A.

MEANING AND PURPOSES OF CB-PAST

1.0

Competency-Based Performance Appraisal System for

Teachers (CB-PAST)

Drawing from the Vision and Mission of the Department of Education, CB-PAST
is a comprehensive appraisal system which addresses one of the mandates of the
Department as embodied in the RA-9155.
The primary purposes of the CB-PAST are (1) to ensure support for the
continuous professional growth of teachers and (2) to recognize the quality of teachers
accomplishments over a period of time for maintaining the high standard of work and
properly rewarding excellent performance in terms incentives, awards and promotion.
The first purpose is formative-developmental in nature which will provide teachers
with meaningful activities that encourage their professional learning and growth. The
procedure will be supportive, non-threatening, fair, collegial and self-directed within the
community of professional learners.
The second purpose is summative-evaluative which will assure that school
learners have the benefit of instruction at high level of proficiency from the teachers.
Appraisal of teacher performance is made on the basis of the evidences collected,
observations made, conferences, and dialogues that accompany each procedure. The
ultimate intention of the performance appraisal is achieving high levels of learners
performance and improved learning outcomes as part of the school outcomes.

As an appraisal system the CB-PAST

adheres to standards of the competency-based performance which is the

National Competency-Based Teacher Standards;

adheres to the job- embedded requirements of the teachers in their duties

and responsibilities;

promotes and encourages teacher personal growth and professional

development; and

provides a new paradigm of instructional leadership and supervision

which ultimately will improve learners and school performance outcomes.

1.1 The CB- PAST Framework

The National Competency- Based Teacher Standards (NCBTS) with the jobembedded requirements of the teachers guide the CB-PAST and primarily form the
bases of the Teacher Performance indicators. The required teacher competencies as
determined through Teacher Strengths and Needs Assessment (TSNA) and their

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utilization in the teachers Individual Plan for Professional Development (IPPD) are
significant considerations of the appraisal system. Framed against a backdrop of
conducive teaching-learning environment, the illustration below shows the interactions of
the different elements of the CB-PAST as they relate to each other in relation to the
teaching performance.
FIGURE 1 CB-PAST Framework

School
Outcomes

Teacher Performance

NCBTS
- TSNA & IPPD
-Job-embedded
requirements

TEACHING - LEARNING
ENVIRONMENT

Instructional Competence
School, Home, Community
Linkages
Personal and Professional
Development

Teacher
Development

The NCBTS- TSNA informs what professional development actions in the IPPD a
teacher pursues that would eventually result to better learning outcomes. Strengthened
with the job-embedded responsibilities, the teachers professional actions on the
identified strengths and needs shall contribute to the improvement of learners and
school outcomes such as achievement rate, retention rate, drop-out rate among others.
Collectively, the Teacher Performance Appraisal combines the different elements into
three broad components as Instructional Competence, School, Home and Community
Linkages and Personal and Professional Development. All of these elements are
assumed to be operating in the context of a supportive teaching-learning environment
that provides equal opportunities for learning to all.
The teacher performance results shall continuously feedback to the teachers
professional development and the school outcomes as well as to the standards and
competencies. The dynamic developmental cyclical system assures that every school
learner shall be nurtured in a conducive learning environment by quality teachers who
are performing well and who are willing to continuously grow and professionally develop.

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2.0 Teacher Performance Standards (TPS) of the CB-PAST

There are two main standards which serve as the basis for the CB-PAST, the
NCBTS and the Job-Embedded requirements for teachers and master teachers.

