CB PAS and Classroom Observation by Dr Juliet S Timbang

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CB – PAST And Classroom Observation By Dr. Juliet S. Timbang

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CB – PAST Framework School Outcomes Teacher Development NCBTS TSNA & IPPD Job-embedded requirements Teacher Performance Instructional Competence, School, Home, Community Linkages, Personal and Professional Development TEACHING – LEARNING ENVIRONMENT

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CB – PAST C - Concepts B - Baseline / Benchmark P - Performance Tool A - Analysis S - Synthesis T - Trust

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Background of CB - PAST Performance Appraisal System R.A. 9155 (Governance of Basic Education Act of 2001) BESRA (Basic Education Sector Reform Agenda) NCBTS (National Competency – Based Teacher Standards) TSNA (Teachers Strengths and Needs Assessment) IPPD (Individual Plan for Professional Development)

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Components and Performance Standards Percentage Weight Components I - Instructional Competence 60% Standard 1 – Diversity of Learners 10% Standard 2 – Curriculum Content & Pedagogy 30% Standard 3 – Planning, Assessing, Reporting 20% Components II – Home, School, Community Involvement 20% Standard 4 – Learning Environment 10% Standard 5 – Community Linkages 10% Component III – Personal Growth & Professional Development 20% Standard 6 – Social Regard for Learning 10% Standard 7 – Personal, Social Growth & Professional Development 10% Total 100%

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CB – PAST Tools CB – PAST Form 1 For Teachers CB – PAST Form 2 For Master Teachers CB – PAST Form 3 Teachers Formative Appraisal Observation CB – PAST Form 4 Teacher Performance Rubric CB – PAST Form 5 Teacher Portfolio

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Teacher Formative Appraisal Observation Guide The observation guide is for formative development purpose and instructional support of. There shall be at lest five (5) actual class observation 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 teacher’s portfolio where data on the retention rate, dropout rate and achievement rate of the class and other evidence are kept.

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Teacher Formative Appraisal Observation Guide 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.

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Teacher Formative Appraisal Observation Guide Form 3 – B is for school, home and Community Linkages which needs inspection of the evidence in the Teacher’s 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 evidence in the T eacher’s Portfolio. Interview of the peers, colleagues and superiors to confirm the claims of the teachers or master teacher is encouraged.

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Critical Requirements and Description of the Overall Performance Rating for the Summative Appraisal Critical Requirements A teachers who does not meet the critical requirements 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 below basic in any of the standard Very Satisfactory 1.51 – 2.50 and no performance index value of below basic in any of the standard Satisfactory 1.00 or higher with at least one performance index value below basic in any of the standard Unsatisfactory

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Teacher Performance Index Performance Level Labels General Description 3.51 – 4.00 Highly Proficient Consistently exceeds expectations on job responsibilities as teacher / master teacher. Displays at all time, a consistently high level of performance related skills, abilities, attributes, initiative, and productivity. All assignments/responsibilities are completed beyond the level of expectation. Self – direction of the Teacher is evident. 2.51 – 3.50 Proficient 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. 1.51 – 2.50 Basic 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 1.00 – 1.50 Below Basic Work outputs are low and fail to meet required outcomes. Teacher performance on the job and outputs frequently fail below standard. Work outputs consistently low, regularly fails to meet required outcomes needing repetition of duly or by completion of others. The teacher may need immediate instructional support.

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Performance Behavior Observation Rating NO BB B P HP A. Diversity of Learners 0 1 2 3 4 1 Sets Lesson Objectives within the experience and capabilities of the learners. 0 1 2 3 4 2 Utilizes varied techniques and strategies suited to different kinds of learners. 0 1 2 3 4 3 Shows fairness in dealing with the learners 0 1 2 3 4 4 Paces lessons appropriate to the needs and difficulties of learners. 0 1 2 3 4 5 Provides appropriate intervention activates for learners at risk. 0 1 2 3 4 Total Score: ____ 15 ____ Average: ____ 3 ____ Description: _____ 0 _____

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Performance Behavior Observation Rating NO BB B P HP B. Content and Pedagogy B.1. Teacher Behavior in Actual Teaching 1 Teaches accurate and updated content using appropriate approaches and strategies. 0 1 2 3 4 2 Aligns lesson objectives, teaching methods, learning activates, and instructional materials. 0 1 2 3 4 3 Encourages learners to use higher order thinking skills in asking questions. 0 1 2 3 4 4 Engages and sustains learner’s interest in the subject matter by making content meaningful and relevant. 0 1 2 3 4 5 Establishes routines and procedures to maximize use of time and instructional materials. 0 1 2 3 4 6 Integrates language literacy, skills, and values in teaching 0 1 2 3 4 7 Presents lesson logically in a developmental manner. 0 1 2 3 4 8 Utilizes technology resources in planning, designing, and delivery of the lesson. 0 1 2 3 4 9 Creates situations that encourages learners to use higher order thinking skills 0 1 2 3 4 Total Score: ____ 27 ____ Average: ____ 3 ____ Description: _____ VS _____

