A Dream Came True...miss the friendship, the fun and surprises!

6^th Batch of the 2006 Youth Invitation Program (Education Category)

June 21 – July 13, 2006

Akihabara pose, where electronic gadgets are displayed.....

Mini exhibit in one of their schools.

with the coordinators....
Yumiko Kojima and Takako Kato

A pose with one of the Japanese volunteer....

Yokohama view

Narita Airport

courtesy call with the superintendent!

         Mixed emotions, excitement combined with the feeling of joy and fear, traveling to a different place, leaving my husband and four kids behind gave so much anxiety. Though eagerness over ruled my senses, I have stepped on the portals of Japan. I was accepted in the 6^th batch of the 2006 Youth Invitation Program formerly known as Philippines – Japan Youth Friendship Program.  The program aims to foster long-lasting relationship of peace and prosperity based upon the mutual understanding and true friendship through exchange between the youths of Japan and the Philippines. The government of Japan through JICA (Japan International Cooperation Agency) shouldered the international airfare from Manila to Kansai, as well as the accommodation expenses and allowances while in Japan.

I was so lucky to be with my friend and a teacher of City Central School who was also accepted in the program, Marichelle F. Neri. Along with four High School teachers: Sandy Flores of City National High School, Alven L. Gomez of Cugman National High School, Victor A. Salonoy of   Misamis Oriental General Comprehensive High School (MOGCHS) and Fern Anne O. Barrera of Tubod Lanao del Norte and together with two other companions from the Local Administration Group, compose the delegate of Region X.

As a requirement, we have to attend the Pre-Departure Orientation Seminar (PDOS) conducted by the Department of Foreign Affairs last May 28-31, 2006 at Hyatt Regency Manila. It was a heartwarming welcome to all of the 69 participants including the 23 participants from the Agriculture Category and another 23 participants from the Local Administration, coming from the different parts of the Philippines.  I always looked forward in our stay for 23 days. PDOS was really a great help not only knowing my colleagues but most of all gaining the knowledge of what to expect and what to do in our trip. We had an overview of geography, people, history, lifestyle and culture of Japan. Japanese language lesson was also taught which I listened and practiced diligently so as not to hamper our communication skills. (Most Japanese can’t speak English). In return we have showcased our talents in dancing and singing during the farewell party in Hyatt.

Beamed with the work in school and the preparation for the trip was a tiring task. I have to get ready with the things needed: costumes for the cultural presentation, “meishe” or calling cards and “omiyage”  or gifts for my home-stay and Japanese friends and volunteers; and most importantly the preparation of self. All these came to an end until the day of our departure. I have to face the biggest challenge one can imagine – this unforgettable journey.

Aboard Thai Airways, I was filled with excitement though a little bit uneasy. The glimpse of Kansai Airport gave a great relief of the uneasiness inside. This airport was known to become an island solely for the purpose. It was gigantic! The weather joined us with glee as we landed safely. In astonishment, I told myself I am really in Japan… with all the Japanese signs around and the people hurrying to get into the train, going down the escalator and to the luggage counter… I acclaimed, I am not dreaming anymore.

Our stay at Osaka JICA Center, Hotel Ad Inn in Naruto City and Yokohama JICA Center was excellent. We had individual cozy rooms with television and bathtub. Yumiko Kojima and Takako Kato, our coordinators enjoyed our company very much. They joined us throughout the duration of the program. We always moved from place to place in Japan. We were able to go many places by plane, by train, by bus and by foot (no jeepneys in Japan and Taxi is a bit pricey). Some means of transportation that we have tried and enjoyed was riding the bullet train!) We passed by vast tunnels and forests.  We were able to visit their underground malls were subways are located, the breathtaking Vine Bridge, splendid temples and the overwhelming longest suspension bridge (under the bridge was a tourist attraction where we would see the whirlpool once featured by Korina Sanchez in Rated K). It was really awesome!

Free time was given for us to stroll around and visit places we want to go. Usually we go by groups after dinner or during Saturdays and Sundays. Sometime we were accompanied by our Japanese volunteer who was with us for almost a day. Yukiko Iwata toured us around the giant Osaka aquarium. All kinds of fishes, eels, giant crabs, shrimps and lobsters, prawns, stingrays, turtles, jelly fishes, even penguins and sea lions, I saw. Near it’s building, was an amusement park where the biggest ferris wheel like we usually see in foreign movies was located. Wow! It was all God’s great creations!

