Cb Past for Teachers (1997-2003 Template)1

CB-PAST Form 1

###

Name:

School:

District: Division:

School Year: Semester:

PART I. COMPONENTS AND PERFORMANCE STANDARDS

I. INSTRUCTIONAL COMPETENCERating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

A.

BB1 ❶

2 1

3 1

4 1

5 1

6 1

7 1

B.

Within the appraisal period, I … BB

1 1

2 1

3 1

4 1

5 1

6 1

7 1

8 1

9 1

10 1

11 1

12 1

13 1C. Planning, Assessing and Reporting


1 1

2 1

paced lessons appropriate to the needs and difficulties of learners

provided appropriate intervention activities for learners at risks

recognized multi-cultural background of learners when providing learning

opportunities

COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERSCB-PAST

Position Title:

Appointment Status:

Diversity of Learners APPRAISAL RATING

Within the appraisal period, I …set objectives that are within the experiences and capabilities of learners

utilized varied designs, techniques and activities suited to different kinds of

learners

adopted strategies to address needs of differently-abled learners

showed fairness and consideration to all learners regardless of socio-

economic background.

Curriculum Content and Pedagogy

delivered accurate and updated content knowledge using appropriate

methodologies, approaches and strategies.used integration of language, literacy, numeracy skills, and values in teaching

explained learning goals, instructional procedures and content clearly and

accurately to studentslinked the current content with past and future lessons

aligned the lesson objectives, teaching methods, learning activities and

instructional materials or resources appropriate to the learners

created situations that encourage learners to use higher order thinking skills

through the use of local language among others if needed

engaged and sustained learner's interest in the subject by making content

meaningful and relevant to them

integrated scholarly works and ideas to enrich the lesson

established routines and procedures to maximize instructional time

selected, prepared and utilized available technology and other instructional

materials appropriate to the learners and learning objectivesprovided appropriate learning tasks, portfolio and projects that support

development of good study habitsused available ICT resources for planning and designing teaching-learning

activities

constructed valid and reliable formative and summative tests

used appropriate non-traditional assessment techniques and tools

(portfolios, journals, rubrics, etc…)

First Semester

3 1

4 1

5 1

6 1

7 1

8 19 1

II. SCHOOL, HOME, COMMUNITY LINKAGESRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

D. Learning Environment


1 1

2 1

3 1

4 1

5 1

6 1

7 1E. Community Linkages

Within the appraisal period, I … BB1 1

2 1

3 1

4 1

5 1

6 1

III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICSRating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

F. Social Regard for Learning


1 1

2 1

3 1

4 1

5 1G. Personal, Social Growth and Professional Development


1 1

2 1

3 1

4 1

interpreted and used test results to improve teaching and learning

identified teaching-learning difficulties and possible causes

managed remediation activities

used tools for assessing authentic learning

provided timely and accurate feeback to learners to encourage them to

reflect on and monitor their own learning growthkept accurate records of grades/performance levels of learnersconducted regular meetings with learners and parents to report learner's

progress.

maintained stature and behavior that upheld the dignity of teaching

manifested personal qualities like enthusiasm, flexibility, caring attitude and

others

provided equal opportunities for all learners regardless of gender

maintained a safe and orderly classroom free from distractions

used individual and cooperative learning activities to improve capacities of

learners for higher learninginspired learners to value and set high performance targets for themselves

handled behavior problems quickly and with due respect to children's rights

created situation that develop a positive attitude among learners towards

their subject and the teacher

involved parents/community in sharing accountability for learners'

achievementused varied and available community resources (human,materials) to support