2.1 National Competency - Based Teacher Standards (NCBTS)

The seven domains of the NCBTS are adopted as the Teacher Performance
Standards. These are described briefly below.
1. Diversity of Learners. Requires a teacher to identify and address the needs
of the various types of learners by demonstrating respect for individual differences,
culture, backgrounds and learning styles.
2. Curriculum Content and Pedagogy. Requires a teacher to promote learning
by using accurate content knowledge in addressing academic needs of learners through
the use of appropriate instructional strategies, technologies and resources.
3. Planning, Assessing & Reporting. Requires a teacher to plan, gather,
analyze and use data to measure learning progress, guide instruction and provide timely
feedback.
4. Learning Environment. Requires a teacher to create and maintain a safe
learning environment, which is conducive to learning and encourages, fairness, respect
and enthusiasm among others.
5. School, Home and Community Linkages. Requires a teacher to link with the
home and community as a laboratory for teaching and learning.
6. Social Regard for Learning. Requires a teacher to act as a role model of
students to value learning.
7. Personal Growth and Professional Development Requires a teacher to
maintain behavior consistent with legal, ethical and professional standards and to
engage in continuous professional development.

2.2 Job-embedded Requirements for Teachers and Master Teacher

Incorporated in the NCBTS Standards are the distinct job descriptions, duties and
responsibilities of both the teachers and master teachers. The technical assistance
responsibilities are required of all the Master Teachers. (Refer to Appendix F).
In summary, the contents of the CB-PAST for both categories of Teacher and
Master Teacher include the comprehensive NCBTS seven domains and enriched by the
job-embedded requirements.

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3.0 Guiding Principles in the Development and Use of the

CB- PAST
In the development and use of the CB-PAST, a number of considerations serve
as guiding principles:
o

CB-PAST is objective, constructive, developmental and participatory in

nature.

The purpose of performance appraisal is both formative and summative.

The use of multiple data source of gathering information strengthens the

validity of the results.

The standards and competencies promote reflective and holistic view of

teaching.

The appraisal process develops school culture of excellence, teacher

leadership, collegiality and collaboration.

The outcomes of the appraisal should lead to continuous capacity building

of teachers and results to higher teacher performance and improved
learning outcome.

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B. COMPETENCY-BASED PERFORMANCE APPRAISAL SYSTEM

FOR TEACHERS (CB-PAST) TOOLS
4.0 CB-PAST Instruments and Tools
The CB-PAST is accompanied by several tools and instruments. The two major
tools are CB-PAST Form 1 for Teachers and CB-PAST Form 2 for Master Teachers. The
CB-PAST Form 3 for the Formative Appraisal will also be used for both teachers and
master teacher in Instructional Supervision.
The CB-PAST Forms 1 and 2 are made up of two parts. Part I-Components and
Performance Standards and Part II-The Plus Factor. Assigned weights are given to each
component, and each performance standard. The Plus Factor has a corresponding value
for the summative appraisal only.
The percentage weight distribution for each Performance Standard and
Component of CB-PAST Forms 1 and 2 are as follows:

Part I Components and Performance Standards

Percentage Weight
Component I- Instructional Competence
60%
Standard 1-Diversity of Learners
10%
Standard 2-Curriculum Content & Pedagogy
30%
Standard 3-Planning, Assessing, Reporting
20 %
Component II- Home, School, Community
Involvement
Standard 3-Learning Environment
Standard 4-Community Linkages
Component III- Personal Growth & Professional
Development
Standard 6- Social Regard for Learning
Standard 7-Personal, Social Growth &
Professional Development

20%
10%
10%
20%
10%
10%

Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100%

Part II The Performance Plus Factor- (maximum of .4 for every

Summative Appraisal Period)
Plus Factor is an embedded reward in the CB-PAST. A teacher may earn a
maximum of .4 for the Plus Factor for each summative rating period. The performance
for the Plus Factor is usually voluntary, without extra compensation and is not part of the
duties and responsibilities required of the teachers and master teachers.

