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Republic of the PhilippinesDepartmen of EducationRegion VII, Central VisayasCOGON HIGH SCHOOL EVENING CLASSSan Jose St., Cogon District, Tagbilaran CityMay 28, 2013Session 2INSET TRAINING1
2Session Title: The Competency-Based Performance Appraisal forTeachers (CB-PAST)Key understandings to be developedThe Competency-Based Performance Appraisal forTeachers (CB-PAST) outlines the standards, guidelines,processes, and tools to appraise teacher’sperformance.There are two main standards which serve as the basis for theCompetency-Based Performance Appraisal for Teachers (CB-PAST):1. National Competency-Based Teacher Standards(NCBTS)2. Job-Embedded Requirements for Teachers andMaster Teachers
3Teachers will be rated based on the following ComponentsandPerformance Standards:- Instructional Competence - 60%- Home, School & Community Linkages – 20%- Personal Growth and Professional Development –20%The Teacher Performance Appraisal follows twoprocesses:- The Formative Appraisal- The Summative Appraisal
4The Instructional Competence which takes 60% weight ofthe performance standards includes Diversity of Learners,Curriculum Content and Pedagogy, and Planning Assessing,and Reporting.Learning ObjectivesUsing 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 ascontained in the CBPAST;analyze the two processes used in appraising Teachers’Performance
5appraise teachers’ performance on instructionalcompetence based on the test results for 1st and 2ndgrading periods; andrecognize the significance of CB-PAST in improvingtheir work performance.Management of Learning (MOL) (15 minutes)Recall, Share, and ShowUsing the same grouping as the previous session,provide each group with rolled papers containing theNCBTS Domains by drawing lot.
6Let each group create a 2-minute presentation depictingon their insights of the domain they have drawn.(Presentation could be through songs, speech choir, radiobroadcast, poster, slogan, etc.)Let each group present their output in plenary.Activity I (60 minutes)My Personal Teaching BannerUsing the same grouping as the previous session,provide each group with rolled papers containing theNCBTS Domains by drawing lot.
7Let each group create a 2-minute presentation depicting ontheir insights of the domain they have drawn. (Presentationcould 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 BannerOrganize the participants into groups of 5.Provide each member with a blank sheet ofbondpaper.
8Let each one create a banner, “My Personal TeachingBanner” containing the following:1. Most Memorable Experience2. Outstanding Accomplishment3. Highest Performance Rating Received4. Lowest Performance Rating Received5. Least Taught Competenciesbased PELC/PSSLC6. Most Challenging Experience with thelearnersAfter accomplishing the banner, each member will taketurn in sharing their Personal Teaching Banner.
9The sharing will be done in carousel moving to the right. Itwill start from the member with the least number of teachingexperience.The sharing will be done in carousel moving to the right.It will start fromthe member with the least number of teaching experience.After all members have shared, the group willconsolidate the significant insights. Write them on themanila paper.Let one representative from each group to presentthe group’s output.
10AnalysisAsk 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 withyour group output?What are your realizations about your job asteachers?
11Activity 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 1for Teachers, and Form 2 for Master Teachers,individually, walkthrough their components andperformance standards.3. Provide each group with manila paper containingthe Venn Diagram.4. Let each group brainstorm and collaborativelyaccomplish the diagram by comparing and contrastingthe two Appraisal Form
12R-PASTObservationsCommona-lities betweenR-PAST andCB-PASTCB-PASTObservations5. Publish the group’s output.6. Call one representative of each group to report theoutput.Analysis (30 minutes)Ask the following questions:1. What are the commonalities and differences of the twoAppraisal Forms?
132. How significant is CB-PAST as a tool to appraise yourperformance?3. How can CB-PAST help you improve your teachingcompetencies?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
14Components 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 AppraisalThe Instructional Competence which takes 60% weight ofthe performance standards includes Diversity of Learners,Curriculum Content and Pedagogy, and PlanningAssessing, and Reporting.
15Application (15 minutes)Accomplish the Reflective Journal below.My CovenantAs a Professional Teacher,I will…________________________________________________________________________________________________I commit to…_____________________________________________________________________________________________________________ _____________Teachers’ Signature School Head’sSignatureDate: ____________ Date:_______________
16Concluding Activity (10 minutes)Present the following quotation:"All great masters are chiefly distinguished by the power of adding asecond, a third, and perhaps a fourth step in a continuous line. Many aman has taken the first step. With every additional step you enhanceimmensely the value of your first.“-Ralph Waldo Emerson-