038 breakout competency based perf appraisal sys for teachers
TRANSCRIPT
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 CB-PAST to the enhancement of the teacher
Agenda
C – Concepts
B – Baseline/Benchmark
P – Performance tool
A – Analysis
S – Synthesis
T – 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
Schools
KRT 2
Teachers
KRT 3
Social Support For Learning
KRT 4
Complementary Interventions
KRT 5
DepEd’s Institutional
Culture Change
BESRA Basic Education
Sector Reform
Agenda
(Corpuz, 2010)
SEVEN
DOMAINS
Domain 1. Social regard for learning
1. Demonstrates value for learning
2. Demonstrates that learning is of different
kinds and comes from different sources Domain 2. Learning Environment
1. Creates an environment that promotes
fairness
2. Makes the physical environment safe and
conducive to learning
3. Communicates higher learning
expectations to each learner
4. Establishes and maintains consistent
standards of learners’ behavior
Domain 3. Diversity of Learners
1. Is familiar with learners’ background
knowledge and experiences
2. Demonstrates concern for holistic
development of learner
Domain 4. Curriculum
1. Demonstrates mastery of the subject
2. Communicates clear learning goals for
the lessons that are appropriate for
learners
3. Make good use of allotted instructional
time
4. Selects teaching methods, learning
activities and instructional materials or
resources appropriate to learners and
aligned to objectives of the lesson
Domain 5. Planning, Assessment
& Reporting
1. Communicates promptly and clearly to
learners, parents and superiors about
progress of learners
2. Develops and uses a variety of
appropriate assessment strategies to
monitors and evaluate learning
3. Monitors regularly and provides
feedback on learners’ understanding
of contents
Domain 6. Community Linkages 1. Establishes learning environments
that respond to the aspirations of the
community
Domain 7. Teacher Personal Growth
and Professional Development
1. Takes pride in the nobility of teaching
as a profession.
2. Builds professional links with
colleagues to enrich teaching practice.
3. Reflects on the extent of the
attainment of learning goals.
Domain 1. Social regard for learning
1.Demonstrates value for learning
2.Demonstrates that learning is of
different kinds and comes from
different sources
Domain 2. Learning Environment 1. Creates an environment that promotes
fairness
2. Makes the physical environment safe
and conducive to learning
3. Communicates higher learning
expectations to each learner
4. Establishes and maintains consistent
standards of learners’ behavior
Domain 3. Diversity of Learners
1.Is familiar with learners’
background knowledge and
experiences
2.Demonstrates concern for
holistic development of learner
Domain 4. Curriculum
1. Demonstrates mastery of the subject
2. Communicates clear learning goals for the
lessons that are appropriate for learners
3. Make good use of allotted instructional
time
4. Selects teaching methods, learning
activities and instructional materials or
resources appropriate to learners and
aligned to objectives of the lesson
Domain 5. Planning, Assessment & Reporting
1.Communicates promptly and clearly to learners,
parents and superiors about progress of learners
2.Develops and uses a variety of appropriate
assessment strategies to monitors and evaluate
learning
3.Monitors regularly and provides feedback on
learners’ understanding of contents
Domain 6. Community Linkages
1.Establishes learning environments that
respond to the aspirations of the community
Domain 7. Teacher Personal Growth
and Professional Development
1.Takes pride in the nobility of teaching as a
profession.
2.Builds professional links with colleagues to
enrich teaching practice.
3.Reflects on the extent of the attainment of
learning goals.