learningused community as a laboratory for learning

get involved in community information on school events and achievements

led learners to apply classroom learning to the home and community

informed learners, parents and other stakeholders regarding school policies

abide and implemented school policies and procedures

demonstrated punctuality in accomplishing tasks and attendance on all

occasionsmaintained appropriate appearance and decorum at all times

demonstrated appropriate behavior in dealing with students, peers, superiors

and stakeholders

demonstrated personal educational philosophy of teaching in classroom

updated myself with recent developments in education through readings,

attendance in continuing professional education, or training/seminars and

similar activities

5 16 17 1

8 19 1

10 1

PART II. PLUS FACTOR

I. Plus Factor for Instructional Competence 1 2

3

4 5 6 7

8 9

II. NO Plus Factor for School, Home and Community Linkages (All items are included as required)

1

2

3

4

5

6

III. Plus Factor for Personal, Social Growth and Professional Development Characteristics

1

2

3

4

5

Conducted one (1) action research and shared results to peers on problems related to learning

environment, home, school and community involvement.

Conducted at least two (2) home visitations to encourage parents to support their children in their school

activities to reduce absenteeism and tardinessOthers not included but related to school, home and community involvement

participated actively in professional organizationsreflected the quality of my own teachingimproved my teaching performance based on feedback from the mentors,

students, peers, superiors and othersused self-assessment to enhance strengths and correct my weaknessesaccepted accountability for learner's outcomeabide by the Code of Ethics for Professional Teachers

Acted as mentor/coach in professional development at least 2 yearsServed as dempnstration teacher at least once in a rating period on peers,cooperating teacher,resource

teachers in the ine-service and pre-service student on innovative teaching strategies, classroom

managementConducted one (1) action research whose findings and recommendations have been adopted by the school,

district/division.Acted as coordinator,chairperson in activities, projects that relate to instructional competenceInnovative teaching strategies, classroom management and assessment to enhance learningIncreased the difference in the achievement rate or the division post test over the pretest by 2.5% or Increased the difference in the achievement rate or the division post test over the pretest by 5% or higher

in all classes taughtMaintained 0% dro.pout rate in reduce drop-out rate in the class during the appraisal period

Organized and implemented at least (1) school-community project in rating period which resulted to

enhance learning outcomesEstablished a model that exemplifies a learning environment conducive to teaching and learning (i.e

Science Gradens, Mathematics Laboratory, Model Classrooms, Others)Made at least one(1) best practice on how to involve majority of the parents in the education of their

children

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 bodiesActed as a coach or trainer to award winning students or group of students in academic and non-academic

contests recognized at least at the division levelEarned relevant professional trainings (an aggregate of at least 60 hours) or graduated from a higher

relevant degreeReceived a scholarship awards, exchange educational observation, study tour and the like which have

competitive screening process. (Claim can only be made after the award has been enjoyed).

Others not mentioned but related to personal growth and professional characteristics

CB-PAST Summary of Ratings Template

Assigned

Weight

No. of

ItemsTotal Score

Mean

(Score /

No. Of

Items)I. 60%

A. 10% 7 19.00 2.71B. 30% 12 36.00 3.00C. 20% 9 27.00 3.00Sum of Weighed Average of A, B, C

II. 20%

D. 10% 6 12.00 2.00E. 10% 6 12.00 2.00Sum of Weighed Average of D and E

III.20%

F. 10% 4 16.00 4.00G. 10% 10 30.00 3.00

Sum of Weighed Average of F and G 0Formative Performance RatingDescription for Overall Performance Rating in TPI for Formative AppraisalPlus Factor (for Summative Appraisal)

(Each item gets 0.04. A Maximum of 0.4 will be added to the Total Weighed Average)Summative Performance Rating

(Sum of the Total Weighed average of I, II, III and the Plus Factor earned)

Name:

Planning, Assessing and Reporting P

CRITERIADescription of the

TPI

Instructional Competence

Diversity of Learners B

Curriculum Content and Pedagogy P

School, Home, Community Linkages

Learning Environment B

Community Linkages B

Personal, Social Growth And Professional

Characteristics

Social Regard for Learning HP

Personal, Social Growth and

Professional DevelopmentP

Agreement

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

Description of Overall Performance Rating with the Critical Requirement for Summative Appraisal

Teacher Performance Index

3.51 - 4.00 - Highly Proficient. Teacher performance consistently exceeds expectations. Displays at all times a consistently high level of

performance related skills, attributes, initiatives and productivity. All assignments/ responsibilities are completed beyond the level of

expectation. Self direction of the teacher is evident2.51 - 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 the 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.