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4.1 CB-PAST Form 1 for Teachers

The CB-PAST Form 1 is composed of 54 performance indicators and an
additional set of Plus Factor indicators. The CB-PAST Form 1 maybe used by Teachers
regardless of their appointment status and for position titles as Teacher I, II and III. It is a
self-rating form to be accomplished first by the teachers and validated by the school
head and/or instructional leaders like education supervisors, district supervisors,
department chairs and master teachers for the formative appraisal.
Formative Appraisal- During the formative appraisal, the teacher shall
accomplish only Part I of the CB-PAST Form I. The same part of the Form I shall be used
by instructional leaders to validate the self-rating of the teacher and provide instructional
support. The interpretation of the rating shall be based on the Teacher Performance
Index (TPI) which will inform about the professional development strengths and needs of
the teacher where support shall be provided by instructional leaders. No Plus Factor
items shall be considered during the Formative Appraisal. The same procedure shall
apply for the Master Teachers in their CB-PAST Form II.
Summative Appraisal- During the summative appraisal at the end of the school
year, the teacher shall accomplish Part I and II of CB-PAST Form I. Part I shall be
interpreted and described based on the Teacher Performance Index (TPI) and Part II
which is the Plus Factor shall now be included in the overall rating of the Summative
Teacher Performance. In the interpretation of the Summative Overall Rating Results, the
Description for Overall Performance Rating with Critical Requirements shall be used.
Part I and II of Form I shall also be used by the School Heads for their administrative
function to validate the self-rating of the teacher. The same description shall apply for the
CB-PAST Form 2 for Master Teacher.

4.2 CB-PAST Form 2 for Master Teachers

The CB-PAST Form 2 for Master Teachers is composed of 67 performance
indicators which include technical assistance requirements for the Master Teachers.
Unlike the CB-PAST Form 1 for Teachers, only two components, I-Instructional
Competence and III-Personal Growth and Professional Development have additional
Plus factor indicators. There are no Plus Factor Indicators for II- School, Home
Community Linkages, since the desired performance indicators are already included in
the main components performance standards.
Formative Appraisal- Like the Teachers, only Part I of CB-PAST II for Master
Teachers shall be used for the self-rating. (Please refer to the description of the
CB-PAST Form 1 for Teachers.)
Summative Appraisal- During the summative appraisal at the end of the school
year, the Master Teacher shall accomplish Part I and II of CB-PAST Form 2.
(Please refer to the description of the CB-PAST Form 1 for Teachers)
CB-PAST Forms 1 and 2 are accompanied with a template for rating.

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4.3 CB-PAST Form 3- Teacher Formative Appraisal Observation Guide

The observation guide is for formative developmental purposes and instructional
support of. There shall be at least five (5) actual class observations of every teacher
during the school year.
The guide requires actual teaching-learning classroom observations. Form 3 shall
be used in the instructional supervision of the teachers. School heads and instructional
leaders shall review and verify the teachers portfolio where data on the retention rate,
drop out rate and achievement rate of the class and other evidences are kept.
For purposes of instructional supervision, the cyclical process shall follow the
steps of pre-observation conference, actual observation and post-observation
conference.
Form 3-A is for Instructional Competence that requires an actual classroom
observation of the teacher and learners behavior in the natural setting. The performance
standards to be observed are Diversity of Learners, Curriculum Content and Pedagogy
and Planning, Assessing and Reporting.
Form 3-B is for School, Home and Community Linkages which needs inspection
of the evidences in the Teachers Portfolio, interview of the teacher, peers and
community people. Form 3-B will verify the claim of the teacher in CB-PAST Form 1 for
Teachers or CB-PAST Form 2 for Master Teachers.
Form 3-C is for Personal, Social Growth and Professional Development, that
requires observation of the teacher, inspection of records and evidences in the Teacher
Portfolio. Interview of the peers, colleagues and superiors to confirm the claims of the
teacher or master teacher is encouraged.
Form 3 A, B, C is accompanied by a template for rating.

4.4 CB-PAST Form 4 - Teacher Performance Rubrics as Guide for

Rating
The Teacher Performance Rubrics accompanies CB-PAST Form 1 and 2. It
explains in detail the requirements for each component along the scale values and
clearly determines the equivalent nearest to the scale.

