CB-PAST F-!

CB-PAST F-1 page 1CB-PAST Form 1ATOKBAKUNCOMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERSATOK2011-2012BOKOD(CB-PAST)BAKUN2012-2013BUGUIASBOKOD2013-2014ITOGON IName: RickyPosition Title:Teacher IIAppointment Status:PermanentBUGUIAS2014-2015ITOGON IISchool: GOV. BADO DANGWA AGRO-INDUSTRIAL SCHOOLITOGON I2015-2016KABAYANDistrict: KAPANGANDivision:BENGUETFALSERegion:CARITOGON II2016-2017KAPANGANSchool Year: 2013-2014KABAYANTeacher IKIBUNGANKAPANGANTeacher IILA TRINIDADPart I -COMPONENTS AND PERFORMANCE STANDARDSKIBUNGANTeacher IIIMANKAYANLA TRINIDADMSBSABLANI. INSTRUCTIONAL COMPETENCEMANKAYANPSBTUBARating Legend: B- Below Basic; B-Basic; P-Proficient; HP-Highly ProficientSABLANSubstituteTUBLAYA. Diversity of learnersAppraisal RatingTUBAPermanentWithin the appraisal period, IBBBPHPTUBLAYTemporary12341. set objectives that are within the experiences and capabilities of learners.TRUEFALSEFALSEFALSE112. utilized varied designs, techniques and activities suited to the different kinds of learners.TRUEFALSEFALSEFALSE11FALSEFALSEFALSEFALSE003. paced lessons appropriate to the needs and difficulties of the learners.TRUEFALSEFALSEFALSE114. provide appropriate intervention activities for learners.TRUEFALSEFALSEFALSE115. recognized multi-cultural background of learners when providing learning opportunities.TRUEFALSEFALSEFALSE11006. adopted strategies to address needs of differently abled learners.TRUEFALSEFALSEFALSE117. showed fairness and consideration to all learners regardless of socio-economic background.FALSEFALSETRUEFALSE3100Total Score90000009B. Curriculum Content and PedagogyAppraisal RatingWithin the appraisal period, IBBBPHP12341. delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE002. used integration of language, literacy, numeracy skills and values in teaching.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE003.explained learning goals, instructional procedures, and content clearly and accurately to students.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE004. linked the current content with past and future lessons.FALSEFALSETRUEFALSE315. aligned the lesson objectives, teaching methods. Learning activities, and instructional materials or resources appropriate to the learners.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE006. created situations that encourage learners to use high order thinking skills through the use of local language among others if needed.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE007. engaged and sustained learner's interest in the subject by making content meaningful and relevant to them.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE008. integrated scholarly works and ideas to enrich the lesson.FALSEFALSETRUEFALSE319. established routines and procedures to maximize instructional time.FALSEFALSETRUEFALSE3110. selected, prepared and utilized available technology and other instructional materials appropriate to the learners and the learning objectives.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE0011. provided appropriate learning tasks, portfolio and projects that support development of good study habits.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE0012. used available ICT resources for planning and designing teaching-learning activities.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE00Total Score363619

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CB-PAST F-1 page 2C. Planning, Assessing and ReportingAppraisal RatingWithin the appraisal period, IBBBPHP12341. constructed valid and reliable formative and summative tests.FALSEFALSETRUEFALSE312. used appropriate non-traditional assessment techniques and tools.FALSEFALSETRUEFALSE313. interpreted and used test results to improve teaching and learning.FALSEFALSEFALSETRUE414. identified teaching -learning difficulties and possible causes.FALSEFALSEFALSETRUE415. managed remediation activities.FALSEFALSETRUEFALSE316. used tools for assessing authentic learning.FALSEFALSETRUEFALSE317. provided timely and accurate feedback to learners to encourage them reflect on and monitor their own learning growth.FALSEFALSEFALSETRUE41FALSEFALSEFALSEFALSE08. kept accurate records of grades/performance levels of learners.FALSEFALSETRUEFALSE319. conducted regular meetings with learners and parents to report learner's progress.FALSEFALSETRUEFALSE31Total Score3030II. SCHOOL, HOME and COMMUNITY LINKAGESRating Legend: B- Below Basic; B-Basic; P-Proficient; HP-Highly ProficientD. Learning EnvironmentAppraisal RatingWithin the appraisal period, IBBBPHP12341. provided equal opportunities for all learners regardless of gender.FALSETRUEFALSEFALSE212. maintained a safe and orderly classroom free from distractions.FALSEFALSETRUEFALSE313. used individual and cooperative learning activities to improve capacities of learners for higher learning.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE04. inspired learners to set and value high performance targets for themselves.FALSEFALSETRUEFALSE315. handled behavior problems quickly and with due respect to children's rights.FALSEFALSETRUEFALSE316. created situation that develop a positive attitude among learners towards their subject and teacher.FALSETRUEFALSEFALSE21FALSEFALSEFALSEFALSE0Total Score1616E. Community LinkagesAppraisal RatingWithin the appraisal period, IBBBPHPFALSE12341. involved parents/community in sharing accountability for learners' achievement.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE02. used varied and available community resources (human, materials) to support learning.FALSETRUEFALSEFALSE21FALSEFALSEFALSEFALSE03. used community as a laboratory for teaching and learning.FALSETRUEFALSEFALSE214. got involved in/shared community information on school events and achievement.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE05. led students to apply classroom learning to the community.FALSEFALSETRUEFALSE316. informed learners, parents and other stakeholders regarding school policies and procedures.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE0Total Score1616III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICSRating legend: BB - Below Basic; B - Basic; P- proficient; HP- Highly proficientF. Social Regard for LearningAppraisal RatingWithin the appraisal period, IBBTRUEBPHP12341. abide by and implemented school policies and procedures.FALSEFALSETRUEFALSE312. demonstrated punctuality in accomplishing tasks and attendance on all occasions.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE03. maintained appropriate appearance and decorum at all times.FALSEFALSETRUEFALSE314. demonstrated appropriate behavior in dealing with learners, peers, and superiors.FALSETRUEFALSEFALSE21FALSEFALSEFALSEFALSE0Total Score111125