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Performance Behavior Observation Rating NO BB B P HP B. Content and Pedagogy B.2. Learner's Behavior in the Classroom 1 Answers in own words at a desired cognitive level. 0 1 2 3 4 2 Participates actively in the learning tasks with some level of independence. 0 1 2 3 4 3 Asks questions relevant to the lesson 0 1 2 3 4 4 Sustains interest in the lesson / activity. 0 1 2 3 4 5 Follows routines and procedures to maximize instructional materials. 0 1 2 3 4 6 Shows appropriate behavior of individualism, cooperation, competition in classroom. 0 1 2 3 4 7 Imbibes and values learning from the teacher and from classmates. 0 1 2 3 4 8 Demonstrates in varied ways, learning achieved in the activities. 0 1 2 3 4 Total Score: ____ 32 ____ Average: ____ 4 ____ Description: _____ 0 _____

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Performance Behavior Observation Rating NO BB B P HP C. Planning, Assessing, Reporting Learners Outcomes. 1 Provides timely, appropriate reinforcement / feedback to learners behavior. 0 1 2 3 4 2 Uses appropriate formative, summative tests congruent to the lesson. 0 1 2 3 4 3 Uses non – traditional authentic assessment techniques when needed. 0 1 2 3 4 4 Keeps accurate records of learners performance level. 0 1 2 3 4 5 Gives assignment as reinforcement or enrichment of the lesson. 0 1 2 3 4 6 Provides opportunity for learners to demonstrate their learning. 0 1 2 3 4 Total Score: ____ 18 ____ Average: ____ 3 ____ Description: _____ 0 _____

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Performance Behavior Observation Rating NO BB B P HP D. Learning Environment 1 Maintains a safe and orderly classroom. 0 1 2 3 4 2 Engages learners in differentiated activities for higher learning. 0 1 2 3 4 3 Handles behavior problems quickly and with due respect to children’s rights 0 1 2 3 4 4 Create situation that develops a positive attitude among learners towards their subjects and teachers. 0 1 2 3 4 5 Provides gender sensitive opportunities for learning. 0 1 2 3 4 Total Score: ____ 16 ____ Average: ____ 4 ____ Description: _____ 0 _____

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Performance Behavior Observation Rating NO BB B P HP E. School , Home & Community Linkages. 1 Involves community in sharing accountability for learners achievement. 0 1 2 3 4 2 Uses varied and available community resources (Human, material) to support learning. 0 1 2 3 4 3 Uses community as laboratory for teaching and learning. 0 1 2 3 4 4 Shares with the community information on school events and achievements. 0 1 2 3 4 5 Encourages learners to apply classroom learning at home and in community. 0 1 2 3 4 6 Informs learners, parents and other stakeholders regarding school policies and procedures. 0 1 2 3 4 Total Score: ____ 24 ____ Average: ____ 4 ____ Description: _____ 0 _____

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Performance Behavior Observation Rating NO BB B P HP F. Social Regard for Learning 1 Abides by and implements school policies and procedures. 0 1 2 3 4 2 Observes punctuality in accomplishing tasks and requirements. 0 1 2 3 4 3 Observes punctuality in class attendance and in other occasions. 0 1 2 3 4 4 Maintains appropriate appearance and decorum at all times. 0 1 2 3 4 5 Demonstrates appropriate behavior in dealing with students, superiors and stakeholders. 0 1 2 3 4 Total Score: ____ 20 ____ Average: ____ 4 ____ Description: _____ 0 _____

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Performance Behavior Observation Rating NO BB B P HP G. Content and Pedagogy 1 Maintains statures and behavior that upholds the dignity of teaching. 0 1 2 3 4 2 Maintains personal qualities like enthusiasm, flexibility, caring and others. 0 1 2 3 4 3 Demonstrates a personal philosophy of teaching in the classroom. 0 1 2 3 4 4 Updates oneself with the recent developments in Education. 0 1 2 3 4 5 Improves teaching performance based on feedback from mentors, students, peers, superiors. 0 1 2 3 4 6 Accepts accountability for learning outcomes. 0 1 2 3 4 7 Reflects on one’s quality of teaching vis-à-vis learning outcomes. 0 1 2 3 4 8 Uses self – assessment (TSNA) to enhance strengths and correct one’s weaknesses. 0 1 2 3 4 9 Participates actively in professional organizations. 0 1 2 3 4 10 Abides by the code of Ethics for Professional Teachers. 0 1 2 3 4 Total Score: ____ 40 ____ Average: ____ 4 ____ Description: _____ 0 _____

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CB – PAST 3Summary of Ratings Templates (For Formative Appraisal and Instructional Supervision) Criteria Assigned Weight in CB – PAST (disregarded in the formative appraisal) No. of Items Score Mean (Score + no. of Items) Description of TBI Recommended Supervisory Approach I. INSTRUCTIONAL COMPETENCE. A. Diversity of learners 10% 5 16 3.2 0 B. Curriculum Content and Pedagogy 30% 17 1. Teacher Behavior 9 27 3 VS 2. Learners Behavior 8 32 4 0 C. Planning Assessing and reporting 20% 6 18 3 VS Total 60% 28 93 3.3 VS II. HOME, SCHOOL & COMMUNITY INVOLVEMENT D. Learning Environment 10% 5 16 3.2 VS E. Community Linkages 10% 6 24 3.6 0 Total 20% 11 40 3.61 0 III. PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT F. Social Regard for Learning 10% 5 20 4 0 G. Personal Social & Professional Development 10% 10 40 4 0 Total 20% 15 60 4 0 Grand Total 100% 3.57 0 Teacher Formative Appraisal Rating (Grand Total Mean) Description for Overall Teacher Observation Rating for Formative Appraisal

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THE END Thank You By.: Dr. Juliet S. Timbang