COMPETENCY BASED PERFORMANCE APPRAISAL SYSTEM FOR TEACHERS

(CB-PAST)
Name: Leonor M. Bagnos
School: Gotang Primary School
District: Bauko I
School Year: 2014-2015
Position: Teacher I Appointment Status: Permanent
Division: Mountain Province Region: CAR
st nd
1 Sem. June - October 2 Sem. ________________

PART 1- COMPONENT AND PERFORMANCE STANDARDS

1. INSTRUCTIONAL COMPETENCE
A. Diversity of Learners
With the Appraisal Period, 1 Appraisal Rating
BB B P HP
1. Set object that are the experiences and capabilities of learners 1 2 3 4
2. Utilized varied designs, techniques and activities suited to the different kinds of learners. 1 2 3 4
3. Paced lessons appropriate to the needs and difficulties of learners. 1 2 3 4
4. Provided appropriate intervention activities for learners at risks. 1 2 3 4
5. Recognized multi-cultural back ground of learners in providing learning opportunities. 1 2 3 4
6. Adopt strategies to address needs of differently- able learners 1 2 3 4
7. Showed fairness and consideration to all learners regardless of socio-economic back ground. 1 2 3 4

B. Curriculum Content and Pedagogy

Within the appraisal . . . 1
1. Delivered accurate and update content knowledge using appropriate methodologies, 1 2 3 4
approaches, and strategies.
2. Used integrative approaches in teaching such as content based instruction (CBI), multiple 1 2 3 4
intelligence learning approach (MILA), and multidisciplinary approach, among others.
3. Explained learning goals, instructional procedures and content clearly and accurately to 1 2 3 4
students.
4. Linked the current content with past and future lessons. 1 2 3 4
5. Aligned the lesson objectives, teaching methods, learning activities and instructional 1 2 3 4
materials or resources appropriate to the learners.
6. Created situation that encourage learner to use higher order thinking skills through the use of 1 2 3 4
the local language among other if needed.
7. Engage and sustained learners interest in the subject by making content meaningful and 1 2 3 4
relevant to them.
8. Integrated scholarly works and ideas to enrich the lesson. 1 2 3 4
9. Established routines and procedures to maximize instructional materials. 1 2 3 4
10. Selected, prepared and utilized available technology and other instructional materials 1 2 3 4
appropriate to the learners and the learning objectives.
11. Provided appropriate learning tasks, portfolio and projects that support development of good 1 2 3 4
study habits.
12. Used information and communication technology (ICT) resources for planning and designing 1 2 3 4
teaching-learning activities.

C. Planning, Assessing and Reporting

Within the appraisal . . . 1
1. Constructed valid and reliable formative and summative tests. 1 2 3 4
2. Used appropriate non-traditional assessment techniques (Portfolio, journals, rubies etc.) 1 2 3 4
3. Interpreted and used test results to improve teaching and learning. 1 2 3 4
4. Identified teaching-learning difficulties and possible causes. 1 2 3 4
5. Managed l4arning remediation activities. 1 2 3 4
6. Used tools foe assessing authentic learning. 1 2 3 4
7. Provided timely and accurate feedback to learners to encourage them to monitor and 1 2 3 4
reflect on their own learning growth.
8. Kept accurate records of grades/performance levels of learners. 1 2 3 4
9. Conducted regular meetings with learners and parents to report learners progress. 1 2 3 4
 11. SCHOOL, HOME, COMMUNITY LINKAGES
D. Learning Environment
Within the appraisal Period,. . . 1
1. Provided gender fair opportunities for learning. 1 2 3 4
2. Maintain safe and orderly classroom free from distraction. 1 2 3 4
3. Use individual and cooperative learning activities to improve capacities of learners for 1 2 3 4
higher teacher.
4. Inspired learners to value and set high performance targets for themselves. 1 2 3 4
5. Handled behavior problems quickly and with due respect to childrens right. 1 2 3 4
6. Created situation that develop appositive attitude among learners towards their subject 1 2 3 4
and the teachers.

E. Community linkages
Within the appraisal Period,. . . 1
1. Involved the home/community in sharing accountability for learners achievements. 1 2 3 4
2. Used varied and available community resources (human, materials) to support learning 1 2 3 4
3. Used community as laboratory for learning 1 2 3 4
4. Got involved in community information on school events and achievements 1 2 3 4
5. Led learners to apply classroom learning to the home and community. 1 2 3 4
6. Informed learners, parents and other stakeholders regarding school policies and 1 2 3 4
procedures.

