CB-PAST Form 1

COMPETENCY BASED-PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

CB-PAST
###

Name: School: District: School Year:

PART I. I.

Position Title:
Appointment Status:

Division: Semester:
COMPONENTS AND PERFORMANCE STANDARDS
First Semester

INSTRUCTIONAL COMPETENCE

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

A. Diversity of Learners Within the appraisal period, I APPRAISAL RATING BB

1 set objectives that are within the experiences and capabilities of learners 2 utilized varied designs, techniques and activities suited to different kinds of learners 3 paced lessons appropriate to the needs and difficulties of learners 4 provided appropriate intervention activities for learners at risks 5 recognized multi-cultural background of learners when providing learning opportunities 6 adopted strategies to address needs of differently-abled learners 7 showed fairness and consideration to all learners regardless of socioeconomic background.
B. Curriculum Content and Pedagogy Within the appraisal period, I

1 1 1 1 1 1

BB

C.

1 delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies. 2 used integration of language, literacy, numeracy skills, and values in teaching 3 explained learning goals, instructional procedures and content clearly and accurately to students 4 linked the current content with past and future lessons 5 aligned the lesson objectives, teaching methods, learning activities and instructional materials or resources appropriate to the learners 6 created situations that encourage learners to use higher order thinking skills through the use of local language among others if needed 7 engaged and sustained learner's interest in the subject by making content meaningful and relevant to them 8 integrated scholarly works and ideas to enrich the lesson 9 established routines and procedures to maximize instructional time 10 selected, prepared and utilized available technology and other instructional materials appropriate to the learners and learning objectives 11 provided appropriate learning tasks, portfolio and projects that support development of good study habits 12 used available ICT resources for planning and designing teaching-learning activities 13 Planning, Assessing and Reporting
Within the appraisal period, I

1 1 1 1 1 1 1 1 1 1 1 1 1
BB

1 constructed valid and reliable formative and summative tests 2 used appropriate non-traditional assessment techniques and tools (portfolios, journals, rubrics, etc)

1 1

3 4 5 6 7

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 growth 8 kept accurate records of grades/performance levels of learners 9 conducted regular meetings with learners and parents to report learner's progress.
II. SCHOOL, HOME, COMMUNITY LINKAGES

1 1 1 1 1 1 1

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

D. Learning Environment Within the appraisal period, I

BB

E.

1 provided equal opportunities for all learners regardless of gender 2 maintained a safe and orderly classroom free from distractions 3 used individual and cooperative learning activities to improve capacities of learners for higher learning 4 inspired learners to value and set high performance targets for themselves 5 handled behavior problems quickly and with due respect to children's rights 6 created situation that develop a positive attitude among learners towards their subject and the teacher 7 Community Linkages
Within the appraisal period, I

1 1 1 1 1 1 1
BB

1 involved parents/community in sharing accountability for learners' achievement 2 used varied and available community resources (human,materials) to support learning 3 used community as a laboratory for learning 4 get involved in community information on school events and achievements 5 led learners to apply classroom learning to the home and community 6 informed learners, parents and other stakeholders regarding school policies
III. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

1 1 1 1 1 1

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

F. Social Regard for Learning Within the appraisal period, I

BB

G.

1 abide and implemented school policies and procedures 2 demonstrated punctuality in accomplishing tasks and attendance on all occasions 3 maintained appropriate appearance and decorum at all times 4 demonstrated appropriate behavior in dealing with students, peers, superiors and stakeholders 5 Personal, Social Growth and Professional Development
Within the appraisal period, I

1 1 1 1 1
BB

1 maintained stature and behavior that upheld the dignity of teaching 2 manifested personal qualities like enthusiasm, flexibility, caring attitude and others 3 demonstrated personal educational philosophy of teaching in classroom 4 updated myself with recent developments in education through readings, attendance in continuing professional education, or training/seminars and similar activities

1 1 1 1

5 participated actively in professional organizations 6 reflected the quality of my own teaching 7 improved my teaching performance based on feedback from the mentors, students, peers, superiors and others 8 used self-assessment to enhance strengths and correct my weaknesses 9 accepted accountability for learner's outcome 10 abide by the Code of Ethics for Professional Teachers
PART II. I. PLUS FACTOR Plus Factor for Instructional Competence

1 1 1 1 1 1

II.