One of the common Japanese’ custom is to leave their shoes before getting inside a house. We likewise do it in their exclusive karaoke room and in schools where we had visited and observed. We use the slippers provided in the said areas.

The first taste of Japanese food was a bit awkward though later we were used to it. The food preparation was great with a variety of courses. Like the Philippines, rice is their main staple food. Fish is also important in their food source. Of course, Sashimi (thin strips of raw fish) and Sushi (slices of raw fish on top of small portions of rice flavored vinegar) is present.

Courtesy call to the Mayor and Superintendent of the Ministry of Education was always a prerequisite as we visit their schools. We were made to observe classes in elementary and junior high school. We were able to get inside their classrooms, mingle and had lunch with the school children (lunch is free in most schools).

Sharing of culture was a fun one especially the exchange of views with the “sensei and gakusie” or teachers and students in elementary and junior high school. The facilities in their school were great, especially the ones inside their classroom. Each room has television set, computers, and the like. In return, we discussed the lifestyle, language, beautiful scenes in the Philippines. Children were very eager to learn the basic greetings in Filipino.  We taught them how to sing “Leron-leron Sinta” and the game “luksong tinik” where they found very pleasing. We even showed our cultural presentation, where we dance and sing.

No idle time spent in Japan. Days were full of activities like in Ozu, the place where the National Youth Center is located.  It is situated in one of the mountains, where we had our in-house seminar.  We mingled with the Japanese volunteers and had fun together during the group discussion on Japanese and Philippine Education, the canoeing in the river and the Ikebana lesson (the Japanese way of arranging flowers). 

My three-day experience with my home-stay was splendid. Mrs. Miwa Chikatsu with his son Yuto and grandmother were very accommodating. Her husband was not with them because he is working in Tokyo. The short stay was not enough to exchange views, ideas and culture. They toured me around the area: malls, restaurants and in a temple where the Tanabata Festival was held. We shared our thoughts and ideas regarding the differences of our culture. I’m very glad to see a Filipino book where they borrowed from Yuto’s school library. Like Filipinos, Japanese has strong family ties, too. Even though the family could not speak so much in English, I managed to talk slowly or write words and sentences in a piece of paper. It’s a bit amusing that sometimes Miwa would find these words in the dictionary. And I am very glad that we indeed shared our culture this way. 

Saying farewell to every one was not that easy. It was already carved in the hearts and touched the lives of everyone of us. My utmost gratitude to my host family and the organizations who took care of us (NIEA or Naruto International Exchange Association and UNESCO or  United Nations Educational Scientific and Cultural Organization). It has been a very memorable journey which I could not forget in my entire life, even when I grow old.  The experience gave so much understanding about life in general as a part of the whole world. I learn to appreciate little things as we continue breathing with god’s gifts and kindness to make us all united. 

  I could say this is not just an ordinary dream…. It’s a dream came true…




A proud Member of PAJAFA-21...http://pajafa21.net/MemberDir.php?PajDirPage=9

Recommended for teachers too!

A must see movie for family, friends and teachers too!

http://www.imdb.com

Sensei's Archive: CB-PAST FORM 2 - Master Teachers

Sensei's Archive: CB-PAST FORM 2 - Master Teachers: "APPENDIX B CB-PAST FORM 2 COMPETENCY-BASED PERFORMANCE: APPRAISAL SYSTEM FOR MASTER TEACHERS(CB-PAST MT) Name ..."

CB-PAST FORM 2 - Master Teachers

APPENDIX B

CB-PAST FORM 2

COMPETENCY-BASED PERFORMANCE: APPRAISAL SYSTEM FOR MASTER TEACHERS

(CB-PAST MT)

Name                                                                           Position Title                                                    

School                                                                                                                                                 

District                                                              Division                                                                                   

School Year                                          First Semester                           Second Semester                     

For Master Teachers

            For Part I, use a rating scale with 1 as lowest and 4 as the highest Rate yourself along the indicators under each performance standard. Encircle 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.

            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/responsible are completed beyond the level of expectation. Self-direction of the teacher is evident.

            3 – Proficient (P)

Teacher performance often exceeds expectations. Displays a high level of competency related skills, abilities, initiatives and productivity, exceeding requirements in many of the areas.