1.00 - 1.50 - Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low,

regularly fails to meet required outcomes needing of duty or by completion of others. The teacher may need immediate instructional support.

Overall Performance Rating Description and Critical Requirements for the Summative Appraisal

Description of Overall Performance Critical RequirementsNote: A Teacher who does not meet the critical requirements will get the lower performance

ratingOutstanding 3.51 or higher and no performance index of below proficient in any of the standards

Very Satisfactory 2.51 or higher and no performance index of below basic in any of the standardsSatisfactory 1.51 or higher and no performance index of below basic in any of the standardsBelow Basic 1.00 or above with at least one performance index value below basic in any of the standards

Remarks:

Date:

Date:

Date:

Date:

Assistant Schools Division Superintendent

APPROVED BY:Schools Division Superintendent

Signature over Printed Name

CONFERRED WITH:Secondary School Principal I

Recommending Approval:

Region:

B P HP CHOICE

2 3 4 1

❷ 3 4 2

2 3 ❹ 4

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 43

19.00 2.714286B P HP CHOICE

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 43

2 ❸ 4 3

2 ❸ 43

2 ❸ 43

2 ❸ 43

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 43

2 ❸ 43

2 ❸ 43

2 3 4 36.00 3B P HP CHOICE

2 ❸ 4 3

2 ❸ 4 3

COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERSCB-PAST

Position Title:

Appointment Status:

APPRAISAL RATING

Second Semester

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

27.00 3

B P HP CHOICE

❷ 3 4 2

❷ 3 4 2

❷ 3 4 2

❷ 3 4 2

❷ 3 4 2

❷ 3 42

2 3 4 12.00 2B P HP CHOICE

❷ 3 42

❷ 3 42

❷ 3 4 2

❷ 3 4 2

❷ 3 4 2

❷ 3 4 2

12.00 2

B P HP CHOICE

2 3 ❹ 4

2 3 ❹ 4

2 3 ❹ 4

2 3 ❹ 4

2 3 4 16.00 4B P HP CHOICE

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 43

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 3

2 ❸ 4 330.00 3

CHOICE0.00

0.00

0.00

0.000.000.00

0.00

0.04 0.040.04 0.04

0.00

0.00

0.00

0.00

0.00

0.000.00

0.00

0.00

0.00

0.000.00

Conducted one (1) action research and shared results to peers on problems related to learning

environment, home, school and community involvement.

Conducted at least two (2) home visitations to encourage parents to support their children in their school

activities to reduce absenteeism and tardinessOthers not included but related to school, home and community involvement

Acted as mentor/coach in professional development at least 2 yearsServed as dempnstration teacher at least once in a rating period on peers,cooperating teacher,resource

teachers in the ine-service and pre-service student on innovative teaching strategies, classroom

managementConducted one (1) action research whose findings and recommendations have been adopted by the school,

district/division.Acted as coordinator,chairperson in activities, projects that relate to instructional competenceInnovative teaching strategies, classroom management and assessment to enhance learningIncreased the difference in the achievement rate or the division post test over the pretest by 2.5% or Increased the difference in the achievement rate or the division post test over the pretest by 5% or higher

in all classes taughtMaintained 0% dro.pout rate in reduce drop-out rate in the class during the appraisal period

Organized and implemented at least (1) school-community project in rating period which resulted to

enhance learning outcomesEstablished a model that exemplifies a learning environment conducive to teaching and learning (i.e

Science Gradens, Mathematics Laboratory, Model Classrooms, Others)Made at least one(1) best practice on how to involve majority of the parents in the education of their

children

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 bodiesActed as a coach or trainer to award winning students or group of students in academic and non-academic

contests recognized at least at the division levelEarned relevant professional trainings (an aggregate of at least 60 hours) or graduated from a higher

relevant degreeReceived a scholarship awards, exchange educational observation, study tour and the like which have

competitive screening process. (Claim can only be made after the award has been enjoyed).