1 Acted as mentor/coach in professional development at least 2 years 2 Served 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 management 3 Conducted one (1) action research whose findings and recommendations have been adopted by the school, district/division. 4 Acted as coordinator,chairperson in activities, projects that relate to instructional competence 5 Innovative teaching strategies, classroom management and assessment to enhance learning 6 Increased the difference in the achievement rate or the division post test over the pretest by 2.5% or 7 Increased the difference in the achievement rate or the division post test over the pretest by 5% or higher in all classes taught 8 Maintained 0% dro.pout rate in reduce drop-out rate in the class during the appraisal period 9
NO Plus Factor for School, Home and Community Linkages (All items are included as required)

1 Organized and implemented at least (1) school-community project in rating period which resulted to enhance learning outcomes 2 Established a model that exemplifies a learning environment conducive to teaching and learning (i.e Science Gradens, Mathematics Laboratory, Model Classrooms, Others) 3 Made at least one(1) best practice on how to involve majority of the parents in the education of their children 4 Conducted 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
III. 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 of an outstanding teacher from recognized academic institutions and other award giving bodies 2 Acted 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 level 3 Earned relevant professional trainings (an aggregate of at least 60 hours) or graduated from a higher relevant degree 4 Received 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). 5 Others not mentioned but related to personal growth and professional characteristics

CB-PAST Summary of Ratings Template

CRITERIA I. Instructional Competence

Assigned Weight 60%

No. of Items

Total Score

Mean (Score / No. Of Items)

Description of the TPI

A. B. C.
II.

Diversity of Learners Curriculum Content and Pedagogy Planning, Assessing and Reporting

10% 30% 20%

20%

7 12 9 6 6

19.00 36.00 27.00 12.00 12.00

2.71 3.00 3.00 2.00 2.00

B P P

Sum of Weighed Average of A, B, C School, Home, Community Linkages

D. Learning Environment E. Community Linkages

Sum of Weighed Average of D and E III. Personal, Social Growth And Professional Characteristics

10% 10%
20%

B B

Sum of Weighed Average of F and G Formative Performance Rating Description for Overall Performance Rating in TPI for Formative Appraisal Plus Factor (for Summative Appraisal) Summative Performance Rating

F. Social Regard for Learning G. Personal, Social Growth and Professional Development

10% 10%

4 10

16.00 30.00

4.00 3.00
0

HP P

(Each item gets 0.04. A Maximum of 0.4 will be added to the Total Weighed Average) (Sum of the Total Weighed average of I, II, III and the Plus Factor earned)

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 o performance related skills, attributes, initiatives and productivity. All assignments/ responsibilities are completed beyond the level o expectation. Self direction of the teacher is evident 2.51 - 3.50 - Proficient. Teacher performance often exceeds expectations. Displays a high level of competency related skills, abilities, initiative 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 output 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 Requirements

Outstanding Very Satisfactory Satisfactory Below Basic Remarks:

Note: 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 standards 2.51 or higher and no performance index of below basic in any of the standards 1.51 or higher and no performance index of below basic in any of the standards 1.00 or above with at least one performance index value below basic in any of the standards

Agreement

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

Name:

Signature over Printed Name Date: CONFERRED WITH: Secondary School Principal I Date: Recommending Approval: Assistant Schools Division Superintendent Date: APPROVED BY: Schools Division Superintendent Date:

SYSTEM FOR TEACHERS

Position Title:
Appointment Status:

Region:
Second Semester

APPRAISAL RATING B P

HP

2 2 2 2 2 2

3 3 3

4 4 4 4 4 4

CHOICE 1 2 4 3 3 3 3 19.00 CHOICE 3 3 3 3 3 3 3 3 3 3 3 3 36.00 CHOICE 3 3

2.714286

HP

2 2 2 2 2 2 2 2 2 2 2 2 2
B

3
P

4 4 4 4 4 4 4 4 4 4 4 4 4
HP

2 2

4 4

2 2 2 2 2 2 2

4 4 4 4 4 4 4

3 3 3 3 3 3 3 27.00

HP

2
B

3 3 3 3 3 3 3
P

4 4 4 4 4 4 4
HP

CHOICE 2 2 2 2 2 2 12.00 CHOICE 2 2 2 2 2 2 12.00

3 3 3 3 3 3

4 4 4 4 4 4

HP

2 2 2 2 2
B

3 3 3 3 3
P

4
HP

CHOICE 4 4 4 4 16.00 CHOICE 3 3 3 3

2 2 2 2

4 4 4 4

2 2 2 2 2 2

4 4 4 4 4 4

3 3 3 3 3 3 30.00 CHOICE

0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.04

0.04

on peers,cooperating teacher,resource ative teaching strategies, classroom

tions have been adopted by the school,

instructional competence ent to enhance learning test over the pretest by 2.5% or t test over the pretest by 5% or higher

ing the appraisal period

0.04
0.04

ct in rating period which resulted to

0.00 0.00 0.00 0.00 0.00 0.00

0.00

nducive to teaching and learning (i.e s) the parents in the education of their

rs on problems related to learning

o support their children in their school

olvement

butes such as honesty and integrity, ng teacher from recognized academic

0.00 0.00

tudents in academic and non-academic

0 hours) or graduated from a higher 0.00 0.00

0.00

, study tour and the like which have ard has been enjoyed). nal characteristics

te

Description of the TPI

Weighed Average (Mean x Weight)

B P P

0.27 0.90 0.60

1.77

Has 1? 1 0 0 Has 1? 0 0 Has 1?

Has 2? 1 0 0 Has 2? 6 7 Has 2? 0 0 Has 2? 14

B B

0.20 0.20
0.40

HP P

0.40 0.30
0.70 2.87 B 0.04 2.91

0 0 Has 1? 1

Appraisal

SATISFACTORY

ns. Displays at all times a consistently high level of responsibilities are completed beyond the level of level of competency related skills, abilities, initiatives

Displays basic level of work and performance outputs

all below standard. Work outputs consistently low, e teacher may need immediate instructional support.

s for the Summative Appraisal

al requirements will get the lower performance

equirements

elow proficient in any of the standards elow basic in any of the standards elow basic in any of the standards ndex value below basic in any of the standards

luation of my teaching performance

Signature over Printed Name

Assistant Schools Division Superintendent

Schools Division Superintendent

Choice Codes

BB

HP

CHOICE
1

FOR TEACHERS I, II, III, IV

I. INSTRUCTIONAL COMPETENCE
Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient A. Diversity of Learners Within the appraisal period, I 1 set objectives that are within the experiences and capabilities of the learners 2 utilized varied designs, techniques and activities suited to different kinds of learners 3 paced lessons appropriate to the needs and difficulties of learners 4 provided appropriate intervention activities for learners at risks 5 recognized multi-cultural background of learners when providing learning opportunities 6 adopted strategies to address needs of differently-abled learners 7 showed fairness and consideration to all learners regardless of socio-economic background.

FOR MASTER TEACHERS I, I

I. INSTRUCTIONAL COMPETENCE

Rating Legend: BB - Below Basic; B - B A. Diversity of Learners Within the appraisal period,

1 set objectives that are with

2 utilized varied designs, tec

3 paced lessons appropriate

4 provided appropriate inter

5 recognized multi-cultural b

opportunities 6 adopted strategies to add

7 showed fairness and consi

background. 8 mentored peers in the gra

B. Curriculum Content and Pedagogy Within the appraisal period, I 1 delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies. 2 used integration of language, literacy, numerary skills and values in teaching. 3 explained learning goals, instructional procedures and content clearly and accurately to students 4 linked the current content with past and future lessons 5 aligned the lesson objectives, teaching methods, learning activities and instructional materials or resources appropriate to the learners 6 created situations that encourage learners to use higher order thinking skills through the use of local language among others if needed 7 engaged and sustained learner's interest in the subject by making content meaningful and relevant to them 8 integrated scholarly works and ideas to enrich the lesson 9 established routines and procedures to maximize instructional time 10 selected, prepared and utilized available technology and other instructional materials appropriate to the learners and learning objectives 11 provided apprpriate learning tasks, portfolio and projects that support development of good study habits 12 used available ICT resources for planning and designing teaching-learning activities

that address diversity of le B. Curriculum Content and Peda Within the appraisal period,