(Corpuz, 2010)
Baseline/Benchmarking
Kirkpatrick’s Model of Evaluation
Theory of Implicit Personality
Baseline/Benchmarking
Kirkpatrick’s 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
CB-PAST Form 1 (Teachers)
B. Curriculum Content and
Pedagogy
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 learner’s
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 learner’s 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:
1. Mentoring peer
2. Innovations (MT I and MT II – at least one)
3. Served as demonstration teacher
4. Leadership in improvement of instructional programs
5. Conducted classroom observations
6. Conducted instructional training programs
7. Led in the analysis and utilization of test results
CB-PAST Form 3
Pre-Observation Form
Observation Guide Proper
1. Instructional Competence
2. Home, School and Community Involvement
3. Personal, Social Growth and Professional Development
Post-Observation Form
Analysis
• Survey Questionnaire
• Participated by Science Teachers
Analysis
• Participated by
Science Teachers
Analysis
Rating Interpretation
4.51 – 5.00 Very Much
3.51 – 4.50 Somewhat
2.51 – 3.50 Undecided
1.51 – 2.50 Not Really
1.00 – 1.50 Not at All
Analysis
Part I. Personal Attributes
A. Self-Monitoring
Rating Interpretation
1. I can monitor my progress as a teacher in
the indicators set in the CB-PAST 4.11 Somewhat
2. I can supervise the development of my
teaching career through the CB-PAST 4.28 Somewhat
3. I can enhance more my strengths and
redefine my weaknesses to improve my
teaching
4.22 Somewhat
4. I can directly see the positivity of my
teaching as anchored in the indicators of CB-
PAST
4.17 Somewhat
4.19 Somewhat
Analysis
Part I. Personal Attributes
B. Self-Motivation
Rating Interpretation
1. I am grateful that there are already
standards set to appraise my teaching 4.61 Very Much
2. I will use the system for my personal
concerns and purposes. 4.11 Somewhat
3. I am positive on the new performance
appraisal system for teachers 4.28 Somewhat
4.33 Somewhat
Analysis
Part I. Personal Attributes
C. Openness to Change
Rating Interpretation
1. I am willing to adopt the new system to
evaluate my teaching 4.56 Very Much
2. I am open to assess my teaching in
accordance to the indicators set by the CB-
PAST
4.56 Very Much
3. I am encouraged and will realize a portfolio
to give credence to my teaching 4.22 Somewhat
4.44 Somewhat
Analysis
Part II. Professional Attributes (Hattie, 2003)
A. Essentiality of Representations
of the Subject Matter
Rating Interpretation
1. CB-PAST prove deeper
representations of teaching and learning 4.11 Somewhat
2. CB-PAST adopt a problem-solving
stance to teaching 4.17 Somewhat
3. CB-PAST anticipate, plan and
improvise as required by situation 4.11 Somewhat
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 Somewhat
4.13 Somewhat
Analysis
Part II. Professional Attributes (Hattie, 2003)
B. Guiding Learning through
Classroom Interactions (CB-PAST
makes a…
Rating Interpretation
1. Teacher proficient at creating an
optimal classroom climate for learning 4.17 Somewhat
2. Teacher multi-dimensionally in
complex perception of classroom situations 4.17 Somewhat
3. Teacher more context-dependent and
have high situation cognition 4.28 Somewhat
4.20 Somewhat
Analysis
Part II. Professional Attributes (Hattie, 2003)
C. Monitoring Learning and Provide
Feedback (CB-PAST makes a…)
Rating Interpretation
1. Teacher more adept at monitoring
student problems and assessing their
level of understanding and progress,
and they provide much more relevant,
useful feedback
4.11 Somewhat
2. Teacher more adept at developing
and testing hypotheses about learning
difficulties or instructional strategies
4.11 Somewhat
3. Teacher more automatic 4.06 Somewhat
4.09 Somewhat
Analysis
Part II. Professional Attributes (Hattie, 2003)
D. Attending to Affective Attributes
(CB-PAST makes a…)
Rating Interpretation
1. Teacher give high respect for
students 4.33 Somewhat
2. Teacher passionate about teaching
and learning 3.94 Somewhat
4.14 Somewhat
Analysis
Part II. Professional Attributes (Hattie, 2003)
E. Influencing Student Outcomes
(CB-PAST makes a…)
Rating Interpretation
1. Teacher engage students in learning
and develop in their students’ self-
regulation, 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 4.44 Somewhat
3. Teacher positive in influences on
students’ achievement 4.28 Somewhat
4. Teacher enhance surface and deep
learning 4.39 Somewhat
4.36 Somewhat
Synthesis
Very Much 41%
Somewhat 57%
Undecided 2%
Personal Attributes
Synthesis
Very Much 34%
Somewhat 51%
Undecided 15%
Professional Attributes
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
Ma. Cristina L. Salta
Teacher III
Ismael Mathay Sr. High School
Meneleo Ramon B. Meneses
Ismael Mathay Sr. High School