practices of the teacher. Section provided for the reflection of the teacher. It maybe placed after each component in the evidences of collectively as the last section of the portfolio. The reflections should include important insights, analysis of issues, records of everyday class happening among others that impact on the life of the teacher. Since there are many formats in reflection, this section should be agreed upon by the school head and the teachers in the specific school.

PARTS OF THE TEACHER PORTFOLIO


I. PRELIMINARY INFORMATION ABOUT THE TEACHER Teacher Personal Profile / Personal Data Sheet Teachers TSNA Results Purposes of the Portfolio to include among others (a) Targets Set for the Students Learning Outcomes and (b) Individual Plan for Professional Development (IPPD) PORTFOLIO EVIDENCES Evidences for the Instructional Competence Evidences for Home, School, Community Linkages Evidences for Personal, Social and Professional Development Evidences for Plus Factor Evidences of School Outcomes, Achievement Rate, Participation Rate, Drop-out Rate CB-PAST ACCOMPLISHED FORMS CB-PAST Form 1 for TEACHERS CB-PAST Form 2 for MASTER TEACHERS CB-PAST Form 3 for TEACHER PERFORMANCE OBSERVATION GUIDE Form 3A Observation Guide for Instructional Competence Form 3B Observation Guide for School, Home, Community Linkages Form 3C Observation Guide for Personal Growth and Professional Development

II.

III.

IV. TEACHERS REFLECTION Teachers reflection may also be placed after every component of Portfolio evidence in Part II or should be collectively placed in this section as a summary reflection. V. REMARKS School heads, instructional leaders and other observers are encouraged to write remarks which are valuable to the teacher in this section. Note: 1. The basic parts of the Portfolio should be followed, but the school may require additional components and contents of the Portfolio which are deemed needed. 2. Original evidences are preferred however authenticated 3. Artifacts like report card, school forms, diploma, and others are acceptable evidences in the portfolio.

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4. Pictures may add to the aesthetic value of the portfolio but are not acceptable as evidences.

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Appendix F CB-PAST FORM 6 Jobs and Responsibilities of Teachers and Master Teachers Teacher I, II & III with Salary Grades 11, 12 & 13 (including substitutes, locally funded and volunteer teachers) Duties and Responsibilities Under general supervision: 1. Facilitates learning in the elementary/secondary schools through functional lesson plans, daily log of activities and appropriate, adequate and updated instructional materials (print and non-print). 2. Monitors, assesses and evaluates pupils / students progress. 3. Undertakes activities to improve performance indicators 4. Maintains updated pupil/student school records. 5. Updates parents on pupils/students progress regularly 6. Supervises curricular and co-curricular projects and activities 7. Counsels and guides pupil/students. 8. Conducts action research. 9. Maintains cleanliness, orderliness, safety and upkeep of the classroom 10. Participates in staff development activities and utilizes KSAs gained from seminars, trainings and scholarships. 11. Maintains harmonious relationship with fellow teachers and other school personnel as well s with parents and other stakeholders. 12. Supports activities of governmental and non-governmental organizations. 13. Does related works. Master Teacher I, II, III, IV with Salary Grades 18, 19, 20, 21 Duties and Responsibilities In addition to the full-teaching load of a classroom teacher, MTs shall perform the following duties and responsibilities: 1. Assumes leadership in the environment of instructional programs and preparation of instructional materials as in the following; MT I: in at least two grade/year levels MT II: in at least three grade/year levels MT III: in at least four grade/year levels MT IV: in all grade/year levels 2. Conducts instructional training programs in the school, district or division. 3. Provides professional assistance to teachers like coaching and mentoring. 4. Develops and/or implements innovative and functional teaching approaches and strategies every school year, as follows: MT I II: at least one MT III-IV: at least two 5. Serves as demonstration teacher and/or consultant MT I: at least school and district level MT II: school, district and division levels MT III: school, district, division and regional levels MT IV: school, district, division, regional and national level 6. Conducts action research 7. Leads in the analysis and utilization of test results 8. Does related work.