Appendix B

CB-PAST Form 2
COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM FOR MASTER TEACHERS
(CB-PAST MT)
Name _________________________________ Positio Tit!e _____________________________
S"#oo!_______________________________________________________________________________
Distri"t_______________________________Di$isio__________________________ Re%io__________
S"#oo! Year__________ First Semester _________ Se"o& Semester _________
To Master Tea"#er
For Part I, use a rating scale with 1 as lowest and 4 as the highest. Rate yourself along the indicators
under each performance standard. Encircle the appropriate rating that applies to you in every item. For clearer
understanding, refer to the expanded rurics for the holistic description!interpretation of the rating values.
' ( Hi%#!) Pro*i"iet (HP)
"eacher performance consistently exceeds expectations. #isplays at all time, a consistently high
level of performance related s$ills, ailities, attriutes, initiatives and productivity. %ll
assignments!responsiilities are completed eyond the level of expectation. &elf'direction of the teacher is
evident.
+ ( Pro*i"iet (P)
"eacher performance often exceeds expectations. #isplays a high level of competency related
s$ills, ailities, initiatives and productivity, exceeding re(uirements in many of the areas.
2 ( Basi" (B)
"eacher performance meets asic expectations ased on standards. #isplays asic level of wor$
and performance outputs as re(uired outcomes or expectations of the )o.
, ( Be!o- Basi" (BB)
"eacher performance on the )o and outputs fre(uently fall elow standard. *or$ outputs
consistently low, regularly fails to meet re(uired outcomes needing repetition of duty or y completion of
others. "he teacher may need immediate instructional support.
Part II, the P+,& F%-".R shall e used for &ummative %ppraisal at the end of the school year. It is a list
of performance eyond the call of duty which are not included in the indicators of Part I. Every Plus Factor item
has a value of ./4 and a teacher may earn a maximum of .4 point during the summative appraisal period. -hec$
the item eing claimed. #uly certified evidences of the plus factor claimed should e found in your "eacher0s
Portfolio.

