1. Republic of the Philippines
Departmen of Education
Region VII, Central Visayas
COGON HIGH SCHOOL EVENING CLASS
San Jose St., Cogon District, Tagbilaran City
May 28, 2013
Session 2
INSET TRAINING
1
2. 2
Session Title: The Competency-Based Performance Appraisal for
Teachers (CB-PAST)
Key understandings to be developed
The Competency-Based Performance Appraisal for
Teachers (CB-PAST) outlines the standards, guidelines,
processes, and tools to appraise teacher’s
performance.
There are two main standards which serve as the basis for the
Competency-Based Performance Appraisal for Teachers (CB-
PAST):
1. National Competency-Based Teacher Standards
(NCBTS)
2. Job-Embedded Requirements for Teachers and
Master Teachers
3. 3
Teachers will be rated based on the following Components
and
Performance Standards:
- Instructional Competence - 60%
- Home, School & Community Linkages – 20%
- Personal Growth and Professional Development –
20%
The Teacher Performance Appraisal follows two
processes:
- The Formative Appraisal
- The Summative Appraisal
4. 4
The Instructional Competence which takes 60% weight of
the performance standards includes Diversity of Learners,
Curriculum Content and Pedagogy, and Planning Assessing,
and Reporting.
Learning Objectives
Using R-PAST, 1st and 2nd Rating Results, and CB-PAST,
the participants will:
discuss comprehensively CB-PAST- its, standards,
guiding principles, and tools;
interpret the criteria in rating their performance as
contained in the CBPAST;
analyze the two processes used in appraising Teachers’
Performance
5. 5
appraise teachers’ performance on instructional
competence based on the test results for 1st and 2nd
grading periods; and
recognize the significance of CB-PAST in improving
their work performance.
Management of Learning (MOL) (15 minutes)
Recall, Share, and Show
Using the same grouping as the previous session,
provide each group with rolled papers containing the
NCBTS Domains by drawing lot.
6. 6
Let each group create a 2-minute presentation depicting
on their insights of the domain they have drawn.
(Presentation could be through songs, speech choir, radio
broadcast, poster, slogan, etc.)
Let each group present their output in plenary.
Activity I (60 minutes)
My Personal Teaching Banner
Using the same grouping as the previous session,
provide each group with rolled papers containing the
NCBTS Domains by drawing lot.
7. 7
Let each group create a 2-minute presentation depicting on
their insights of the domain they have drawn. (Presentation
could be through songs, speech choir, radio broadcast,
poster, slogan, etc.)
Let each group present their output in plenary.
Activity I (60 minutes)
My Personal Teaching Banner
Organize the participants into groups of 5.
Provide each member with a blank sheet of
bondpaper.
8. 8
Let each one create a banner, “My Personal Teaching
Banner” containing the following:
1. Most Memorable Experience
2. Outstanding Accomplishment
3. Highest Performance Rating Received
4. Lowest Performance Rating Received
5. Least Taught Competencies
based PELC/PSSLC
6. Most Challenging Experience with the
learners
After accomplishing the banner, each member will take
turn in sharing their Personal Teaching Banner.
9. 9
The sharing will be done in carousel moving to the right. It
will start from the member with the least number of teaching
experience.
The sharing will be done in carousel moving to the right.
It will start from
the member with the least number of teaching experience.
After all members have shared, the group will
consolidate the significant insights. Write them on the
manila paper.
Let one representative from each group to present
the group’s output.
10. 10
Analysis
Ask participants the following questions:
(20 minutes)
How did you feel about the activity?
What did you discover about yourself after accom-
plishing your Personal Teaching Banner?
How did each member of your group come up with
your group output?
What are your realizations about your job as
teachers?
11. 11
Activity 2 (60 minutes)
1. Organize the participants into 7 groups.
2. Using their Revised Appraisal Standard for Teachers
(R-PAST) for School 2010-2011 and CB-PAST Form 1
for Teachers, and Form 2 for Master Teachers,
individually, walkthrough their components and
performance standards.3. Provide each group with manila paper containing
the Venn Diagram.
4. Let each group brainstorm and collaboratively
accomplish the diagram by comparing and contrasting
the two Appraisal Form
13. 13
2. How significant is CB-PAST as a tool to appraise your
performance?
3. How can CB-PAST help you improve your teaching
competencies?
4. Which do you prefer, the R-PAST or CB-PAST? Why?
Abstraction (30 minutes)
Competency-Based Performance Appraisal of Teachers
(CB-PAST)
- Standards
- Guidelines
- Processes
- Tools
14. 14
Components and Performance Standards
- Instructional Competence - 60%
- Home, School & Community Linkages – 20%
- Personal Growth and Professional Development –
20%
The Teacher Performance Appraisal follows two processes:
-The Formative Appraisal
- The Summative Appraisal
The Instructional Competence which takes 60% weight of
the performance standards includes Diversity of Learners,
Curriculum Content and Pedagogy, and Planning
Assessing, and Reporting.
15. 15
Application (15 minutes)
Accomplish the Reflective Journal below.
My Covenant
As a Professional Teacher,
I will…
__________________________________
__________________________________
____________________________
I commit to…
__________________________________
__________________________________
____________________________
_____________ _____________
Teachers’ Signature School Head’s
Signature
Date: ____________ Date:
_______________
16. 16
Concluding Activity (10 minutes)
Present the following quotation:
"All great masters are chiefly distinguished by the power of adding a
second, a third, and perhaps a fourth step in a continuous line. Many a
man has taken the first step. With every additional step you enhance
immensely the value of your first.“
-Ralph Waldo Emerson-