Others not mentioned but related to personal growth and professional characteristics

CB-PAST Summary of Ratings Template

Has 1? Has 2?1 10 00 0

Has 1? Has 2?0 60 7

Has 1? Has 2?

0 0

0 0

Has 1? Has 2?1 14

P 0.60

Description of the

TPI

Weighed Average

(Mean x Weight)

B 0.27P 0.90

0.04

2.91

1.77

B 0.20B 0.20

0.40

HP 0.40

P 0.30

0.702.87

B

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

Description of Overall Performance Rating with the Critical Requirement for Summative AppraisalSATISFACTORY

Teacher Performance Index

3.51 - 4.00 - Highly Proficient. Teacher performance consistently exceeds expectations. Displays at all times a consistently high level of

performance related skills, attributes, initiatives and productivity. All assignments/ responsibilities are completed beyond the level of

expectation. Self direction of the teacher is evident2.51 - 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 the 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.

1.00 - 1.50 - Below Basic. Teacher performance on the job and outputs frequently fall below standard. Work outputs consistently low,

regularly fails to meet required outcomes needing of duty or by completion of others. The teacher may need immediate instructional support.

Overall Performance Rating Description and Critical Requirements for the Summative Appraisal

Critical RequirementsNote: A Teacher who does not meet the critical requirements will get the lower performance

rating

3.51 or higher and no performance index of below proficient in any of the standards2.51 or higher and no performance index of below basic in any of the standards1.51 or higher and no performance index of below basic in any of the standards1.00 or above with at least one performance index value below basic in any of the standards

Assistant Schools Division Superintendent

Schools Division Superintendent

Signature over Printed Name

Choice Codes

BB B P HP CHOICE 2

① ② ③ ④ 1

FOR TEACHERS I, II, III, IV FOR MASTER TEACHERS I, II, III, IV

I. INSTRUCTIONAL COMPETENCE I. INSTRUCTIONAL COMPETENCE

Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

A. A.

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8

B. B.

Within the appraisal period, I … Within the appraisal period, I …

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

11 11

12 12

13

14 served as demonstration teacher and/or consultant

MT I: in at least school/district levels

MT II: school/district, division levels

MT III: school/district, division and regional levels

MT IV: school/district, division, regional and regional levels

showed fairness and consideration to all learners regardless of socio-economic

background.


background.

Diversity of Learners Diversity of Learners


set objectives that are within the experiences and capabilities of the learners set objectives that are within the experiences and capabilities of the learners

utilized varied designs, techniques and activities suited to different kinds of learners utilized varied designs, techniques and activities suited to different kinds of learners

paced lessons appropriate to the needs and difficulties of learners paced lessons appropriate to the needs and difficulties of learners

provided appropriate intervention activities for learners at risks provided appropriate intervention activities for learners at risks


opportunities


opportunities

adopted strategies to address needs of differently-abled learners adopted strategies to address needs of differently-abled learners

selected, prepared and utilized available technology and other instructional materials

appropriate to the learners and learning objectives


mentored peers in the grade/year level or the area of specialitzation in using strategies

that address diversity of learners

Curriculum Content and Pedagogy Curriculum Content and Pedagogy

delivered accurate and updated content knowledge using appropriate methodologies,

approaches and strategies.



used integration of language, literacy, numerary skills and values in teaching. developed and/or implemented innovative and functional teaching approaches every

year as follows: MT I-II: at least one (1), MT III-IV: at least two (2)

explained learning goals, instructional procedures and content clearly and accurately to

students

used integration of language, literacy, numeracy skills, and values in teaching

linked the current content with past and future lessons explained learning goals, instructional procedures and content clearly and accurately to

aligned the lesson objectives, teaching methods, learning activities and instructional

materials or resources appropriate to the learners

linked the current content with past and future lessons

created situations that encourage learners to use higher order thinking skills through

the use of local language among others if needed



engaged and sustained learner's interest in the subject by making content meaningful

and relevant to them



integrated scholarly works and ideas to enrich the lesson engaged and sustained learner's interest in the subject by making content meaningful


established routines and procedures to maximize instructional time integrated scholarly works and ideas to enrich the lesson

provided apprpriate learning tasks, portfolio and projects that support development of

good study habits



used available ICT resources for planning and designing teaching-learning activities provided apprpriate learning tasks, portfolio and projects that support development of

good study habits

used available ICT resources for planning and designing teaching-learning activities

15

MT I: in at least two (2) grade/year levels

MT II: in at least three (3) grade/year levels

MT III: in at least four (4) grade/year levels

MT IV: in all grade/year levels

16 conducted classroom observations





17

18

C. Planning, Assessing and Reporting C. Planning, Assessing and Reporting


1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10

II. SCHOOL, HOME, COMMUNITY LINKAGES II. SCHOOL, HOME, COMMUNITY LINKAGES


D. Learning Environment D. Learning Environment


1 1

2 2

3 3

4 4

5 5

6 6

7

conducted instructional training programs in the school, district or division

assumed leadership in the improvement of instructional programs and preparation of

instructional design

conducted regular meetings with learners and parents to report learner's progress. conducted regular meetings with learners and parents to report learner's progress.

mentored a peer on how to plan and conduct action research

constructed valid and reliable formative and summative tests constructed valid and reliable formative and summative tests

used appropriate non-traditional assessment techniques and tools (portfolios, journals,

rubrics, etc…)


rubrics, etc…)

interpreted and used test results to improve teaching and learning interpreted and used test results to improve teaching and learning

identified teaching-learning difficulties and possible causes identified teaching-learning difficulties and possible causes

managed remediation activities managed remediation activities

used tools for assessing authentic learning used tools for assessing authentic learning

provided timely and accurate feeback to learners to encourage them to reflect on and

monitor their own learning growth



kept accurate records of grades/performance levels of learners kept accurate records of grades/performance levels of learners

maintained a model classroom, which is conducive to teaching and learning

led in the analysis and utilization of test resutls





provided gender fair opportunities for learning provided gender fair opportunities for learning

maintained a safe and orderly classroom free from distractions maintained a safe and orderly classroom free from distractions

used individual and cooperative learning activities to improve capacities of learners for

higher learning


higher learning

inspired learners to value and set high performance targets for themselves inspired learners to value and set high performance targets for themselves

handled behavior problems quickly and with due respect to children's rights handled behavior problems quickly and with due respect to children's rights

created situation that develop a positive attitude among learners towards their subject

and the teacher


and the teacher

E. Community Linkages E. Community Linkages


1 1

2 2

3 3

4 4

5 5

6 6

7

8

III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS


F. Social Regard for Learning F. Social Regard for Learning


1 1

2 2

3 3

4 4

5

G. Personal, Social Growth and Professional Development G. Personal, Social Growth and Professional Development


1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

11

demonstrated appropriate behavior in dealing with students, peers, superiors and

stakeholders


stakeholders

involved the home/community in hsaring accountability for learner's achievement involved the home/community in hsaring accountability for learner's achievement

used varied and available community resources (human,materials) to support learning used varied and available community resources (human,materials) to support learning

used community as a laboratory for learning used community as a laboratory for learning

get involved in community information on school events and achievements get involved in community information on school events and achievements

shared to the community information on school events and achievements shared to the community information on school events and achievements

led learners to apply classroom learning to the home and community led learners to apply classroom learning to the home and community

informed learners, parents and other stakeholders regarding school policies and

procedures

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…

abide by and implemented school policies and procedures followed and implemented school policies and procedures

demonstrated punctuality in accomplishing tasks and attendance on all occasions demonstrated punctuality in accomplishing tasks and attendance on all occasions

maintained appropriate appearance and decorum at all times maintained appropriate appearance and decorum at all times