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CB-PAST F-1 page 3G. Personal, Social growth and Professional DevelopmentAppraisal RatingWithin the appraisal period, IBBBPHP12341. maintained stature and behavior that upholds the dignity of teaching.FALSEFALSETRUEFALSE312. manifested personal qualities like enthusiasm, flexibility, caring attitude, collegiality among others.FALSEFALSETRUEFALSE31FALSEFALSEFALSEFALSE03. demonstrated my educational philosophy of teaching in the classroom.FALSEFALSETRUEFALSE314.updated myself with recent developments in education.FALSEFALSETRUEFALSE315. participated actively in professional organizations.FALSEFALSETRUEFALSE316. reflected on the quality of my own teaching.FALSEFALSETRUEFALSE317. improved teaching performance based on feedback from mentors, learners, peers, superiors and others.FALSETRUEFALSEFALSE21FALSEFALSEFALSEFALSE08. used self-assessment to enhance strengths and correct my weaknesses.FALSETRUEFALSEFALSE219. accepted accountability for learner's outcomes.FALSETRUEFALSEFALSE2110. abide by the code of ethics for professional teachers.FALSETRUEFALSEFALSE21Total Score262610PART II - THE PLUS FACTOR1925I. Plus factor for Instructional Competence(Max. of 4)Total541. acted as a mentor/coach in professional development to at least 2 peersFALSE02. 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.TRUE0.04003. conducted one action research whose findings and recommendations have been adopted by the school. (district or division)TRUE0.04FALSE04. acted as coordinator, chairperson in activities, projects that relate to Instructional Competence.TRUE0.045. Innovated teaching strategies, classroom management and assessment to enhance learning.TRUE0.046. increased the difference in the achievement rate of the division post test over the pretest by 2.5% or higher on all classes taught.FALSE0FALSE07. Maintained zero drop-out rate or reduced drop-out rate in the class.FALSE0II. Plus Factor for School, Home, Community Linkages (Max. of 3)0.1640.161.organized and implemented at least 1 home-school-community project in a rating period which resulted to enhanced learning outcomes.FALSE0FALSE02. Established a model that exemplifies a learning environment conducive to teaching and learning. (i.e. Science gardens, mathematics laboratory, Model classroom, others)FALSE0FALSE03. Made at least one best practice on how to involve majority of the parents in the education of their children.FALSE0FALSE04. Conducted at least 1 action research and shared results to peers on problems related to learning environment, home, school, and community involvement.FALSE0FALSE05. conducted at least 2 home visitations to encourage parents to support their children in their school activities; to reduce absenteeism and tardiness.FALSE0FALSE06. others not included but related to school, home, and community involvement.FALSE0III. Plus Factor for Personal, Social Growth and Professional Characteristics (Max. of 3)0001. 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 institution and other awards giving bodies.FALSE0002. 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.FALSE0FALSE03. Earned relevant professional trainings (an aggregate of at least 60 hours) or graduated from a higher relevant degree.FALSE0FALSE04. 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).FALSE0

FALSE05. others not mentioned but related to personal and professional characteristics.FALSE00000.160.16

