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Competency-Based Performance Appraisal System for Teachers (CB-PAST)

as a Tool for Personal and Professional Enhancement of Science Teachers

Ma. Cristina L. Salta Meneleo Ramon B. Meneses


Ismael Mathay Sr. High School

Objectives
Introduce the new evaluation tool for teaching performance in the Philippines which is the Competency-Based Performance Appraisal System for Teachers (CB-PAST) Assess and further evaluate objectively the exemplification of the worth and vitality of CBPAST to the enhancement of the teacher

Agenda
C Concepts
B Baseline/Benchmark

P Performance tool
A Analysis S
Synthesis Thrusts

Concepts
Background of CB-PAST - Before: (PAS) Performance Appraisal System - R.A. 9155 (Governance of Basic Education Act of 2001) - (BESRA) Basic Education Sector Reform Agenda - (NCBTS) National Competency-Based Teacher Standards - (TSNA) Teacher Strengths and Needs Assessment - (IPPD) Individual Plan for Professional Development - Job-embedded requirements

(Corpuz, 2010)

KRT 1

(Corpuz, 2010)

Schools
KRT 2 KRT 5

DepEds Institutional Culture Change

Basic Education Sector Reform Agenda

BESRA

Teachers

KRT 3

KRT 4

Complementary Interventions

Social Support For Learning

Domain 2. Learning Environment 1. Creates an environment that promotes Domain 7. Teacher Personal Growth Domain 1. Curriculum Assessment & Reporting Domain 5. Planning, Domain andSocial regard for learning 4. Professional Development fairness 1.Communicates in the nobility of teaching as a promptly and the subject 1. Demonstrates mastery of clearly to learners, 1.Takes pride 3. Diversity of3.Learners 2. Community Linkages physical environment of Learners Makes the Domain Diversity safe Domain SEVEN Domain 6. 1.Demonstratesprofession.Is familiar with learnersthe value 1.progress of background parents and Community Linkages 2. Domain 6. superiors aboutfor goals for learners Communicates clear learning learning 1. Establishes learning environments DOMAINS and 1.Is familiar varietyknowledge that respond to the aspirations conducive to learning and experiences of the 2.Develops and uses links with of learners holistic lessonsprofessional a with Demonstratesis offor to that arelearninglearning concern appropriatelearners that community 2.Demonstrates that environments learner 2. for appropriate 2.Builds colleagues 1.Establishes development 3. Make good use of higher learningof Communicates allotted instructional assessmentenrich teaching practice. and strategies to monitors background knowledge 3.respond to the aspirations of theand evaluate different kinds to each learner and comes from community Domain 5. Planning, Assessment expectationsextent of the attainment of learning Demonstrates mastery of the subject & Reporting time Domain 4. Curriculum 3.Reflects on the experiences 1. 1. Communicates promptly and clearly to different sources learning goals for 2. Communicates clear 4. 3.Monitors regularly and provides feedback for Establishesteaching methods, that arelearning learners, parents and superiors about and maintains consistent on 4. Selects 2.Demonstrates concern for learning goals.lessons the appropriate progress of learners learners understanding of contents 2. Develops and useslearnersof learners behavior or a variety activitiesof and instructional materials instructional standards development of learner 3. Make good use of allotted holistic appropriate assessment strategies to time
monitors and evaluate learning 3. Monitors regularly and provides feedback on learners understanding of contents

Domain 1. Social regard for learning 1. Demonstrates value for learning (Corpuz, 2010) 2. Demonstrates that learning is of different kinds and comes from different sources 2. Learning Environment Domain Domain 7. Teacher Personal Growth 1. Creates an environment that promotes and Professional Development fairness 1. Takes pride in the nobility of teaching 2. Makes the physical environment safe and as a profession. conducive to learning 2. Builds professional links with 3. Communicates higher learning colleagues to enrich teaching practice. expectations to each learner 3. Reflects on the extent of the 4. Establishes and maintains consistent attainment of learning goals. standards of learners behavior

resources appropriate to4.learners and learning Selects teaching methods, aligned to objectives of activitieslesson to learners and the and instructional materials or resources appropriate
aligned to objectives of the lesson