            2 – Basic (B)

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 – Below Basic (BB)

Teacher performance on the job and outputs frequently fail below standard. Work outputs consistently low, regularly fails to meet required outcomes needing repletion of duty or by completion of others. The teacher may need immediate instructional support.

PART II

            The PLUS FACTOR shall be used for Summative Appraisal at the end of the school year. It is a list of performance beyond the call of duty which are not inducted 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.

PART I – COMPONENTS AND STANDARDS

            Start here…

I. INSTRUCTIONAL COMPETENCE

            Rating Legend: BB – Below Basic;          B-Basic;            P-Proficient;      HP-Highly Proficient

A. DIVERSITY OF LEARNERS

Within the appraisal period…	Appraisal Rating
	BB	B	P	HP
1.       Set objectives that are within the experiences and capabilities of learners
2.       Utilized varied designs, techniques and activities suited to the different kinds of learners.
3.       Paced lessons appropriate to the needs and difficulties of learners
4.       Provided appropriate intervention activities for learners at risks.
5.       Recognized multi-cultural background of learners when providing learning opportunities.
6.       Adopted strategies to address needs of differently-able learners.
7.       Showed fairness and consideration to all learners, regardless of socio-economic backgrounds.
8.       Mentored peers in the grade/year level of the area of specialization in using strategies that address diversity of learners.

B. CURRICULUM CONTENT AND PEDAGOGY

Within the appraisal period…	Appraisal Rating
	BB	B	P	HP
1.       Delivered accurate and updated content knowledge using appropriate methodologies, approaches, and strategies
2.       Developed and/or implemented innovative and functional teaching approaches and strategies every year as follows.                 MT I – II: at least one                 MT III – IV: at least two
3.       Used intergrative approaches in teaching such as Content Based Instruction (CBI), Multiple Intelligence Learning Approach (MILA), and multidisciplinary approach, among others.
4.       Explained learning goals, instructional procedure
5.       Linked the current content with past and future lessons.
6.       Aligned the lesson objectives, teaching methods, learning activities and instructional materials or resource appropriate to the learners.
7.       Created situations that encourage learners to use higher order thinking skills through the use of the local language among others if needed.
8.       engaged and sustained learner’s interest in the subject by making content meaningful and relevant to them.
9.       Integrated scholarly  works and ideas to enrich the lesson
10.    established routines and procedures to maximize instructional time.
11.    Selected prepared and utilized available technology and other instructional materials appropriate to the learners and the learning objectives
12.    Provided appropriate learning tasks, portfolio and projects that support development of good study habits.
13.    used Information and Communication Technology (ICT) resources for planning and designing teaching learning activities.
14.    Served 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 tasks

15.    Assumed leadership in the improvement of instructional program                 MT I: in at least two grade/year levels                 MT II: in at least three grade/year levels                 MT III: in at least four grade/three year levels                 MT IV: in all grade/year levels
16.    Conducted classroom observations                 MT I: in at least two grade/year levels                 MT II: in at least three grade/year levels                 MT III: in at least four grade/three year levels                 MT IV: in all grade/year levels
17.    Conducted instructional training programs in the school, district, or division
18.    Mentored a peer on how to plan and conduct action research

C. PLANNING, ASSESSING AND REPORTING

Within the appraisal period I…	Appraisal Rating
	BB	B	P	HP
1.       Constructed valid and reliable formative and summative tests.
2.       used appropriate non-traditional assessment techniques (porticos, journals, rubrics, etc.)
3.       interpreted and used test results to improve teaching and learning.
4.       Identified teaching-learning difficulties and possible causes.
5.       managed learning remediation activities
6.       used tools for assessing authentic learning
7.       Provide timely and accurate feedback to learners to encourage them to monitor and reflect on their own learning growth
8.       kept accurate records of grades/performance levels of learners
9.       conducted regular meetings with learners and parents to report learners’ progress.
10.    led in the analysis and utilization of test results                 MT I: in at least two grade/year levels                 MT II: in at least three grade/year levels                 MT III: in at least four grade/three year levels                 MT IV: in all grade/year levels

II. SCHOOL, HOME, COMMUNITY LINKAGES

Rating Legend: BB – Below Basic;          B-Basic;            P-Proficient;      HP-Highly Proficient

D. LEARNING ENVIRONMENT

Within the appraisal period I…	Appraisal Rating
	BB	B	P	HP
1.       provided gender fair opportunities for learning
2.       maintained a safe and orderly classroom free from distractions.
3.       used individual and cooperative learning activities to improve capabilities of learners for higher learning
4.       inspired learners to value and set high performance targets for themselves
5.       handled behaviour problems quickly and with due respect to children’s rights
6.       created situation that develop a positive attitude among learners towards their subject and the teacher.
7.       maintained a model classroom, which is no conducive to teaching and learning.