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CB-PAST F-1 page 4CB-PAST Summary of Ratings # of BBCode# of BCodeProduct CodeCode# BB# BCodeProduct CodeOver All Perf.CRITERIAAssigned WeightNo. of ItemsScoreMean (Score no. of items)Description of the TPIWeighted Ave. (Mean x Weight)01011Below Basic11022Below Basic12012Below Basic12033Below Basic23013Below Basic13044Below Basic541.0001.504BB34014Below Basic14055Below BasicI. Instructional Competence 60%1.5052.504B45015Below Basic15066Below BasicA. Diversity of Learners10%791.29BB0.12992.5053.504P56016Below Basic16077Below BasicB. Curriculum Content and Pedagogy30%12363.00P0.900363.5054.000HP67017Below Basic17088Below BasicC. Planning, Assessing and Reporting20%9303.33P0.6673078018Satisfactory90164576SatisfactorySum of weighted average of A, B, C1.6951.0001.504Below Basic0116464Satisfactory9021271143SatisfactoryII. Home, School & Community Involvement20%1.5052.504Basic012127127Satisfactory9031901710SatisfactoryD. Learning Environment10%6162.67P0.267162.5053.504Proficient12164128Satisfactory9042532277SatisfactoryE. Community Linkages10%6162.67P0.267163.5054.000Highly Proficient013190190Satisfactory9053162844SatisfactorySum of weighted average of D and E0.53323164192Satisfactory9063793411SatisfactoryIII. Personal Growth & Professional Development20%014253253Satisfactory9074423978SatisfactoryF. Social Regard for Learning10%4112.75P0.27511122127254Satisfactory910218Below BasicG. Professional, Social Growth & Professional Development10%10262.60P0.2602634164256Satisfactory9111281152Below BasicSum of Weighted average of F & G0.5351.0001.504Below Basic015316316Satisfactory9122542286Below BasicFormative Performance Rating2.762.7641.5052.504Satisfactory45164320Satisfactory9133803420Below Basic(Sum of the Total Weighted Average of I, II, & III)0.002.5053.504Very Satisfactory016379379Satisfactory9145064554Below BasicDescription for overall performance rating in TPI for formative appraisalProficient3.5054.000Outstanding123190380Satisfactory9156325688Below BasicVery Satisfactory10232127381Satisfactory9167586822Below BasicPlus factor (for the summative appraisal)0.160.16# of BB# of B56164384Satisfactory920327Below Basic(Each item gets 0.04 a maximum of 0.4 will be added to the total weighted average)0CodeCode # of BBCode # of BProduct017442442Satisfactory9211921728Below BasicSummative Performance Rating2.92Below Basic121267164448Satisfactory9223813429Below Basic(Sum of the total weighted mean from I, II, III and the plus factor earned)Satisfactory9124253506Satisfactory9235705130Below BasicDescription of overall performance rating with critical requirement for summative appraisalSatisfactoryVery Satisfactory73342127508Satisfactory9247696921Below BasicOutstanding600233190570Satisfactory9259488532Below Basic125316632Satisfactory930436Below BasicRemarks: # of BBCode# of BCode452127635Satisfactory9312562304Below Basic0101126379758Satisfactory9325084572Below Basic12164234253759Satisfactory9337807020Below BasicAgreements: 232127343190760Satisfactory93410129108Below Basic343190562127762Satisfactory940545Below Basic454253235316948Satisfactory9413202880Below BasicI hereby certify that my self ratings reflect the true and honest evaluation of my teaching performance.565316453190950Satisfactory9426355715Below Basic6763793442531012Satisfactory9439508550Below BasicRatee: RickyConferred with: JUANITO P. EMPIZO 787442Satisfactory950654Below BasicPosition:Teacher IICode DiscriptionProductReferenceSatisfactory9513843456Below BasicTeaching Experience:732146Satisfactory9527626858Below BasicMajor:School Head (Name & Signature)Satisfactory960763Below BasicDate:Satisfactory9614484032Below BasicREVIEWED BY:Satisfactory970872Below BasicRECOMMENDING APROVAL:Very Satisfactory7300173Very SatisfactoryVery Satisfactory7301644672Very SatisfactoryPublic Schools District SupervisorVery Satisfactory73021279271Very SatisfactoryDate:MarchRIZALYN A. GUZNIANVery Satisfactory730319013870Very SatisfactoryPublic Schools District SupervisorVery Satisfactory730425318469Very SatisfactoryOIC, Office of the Assistant Schools Division SuperintendentVery Satisfactory730531623068Very SatisfactoryVery Satisfactory730637927667Very SatisfactoryAPPROVED:Very Satisfactory730744232266Very SatisfactoryVery Satisfactory73102146SatisfactoryVery Satisfactory73111289344SatisfactoryNANCY G. LUMBASVery Satisfactory731225418542SatisfactorySchools Division SuperintendentVery Satisfactory731338027740SatisfactoryVery Satisfactory731450636938SatisfactoryVery Satisfactory731563246136SatisfactoryVery Satisfactory731675855334SatisfactoryNote: A Teacher who does NOT meet the critical requirements will get the next lower level of the overall Performance Raring.Very Satisfactory73203219SatisfactoryVery Satisfactory732119214016SatisfactoryVery Satisfactory732238127813SatisfactoryVery Satisfactory732357041610SatisfactoryVery Satisfactory732475955407SatisfactoryVery Satisfactory732594869204SatisfactoryVery Satisfactory73304292SatisfactoryVery Satisfactory733125618688SatisfactoryVery Satisfactory733250837084SatisfactoryVery Satisfactory733376055480SatisfactoryVery Satisfactory7334101273876SatisfactoryVery Satisfactory73405365SatisfactoryVery Satisfactory734132023360SatisfactoryVery Satisfactory734263546355SatisfactoryVery Satisfactory734395069350SatisfactoryVery Satisfactory73506438SatisfactoryVery Satisfactory735138428032SatisfactoryVery Satisfactory735276255626SatisfactoryVery Satisfactory73607511SatisfactoryVery Satisfactory736144832704SatisfactoryVery Satisfactory73708584SatisfactoryOutstanding600001600OutstandingOutstanding600016438400Very SatisfactoryOutstanding6000212776200Very SatisfactoryOutstanding60003190114000Very SatisfactoryOutstanding60004253151800Very SatisfactoryOutstanding60005316189600Very SatisfactoryOutstanding6001021200Very SatisfactoryOutstanding6001112876800Very SatisfactoryOutstanding60012254152400Very SatisfactoryOutstanding60013380228000Very SatisfactoryOutstanding60014506303600Very SatisfactoryOutstanding6002031800Very SatisfactoryOutstanding60021192115200Very SatisfactoryOutstanding60022381228600Very SatisfactoryOutstanding60023570342000Very SatisfactoryOutstanding6003042400Very SatisfactoryOutstanding60031256153600Very SatisfactoryOutstanding60032508304800Very SatisfactoryOutstanding6004053000Very SatisfactoryOutstanding60041320192000Very SatisfactoryOutstanding6005063600Very Satisfactory