Baseline/Benchmarking

Kirkpatricks Model of Evaluation

Theory of Implicit Personality

Baseline/Benchmarking
Kirkpatricks Model of Evaluation - Reaction - Learning - Behavior - Results

Baseline/Benchmarking
Implicit Personality Theory (IPA)

- concerns the general expectations that we build about a person after we know something of their central traits.
(wikipedia.org)

Performance Tool

CB-PAST Form 1 (for Teachers) CB-PAST Form 2 (for Master Teachers) CB-PAST Form 3 (Teaching Performance Observation Guide)

CB-PAST Form 1 (Teachers)


Part I COMPONENTS AND PERFORMANCE STANDARDS I. Instructional Competence A. Diversity of Learners

Lesson plans

Teaching and Learning Strategies and Techniques

B. Curriculum Content and Pedagogy

CB-PAST Form 1 (Teachers)


Methodologies, Approaches, and Strategies
Multi-disciplinary integration

Lesson Plans
HOTS Technology in teaching and learning Authentic assessment (like Portfolio) ICT

CB-PAST Form 1 (Teachers)


C. Planning. Assessing and Reporting Formative and Summative tests Non-traditional assessment (Portfolio, Rubrics, etc.) Item Analysis and utilization of the results Remediation activities

Regular records
Regular meetings with parents

CB-PAST Form 1 (Teachers)


II. School, Home, Community Linkages D. Learning Environment

Gender equality Safe and orderly classroom Individual and cooperative learning Positive attitudes among learners

CB-PAST Form 1 (Teachers)


E. Community Linkages Involvement of parents and community in learners achievement Utilization of varied community resource Use of community as laboratory for T-L Involvement in community to inform school events and achievement

Information of rules and regulations of the school

CB-PAST Form 1 (Teachers)


III. Personal, Social Growth and Professional Characteristics F. Social Regard for Learning

Abide by and implemented school policies and procedures Punctuality and Attendance Appropriate appearance

Appropriate behavior in dealing with learners, peers and superiors

CB-PAST Form 1 (Teachers)


G. Personal, Social Growth and Professional Development Maintained stature and behavior Personal qualities Updating current trends in education Professional organizations Reflections on teaching Improvement of teaching through feedback Self-assessment Accountability to learners outcomes Abide by the Code of Ethics for Professional Teachers

CB-PAST Form 1 (Teachers)


Plus Factors (Part I)

Mentor/Coach in professional development at least for 2 peers Demonstration teacher Action research Coordinator, Chairperson

Innovations
Increased achievement rate by 2.5% Zero drop-out rate

CB-PAST Form 1 (Teachers)


Plus Factors (Part II)

Home-School-Community project
Model for conducive learning environment

Action research regarding community-based learning


Two (2) home visitations Others

CB-PAST Form 1 (Teachers)


Plus Factors (Part III)

Received awards for exemplary personal and professional attributes Coach or Trainer to award-winning students or groups

Earned relevant professional trainings or graduated from a higher relevant degree


Received scholarship awards, grants Others

CB-PAST Form 2 (Master Teachers)

To the next level higher than the indicators set for Teachers (Form 1) PAST. Required: Mentoring peer Innovations (MT I and MT II at least one)

1.

2.

3.

Served as demonstration teacher


Leadership in improvement of instructional programs Conducted classroom observations Conducted instructional training programs Led in the analysis and utilization of test results

4.

5.

6.

7.

CB-PAST Form 3
1. 2. 3.