111. PESRONAL, SOCIAL GROWTH AND PROFESSIONAL CHARACTEISTICS

F. Social Regards for learning
Within the appraisal Period, 1. . .
1. Abide by and implemented school policies and procedures 1 2 3 4
2. Demonstrated punctuality in accomplishing tasks and attendance on all occasions. 1 2 3 4
3. Maintained appropriate appearance and decorum at all times 1 2 3 4
4. Demonstrated appropriate behavior in dealing with students, peers, superiors and other 1 2 3 4
stakeholders.
G. Personal, Social Growth and Professional Development
Within the appraisal Period, 1. . .
1. Maintained stature and behavior that upheld the dignity of teaching 1 2 3 4
2. Manifested personal qualities like enthusiasm, flexibility, caring attitude and others. 1 2 3 4
3. Demonstrated personal education philosophy of teaching in classroom 1 2 3 4
4. Update my self with recent development in education through readings, attendance in 1 2 3 4
continuing professional education, or trainings/seminars and similar activities.
5. Participated actively in professional organization 1 2 3 4
6. Reflected in the quality of my own teaching 1 2 3 4
7. Improve my teaching performance based on the feedback from mentors, students peers, 1 2 3 4
superiors and others.
8. Use self-assessment to enhance strengths and correct my weakness 1 2 3 4
9. Accepted accountability for learners outcome 1 2 3 4
10. Organized and implemented activities with peers for personal growth and professional 1 2 3 4
development like educational tours, school visits, retreats, conference etc.
PART 1-PLUS FACTOR FOR INSTRUCTIONAL COMPETENCE
____ 1. Acted us mentor coach in professional Development for at least 2 peers.
____ 2. Served us demonstration teacher at least once in a rating period, for peers, cooperating teachers, resource teacher
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 adopted by the school. (district
or division)
____ 4. Acted as coordinator, chair person in activities, projects that relate to instructional competence
____5. Innovated teaching strategies, classroom management and assessment to enhance learning
____ 6. Increase the difference in the achievement rate of the division post test over the pre-test by 2.5 % or high on all
classes taught.
____7. Maintain zero drop out or reduce drop out rate in the class

11. PLUS FACTOR FOR SCHOOL, COMMUNITY LINKAGES

____1. Organized and implemented at least one home school-community project.
____2. Established a model that exemplifies a learning environment conducive to learning.
____3. Made at least one (1) best practice on how to involve majority of the parents in the education of the pupils./
____4. Conduct at least one action research and shared results to peers on problem related to learning environment, home,
School and community involvement.
____5. Conducted at least 2 home visitation to encourage parents to support their children in their activities to reduce
Absenteeism and tardiness.
____6. Others not included but related to school, home and community involvement.

111. PLUS FACTOR FOR PERSONAL, SOCIAL GROWTH AND PROFESSIONAL DEVELOPMENT CHARACTERISTICS
____1. Received award or recognition as exemplary teachers for both personal and professional attributed by a recognized
Body or agency at the district, division, regional or national levels.
____2. Acted as coach or trainer to award winning students or group of students in academic and non-academic contest
Recognized at least at the division level.
____3. Earned relevant professional trainings (an aggregate of at least 60 hour) or earned a higher relevant degree.
____4. Received a scholarship/educational exchange, educational observation, study tour and the like which have
competitive.
____5. Others related to the personal growth and professional development characteristics.

CB-PAST MT Summary of Ratings Template

CRITERIA Assigned No. of Score Mean (Score Description Weighted
Weight Items No. of of the TPI Average
Items) (Mean x
Weight)
1.INSTRUCTIONAL COMPETENCE 60%
A. Diversity 10% 7
B. Curriculum Content and Pedagogy 30% 12
C. Planning, Assessing and Reporting 20% 9

Sum of Weighted Average of A, B and C

11.HOME,SCHOOL & COMMUNITY DEVELOPMENT 20%
D. Learning Environment 10% 6
E. Community Linkages 10% 6

Sum Weighted Average of D & E

111.PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT 20%

F. Social Regards for learning 10% 4
G.Personal, Social Growth & Professional 10% 10
Development
Sum of Weighted Average of F & G
Formative Performance Rating
(Sum of the total Weihted mean from A to
G only for formative Appraisal)
Description for overall Performance
rating in TIP for formative appraisal
Plus Factor (for summative Appraisal)
(Each item gets 0.04,a maximum of 0.4
will be added to the total weighted
average)
Summative Performance Rating
(Sum of the total weighted mean from A to
G and the plus factor earned)
Description of Overall Performance
Rating with Critical Requirements for
Summative Appraisal.