E. COMMUNITY LINKAGES

Within the appraisal period I…	Appraisal Rating
	BB	B	P	HP
1.       involved the home/community in sharing accountability for learners’ achievement
2.       used varied and available community resources (human, materials) to support learning
3.       used community as a laboratory for learning
4.       got involved in community information of school and achievements.
5.       shared to the community information on school events and achievements.
6.       led learners to apply classroom learning to the home and community
7.       informed learners, parents and other stakeholders regarding school policies and procedures
8.       planned, organized and led a school-community activity as a model for peers such as Clean and Green, Brigada Eskwela, sports clinic, waste management etc.

III. PERSONAL, SOCIAL GROWTH, AND PROFESSIONAL CHARACTERISTICS

Rating Legend: BB – Below Basic;          B-Basic;            P-Proficient;      HP-Highly Proficient

F. SOCIAL REGARD FOR LEARNING

Within the appraisal period I…	Appraisal Rating
	BB	B	P	HP
1.       followed and implemented school policies and procedures
2.       demonstrated punctuality in accomplishing tasks and attendance on all occasions.
3.       maintained appropriate appearance and decorum at all times.
4.       demonstrated appropriate behaviour in dealing with students, peers, superiors and other stakeholders
5.       maintained oneself as a role model of students and peers.

G. PERSONAL, SOCIAL GROWTH AND PROFESSIONAL DEVELOPMENT

Within the appraisal period I…	Appraisal Rating
	BB	B	P	HP
1.       maintained stature and behaviour that upheld the dignity of teaching
2.       manifested personal qualities like enthusiasm, flexibility, caring attitude and others.
3.       demonstrated personal educational philosophy of teaching in classroom
4.       updated myself with recent developments in education through readings, attendance in continuing professional education, or trainings/seminars and similar activities.
5.       participated actively in professional organizations.
6.       reflected on the quality of my own teaching
7.       improved my teaching performance based on feedback from the mentors, students, peers, superiors and others.
8.       used self-assessment to enhance strengths and correct my weaknesses
9.       accepted accountability for learners outcomes
10.    abide by the Code of Ethics for Professional Teachers
11.    Organized and implemented activities with peers for personal growth and professional development like educational tours, school visit retreats, conference etc.

PART II-THE PLUS FACTOR

            The Plus Factor shall be claimed at the end of the school year for the summative appraised. Items claimed in the current appraisal period will not be credited in the succeeding appraisal period.

            Teachers who are dedicated in their profession perform some jobs beyond what are required of them. Most of these are voluntary in nature, thus acknowledging the added performance, certain reward in the form of the Plus Factor is provided in this appraisal system.

            Each item in the list is equivalent to 4 and a teacher who accomplishes a maximum of 10 items during the appraisal period gets a maximum value of 4. The maximum value of .4 or a fraction thereof, shall be added to the overall rating of the teacher performance on the CB-PAST. Each component shall have a maximum number of items to be accomplished and claimed by the Teacher to wit i. Instructional Competence – any five (5) items and III. Personal, Social Growth and Professional Development – any five (5) items.