4.5 CB-PAST Form 5 Teacher Portfolio Template

A portfolio template guides the teacher in the process and the appraisal. The
portfolio contains all the evidences that support the claims of the teacher in the appraisal
system. It contains the teachers thoughts, insights, feelings about teaching- learning
among others that relate to their everyday life in the school setting.
The Portfolio Template is suggested as a guide to collect the evidences of
performance to be entered in the Teacher Portfolio. The evidences will cross-validate the
self-ratings previously made by the teacher. It will also showcase the teachers

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professional development progress. The portfolio shall also be used in Instructional

Supervision.

5.0 Rating Values for the CB-PAST Instruments

5.1 Rating Scale Values for Form 1 and Form 2 and Template for
Computation
The CB-PAST Form 1 and Form 2 describe the teacher performance on the
following scale values.
4- Highly Proficient (HP)
3- Proficient (P)
2- Basic (B)
1- Below Basic (BB)
The template below will record the summary of ratings.

Summary of Ratings Template and Sample Computation

Criteria

Assign
ed
Weight

I. Instructional Competence 60%

A. Diversity of Learners
10%

No. of
Items

Score

Mean
( score no. of
items)

Desc. of
the TPI

Weighted
Average

(Teacher
Performan
ce Index)

(Mean x
Weight)

B .Curriculum Content
30%
12
and Pedagogy
C .Planning, Assessing,
20%
9
and Reporting
I. Sum of Weighted Average of A, B, & C
II. Home, School & Community Linkages
D. Learning
10%
6
Environment
E. Community Linkages
10%
6

20%

II. Sum of Weighted Average of D & E

III. Personal Growth & Professional Development 20%
F. Social Regard for
10%
4
Learning
G. Personal, Social
10%
10
Growth & Professional
Development

III. Sum of Weighted Average of F & G

Formative / Summative Performance Rating and Description
( Sum of Weighted Average of I, II, & III)

Plus Factor (for the Summative Appraisal only)

(Each item gets 0.04. A maximum of 0.4 will be added to the Total Weighted
Average for every rating period)

Overall Performance Rating (for Summative Rating)

(Sum of the Total Weighted Mean from I,III,III and the Plus Factor)

Description of Overall Performance Rating

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Teacher Performance Index (TPI)

Performance
Level

3.51- 4.00

Labels

Highly
Proficient

2.51- 3.50

Proficient

1.51- 2.50

Basic

1.00- 1.50

Below
Basic

General Description
Consistently exceeds expectations on job responsibilities
as teacher/ master teacher. Displays at all time, a
consistently high level of performance related skills,
abilities, attributes, initiatives and productivity. All
assignments/responsibilities are completed beyond the
level of expectation. Self-direction of the teacher is
evident
Performance often exceeds expectations in most areas
but are not consistent. Displays a high level of
performance
related skills, abilities, initiatives and
productivity, exceeding requirements in many of the
areas.
Satisfactory performance. Meets minimum expectations
on job responsibilities. Teacher performance meets
basic expectations based on standards. Displays basic
level of work and performance outputs as required
outcomes or expectations of the job.
Work outputs are low and fail to meet required
outcomes. Teacher performance on the job and outputs
frequently fall below standard. Work outputs
consistently low, regularly fails to meet required
outcomes needing repetition of duty or by completion of
others. The teacher may need immediate instructional
support.

* This table shall be used only for the description of the three components and the seven
performance standards in the Summary Ratings.

Critical Requirements and Description of the Overall Performance

Rating for the Summative Appraisal
Critical Requirements
A teacher who does not meet the critical requirement for the
interval rating will get the performance rating of the lower
interval

Description of Overall
Performance Rating

3.51 or higher and no performance index of below

proficient in any of the standards.

