1

Republic of the PhilippinesDepartmen of Education

Region VII, Central VisayasCOGON HIGH SCHOOL EVENING CLASS

San Jose St., Cogon District, Tagbilaran City

May 28, 2013Session 2

INSET TRAINING

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

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

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

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

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

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

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

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

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

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

12

R-PASTObservations

Commona-lities between R-PAST andCB-PAST

CB-PASTObservations

5. Publish the group’s output.

6. Call one representative of each group to report the output.

Analysis (30 minutes)

Ask the following questions:

1. What are the commonalities and differences of the two Appraisal Forms?

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

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

Application (15 minutes)

Accomplish the Reflective Journal below.

My CovenantAs a Professional Teacher,I will… ________________________________________________________________________________________________I commit to…_____________________________________________________________________________________________________________ _____________ Teachers’ Signature School Head’s SignatureDate: ____________ Date: _______________

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-