1 delivered accurate and up

approaches and strategies 2 developed and/or implem

year as follows: MT I-II: at 3 used integration of langua

4 explained learning goals, i 5 linked the current content

6 aligned the lesson objectiv

materials or resources app 7 created situations that enc

the use of local language a 8 engaged and sustained lea

and relevant to them 9 integrated scholarly works 10 established routines and p

11 selected, prepared and uti

appropriate to the learner 12 provided apprpriate learni

good study habits 13 used available ICT resourc

14 served as demonstration t MT I: in at least school/dis MT II: school/district, divis

MT III: school/district, divis

MT IV: school/district, divi

15 assumed leadership in the

instructional design MT I: in at least two (2) gra

MT II: in at least three (3) g MT III: in at least four (4) g

MT IV: in all grade/year lev

16 conducted classroom obse

MT I: in at least two (2) gra

MT II: in at least three (3) g

MT III: in at least four (4) g

MT IV: in all grade/year lev

17 conducted instructional tra

18 mentored a peer on how t

C. Planning, Assessing and Reporting Within the appraisal period, I 1 constructed valid and reliable formative and summative tests 2 used appropriate non-traditional assessment techniques and tools (portfolios, journals, rubrics, etc) 3 interpreted and used test results to improve teaching and learning 4 identified teaching-learning difficulties and possible causes 5 managed remediation activities 6 used tools for assessing authentic learning 7 provided timely and accurate feeback to learners to encourage them to reflect on and monitor their own learning growth 8 kept accurate records of grades/performance levels of learners 9 conducted regular meetings with learners and parents to report learner's progress.

C. Planning, Assessing and Repo Within the appraisal period,

1 constructed valid and relia rubrics, etc) 3 interpreted and used test

2 used appropriate non-trad

4 identified teaching-learnin

5 managed remediation acti

6 used tools for assessing au

7 provided timely and accur

monitor their own learning 8 kept accurate records of g

9 conducted regular meetin

10 led in the analysis and util

MT I: in at least two (2) gra

MT II: in at least three (3) g

MT III: in at least four (4) g

MT IV: in all grade/year lev

II. SCHOOL, HOME, COMMUNITY LINKAGES

Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient D. Learning Environment Within the appraisal period, I 1 provided gender fair opportunities for learning 2 maintained a safe and orderly classroom free from distractions 3 used individual and cooperative learning activities to improve capacities of learners for higher learning 4 inspired learners to value and set high performance targets for themselves 5 handled behavior problems quickly and with due respect to children's rights 6 created situation that develop a positive attitude among learners towards their subject and the teacher

II. SCHOOL, HOME, COMMUNIT

Rating Legend: BB - Below Basic; B - B D. Learning Environment Within the appraisal period,

1 provided gender fair oppo

2 maintained a safe and ord

3 used individual and coope

higher learning 4 inspired learners to value a

5 handled behavior problem

6 created situation that deve

and the teacher 7 maintained a model classr

E. Community Linkages Within the appraisal period, I 1 involved the home/community in hsaring accountability for learner's achievement 2 used varied and available community resources (human,materials) to support learning 3 used community as a laboratory for learning 4 get involved in community information on school events and achievements 5 shared to the community information on school events and achievements 6 led learners to apply classroom learning to the home and community

E. Community Linkages Within the appraisal period,

1 involved the home/comm 2 used varied and available

3 used community as a labo 5 shared to the community

4 get involved in community

6 led learners to apply classr

7 informed learners, parents

procedures 8 planned, organized and le Clean and Green, Brigada

III.PERSONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

Rating Legend: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient F. Social Regard for Learning Within the appraisal period, I 1 abide by and implemented school policies and procedures 2 demonstrated punctuality in accomplishing tasks and attendance on all occasions 3 maintained appropriate appearance and decorum at all times 4 demonstrated appropriate behavior in dealing with students, peers, superiors and stakeholders G. Personal, Social Growth and Professional Development Within the appraisal period, I 1 maintained stature and behavior that upheld the dignity of teaching 2 manifested personal qualities like enthusiasm, flexibility, caring attitude and others 3 demonstrated personal educational philosophy of teaching in classroom 4 updated myself with recent developments in education 5 participated actively in professional organizations 6 reflected the quality of my own teaching 7 improved my teaching performance based on feedback from the mentors, students, peers, superiors and others 8 used self-assessment to enhance strengths and correct my weaknesses 9 accepted accountability for learner's outcome 10 abide by the Code of Ethics for Professional Teachers

III.PERSONAL, SOCIAL GROWTH AN

Rating Legend: BB - Below Basic; B - B F. Social Regard for Learning Within the appraisal period, 2 demonstrated punctuality

1 followed and implemented

3 maintained appropriate ap

4 demonstrated appropriate

stakeholders 5 maintained oneself as role G. Personal, Social Growth and Within the appraisal period,

1 maintained stature and be

2 manifested personal qualit

3 demonstrated personal ed

4 updated myself with recen

in continuing professional 5 participated actively in pro

6 reflected the quality of my

7 improved my teaching per

peers, superiors and other 8 used self-assessment to en

9 accepted accountability fo

10 abide by the Code of Ethic

11 organized and implemente

development like educatio

ASTER TEACHERS I, II, III, IV

UCTIONAL COMPETENCE

end: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

ersity 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 recognized multi-cultural background of learners when providing learning opportunities adopted strategies to address needs of differently-abled learners showed fairness and consideration to all learners regardless of socio-economic background. mentored peers in the grade/year level or the area of specialitzation in using strategies

hin the appraisal period, I

that address diversity of learners riculum Content and Pedagogy delivered accurate and updated content knowledge using appropriate methodologies, approaches and strategies. 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 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 objectives 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 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

hin the appraisal period, I

assumed leadership in the improvement of instructional programs and preparation of instructional design 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 conducted classroom observations 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 conducted instructional training programs in the school, district or division mentored a peer on how to plan and conduct action research

nning, Assessing and Reporting constructed valid and reliable formative and summative tests used appropriate non-traditional assessment techniques and tools (portfolios, journals, 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 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 conducted regular meetings with learners and parents to report learner's progress. led in the analysis and utilization of test resutls 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

hin the appraisal period, I

OL, HOME, COMMUNITY LINKAGES

end: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

rning Environment provided gender fair opportunities for learning maintained a safe and orderly classroom free from distractions used individual and cooperative learning activities to improve capacities of learners for 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 created situation that develop a positive attitude among learners towards their subject and the teacher maintained a model classroom, which is conducive to teaching and learning

hin the appraisal period, I

mmunity Linkages 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

hin the appraisal period, I

NAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTERISTICS

end: BB - Below Basic; B - Basic; P - Proficient; HP - Highly Proficient

ial Regard for Learning 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 demonstrated appropriate behavior in dealing with students, peers, superiors and stakeholders maintained oneself as role model of students and peers

hin the appraisal period, I

sonal, Social Growth and Professional Development 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 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 accepted accountability for learner's outcome abide by the Code of Ethics for Professional Teachers organized and implemented activities with peers for personal growth and professional development like educational tours, school visits, retreats, conference, etc

hin the appraisal period, I

FOR TEACHERS I, II, III, IV

Plus Factor for Instructional Competence

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

4 Served as coordinator/chairperson in activities, projects that relate to 5 Innovated teaching strategies, classroom management and 6 Increased the difference in achievement rate iof the division post test 7 Maintained zero (0) drop-out or reduced drop-out rate in the class. 8 9
Plus Factor for School, Home and Community Linkages over the pre-test by 2.5% or higher on classes taught. assessment to enhance teaching. instructional competence.

1 Organized and implemented at least one (1) home-school-community 2 3 4 5 6

project in a rating period which resuilted to enhanced learning outcomes. Established a model that exemplifies a learning environment conducive to teaching and learning (i.e. Science Gardens, Mathematics Laboratory, Model Classroom, etc). Made at least one (1) best practice on how to involve majority of parents in the education of their chilldren. Conducted at least 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 tardiness. 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 bodies 2 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 level 3 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.) characteristics.

5 Others not mentioned but related to personal and professional

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)

ent 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 assignment Others related to Personal Growth and Professional Development Characteristics (Please specify)