Inset 2013 session 4

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Inset 2013 session 4

  1. 1. Republic of the PhilippinesDepartmen of EducationRegion VII, Central VisayasCOGON HIGH SCHOOL EVENING CLASSSan Jose St., Cogon District, Tagbilaran CityMay 28, 2013Session 2INSET TRAINING1
  2. 2. 2Session Title: The Competency-Based Performance Appraisal forTeachers (CB-PAST)Key understandings to be developedThe Competency-Based Performance Appraisal for Teachers(CB-PAST) outlines the standards, guidelines, processes, and toolsto appraise teacher’s performance.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 and Master Teachers
  3. 3. 3Teachers 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
  4. 4. 4The Instructional Competence which takes 60% weight of theperformance standards includes Diversity of Learners, CurriculumContent and Pedagogy, and Planning Assessing, and Reporting.Learning ObjectivesUsing R-PAST, 1st and 2nd Rating Results, and CB-PAST, theparticipants will:discuss comprehensively CB-PAST- its, standards,guiding principles, and tools;interpret the criteria in rating their performance as contained in theCBPAST;analyze the two processes used in appraising Teachers’Performance
  5. 5. 5appraise teachers’ performance on instructional competence based onthe test results for 1st and 2nd grading periods; andrecognize the significance of CB-PAST in improving their workperformance.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 theNCBTS Domains by drawing lot.
  6. 6. 6Let 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 BannerUsing the same grouping as the previous session, provide eachgroup with rolled papers containing the NCBTS Domains bydrawing lot.
  7. 7. 7Let each group create a 2-minute presentation depicting on theirinsights of the domain they have drawn. (Presentation could be throughsongs, 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 ofbondpaper.
  8. 8. 8Let 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 Competencies basedPELC/PSSLC6. Most Challenging Experience with thelearnersAfter accomplishing the banner, each member will take turn insharing their Personal Teaching Banner.
  9. 9. 9The sharing will be done in carousel moving to the right. It will startfrom the member with the least number of teaching experience.The sharing will be done in carousel moving to the right. It will startfromthe member with the least number of teaching experience.After all members have shared, the group will consolidate thesignificant insights. Write them on the manila paper.Let one representative from each group to present the group’soutput.
  10. 10. 10AnalysisAsk participants the following questions:(20 minutes)How did you feel about the activity?What did you discover about yourself after accom-plishingyour Personal Teaching Banner?How did each member of your group come up with yourgroup output?What are your realizations about your job asteachers?
  11. 11. 11Activity 2 (60 minutes)1. Organize the participants into 7 groups.2. Using their Revised Appraisal Standard for Teachers (R-PAST) forSchool 2010-2011 and CB-PAST Form 1 for Teachers, and Form 2 forMaster Teachers, individually, walkthrough their components andperformance standards.3. Provide each group with manila paper containing the VennDiagram.4. Let each group brainstorm and collaboratively accomplish thediagram by comparing and contrasting the two Appraisal Form
  12. 12. 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 two AppraisalForms?
  13. 13. 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
  14. 14. 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 theperformance standards includes Diversity of Learners, CurriculumContent and Pedagogy, and Planning Assessing, and Reporting.
  15. 15. 15Application (15 minutes)Accomplish the Reflective Journal below.My CovenantAs a Professional Teacher,I will…________________________________________________________________________________________________I commit to…_____________________________________________________________________________________________________________ _____________ Teachers’ SignatureSchool Head’s SignatureDate: ____________ Date: _______________
  16. 16. 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-

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