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PART I- COMPONENTS AND STANDARDS
Start #ere . . . . .
I. INSTR/CTIONAL COMPETENCE
Rati% Le%e&0 BB- Be!o- Basi"1 B-Basi"1 P-Pro*i"iet1 HP-Hi%#!) Pro*i"iet
A. Di$ersit) o* Learers
Within the appraisal period, I . . .
A22raisa! Rati%
BB B P HP
1. set o)ectives that are within the experiences and capailities of learners 1 1 2 4
1. utili3ed varied designs, techni(ues and activities suited to the different
$inds of learners.
1 1 2 4
2. paced lessons appropriate to the needs and difficulties of learners. 1 1 2 4
4. provided appropriate intervention activities for learners at ris$s. 1 1 2 4
4. recogni3ed multi'cultural ac$ground of learners when providing learning
opportunities.
1 1 2 4
5. adopted strategies to address needs of differently'aled learners. 1 1 2 4
6. showed fairness and consideration to all learners regardless of socio'
economic ac$grounds.
1 1 2 4
7. mentored peers in the grade!year level or the area of speciali3ation in using
strategies that address diversity of learners.
1 1 2 4
B. C3rri"3!3m Cotet a& Pe&a%o%)
Within the appraisal period, I . . . .
A22raisa! Rati%
BB B P D
1. delivered accurate and updated content $nowledge using appropriate
methodologies, approaches, and strategies.
1 1 2 4
1.developed and!or implemented innovative and functional teaching
approaches and strategies every year as follows8
9" I : II8 at least one
9" III : I;8 at least two
1 1 2 4
2. used integrative approaches in teaching such as -ontent <ased Instruction
=-<I>, 9ultiple Intelligence +earning %pproach =9I+%>, and
multidisciplinary approach, among others.
1 1 2 4
4. explained learning goals, instructional procedures, and content clearly
and accurately to students.
1 1 2 4
4. lin$ed the current content with past and future lessons. 1 1 2 4
5. aligned the lesson o)ectives, teaching methods, learning activities and
instructional materials or resources appropriate to the learners.
1 1 2 4
6. created situations that encourage learners to use higher order thin$ing
s$ills through the use of the local language among others if needed.
1 1 2 4
7. engaged and sustained learner0s interest in the su)ect y ma$ing content
meaningful and relevant to them.
1 1 2 4
?. integrated scholarly wor$s and ideas to enrich the lesson. 1 1 2 4
1/. estalished routines and procedures to maximi3e instructional time. 1 1 2 4
11. selected, prepared and utili3ed availale technology and other
instructional materials appropriate to the learners and the learning
o)ectives.
1 1 2 4
11. provided appropriate learning tas$s, portfolio and pro)ects that support
development of good study haits.
1 1 2 4
12. used Information and -ommunication "echnology =I-"> resources for
planning and designing teaching'learning activities.
1 1 2 4
14. served as demonstration teacher and!or consultant.
9" I8 at least school and district levels
9" II8 school, district, and division levels
9" III8 school, district, division, and regional levels
9" I;8 school, district, division, regional, and national levels
1 1 2 4
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14. assumed leadership in the improvement of instructional programs
and preparation of instructional materials.
9" I8 in at least two grade!year levels
9" II8 in at least three grade!year levels
9" III8 in at least four grade!three year levels
9" I;8 in all grade!year levels
1 1 2 4
15. conducted classroom oservations
9" I8 in at least two grade!year levels
9" II8 in at least three grade!year levels
9" III8 in at least four grade!three year levels
9" I;8 in all grade!year levels
1 1 2 4
16. conducted instructional training programs in the school, district, or
division.
1 1 2 4
17. mentored a peer on how to plan and conduct action research. 1 1 2 4
C. P!ai%4 Assessi% a& Re2orti%
Within the appraisal period, I . . . .
A22raisa! Rati%
BB B P HP
1. constructed valid and reliale formative and summative tests. 1 1 2 4
1. used appropriate non'traditional assessment techni(ues =portfolios,
)ournals, rurics, etc.>
1 1 2 4
2. interpreted and used test results to improve teaching and learning. 1 1 2 4
4. identified teaching'learning difficulties and possile causes. 1 1 2 4
4. managed learning remediation activities. 1 1 2 4
5. used tools for assessing authentic learning. 1 1 2 4
6. provided timely and accurate feedac$ to learners to encourage them to
monitor and reflect on their own learning growth.
1 1 2 4
7. $ept accurate records of grades!performance levels of learners. 1 1 2 4
?. conducted regular meetings with learners and parents to report learners0
progress
1 1 2 4
1/. led in the analysis and utili3ation of test results.
9" I8 in at least two grade!year levels
9" II8 in at least three grade!year levels
9" III8 in at least four grade!three year levels
9" I;8 in all grade!year levels
1 1 2 4
II. SCHOOL4 HOME4 COMM/NITY LIN5A6ES
Rati% Le%e&0 BB- Be!o- Basi"1 B-Basi"1 P-Pro*i"iet1 HP- Hi%#!) Pro*i"iet
D. Leari% E$iromet
Within the appraisal period, I . . . .
A22raisa! Rati%
BB B P HP
1. provided gender fair opportunities for learning. 1 1 2 4
1. maintained a safe and orderly classroom free from distractions. 1 1 2 4
2. used individual and cooperative learning activities to improve capacities
of learners for higher learning.
1 1 2 4
4. inspired learners to value and set high performance targets for themselves. 1 1 2 4
4. handled ehavior prolems (uic$ly and with due respect to children0s
rights.
1 1 2 4
5. created situation that develop a positive attitude among learners towards
their su)ect and the teacher.
1 1 2 4
6. maintained a model classroom, which is conducive to teaching
and learning..
1 1 2 4


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E. Comm3it) Li7a%es
Within the period of appraisal, I . . . .
A22raisa! Rati%
BB B P HP
1. involved the home! community in sharing accountaility for learners0
achievement.
1 1 2 4
1. used varied and availale community resources =human, materials> to
support learning.
1 1 2 4
2. used community as a laoratory for learning. 1 1 2 4
4. got involved in community information on school events and achievements. 1 1 2 4
4. shared to the community information on school events and achievements. 1 1 2 4
5. led learners to apply classroom learning to the home and community. 1 1 2 4
6. informed learners, parents and other sta$eholders regarding school
policies and procedures
1 1 2 4
7. planned, organi3ed and led a school'community activity as a model for
peers such as -lean and @reen, <rigada Es$wela, sports clinic, waste
management etc.
1 1 2 4

III.PERSONAL4 SOCIAL 6RO8TH 4 AND PROFESSIONAL CHARACTERISTICS
Rati% Le%e&0 BB- Be!o- Basi"1 B-Basi"1 P-Pro*i"iet1 HP- Hi%#!) Pro*i"iet
F. So"ia! Re%ar& *or Leari%
Within the appraisal period, I . . . .
A22raisa! Rati%
BB B P HP
1. followed and implemented school policies and procedures. 1 1 2 4
1. demonstrated punctuality in accomplishing tas$s and attendance on all
occasions.
1 1 2 4
2. maintained appropriate appearance and decorum at all times. 1 1 2 4
4. demonstrated appropriate ehavior in dealing with students, peers,
superiors and other sta$eholders.
1 1 2 4
4. maintained oneself as a role model of students and peers. 1 1 2 4