Pre-Observation Form Observation Guide Proper Instructional Competence Home, School and Community Involvement Personal, Social Growth and Professional Development

Post-Observation Form

Analysis

Survey Questionnaire

Participated by Science Teachers

Analysis
Participated by Science Teachers

Analysis
Rating 4.51 5.00 Interpretation Very Much

3.51 4.50
2.51 3.50

Somewhat
Undecided

1.51 2.50
1.00 1.50

Not Really
Not at All

Analysis
Part I. Personal Attributes A. Self-Monitoring
1. I can monitor my progress as a teacher in the indicators set in the CB-PAST 2. I can supervise the development of my teaching career through the CB-PAST 3. I can enhance more my strengths and redefine my weaknesses to improve my teaching 4. I can directly see the positivity of my teaching as anchored in the indicators of CBPAST Rating Interpretation 4.11 4.28 Somewhat Somewhat

4.22

Somewhat

4.17

Somewhat

4.19

Somewhat

Analysis
Part I. Personal Attributes B. Self-Motivation
1. I am grateful that there are already standards set to appraise my teaching 2. I will use the system for my personal concerns and purposes. 3. I am positive on the new performance appraisal system for teachers Rating Interpretation 4.61 4.11 Very Much Somewhat

4.28
4.33

Somewhat
Somewhat

Analysis
Part I. Personal Attributes C. Openness to Change
1. I am willing to adopt the new system to evaluate my teaching 2. I am open to assess my teaching in accordance to the indicators set by the CBPAST 3. I am encouraged and will realize a portfolio to give credence to my teaching Rating Interpretation 4.56 4.56 Very Much Very Much

4.22 4.44

Somewhat Somewhat

Analysis
Part II. Professional Attributes (Hattie, 2003) A. Essentiality of Representations Rating Interpretation of the Subject Matter
1. CB-PAST prove deeper representations of teaching and learning 2. CB-PAST adopt a problem-solving stance to teaching 3. CB-PAST anticipate, plan and improvise as required by situation 4. CB-PAST can m important and which are less important decisions ake the teacher better decision-makers and can identify what decisions are 4.11 4.17 4.11 4.11 Somewhat Somewhat Somewhat Somewhat

4.13

Somewhat

Analysis
Part II. Professional Attributes (Hattie, 2003) Rating Interpretation B. Guiding Learning through Classroom Interactions (CB-PAST makes a
1. Teacher proficient at creating an optimal classroom climate for learning 2. Teacher multi-dimensionally in complex perception of classroom situations 3. Teacher more context-dependent and have high situation cognition 4.17 4.17 Somewhat Somewhat

4.28
4.20

Somewhat
Somewhat

Analysis
Part II. Professional Attributes (Hattie, 2003) C. Monitoring Learning and Provide Rating Interpretation Feedback (CB-PAST makes a)
1. Teacher more adept at monitoring student problems and assessing their level of understanding and progress, and they provide much more relevant, useful feedback 2. Teacher more adept at developing and testing hypotheses about learning difficulties or instructional strategies 3. Teacher more automatic 4.11 Somewhat

4.11

Somewhat

4.06

Somewhat

4.09

Somewhat

Analysis
Part II. Professional Attributes (Hattie, 2003) D. Attending to Affective Attributes Rating Interpretation (CB-PAST makes a)
1. Teacher give high respect for students 2. Teacher passionate about teaching and learning
4.33 3.94 4.14 Somewhat Somewhat Somewhat

Analysis
Part II. Professional Attributes (Hattie, 2003) E. Influencing Student Outcomes Rating Interpretation (CB-PAST makes a)
1. Teacher engage students in learning and develop in their students selfregulation, involvement in mastery learning, enhanced self-efficacy, and self-esteem as learners

4.33

Somewhat

2. Teacher provides appropriate challenging tasks and goals for students 3. Teacher positive in influences on students achievement 4. Teacher enhance surface and deep learning

4.44 4.28

Somewhat Somewhat

4.39
4.36

Somewhat
Somewhat

Synthesis
Personal Attributes
Undecided 2%

Very Much 41% Somewhat 57%

Synthesis
Professional Attributes
Undecided 15% Very Much 34%

Somewhat 51%

Thrusts
1.

Success of the Implementation of CB-PAST

Thrusts

2. Teaching Process

Thrusts

3. Interpersonal Aspects

Thrusts

4. Personal Concerns

Thrusts

5. Learning and the Learners

Thrusts

6. Teachers Growth and Development

Ma. Cristina L. Salta Teacher III Ismael Mathay Sr. High School cristy_salta@yahoo.com

Meneleo Ramon B. Meneses Ismael Mathay Sr. High School

mrbmeneses@gmail.com