The DepEd Vision

We are people organization committed to a culture of excellence in public service. Believing that the most important
resource of our country is its people, we make the task of educating the Filipino child our singular mission.

We assist the Filipino child to discover his/her full potential in a child-centered and value-driven teaching-learning
environment and thereby, enable him/her to create his/her own destiny in global community. We prepare him/her to
become a responsible citizen and an enlightened leader who loves his/her country and is proud to be a Filipino.

We provide a school system…

Where teachers and principals achieve the desired learning outcome not only because they are empowered,
competent and accountable, but because they care;

Where administrator exercise visionary leadership responsive to emerging learning needs of the nation; ensure
adequate resources; promote appropriate technology; create and sustain a conducive climate to enhance learning;
and

Where the family, the community and other institutions actively support our efforts.

We affirm the right of every Filipino child especially the less advantaged to benefit from such a system.

This is our vision. With God’s help, we dedicate all our talents and energies to its realization.

The DepEd Mission

To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and
service for the common good.

What is CB PAST?

CB-PAST- Competency – Based PerformanceAppraisal System for Teachers

Why there’s a Cb past?

CB PAST was drawn through the vision mission of the Dep-Ed.

What are the purposes

Objectives

Introduce the new evaluation tool for teaching

performance in the Philippines which is the

Competency-Based Performance Appraisal

System for Teachers (CB-PAST)

Assess and further evaluate objectively the

exemplification of the worth and vitality of CBPAST to the enhancement of the teacher

Agenda

C – Concepts

B – Baseline/Benchmark

P – Performance tool

A – Analysis

S – Synthesis

Concepts

Background of CB-PAST

- Before: (PAS) Performance Appraisal System

- R.A. 9155 (Governance of Basic Education Act of

2001)

- (BESRA) Basic Education Sector Reform Agenda

- (NCBTS) National Competency-Based Teacher

Standards
- (TSNA) Teacher Strengths and Needs Assessment

- (IPPD) Individual Plan for Professional Development

- Job-embedded requirementsT – Thrusts

A.
Meaning and Purpose of CB-PAST
1.0
Competency-Based Performance Appraisal System for 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 ² 9155.
The primary purposes of the CB-PAST are(1 ) to ensure support for the continuous professional growth of
teachers and( 2 ) to recognize the quality of teacher·s accomplishments over a period of time for maintaining the high
standard of work and properly rewarding excellent performance in terms of incentives, awards and promotion.
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.
As an appraisal system the CB-PAST
y

Adheres to standards of the competency-based performance which is the

National Competency-Based Teachers Standards.
y

Adheres to job-embedded requirements of the teachers in their duties and responsibilities.

y

Promotes and encourages teacher personal growth and professional development and
y

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 teacher·s 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