Teacher Performance Index (TPI)

3.51-4.00= Highly proficient: Teacher performance consistently exceeds expectations. Displays at all times 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 teacher is evident.
2. 51-3.50= Proficient. Teacher performance often exceeds expectations. Displays a high level competency related skills,
abilities, initiatives and productivity exceeding requirements inmany of the areas.
1.512.50= Basic. Teacher Performance meets basic expectations based on standards. Displays basic level of work
performance outputs as required outcomes or expectations of the job.
1.0.1.50= Below Basic= Teacher Performance of the job and outputs frequently fall below standard. Work outputs
consistently low regularly falls 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 Critical Requirements
Performance Rating Note: a teacher who does not meet critical requirement will get lower performance rating
Outstanding 3.51 or higher and no performance index below proficient in any of the standards
Very Satisfactory 2.51 or higher & no performance index value of below Basic in any of the standards
Satisfactory 1.51-2.50 7 no performance index value of Below Basic in any of the standards
Below Basic 1.00 or higher with at least one performance index value below basic in any of the standards

Remarks: ________________________________________________________________________________________
_________________________________________________________________________________________________

Agreements: _____________________________________________________________________________________
_________________________________________________________________________________________________

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

Ratee: _______________________
Teacher
Date: _______________

Recommending Approval: Approved:

ISABEL M. BALACOA ALBINA P. DOMINGUEZ

School Head PSDS
Date: _______________ Date: _________________

PARC MEMBERS:

ISABEL M. BALACOA
Chairman

SALOME C. EVAN CONCEPCION P. ATITEW

Member Member
 Republic of the Philippines
Departmentof Education
Cordillera Administrative Region
Division of Mountain Province
Bauko I
Narrative Report on Literacy Mapping

The census was quiet hard mostly, you have to return to the houses because
some house hold members are not found. Some old
Of the old people can not give their exact datas as to birth, and ages. Some do not
even know their middle initials. It is very hard for them to give their highest
educational attainment.

Submitted by:

ESTELLA C. WANDEN
Numerator

Grade V- Bagnen E/S

 Name Birthday Parents

Aswigue,Sydney,Dacay Nenita Galones Dacay

5-3-03
Bangloy, Joaquin,Ayban 9-23-03 Genelita Engke Ayban,

Bendo, Sherwin, Galleo Marina Anghel Galleo

1-13-01
Daliones, Jehan Drake,Soliba 8-7-02
Dalisan, Joseph,Cabinto 5-15-02 Wilma Rillea Cabinto

Gabatin,Jhoban,Mapangdol 9-14-02 Alba Telagen Mapangdol

Inomis,Jhon Jr,Kitoyan Josephine Maitang Kitoyan

9-24-02
Orpia,Angelo,Boguen 7-8-200 Juliet Oloy Boguen

Pit-ong, Danny, Wallang 3-2-01 Daisy Compalla Wallang , Benjamin Pit-ong

Bayeng, Roxelle,Biswek 6-30-01

Boteng, Rhealyn,Ayugat 9-14-02 Joela Polled Ayugat

Bilog, Florilyn, Peredo 6-20-02 Jonalyn Lango Peredo

Laguitan,Danielle Kaye, Maitang 7-1-02 Bella Kinilo Maitang

Langbayan,Sarah Mae, Obyaden 5-24-03

Loy-odan,Jannel, Langbayan 4-8-03 Elena

Mapangdol, Ayabelle, Valdez 11-18-02 Karen Padong Valdez

Murillo, Mary Cris, Agwilang 12-28-99

Oloy, Melody, Diwawen 5-30-03

Orayen, Carmel,Degay 9-21-01 Rosalyn Beswayan Degay

Polled, Desirey,Wallang 12-1-02 Esperanza Compalla Polled, Laurence Waeyan Polled

Samdao, May Viane,Sinlan 5-3-03

Waeyan, Jovimy, Galleo 1-13-03 Olivia Anghel Galleo

 Teacher Performance Index (TPI)

3.51-4.00= Highly proficient: Teacher performance consistently exceeds expectations. Displays at all times 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 teacher is evident.
2. 51-3.50= Proficient. Teacher performance often exceeds expectations. Displays a high level competency related skills,
abilities, initiatives and productivity exceeding requirements inmany of the areas.
1.512.50= Basic. Teacher Performance meets basic expectations based on standards. Displays basic level of work
performance outputs as required outcomes or expectations of the job.
1.0.1.50= Below Basic= Teacher Performance of the job and outputs frequently fall below standard. Work outputs
consistently low regularly falls 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 Critical Requirements
Performance Rating Note: a teacher who does not meet critical requirement will get lower performance rating
Outstanding 3.51 or higher and no performance index below proficient in any of the standards
Very Satisfactory 2.51 or higher & no performance index value of below Basic in any of the standards
Satisfactory 1.51-2.50 7 no performance index value of Below Basic in any of the standards
Below Basic 1.00 or higher with at least one performance index value below basic in any of the standards

Remarks: ________________________________________________________________________________________
_________________________________________________________________________________________________

Agreements: _____________________________________________________________________________________
_________________________________________________________________________________________________

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

Ratee: _______________________
Teacher
Date: _______________

Recommending Approval: Approved:

ISABEL M. BALACOA ALBINA P. DOMINGUEZ

School Head PSDS
Date: _______________ Date: _________________

PARC MEMBERS:

ISABEL M. BALACOA
Chairman

LEONOR M. BAGNOS OLIVIA D. DOMANAS

Member Member