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Saturday, February 18, 2012

Teachers, SH Tendencies in Accomplishing the CB-PAST

By:  Gilbert M. Forbes

Introduction:

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.

Teacher Performance reflects School Outcomes
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 teacher’s 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.

The Real Score

Looking at samples of accomplished CB-PAST in our area, the ultimate intention of the performance appraisal which is high levels of learners’ performance and improved learning outcomes as part of the school outcomes was not considered or was forgotten in the appraisal and rating process.  Based on the accomplished CB-PAST forms,  it was identified that teachers commonly had a general Teacher Performance Index (TPI) description of Proficient and Very Satisfactory as description of their over all performance rating.  Not a few had a TPI of Basic or OPR of Satisfactory and so, none has given themselves a rating of below basic in all of the indicators.

If this occurs in an area as ours, how much more nation wide?

If the performance rating really conforms to their competencies, then, there is almost no problem at all and there is only a few to be desired for they are all nearing to reach the highest level or outstanding level of performance and so most importantly, the learning outcomes.

With this kind of self assessment, teachers don’t realize that they are the one at a lost because there will be no room that will encourage professional learning and development.  They seem to forget that the ratings they gave themselves is expected to be or should be reflected in the performance of the school learners.

Popularity Contest?

This may not happen if the appraisal of teacher performance is thoroughly made on the basis of the evidences collected, observations made, conferences, and dialogues that accompany each procedures.

It was aptly said that CB-PAST should protect school heads from being hostages of the usual dilemma of ratings colleagues because of its being evidence-based driven appraisal tool not withstanding the carefully elaborated and well defined indicators in each domains. 

Still, it wasn’t because of the tendencies of school heads to narrow or dilute the degree of evidences required due mainly for fear of becoming unpopular or being tagged as overly strict and inconsiderate.

Thus the appraisal and rating process have just seem become a popularity contest.

The Dilemma

When we continuously fail to assess and know where we really are, which is the main purpose of any appraisal, there will be no room for improvement and nobody will be at a loss but ourselves, the quality of education, the youth, and the future of our nation in particular.

Teachers and school heads therefore should treat any assessment both subjectively and objectively disregarding any personal or emotional attachments, biases and pride.  Not unless, we are able to do an honest to goodness assessment of our performance, CB-PAST just like previous performance assessment tools will just be an objective of compliance, not of a higher degree of scholarly endeavor.


Our Response

CB-PAST could be effectively used if everybody will consider the fact that its varying elements relate to each other in relation to the teaching performance.  The outcomes of the appraisal should lead to continuous capacity building of teachers and results to higher teacher performance and improved learning outcomes.

The key is to really reflect on the literal meanings and descriptions of TPI’s which include Below Basic (BB), Basic (B), Proficient (P), and Highly Proficient (HP).

Finally, teachers and school head should consider and should not forget that the primary barometer if the group is basically or proficiently performing is no other than the quality of the school's end product, the learners.  It is by far the mirror of every educator that could speak well of their competence.

Reference:  CB-PAST Revised Primer by DepED BESRA TED-TWG

We need your comments on this article.  What is your take on this issue?

(Mr. Gilbert M. Forbes had his Bachelors Degree and MA in Educational Management (CAR) from the Philippine Normal University.  A campus paper adviser and trainer for 13 years.  Currently, he is a school principal in one of the central schools in the Division of Quezon.)  
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