organized and implemented activities with peers for personal growth and professional

development like educational tours, school visits, retreats, conference, etc…

maintained oneself as role model of students and peers

maintained stature and behavior that upheld the dignity of teaching maintained stature and behavior that upheld the dignity of teaching

manifested personal qualities like enthusiasm, flexibility, caring attitude and others manifested personal qualities like enthusiasm, flexibility, caring attitude and others

demonstrated personal educational philosophy of teaching in classroom demonstrated personal educational philosophy of teaching in classroom

updated myself with recent developments in education updated myself with recent developments in education through readings, attendance

in continuing professional education, or training/seminars and similar activities

participated actively in professional organizations participated actively in professional organizations

reflected the quality of my own teaching reflected the quality of my own teaching

improved my teaching performance based on feedback from the mentors, students,

peers, superiors and others



used self-assessment to enhance strengths and correct my weaknesses used self-assessment to enhance strengths and correct my weaknesses

accepted accountability for learner's outcome accepted accountability for learner's outcome

abide by the Code of Ethics for Professional Teachers abide by the Code of Ethics for Professional Teachers

FOR MASTER TEACHERS I, II, III, IV

INSTRUCTIONAL COMPETENCE

Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

Within the appraisal period, I …

served as demonstration teacher and/or consultant

MT I: in at least school/district levels

MT II: school/district, division levels

MT III: school/district, division and regional levels

MT IV: school/district, division, regional and regional levels


background.

Diversity of Learners


set objectives that are within the experiences and capabilities of the learners

utilized varied designs, techniques and activities suited to different kinds of learners

paced lessons appropriate to the needs and difficulties of learners

provided appropriate intervention activities for learners at risks


opportunities

adopted strategies to address needs of differently-abled learners


mentored peers in the grade/year level or the area of specialitzation in using strategies

that address diversity of learners

Curriculum Content and Pedagogy



developed and/or implemented innovative and functional teaching approaches every

year as follows: MT I-II: at least one (1), MT III-IV: at least two (2)

used integration of language, literacy, numeracy skills, and values in teaching

explained learning goals, instructional procedures and content clearly and accurately to

linked the current content with past and future lessons





engaged and sustained learner's interest in the subject by making content meaningful


integrated scholarly works and ideas to enrich the lesson



provided apprpriate learning tasks, portfolio and projects that support development of

good study habits

used available ICT resources for planning and designing teaching-learning activities





conducted classroom observations





Planning, Assessing and Reporting


SCHOOL, HOME, COMMUNITY LINKAGES


Learning Environment


conducted instructional training programs in the school, district or division

assumed leadership in the improvement of instructional programs and preparation of

instructional design

conducted regular meetings with learners and parents to report learner's progress.

mentored a peer on how to plan and conduct action research

constructed valid and reliable formative and summative tests


rubrics, etc…)

interpreted and used test results to improve teaching and learning

identified teaching-learning difficulties and possible causes

managed remediation activities

used tools for assessing authentic learning



kept accurate records of grades/performance levels of learners

maintained a model classroom, which is conducive to teaching and learning

led in the analysis and utilization of test resutls





provided gender fair opportunities for learning

maintained a safe and orderly classroom free from distractions


higher learning

inspired learners to value and set high performance targets for themselves

handled behavior problems quickly and with due respect to children's rights


and the teacher

Community Linkages


PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS


Social Regard for Learning


Personal, Social Growth and Professional Development



stakeholders

involved the home/community in hsaring accountability for learner's achievement

used varied and available community resources (human,materials) to support learning

used community as a laboratory for learning

get involved in community information on school events and achievements

shared to the community information on school events and achievements

led learners to apply classroom learning to the home and community

informed learners, parents and other stakeholders regarding school policies and

procedures

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…

followed and implemented school policies and procedures

demonstrated punctuality in accomplishing tasks and attendance on all occasions

maintained appropriate appearance and decorum at all times

organized and implemented activities with peers for personal growth and professional