Outstanding

2.51 or higher and no performance index value of below

basic in any of the standards

Very Satisfactory

1.51 2.50 and no performance index value of below

basic in any of the standards

Satisfactory

1.00 or higher with at least one performance index value

below basic in any of the standards

Unsatisfactory

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* To be used only for the overall performance rating for the summative evaluation. The critical requirements
provide a built-in mechanism that will guarantee the quality of the overall performance description.

5.2 Rating Scale Values for Form 3 and Template for Computation
The CB-PAST Form 3 A, B, C/ Instructional Supervision Form 3 describe the
teacher performance on the following scale values. This form shall be used for formative
appraisal and instructional supervision.
43210-

Highly Proficient (HP)

Proficient (P)
Basic (B)
Below Basic (BB)
Not observed

TEACHER OBSERVATION SUMMARY RATING TEMPLATE

Criteria

Assigned
Weight
in
CB-PAST

No. of
Items

Score

(disregarded
Instructional
Supervision)

INSTRUCTIONAL COMPETENCE
A. Diversity of Learners

10%

Mean
( score
no. of
items)

Description
of the TBI

Recommended
Supervisory
Approach

B. Curriculum Content and

30%
17
Pedagogy
1. Teacher Behavior
9
2. Learners Behavior
8
C. Planning, Assessing,
20%
6
and Reporting
Total
60%
27
HOME, SCHOOL,& COMMUNITY INVOLVEMENT
D Learning Environment
10%
5
E. Community Linkages

10%

Total
20%
11
PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT
F. Social Regard for
10%
5
Learning
G. Personal, Social Growth
10%
10
& Professional
Development
20%
15
Total
100%
GRAND TOTAL
Teacher Formative Appraisal Rating (Grand total mean)
Description for Overall Teacher Observation Rating for Formative Appraisal

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Teacher Behavior Index (TBI) for Formative Appraisal

3.51- 4.00-Highly Proficient. Teacher behaviors consistently exceeds expectations.
Displays at all time, a consistently high level of performance related skills, abilities,
attributes, initiatives and productivity.
Self-direction of the teacher is evident.
Non-directive and collaborative approaches to supervision are recommended.
2.51- 3.50-Proficient. Teacher behaviors often exceeds expectations. Displays a high
level of competency related skills, abilities, initiatives and productivity, exceeding
requirements in many of the indicators. Non-directive and/or collaborative
approaches to supervision are recommended.
1.51- 2.50-Basic . Teacher behaviors meet basic expectations based on standards.
Displays basic level of work and performance outputs as required outcomes or
expectations of the job. Collaborative and/or directive approaches to supervision
are recommended
Below 1.50- Below Basic. Teacher behaviors on the job and performance outputs
frequently fall below standard. Work outputs
consistently fail to meet required
outcomes which need repetition . The teacher urgently need immediate instructional
support. Intensive directive supervision approach is recommended.

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C. THE TEACHER PERFORMANCE APPRAISAL PROCESSES

6.0 The Formative Appraisal
As a formative process, CB-PAST is under the self-direction of the teacher who
undertakes self-assessment through the Teacher Strengths and Needs Assessment
(TSNA) as the primary source of information. From the data-base, the teacher together
with the school heads determines suitable goals, develops and implements personal and
professional growth plan from the Individual Plan for Professional Development (IPPD)
and documents the activities and outcomes in the Teacher Portfolio.
The entire process aims to enhance teaching performance and learning
outcomes. The result of the formative appraisal will be used to inform decisions in
providing peer support as part of the community of professional learners. It will provide
instructional leaders and school heads the basis for planning professional development
opportunities through technical assistance and capability building. The support of
instructional leaders (school heads, department chairs, master teachers, education
supervisors, district supervisors) is crucial in the formative appraisal process. The result
will also guide the teachers themselves on how to self-direct their own instructional
needs as they become more autonomous.
Instructional supervision is very crucial in the formative process. The different
approaches utilizes by the instructional leaders will be directed towards the
establishment of the Professional Learning Community in every school. The
developmental process of nurturing through coaching, mentoring, job-embedded
learning, research among others will contribute to the collaborative and collegial
relationships among teachers and peers.

