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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?

7 comments:

Anonymous said...

It is a very good post about the current situation and practices using the CB- PAST?

I am pretty sad to know the fact that also in our district it is happening then how much more nationwide..

So I ponder on this: How can we help? Teachers really want to be evaluated ethically and legally?

Could there be a challenge to raise among the SHs inorder for them to seriously rate their teachers?

I mean we can challenge this status qou because it falls back to the Quality of Education really as we want to advance then how can we advance if this is the main problem lies on this very unfair and injudicious practices.

Gilbert M. Forbes said...

Thanks for the observation that coincides with ours. We are just a little bit confuse, what do you mean with statement that . . . teachers really want to be evaluated ethically and legally.

Anonymous said...

yah, its really good that you've shared you salient point regarding this matter,.. it's the real scenario in the field regarding the CB-PAST.

Anonymous said...

Taking real purpose into consideration the real purpose of assessment, which is towards improvement, CB-PAST is just in vain. for documentation only.
Likewise. as performance rating will be the basis of PBB. Teachers and school heads are just like just bunch of liars. They will receive what they ought not to to get.

The Learning Captain said...

Thank you for your comment Anonymous. It would have been better if you could come into the open by at least giving us a nickname.

However,could you please explain and elaborate why you consider teachers and school heads as bunch of liars.

Anonymous said...

this is another burden for the teacher, if we want a quality education. we need to give enough books and new or latest materials for the pupils. and increase the salary of the teacher so that they can buy or make their devices and their instructional materials.

To make education efficient and effective:

a.for the pupils

1. best txtbooks and activity
books (one is to one)

2. classrooms

3. atleast 25 pupils per
teacher

for the teacher:

1. increase the salary of the teacher

2. scholarship for every teacher

3. new learning materials and devices for the teacher.






The Learning Captain said...

Thanks for your opinion. But we don't think, CB-PAST could be considered a burden to teachers because it is a product of a highly validated study. CB-PAST taken seriously will help teachers to continuously reflect on the status of their craft and improve.

Reflective thinking is an excellent tool to know where we are, how are we doing and how can we get better and better as time goes by.

Relative to your first three points, you have a point but in order to realize it, legislation is needed. We should also understand the economic policy of our country, its status including taxation and revenue generation.

At present, it is a fact that even the government zerod in on corruption, huge budgetary requirements in education would still be a challenge for the reason that the status of taxation in our country is not that strong as in Singapore, South Korea, Japan, Malaysia, even in Thailand for that matter.

Too few Filipinos really loved our country by heart because many particularly the professionals, even teachers, seems to hate paying taxes while those financially capable are trying all their means to escape from paying the right amount as long as they can e.g., doctors, businessmen, entrepreneurs, just to name a few.

Education's hare in our GNP is roughly 2% only compared to the neighboring counties which is higher.

With regards to increased salary, teachers salary is already relatively high compared three to five years ago. In-fact, its more than higher than average entry-level salaries of most of the call center agents or blue collar jobs now a days.

There are lots of teachers particularly those teaching in private schools whose salary are much lower than public schools yet they still outperforms their public counterparts.

Even when the current salary is doubled, it will spell no difference because at the end of the day, it is attitude to the job that counts more particularly on the part of the teacher.