2. To Teachers:
For Part I, use a rating with 1 as
slowest and 4 as the highest. Rate
yourself along the indicators under
each performance standard. Circle the
appropriate rating that applies to you
in every item. For clearer
understanding, refer to the expanded
rubrics for the holistic
description/interpretation of the rating
values.

3. 4- Highly Proficient (HP)
•
Teacher performance consistently exceeds
expectations. 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. Selfdirection of the teacher is evident.

4. 3- Proficient (P)
• Teacher performance often exceeds
expectations. Displays a high level of
competency related to skills, abilities,
initiatives and productivity, exceeding
requirements in many of the areas.

5. 2- Basic (B)
•
Teacher’s performance meets basic
expectations based on standards.
Displays basic level of work and
performance outputs as required
outcomes or expectations of the job.

6. 1- Below Basic (BB)
• 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.

7.  Part II, the PLUS FACTOR shall be used for
Summative Appraisal at the end of the school
year. It’s a list of performance beyond the call
of duty which are not included in the
indicators of Part I. Every Plus Factor item has
a value of .04 and a teacher may earn a
maximum of .4 point during the summative
appraisal period. Check the item being
claimed. Duly certified evidences of the plus
factor claimed should be found in your
Teacher’s Portfolio.

8. Only teachers who have an overall
rating description of Highly
Proficient, Proficient, or Basic shall
claim the Plus Factor component in
the
appraisal
system.

9. I. Instructional Competence
_____ 1. Acted as a mentor/coach in professional
development to at least 2 peers.
_____ 2. Served as demonstration teacher at least once
in a rating period, for peers, cooperating
teachers, resource teachers in the in-service and preservice students on innovative
teaching
strategies, classroom management.

10. _____ 3. Conducted one (1) action research whose
findings and recommendations have been adopted
by the school (district or division)
_____ 4. Acted as coordinator, chairperson in
activities, projects that relate to Instructional
Competence.
_____ 5. Innovated teaching strategies, classroom
management and assessment to enhance learning.

11. _____ 6. Increased the difference in the
achievement rate of the division post test over
the pretest by 2.5% or higher on all classes
taught.
_____ 7. Maintained zero drop out rate or
reduced drop out rate in the class.

12. II. School, Home and Community
Linkages
_____ 1. Organized and implemented at least one (1)
home-school-community project in a rating period
which resulted to enhanced learning outcomes.
_____ 2. Established a model that exemplifies a
learning environment conducive to teaching and
learning (i.e. Science Gardens, Mathematics
Laboratory, Model classrooms, others)

13. _____ 3. Made at least one (1) best practice on
how to involve majority of the parents in the
education of their children.
_____ 4. Conducted at least one (1) action
research and shared results to peers on
problems
related
to
learning
environment, home, school and community
involvement.

14. _____ 5. Conducted at least two (2) home
visitations to encourage parents to support
their children in their school activities; to
reduce absenteeism and tardiness.
_____ 6. Others not included but related to
school, home and community involvement.

15. III. Personal, Social Growth and
Professional Characteristics
_____ 1. Received award(s) for exemplary personal and
professional attributes such as honesty and
integrity, leadership, dedication, initiative, courtesy, f
airness of an outstanding teacher from recognized
academic institutions and other award-giving bodies.
_____ 2. Acted as coach or trainer to award winning
students in academic and non-academic contests
recognized at least at the division level.

16. _____ 3. Earned a relevant professional trainings (an
aggregate of at least 60 hours) or graduated from a
higher relevant degree.
_____ 4. Received scholarship awards, educational
exchange, educational observation, study tour and
the like which have competitive screening process.
(Claim can only be made after the award has been
enjoyed)
_____ 5. Others not mentioned but related to personal
and professional characteristics.

17. CB-PAST Summary of Ratings Template
Criteria
Assigned
Weight
No. of
Terms
I. INSTRUCTIONAL COMPETENCE (60%)
A. Diversity of Learners
10 %
7
B. Curriculum Content
and Pedagogy
30%
12
C. Planning, Assessing
and Reporting
20%
9
Sum of the Weighted Average of A, B and C
Score
Mean (Score ÷
no. of items
Description of
the TPI
Weighted
Average (Mean
x Weight)

18. Criteria
Assigned
Weight
No. of
Terms
Score
Mean (Score ÷
no. of items
Description of
the TPI
II. Home, School and Community Involvement (20%)
D. Learning
Environment
E. Community
Linkages
10 %
6
10%
6
Sum of the Weighted Average of D and E
Weighted
Average (Mean
x Weight)

19. Criteria
Assigned
Weight
No. of
Terms
Score
Mean (Score ÷
no. of items
Description of
the TPI
III. Personal Growth and Professional Development (20%)
F. Social Regard
10 %
4
for Learning
G. Personal,
10%
10
Social Growth
and Professional
Development
Sum of the Weighted Average of F and G
Weighted
Average (Mean
x Weight)

20. Formative Performance Rating
(Sum of the Total Weighted Average of I, II and III)
Description for Overall Performance Rating in TPI for Formative
Appraisal
Plus Factor (for the Summative Appraisal)
(Each item gets 0.04. A maximum of 0.4 will be added to the Total
Weighted Average)
Summative Performance Rating
(Sum of the Total Weighted Mean from I, II, III and the Plus Factor
earned)
Description of Overall Performance Rating with critical requirement
for Summative Appraisal

21. PARTS OF THE

22. I. PRELIMINARY INFORMATION
ABOUT THE TEACHER
• Teacher Personal Profile/ Personal Data Sheet
• Teacher’s TSNA Result
• Purposes of the Portfolio to include among
others (a) Targets Set for the Students
Learning Outcomes and (b) Individual Plan for
Professional Development (IPPD)

23. II. PORTFOLIO EVIDENCES
• Evidences for the Instructional Competence
• Evidences for Home, School, Community
Linkages
• Evidences for Personal, Social and Professional
Development
• Evidences for Plus Factor
• Evidences of School Outcomes: Achievement
Rate, Participation Rate, Drop-out Rate

24. III.CB-PAST ACCOMPLISHED FORMS
• CB-PAST Form 1 for TEACHERS
• CB-PAST Form 2 for MASTER TEACHERS
• CB-PAST Form 3 for TEACHER PERFORMANCE
OBSERVATION GUIDE
– FORM 3A- Observation Guide for Instructional
Competence
– FORM 3B- Observation Guide for School, Home,
Community Linkages
– FORM 3C- Observation Guide for Personal Growth
and Professional Development

25. IV. TEACHER’S REFLECTION
Teacher’s reflection may also be placed
after every component of Portfolio
evidence in Part II or should be
collectively placed in this section as a
summary reflection.

26. V. REMARKS
School heads, instructional leaders
and other observers are encouraged
to write remarks which are valuable
to the teacher in this section.

27. Teacher I, II and III with Salary Grades 11, 12, 13
(Including substitutes, locally funded and volunteer
teachers)
DUTIES
AND
RESPONSIBILITIES
UNDER
GENERAL SUPERVISION:
1. Facilitates learning in the elementary/secondary
schools through functional lesson plans, daily log of
activities and appropriate , adequate and updated
instructional materials (print and non-print)
2. Monitors, assesses and evaluates pupil’s/student’s
progress.

28. 3. Undertakes activities to improve performance
indicators.
4. Maintains updated pupil/student school records.
5. Updates parents on pupils’/students’ progress
regularly.
6. Supervises curricular and co-curricular projects and
activities.
7. Counsels and guides pupil/students.

29. 8. Conducts action research.
9. Maintains cleanliness, orderliness, safety and upkeep of the
classroom.
10. Participates in staff development activities and utilizes KSAs
gained from seminars, trainings and scholarships.
11. Maintains harmonious relationship with fellow teachers and
other school personnel as well as with parents and other
stakeholders.
12. Supports activities of governmental and non-governmental
organizations.
13. Does relate work.

30. Master Teacher I, II, III and IV with Salary
Grades 18, 19, 20, 21
DUTIES AND RESPONSIBILITIES :
1. Assumes leadership in the environment of
instructional programs and preparation of
instructional materials as in the following:
MT I: in at least 2 grade/year levels
MT II: in at least 3 grade/ year levels
MT III: in at least 4 grade/ 3 year levels
MT IV: in all grade/ year levels

31. 2. Conducts instructional training programs in the
school, district or division.
3. Provides professional assistance to teachers like
coaching and monitoring.
4. Develops and/or implements innovative and
functional teaching approaches and strategies every
school year, as follows:
MT I-II: at least 1
MT III-IV: at least 2

32. 5. Serves as demonstration teacher and/or consultant
MT I: at least school and district level
MT II: school, district and division levels
MT III: school, district, division, and regional
levels
MT IV: school, district, division, regional and
national levels
6. Conduct action research.
7. Leads in the analysis and utilization of test results.
8. Does related work.