6. Persoa!4 So"ia! 6ro-t# a& Pro*essioa! De$e!o2met
Within the appraisal period, I . . . . .
A22raisa! Rati%
BB B P HP
1. maintained stature and ehavior that upheld the dignity of teaching. 1 1 2 4
1. manifested personal (ualities li$e enthusiasm, flexiility, caring attitude
and others.
1 1 2 4
2. demonstrated personal educational philosophy of teaching in classroom 1 1 2 4
4. updated myself with recent developments in education through readings,
attendance in continuing professional education, or trainings!seminars and
similar activities.
1 1 2 4
4. participated actively in professional organi3ations. 1 1 2 4
5. reflected on the (uality of my own teaching. 1 1 2 4
6. improved my teaching performance ased on feedac$ from the mentors,
students, peers, superiors and others.
1 1 2 4
7. used self'assessment to enhance strengths and correct my wea$nesses. 1 1 2 4
?. accepted accountaility for learners00 outcomes. 1 1 2 4
1/. aide y the -ode of Ethics for Professional "eachers. 1 1 2 4
11. organi3ed and implemented activities with peers for personal growth and
professional development li$e educational tours, school visits, retreats,
conference, etc.
1 1 2 4

PART II- THE PL/S FACTOR
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T#e P!3s Fa"tor s#a!! 9e "!aime& at t#e e& o* t#e s"#oo! )ear *or t#e s3mmati$e a22raisa!. Items
"!aime& i t#e "3rret a22raisa! 2erio& -i!! ot 9e "re&ite& i t#e s3""ee&i% a22raisa! 2erio&.
"eachers who are dedicated in their profession perform some )os eyond what are re(uired of them. 9ost
of these are voluntary in nature, thus ac$nowledging the added performance, certain reward in the form of the Plus
Factor is provided in this appraisal system.
Each item in the list is e(uivalent to .:' and a teacher who accomplishes a maximum of 1/ items during
the appraisal period gets a maximum value of . '. "he maximum value of .' or a *ra"tio thereof, shall e added
to the overall rating of the teacher performance on the -<'P%&". Each component shall have a ma;im3m 3m9er
of items to e accomplished and claimed y the "eacher to wit8 I. Istr3"tioa! Com2ete"e ( a) *i$e (<) itemsA
a& III. Persoa!4 So"ia! 6ro-t# a& Pro*essioa! De$e!o2met- a) *i$e (<) items.
.nly teachers who have an overall rating description of Hi%#!) Pro*i"iet, Pro*i"iet4 or Basi" shall claim
for the Plus Factor component in the appraisal system.