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RubricsCB-PAST PERFORMANCE RUBRICS FOR TEACHERS AND MASTER TEACHERS(CB-PAST)Performance Criteria1-Below Basic2-Basic3-Proficient4-Highly ProficientPERFORMANCE STANDARDSTeacher performance and outputs frequently fall below standard. Work outputs consistently, regularly falls to meet required outcomes which need repetition of duty or by completion of others. The teacher shows a indifference to job responsibilities and may need immediate instructional support. Performance is Below Basic.Teacher performance meets basic expectations based on standards. Displays basic level of work and performance outputs as required outcomes of the job. Performance is satisfactoryTeacher performance often exceed expectations. Displays a high level of job performance related skills, abilities, initiatives and productivity, exceeding requirements in may of the areas. Performance is Very SatisfactoryDisplays at all time, a consistently high level of job performance related skills, abilities, initiatives and productivity. All assignments/responsibilities are completed beyond the level of expectation. Self-direction is evident. Performance is OutstandingI. INSTRUCTIONAL COMPETENCEPerformance StandardsPerformance Criteria1-Below Basic2-Basic3-Proficient4-Highly ProficientDiversity of LearnersTeacher lacks knowledge of developmental characteristics of learner, learning styles and modalities, skills and knowledge, interests and cultural differences.Teacher displays minimal knowledge of developmental characteristics of learners, understanding and use of varied approaches for the whole class to address diversity of learnersTeacher displays sufficient knowledge of developmental characteristics of learners, understanding and use of the varied approaches for the class to address diversity of learners.Teacher displays mastery of diversity of learners and the use of appropriate approaches to learning styles, cultural background, interest, as well as exceptions to general patternsCurriculum Content & PedagogyTeacher makes content errors or does not correct content errors student's' make. Content is unrelated to specific objectives of learning. Lacks understanding of pre-requisite content needed. Mismatches content and pedagogyTeacher displays basic content and pre-requisites learning needed but cannot articulate connections to other disciplines. Lack skills in connecting content to pedagogyTeacher displays thorough content, knowledge and makes connections between content and pedagogy. Reflects understanding of relationships and prerequisites in teaching and learningTeacher displays extensive content knowledge and pedagogy with evidence of continuing pursuit to update such and search for best practices.Planning, Assessing and reportingTeacher 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 outcome, are suited to the materials and assessment procedures which address different types of learning. Learning outcomes are always communicated clearly to students, and parents.II.HOME, SCHOOL, AND COMMUNITY LINKAGESPerformance StandardsPerformance Criteria1-Below Basic2-Basic3-Proficient4-Highly ProficientLearning EnvironmentTeacher provides learning environment that reflects unsuitable culture of 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, safely 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.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.School, Home, Community LinkagesTeacher facilitates very minimal home-community 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 home and community are minimally shown.Teacher facilitates home and community involvement in the learning of the student to share accountability of the learning outcomes. The community is frequently used as laboratory for learning open communication is established by the teacher, community support is evident. Transfer of learning to home and school is evident.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 very clearly seen.III. PERSONAL, SOCIAL, GROWTH AND PROFESSIONAL DEVELOPMENTPerformance StandardsPerformance Criteria1-Below Basic2-Basic3-Proficient4-Highly ProficientSocial Regard for LearningTeacher exhibits behavior and decorum that fail short of the requirements as role model for students' learningTeacher exhibits behavior, decorum and qualities which meet the requirements as role model for students' learningTeacher exemplifies appropriate behavior, decorum and qualities very satisfactory beyond the requirements most of the time as role model for students' learning.Teacher exemplifies appropriate behavior decorum, and qualities at the highest level and at all times as a role model for students' learning.Personal Growth and Professional DevelopmentTeacher exemplifies personal and professional qualities that fail short of the standard and rarely enhance student learning outcomes due to lack of continuous professional development involvementTeacher exemplifies personal and professional qualities that preserve the dignity of the profession. Conform with the Code of Professional Ethics which will enhance student learning outcomes sometimes through continuous professional development Teacher exemplifies personal and professional qualities that preserve the dignity of the profession, conform with the Code of Professional Ethics which will enhance learning outcomes of students most of the time, through continuous professional developmentTeacher exemplifies personal and professional qualities that preserve the dignity of the profession, conform with the Code of Professional Ethics which ultimately enhance learning outcomes of the students to the highest level at all times through continuous professional development.