7.0 The Summative Appraisal

The summative appraisal answers accountability of the teachers. It is outputbased performance evaluation system recognized by the Civil Service Commission, to
assure that teachers shall be evaluated objectively as to their performance. The
summative process is a combination of self-appraisal, actual classroom observations
and review or verification of evidences by instructional leaders to include all aspects of
teaching performance, which are (I) Instructional Competence, (II) School, Home and
Community Linkages and (III) Personal, Social and Professional Growth.
The review and verification process utilizes actual classroom observations,
informal interviews and perusal of documents in the teachers portfolio to validate the
self-appraisal made by the teachers. When used in the summative process, CB-PAST
will provide information necessary in making decisions for awards, incentives,
recognition or promotion of teachers.
Based on the guiding principles of the CB-PAST, the process of teacher
performance appraisal is participatory, formative, developmental, and summative. It is
rigorous to assure that the result is fair, objective and valid. It is a continuous process

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which form a part in the daily routine of the teacher. Proposed time schedules are given
to synchronize the process as guidance for everyone involved in the school, district,
division and the region. Detailed procedure is described in the CB-PAST Instruments and
Tools.

8.0 Activities in the Teacher Appraisal System

ACTIVITIES

Proposed
Schedule

Persons Involved

I. Preparatory Appraisal Activities

1. The teacher/master teacher and the school
head jointly review the teachers TSNA results,
the IPPD, the job-embedded performance
requirements.

May to June

Teacher
School Head/
Representatives

II. Performance Appraisal Proper

A. For Formative Appraisal

June to
October

Teachers/ Master
Teachers, School Heads,
Instructional Leaders

Activities
1. Teacher/Master Teacher prepares the Portfolio
to house the materials and evidences of the
professional development, progress of learners,
school outcomes to verify performance.

Start May
On going
throughout the
year

2. The teacher completes CB-PAST Form 1 and

the master teacher completes the CB-PAST
Form 2 as self-assessment.

October

Teacher/Master Teacher

3. The school head verifies and validates the

teacher/master teacher selfassessment with the
use of Form 1 & Form 2.
4. The instructional supervisors (school heads,
education supervisors, district supervisors,
department heads) make actual observations of
the teacher performance in the classroom/school
setting. A pre-and post observation conference
are required.
6. Teacher/Master Teacher and school
head/instructional leader hold conference on the
individual formative appraisal results and plans
for instructional support for professional
development in critical areas.
*For Instructional Supervision to support the
Teacher, Form 3/CB-PAST Form 3 shall be used
by instructional leaders during their supervisory
visits year round..

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Teacher/Master Teacher

School head

July
to October

Teacher
Master Teacher
Instructional
Supervisors/Leaders

October

Teacher/Master Teacher
School Head/Instructional
Leaders

Whole
round

year

Teacher/Instructional
Supervisors/Leaders

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B. For Summative Appraisal

November
to
March

Teachers/ Master
Teachers, Instructional
Leaders, School Heads,
Learners

Whole
round

Teacher/Master Teacher

Activities

1. Teacher/Master Teacher prepares the Portfolio

to house the materials and evidences of the
professional development, progress of learners,
school outcomes and to verify performance.

year

2. The Teacher completes CB-PAST Form 1 and

the master teacher completes the CB-PAST
Form 2 for summative appraisal to include the
Plus Factor

February

Master Teacher

3. The school head verifies and validates the

Teacher/Master teacher self assessment with
the use of Form 1 & Form 2.

February

School Heads

4. The school Instructional leaders

( department chair, coordinators, education
supervisors, district supervisors) utilize CBPAST Form 3-A, 3-B, 3-C to make actual
observations A conference will be held
immediately after observation.

