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CB-PAST Forms for Teachers

CB-PAST Forms for Teachers

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Published by Jonathan Paranada

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Published by: Jonathan Paranada on Jul 08, 2012
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04/26/2014

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1
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 acomprehensive appraisal system which addresses one of the mandates of the Departmentas embodied in the RA 9155.The first purpose is formative-developmental in nature which will provide teachers withmeaningful activities that encourage their professional learning and growth. The procedurewill 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 thebenefit of instruction at high level of proficiency from the teachers. Appraisal of teacherperformance is made on the basis of the evidences collected, observations made,conferences, and dialogues that accompany each procedure. The ultimate intention of theper
formance 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 NationalCompetency-Based Teacher Standards;
 
Adheres to the job-embedded requirements of the teachers in their duties andresponsibilities;
 
Promotes and encourages teacher personal growth and professional development; and
 
Provides a new paradigm of instructional leadership and supervision which ultimatelywill improve learners and school performance outcomes.1.1.
 
The CB-PAST FrameworkThe National Competency-Based Teacher Standards (NCBTS) with the job-embeddedrequirements of the teachers guide the CB-PAST and primarily form the bases of theTeacher Performance indicators. The required teacher competencies as determined throughTeacher Strengths and Needs Assessment (TSNA)
and their utilization in the teacher’s
Individual Plan for Professional Development (IPPD) are significant considerations of theappraisal system. Framed against a backdrop of conducive teaching-learning environment,the illustration below shows the interactions of the different elements of the CB-PAST asthey relate to each other in relation to the teaching performance.
 
2FIGURE 1
 –
CB-PAST FrameworkThe NCBTS-TSNA informs what professional development actions in the IPPD a teacherpursues that would eventually result to better learning outcomes. Strengthened with the job-
embedded responsibilities, the teacher’s professional
actions on the identified strengths
and needs shall contribute to the improvement of learner’s and school outcomes such as
achievement rate, retention rate, drop-out rate among others. Collectively, the TeacherPerformance Appraisal combines the different elements into three broad components asInstructional Competence, School, Home and Community Linkages and Personal andProfessional Development. All of these elements are assumed to be operating in the contextof a supportive teaching-learning environment that provides equal opportunities for alllearning 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 theJob-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. Theseare described briefly below1.
 
Diversity of Learners. Requires a teacher to identify and address the needs of thevarious 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 usingaccurate content knowledge in addressing academic needs of learners through the useof appropriate instructional strategies, technologies and resources.TEACHING
 –
LEARNINGENVIRONMENT
SchoolOutcomesTeacher Performance
Instructional competenceSchool, Home,Community LinkagesPersonal & ProfessionalDevelopment
NCBTS
-TSNA & IPPD-Job-embeddedrequirements
TeacherDevelopment
 
33.
 
Planning, Assessing & Reporting. Requires a teacher to plan, gather, analyze and usedata to measure learning progress, guide instruction and provide timely feedback.4.
 
Learning Environment. Requires a teacher to create and maintain a safe learningenvironment. Which is conducive to learning and encourages fairness, respect andenthusiasm among others.5.
 
School, Home and Community Linkages. Requires a teacher to link with the home andcommunity as laboratory for teaching and learning.6.
 
Social Regard for Learning. Requires a teacher to act as a role model of students to valuelearning.7.
 
Personal Growth and Professional Development. Requires a teacher to maintainbehavior consistent with legal, ethical and professional standards and to engage incontinuous professional development.2.2.
Job-embedded Requirements for Teachers and Master Teacher
Incorporated in the NCBTS Standards are the distinct job descriptions, duties andresponsibilities of both the teachers and master teachers. The technical assistanceresponsibilities 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 Teacherinclude the comprehensive NCBTS seven domains and enriched by the job-embeddedrequirements.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 guidingprinciples.
 
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 andresults.
 
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 teachersand 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-PASTForm 1 for Teachers and CB-PAST Form 2 for Master Teachers. The CB-PAST Form 3 for theFormative Appraisal will also be used for both teachers and master teacher in InstructionalSupervision.The CB-PAST Forms 1 and 2 are made up of two parts. Part I
 –
Components and PerformanceStandards and Part II
 –
The Plus Factor. Assigned weights are given to each component and eachperformance standard. The Plus Factor has a corresponding value for the summative appraisalonly.The percentage weight distribution for each Performance Standard and Component of CB-PASTForms 1 and 2 are as follows:Part I
 –
Components and Performance StandardsPercentage WeightComponent I
 –
Instructional Competence 60%Standard 1
 –
Diversity of Learners 10%Standard 2
 –
Curriculum Content and Pedagogy 30%

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do you have a form 1 with an automatic computation?
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