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, CB-PAST 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 selfdirected within the community of professional learners. The second purpose is summativeevaluative 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 dialoguesthat accompany each procedure. The ultimate intention of theperformance 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 job-embedded 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 teaching-learning 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 The NCBTS-TSNA informs what professional development actions in the IPPD a teacher pursues that would eventually result to better learningoutcomes. Strengthened with the jobembedded responsibilities, the teachers professional actions on the identified strengths and needs shall contribute to the improvement of learners and school outcomes such asachievement 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. 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. Thetechnical 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 jobembedded 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 andsummative The use of multiple data source of gathering informationstrengthens 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 (CBPAST) 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 CBPAST 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 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 Standard 4 Learning Environment 10% Standard 5 Community Linkages 10% Component III Personal Growth & Professional Development Standard 6 Social Regard for Learning 10% Standard 7 Personal, Social Growth & Professional Development 10% Total

60%

20%

20%

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 overallrating of the Summative Description for Overall Performance Rating withCritical 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 self-rating of the teacher. The same description shall apply for the CB-PAST Form2 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 CBPAST 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 The observation guide is for formative developmental purposes andinstructional supp ort 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 CBPAST 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 cross-validate the self-ratings previously made by the teacher. It will also show case the teachers professional development progress. The portfolio shall also be used in Instructional Supervision. C.THE TEACHER PERFORMANCE APPRAISAL PROCESSES 6.0. The Formative Appraisal
As a formative process CB-PAST is under the self-direction of the teacher who undertakes selfassessment 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 planningprofessional development opportunities through technical assistance andcapability 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 output-based 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 forwards, 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, andsummative. 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.

Appendix ECB-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 beaccessible 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 eachcomponent 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) II.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 III.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 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. 4. Pictures may add to the aesthetic value of the portfolio but are not acceptable as evidences. 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 regularly6.Supervises curricular and co-curricular projects and activities 7. Counsels and guides pupil/students. 8. Conducts action research. 9. Maintains cleanliness, orderliness, safety and up keep 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 andpreparation 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.