Instruction and Table

THE ELECTRONIC COMPETENCY BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS(CB-PAST)This Electronic CB-PAST Consist of three (3) sheets labeled asCB-PAST F-1 pages 1-3 - Red colored tab is the Competency Based Appraisal System for Teachers. Divided into three (3) pagesCB-PAST F-1 page 4 - Yellow colored tab is the Summary rating.Rubrics - Dark blue colored tab is the rubrics.

In the CB-PAST part I (Components and Performance Standard) , Use a rating scale with 1 as the lowest and 4 as the highest, Click on the appropriate checkbox that corresponds to your rating for each indicator.

1. As a checkbox is ticked, the row color turns light aqua indicating that the rating is accepted.2. When more than one rating is provided for one indicator, the row color turns red indicating an error. Only one rating must be provided for each indicator.

In the CB-PAST part II (Plus Factor) , Click on appropriate checkbox correspond to your plus factor ( The maximum number of plus factor for (I) Instructional Competence, School,(II) School, Home, Community Linkage and (III) Personal, Social Growth and Professional Characteristics are 4, 3 and 3 respectively. Each plus factor has a value of 0.04)

Note: Automatic scoring is not enabled when no rating is provided and/or two or more rating is provided in any indicator in the CB-PAST. In this case, the massage "False" and/or "#N/A" is displayed. Review rating special attention to red and light orange colored rows.To Teachers: For part I, use a rating scale with 1 as lowest and 4 as highest. Rate yourself along the indicators under each performance standard. Click on 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 a teacher may earn a maximum of 0.4 points during the summative appraisal period. check the item being claimed. duly certified evidences of the plus factor claimed should be found in your Teacher's Portfolio.

Teacher Performance Index (TPI)3.51-4.00 (Highly Proficient) HPTeacher 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

2.51-3.50 (Proficient) PTeacher 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) BTeacher 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) BBTeacher 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.

Overall Performance Rating Description and Critical Requirements for the Summative Appraisal

Description of Overall Performance RatingCritical Requirements: Note: A teacher who does not meet the critical requirement will get the next lower level of the overall performance rating.

Outstanding3.51 or higher and no performance index of below proficient in any of the standards.

Very Satisfactory2.51 or higher and no performance index value of below basic in any of the standards.

Satisfactory1.51 - 2.50 and no performance index value of below basic in any of the standards.

Below Basic1.00 or higher with at least one performance index values below basic in any of the standards.