Starts
November

Teachers/Master Teacher

5. School head and teacher/master teacher hold

conference and complete final summative
evaluation.

March

Teachers
Master Teachers
School Heads

1. Final submission and approval of the Teacher

Performance Appraisal

March

Teacher
Master Teacher
School Head

2. Post teacher performance appraisal

conference of the teacher and the school head.

March

Teacher
Master Teacher
School Head

Ends
February

Teachers
Master teachers
School heads
Instructional leaders

C. Post Appraisal Activities

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D. GLOSSARY OF TERMS
For common understanding and clarity of the terms used in the context of this appraisal
system, an operational definition for each is provided below.
Clinical supervision- is supervision that undergoes three basic steps of
pre-conference to clarify teachers needs, actual observations to collect data of
teacher performance and post-conference to provide feedback.
Constructivism- is a learning theory and practice that describes a learner to be
capable of making meaning or constructing knowledge based on personal
experiences
Competencies- refer to knowledge, skills, abilities, personal quality, experiences
and other qualities that are applicable to the profession of teaching.
Differently-abled learners- refer to individuals with physical, mental. emotional,
social disabilities and needs like the deaf, mute, amputees, slow learners, fast
learners, mentally gifted, withdrawn, others. The meaning embraces the idea that
learners differ in capacities which are essential in learning.
Formative appraisalan evaluation process that helps guide and directs
appropriate corrective action for overcoming deficiency, and promotes professional
growth
ICT- stands for Information Communication Technology which include all types of
technology in the classroom that are electricity driven like computers, tape
recorders, radio, TV and others non-electricity driven local and indigenous
technologies like models, realias, display boards, dioramas, sand tables, and the
like.
Instructional leaders- refer to school officials who are tasked to lead and assist
teachers in improving teaching. These include the school heads, school district
supervisors, education supervisors, department chairs, and subject coordinators.
Learners at risk- refers to school learners who are marginalized due to serious
peace and order conditions, economic deprivation, social unrest, over-population,
extreme in-equalities, and living within the natural calamity prone areas that would
prevail them attending classes regularly or maximizing school learning.
Lifelong learning- is the process that every individual embrace to learn throughout
life by developing potentials and capacities in order to give more value and meaning
to education.
Master Teacher- refers to competent teachers who are selected based on the set of
criteria and guidelines issued by the DepED and the CSC. Teaching children and
mentoring peers are the two main functions of Master Teachers.
Performance appraisal- is a process by which managers examine and compare
teacher accomplishment with standards, documents and uses the results to provide
feedback and show where improvements are needed. The results may be used for
professional development, incentives, rewards, and promotion.

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Performance standards- refer to the major competencies and duties performed by

the teacher which are clearly spelled out in the national competency based teacher
standard and the job-embedded duties of teachers.
Performance indicators- are examples of the type of performance that will occur if
a standard is successfully met.
School Heads- refer to school officials who are tasked to administer a school
system in a single or cluster of schools. Included in the task is instructional
supervision. School heads refer to Principals, Head Teachers and Teacher-In
Charge.
Summative appraisalis a comprehensive evaluation of achievement or
performance by judging against a set of standards for purposes of promotion,
awards, incentives and others.
Teacher- is a a professional who is engaged in teaching in the pre-school.
elementary and secondary levels, who maybe in full time with regular status, part
time or contractual, locally or nationally funded. Teacher also refer to substitute of
volunteer teacher.

9.0 Appendices
A- CB-PAST Form 1 for Teachers
B- CB-PAST Form 2 for Master Teachers
C- CB-PAST Form 3 Teacher Performance Observation Guide
D- CB-PAST Form 4 Performance Rubrics
E- CB-PAST Form 5 Teacher Portfolio Template
F- Duties and Responsibilities of Teachers and Master Teachers

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