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

I. PLUS FACTOR FOR INSTRUCTIONAL COMPETENCE

	1.    Conducted meetings/home visitations of students at least four (4) times to improve teaching learning situations.
	2.    Acted as resource person in at least four (4) processional development activities (i.e. seminar, workshop, trainings, conference) in either pre-service or in-service trainings in the school, district or division.
	3.    Provided professional assistance to peers on how to plan and conduct action research.
	4.    Initiated, organized and conducted a training program for teachers.
	5.    Designed evaluation and monitoring program for the school, district or division.
	6.    Conducted curricular review or similar activity in the school, district or division.
	7.    Increased the difference in the achievement rate or the division post test over the prêt test by 5% or higher in all classes taught.
	8.    No dropout rate during the appraisal period.
	9.    Others related to Instructional Competence (specify)

II. NO PLUS FACTOR FOR SCHOOL, HOME COMMUNITY LINKAGES (All items are included as required)

III. PLUS FACTOR FOR PERSONAL, SOCIAL GROWTH, AND PROFESSIONAL DEVELOPMENT CHARACTERISTICS

	1.    Received award for recognition as exemplary teacher for both personal and professional attributes by a recognized body or agency at the school, district, division, regional and national level.
	2.    Earned a higher relevant degree.
	3.    Published at least one (1) article in professional magazines/periodicals related to the field of specialization.
	4.    Published at least one (1) article in professional magazines/periodicals related to the field of specialization.
	5.    Received a scholarship/fellowships/travel/research/observation grant or secondment of not less than one (1) year, through a competitive selection. The credit shall be earned after the scholarship/grant/secondment has been finished. If less than one year, it shall be prorated in months.
	6.    represented the DepEd in the regional, national, or international forum related to the current assignment.
	7.    others related to Personal Growth and Professional Development Characteristics (Please specify)

END of the CB-PAST FORM 2 for MASTER TEACHER

CP-PAST MT Summary of Ratings Template

Criteria	Assigned Weight in CB-PAST (disregarded in the Formative Appraisal)	No. of Items	Score	Mean (Score + no. of Items)	Description of the TBI	Recommended Supervisory Approach
I. INSTRUCTIONAL COMPETENCE        60%
a.       Diversity of Learners	10%	8
b.       Curriculum Content and Pedagogy	30%	18
c.       Planning, Assessing and Reporting	20%	10
Sum of Weighted Average of A, B & C
II. HOME, SCHOOL & COMMUNITY INVOLVEMENT  20%
d.       Learning Environment	10%	7
e.       Community Linkages	10%	8
Sum of Weighted Average of D & E
III. PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT 20%
f.        Social Regard for Learning	10%	5
g.       Personal, Social Growth & Professional Development	10%	11
Sum of Weighted Average of F & G
Formative Performance Rating (Sum of the Total Weighted Mean from A to G only for Formative Appraisal)
Descriptive 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 A to G and the Plus Factor earned)
Description of Overall Performance Rating with critical requirement for Summative Appraisal

TEACHER PERFORMANCE INDEX (TPI)

3.51-4.00-Highly Proficient. Teacher performance consistently exceeds expectations. Displays at all time, a consistently high level of performance related skills, abilities, attributed, initiatives and productivity. All assignments/responsibilities are complete beyond the level of expectation. Self-direction of the teacher is evident.

2.51-3.50-Proficient. Teacher performance often exceeds expectations. Displays a high level of competency related skills abilities, initiatives and productivity, exceeding requirements in many of the areas.

1.51-2.50-Basic. 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. Teacher performance on the job and outputs frequently fall below standard Work outputs consistently low, regularly fails to meet required ourcomes needing repetition of duty or by completion of others. The teachers may need immediate instructional support.

OVERALL PERFORMANCE RATING DESCRIPTION AND CRITICAL REQUIREMENTS FOR THE SUMMATIVE APPRAISAL

Description of Overall Performance Rating	CRITICAL REQUIREMENTS Noted: A teacher who does meet the critical requirement will get the lower performance rating.
Outstanding	3.51 or higher and no performance index or below proficient in any of the standards.
Very Satisfactory	2.51 or higher and no performance index or below basic in any of the standards.
Satisfactory	1.51-2.50 and no performance index value below basic in any of the standards.
Below Basic	1.00 or higher with at least one performance index values below basic in any of the standards.

Remarks                                                                                                                                                                                                                                                                                                                                                                                                                                              

Agreements:                                                                                                                                                                                                                                                                                                                                                                                                                                         

I hereby certify that my self-ratings reflects the true and honest evaluation for my teaching performance.

Rate:                                                   

            Teacher (Name & Signature)

Date:                                                   

CONFERRED WITH:                                                               

                                       School Head (Name & Signature)

Date:                                                                                       

Recommending Approval:                                                          

                                                Name & Signature

Date                                                                                        

Approved by:                                                                            

                                                Name & Signature

Date: