competency-based performance appraisal system
competency-based performance appraisal system
SYSTEM FOR TEACHERS
For Part I, use a rating with 1 as slowest and
4 as the highest. Rate yourself along the
indicators under each performance standard.
Circle 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.
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 to skills, abilities,
initiatives and productivity, exceeding
requirements in many of the areas.
2- Basic (B)
Teacher’s performance meets basic
expectations based on standards.
Displays basic level of work and
performance outputs as required
outcomes or expectations of the
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
Part II, the PLUS FACTOR shall be used for
Summative Appraisal at the end of the
school year. It’s 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 .4 point 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.
Only teachers who have an overall
rating description of Highly
Proficient, Proficient, or Basic shall
claim the Plus Factor component in
I. Instructional Competence
_____ 1. Acted as a mentor/coach in professional
development to at least 2 peers.
_____ 2. Served as 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
strategies, classroom management.
_____ 3. Conducted one (1) action research whose
findings and recommendations have been adopted
by the school (district or division)
_____ 4. Acted as coordinator, chairperson in
activities, projects that relate to Instructional
_____ 5. Innovated teaching strategies, classroom
management and assessment to enhance learning.
_____ 6. Increased the difference in the
achievement rate of the division post test
over the pretest by 2.5% or higher on all
_____ 7. Maintained zero drop out rate or
reduced drop out rate in the class.
II. School, Home and
_____ 1. Organized and implemented at least one (1)
home-school-community project in a rating period
which resulted 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 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 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.
III. Personal, Social Growth and
_____ 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 awardgiving bodies.
_____ 2. Acted as coach or trainer to award winning
students in academic and non-academic contests
recognized at least at the division level.
_____ 3. Earned a relevant professional trainings (an
aggregate of at least 60 hours) or graduated from a
higher relevant degree.
_____ 4. 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
_____ 5. Others not mentioned but related to
personal and professional characteristics.
CB-PAST Summary of Ratings
I. INSTRUCTIONAL COMPETENCE (60%)
A. Diversity of
Content and Pedagogy
C. Planning, Assessing
Sum of the Weighted Average of A, B and C
÷ no. of
of the TPI
÷ no. of
of the TPI
II. Home, School and Community Involvement (20%)
Sum of the Weighted Average of D and E
÷ no. of
of the TPI
III. Personal Growth and Professional Development (20%)
F. Social Regard 10 %
Sum of the Weighted Average of F and G
Formative Performance Rating
(Sum of the Total Weighted Average of I, II and III)
Description for Overall Performance Rating in TPI for
Plus Factor (for the Summative Appraisal)
(Each item gets 0.04. A maximum of 0.4 will be added to the Total
Summative Performance Rating
(Sum of the Total Weighted Mean from I, II, III and the Plus
Description of Overall Performance Rating with critical
requirement for Summative Appraisal
PARTS OF THE
I. PRELIMINARY INFORMATION
ABOUT THE TEACHER
Teacher Personal Profile/ Personal Data
Teacher’s TSNA Result
Purposes of the Portfolio to include among
others (a) Targets Set for the Students
Learning Outcomes and (b) Individual Plan
for Professional Development (IPPD)
II. PORTFOLIO EVIDENCES
Evidences for the Instructional Competence
Evidences for Home, School, Community
Evidences for Personal, Social and Professional
Evidences for Plus Factor
Evidences of School Outcomes: Achievement
Rate, Participation Rate, Drop-out Rate
CB-PAST Form 1 for TEACHERS
CB-PAST Form 2 for MASTER TEACHERS
CB-PAST Form 3 for TEACHER PERFORMANCE
FORM 3A- Observation Guide for Instructional
FORM 3B- Observation Guide for School, Home,
FORM 3C- Observation Guide for Personal Growth
and Professional Development
IV. TEACHER’S REFLECTION
Teacher’s reflection may also be placed
after every component of Portfolio
evidence in Part II or should be
collectively placed in this section as a
School heads, instructional leaders
and other observers are encouraged
to write remarks which are valuable
to the teacher in this section.
Teacher I, II and III with Salary Grades 11, 12, 13
(Including substitutes, locally funded and volunteer
DUTIES AND RESPONSIBILITIES UNDER GENERAL
1. Facilitates learning in the elementary/secondary
schools through functional lesson plans, daily log
of activities and appropriate , adequate and
updated instructional materials (print and nonprint)
2. Monitors, assesses and evaluates pupil’s/student’s
3. Undertakes activities to improve performance
4. Maintains updated pupil/student school records.
5. Updates parents on pupils’/students’ progress
6. Supervises curricular and co-curricular projects
7. Counsels and guides pupil/students.
8. Conducts action research.
9. Maintains cleanliness, orderliness, safety and upkeep of the
10. Participates in staff development activities and utilizes KSAs
gained from seminars, trainings and scholarships.
11. Maintains harmonious relationship with fellow teachers and
other school personnel as well as with parents and other
12. Supports activities of governmental and non-governmental
13. Does relate work.
Master Teacher I, II, III and IV with Salary
Grades 18, 19, 20, 21
DUTIES AND RESPONSIBILITIES :
1. Assumes leadership in the environment
instructional programs and preparation
instructional materials as in the following:
MT I: in at least 2 grade/year levels
MT II: in at least 3 grade/ year levels
MT III: in at least 4 grade/ 3 year levels
MT IV: in all grade/ year levels
2. Conducts instructional training programs in the
school, district or division.
3. Provides professional assistance to teachers like
coaching and monitoring.
4. Develops and/or implements innovative and
functional teaching approaches and strategies
every school year, as follows:
MT I-II: at least 1
MT III-IV: at least 2
5. Serves as demonstration teacher and/or
MT I: at least school and district level
MT II: school, district and division levels
MT III: school, district, division, and regional
MT IV: school, district, division, regional and
6. Conduct action research.
7. Leads in the analysis and utilization of test results.
8. Does related work.