development like educational tours, school visits, retreats, conference, etc…

maintained oneself as role model of students and peers

maintained stature and behavior that upheld the dignity of teaching

manifested personal qualities like enthusiasm, flexibility, caring attitude and others

demonstrated personal educational philosophy of teaching in classroom

updated myself with recent developments in education through readings, attendance

in continuing professional education, or training/seminars and similar activities

participated actively in professional organizations

reflected the quality of my own teaching



used self-assessment to enhance strengths and correct my weaknesses

accepted accountability for learner's outcome

abide by the Code of Ethics for Professional Teachers

FOR TEACHERS I, II, III, IVPlus Factor for Instructional Competence

1 Acted as mentor/coach in professional development to at least 2

peers.

2 Served as a demonstration teacher at least once in a rating period, for

peers, cooperating teachers, resource teachers in the in-service and

pre-service students on innovative teaching strategies, classroom

management.3 Conducted one (1) action research whose findings and

recommendations have been adapted by the school and/or division.

4 Served as coordinator/chairperson in activities, projects that relate to

instructional competence.

5 Innovated teaching strategies, classroom management and

assessment to enhance teaching.

6 Increased the difference in achievement rate iof the division post test

over the pre-test by 2.5% or higher on classes taught.

7 Maintained zero (0) drop-out or reduced drop-out rate in the class.

8

9

Plus Factor for School, Home and Community Linkages

1 Organized and implemented at least one (1) home-school-community

project in a rating period which resuilted 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, etc…).3 Made at least one (1) best practice on how to involve majority of

parents in the education of their chilldren.

4 Conducted at least one (1) action research and shared results to

peers on problems related to learning environment, home, school and

community involvement.5 Conducted at least two (2) home visitations to encourage parents to

support their children in their school activities, to reduce absenteeism

and tardiness.6 Others not included but related to school, home and community

involvement.

Plus Factor for Personal, Social Growth and Professional Development Characteristics

1 Received award/s for exemplary personal and professional attributes

such as honesty and integrity, leadership, dedication, initiative,

courtesy, fairness, or an outstanding teacher from recognized

academic institutions and other award giving bodies2 Acted as coach or trainer to award winning students or group of

students in academic and anon-academic contests recognized at least

in the division level3 Earned relevant professional trainings (an aggregate of at least 60

hours or graduated from a higher relevant degree)

4 Received scholarship awards, educational exchange, education

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.

6

7

FOR MASTER TEACHERS I, II, III, IV

Conducted Meetings/home visitations of students at least four (4)

times to improve teaching-learning situations

Acted as resource person in at least four (4_ professional

development activities (i.e. seminars, workshops, trainings,

conferences) in either pre-service trainings in schools, district or

division

Provided professional assistance to peers on how to plan and conduct

action research

Initiated, organized and conducted a training program for teachers

Designed evaluation and monitoring program for the school, district or

division

Conducted curricular review or similar activity in the school, district or

division

Increased the difference in the achievement rate or the division post

test over the pretest by 5% or higher in all classes taught

No "Dropout" rate during the appraisal period

Others related to instructionla competence (specify)

______________________________________________NO Plus Factor for School, Home and Community Linkages (All items are included as required)

Plus Factor for Personal, Social Growth and Professional Development Characteristics

Received award or recognition as exemplary teacher for both personal

and professional attributes by a recognized body or agency at the

school, district, division, regional or national levels

Earned a higher relevant degree

Published at least one (1) article in professional magazines/periodicals

related to the field of specialization

Presented a paper in the regional, national or an international

conference

Received a scholarship/ fellowship/ travel/ research/ observation grant

or secondment of not less than one (1) year through competitive

selection. The credit shall be earned after the

scholarship/grant/secondment had been finished in less than one (1)

year, it shall be prorated in months

Represented the Deped in the Regional, National or International

Forum related to current assignmentOthers related to Personal Growth and Professional Development

Characteristics (Please specify)

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Cb Past for Teachers (1997-2003 Template)1

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