I. P!3s Fa"tor *or Istr3"tioa! Com2ete"e
BBBBB1. -onducted meetings! home visitations of students at least four =4> times to improve teaching' learning
situations.
BBBBB1. %cted as resource person in at least four =4> professional development activities =i.e. seminar, wor$shop,
trainings, conference> in either pre'service or in'service trainings in the school, district or division.
BBBBB2. Provided professional assistance to peers on how to plan and conduct action research.
BBBBB4. Initiated, organi3ed and conducted a training program for teachers
BBBBB4. #esigned evaluation and monitoring program for the school, district or division.
BBBBB5. -onducted curricular review or similar activity in the school, district or division.
6. Increased the difference in the achievement rate of the division post test over the pretest y 4C or higher in
all classes taught.
7. Do dropout rate during the appraisal period..
BBBBB. .thers related to Instructional -ompetence =specify>
II. No P!3s Fa"tor *or S"#oo!4 Home Comm3it) Li7a%es ( A!! items are i"!3&e& as re=3ire&)
III. P!3s Fa"tor *or Persoa!4 So"ia! 6ro-t#4 a& Pro*essioa! De$e!o2met C#ara"teristi"s
BBBBB1.Received award or recognition as exemplary teacher for oth personal and professional attriutes y a
recogni3ed ody or agency at the school, district, division, regional or national level.
BBBBB1. Earned a higher relevant degree.
BBBBB2. Pulished at least one =1> article in professional maga3ines!periodicals related to the field of speciali3ation.
BBBBB4. Presented a paper in a regional, national or an international conference.
BBBBB4. Received a scholarship!fellowship!travel!research!oservation grant or secondment of not less than one =1>
year, through a competitive selection. "he credit shall e earned after the scholarship!grant !secondment had
een finished. If less than one year, it shall e prorated in months.
___ B5. Represented the #epE# in the regional, national, or international forum related to the current assignment.
____ 6. .thers related to Personal @rowth and Professional #evelopment -haracteristics =Please specify>.
END o* t#e CB-PAST Form 2 *or MASTER TEACHER
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CB-PAST MT S3mmar) o* Rati%s Tem2!ate
Criteria Assi%e&
8ei%#t
No. o*
Items
S"ore Mea
= score E
no. of items>
Des"ri2tio
o* t#e TPI
8ei%#te&
A$era%e
(Mea ;
8ei%#t)
I. Istr3"tioa! Com2ete"e >:?
%. #iversity of +earners
1/C 7
<. -urriculum -ontent and
Pedagogy
2/C 17
-. Planning, %ssessing,
and Reporting
1/C 1/
Sum of Weighted Average of A, B, & C
II. Home4 S"#oo! @ Comm3it) I$o!$emet 2:?
#. +earning Environment
1/C 6
E. -ommunity +in$ages
1/C 7
Sum of Weighted Average of D & E
III. Persoa! 6ro-t# @ Pro*essioa! De$e!o2met 2:?
F. &ocial Regard for
+earning
1/C 4
@. Personal, &ocial @rowth
F Professional
#evelopment
1/C 11
Sum of Weighted Average of F & G
Formati$e Per*orma"e Rati%
=&um of the "otal *eighted 9ean from % to @ only for Formative %ppraisal>
Des"ri2tio *or O$era!! Per*orma"e Rati% i TPI *or Formati$e A22raisa!
P!3s Fa"tor (*or t#e S3mmati$e A22raisa!)
=Each item gets /./4. % maximum of /.4 will e added to the "otal *eighted %verage>
S3mmati$e Per*orma"e Rati%
=&um of the "otal *eighted 9ean from % to @ and the Plus Factor earned>
Des"ri2tio o* O$era!! Per*orma"e Rati% -it# "riti"a! re=3iremet *or
S3mmati$e A22raisa!
Tea"#er Per*orma"e I&e; (TPI)
+.<,- '.::-Hi%#!) Pro*i"iet. "eacher performance consistently exceeds expectations. #isplays at all time, a consistently high
level of performance related s$ills, ailities, attriutes, initiatives and productivity. %ll assignments!responsiilities are completed
eyond the level of expectation. &elf'direction of the teacher is evident

2.<,- +.<:-Pro*i"iet. "eacher performance often exceeds expectations. #isplays a high level of competency related s$ills,
ailities, initiatives and productivity, exceeding re(uirements in many of the areas

,.<,- 2.<:-Basi" . "eacher performance meets asic expectations ased on standards. #isplays asic level of wor$ and
performance outputs as re(uired outcomes or expectations of the )o.

,.::-,.<:- Be!o- Basi". "eacher performance on the )o and outputs fre(uently fall elow standard. *or$ outputs
consistently low, regularly fails to meet re(uired outcomes needing repetition of duty or y completion of others. "he teacher
may need immediate instructional support.
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O$era!! Per*orma"e Rati% Des"ri2tio a& Criti"a! Re=3iremets *or t#e S3mmati$e A22raisa!
Des"ri2tio o*
O$era!! Per*orma"e
Rati%
Criti"a! Re=3iremets
Note0 A tea"#er -#o &oes meet t#e "riti"a! re=3iremet -i!! %et t#e !o-er
2er*orma"e rati%.
.utstanding 2.41 or higher and no performance index of belo proficient in any of the standards.
;ery &atisfactory 1.41 or higher and no performance index value of belo ba!ic in any of the standards
&atisfactory 1.41 : 1.4/ and no performance index value of belo ba!ic in any of the standards
<elow <asic 1.// or higher ith at lea!t one performance index value! belo ba!ic in any of the
standards
Remar7s0_____________________________________________________________________________________________

_____________________________________________________________________________________________
A%reemets0__________________________________________________________________________________________
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
I #ere9) "erti*) t#at m) se!*-rati%s re*!e"t t#e tr3e a& #oest e$a!3atio o* m) tea"#i%
2er*orma"e.
Ratee 0 ____________________________
Tea"#er (Name @ Si%at3re)
Date__________________________________
CONFERRED 8ITH0 ____________________________
S"#oo! Hea& ( Name @ Si%at3re)
Date_____________________________________
Re"omme&i% A22ro$a!0_____________________________
Name @ Si%at3re
Date_______________________________________________
A22ro$e& 9)0________________________________________
Name @ Si%at3re
Date0_______________________________________________

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