Training and Development System - · PDF fileRepublic of the Philippines Department of...

Republic of the Philippines

Department of Education

JUNE 2010

Training and Development System

OPERATIONS MANUAL

A FIVE-VOLUME COMPILATION OF THE

STANDARDS, PROCESSES AND TOOLS FOR IMPLEMENTING

THE TRAINING AND DEVELOPMENT SYSTEM

IN THE DEPARTMENT OF EDUCATION

VOLUME 3 PROFESSIONAL DEVELOPMENT PLANNING (PDP) SYSTEM

T&D System Operations Manual-Volume 3 The PDP System i

VOLUME 3 PROFESSIONAL DEVELOPMENT PLANNING (PDP) SYSTEM

The Training and Development (T&D) System Operations Manual, in five volumes, was

developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE (Strengthening the Implementation of Basic Education in Selected Provinces of the

Visayas), in coordination with the EDPITAF (Educational Development Project Implementing Task Force), and in consultation with the Teacher Education

Development Program-Technical Working Group (TEDP-TWG), and the National Educators Academy of the Philippines (NEAP).

The five volumes of the T&D System Operations Manual are:

Volume 1 – The Training and Development System Framework

Volume 2 – The Training & Development Needs Assessment (TDNA) System Volume 3 - The Professional Development Planning (PDP) System Volume 4 – The Program Designing and Resource Development (PDRD) System Volume 5 – The Program Delivery (PDy) System

T&D System Operations Manual-Volume 3 The PDP System ii

Section 1.0. ....................................................................................................................... 1 Overview of the Training and Development (T&D) System Framework ............................... 1 Section 2: .......................................................................................................................... 5 The Professional Development Planning (PDP) System………… ………………………………………………5

2.1.What is Professional Development?, p5 2.3. What is a Professional Development Plan (IPPD, SPPD and MPPD)?, p6

2.4. Standards for Professional Development Plan, p9 2.5. Structure, Functions, Roles and Responsibilities, 10

2.6. PDP System Monitoring & Evaluation Framework, p12 Section 3: ........................................................................................................................ 13 General Description of the Individual Plan for Professional Development (IPPD) ...…… ...... 13

3.1. The IPPD) Process, p13 3.2. The IPPD Guide, p13 3.3. The IPPD Templates, p13 3.4. Monitoring & Evaluation for IPPD, p14

Section 4: ........................................................................................................................ 14 General Description of the School Plan for Professional Development (SPPD) ................... 14

4.1. The SPP D Process, p14 4.2. The SPPD Guide, p15 4.3. The SPPD Template, p14 4.4. M&E for SPPD, p15

Section 5: ........................................................................................................................ 16 General Description of the Master Plan for Professional Development (MPPD) ................. 16 5.1. The MPPD Process, 16 5.2. The MPPD Guide, p17

5.3. The MPPD Template, p17 5.4. The M&E for MPPD, p18 Section 6.0 The PDP System Guides and Tools……………………………………………………………… ... 19

6.1. The IPPD Guide and Tools ................................................................................... 19 Guide for the IPPD, p20 Form A: IPPD for Teachers, p30 Form B: IPPD for School Heads, p41 M&E Tools for the IPPD, p52

6.2. The SPPD Guide and Tools ................................................................................... 61

Guide for the SPPD, p64 SPPD Template, p75 M&E Tools for the SPPD, 81

6.3. The MPPD Guide and Tools ......................................................................... 106 Guide for the MPPD, p106

MPPD Template, p123 M&E Tools for the MPPD, p129

Table of Contents

Acknolwledgement……………………………………………………………………………………………..………….142

T&D System Operations Manual-Volume 3 The PDP System iii

GLOSSARY OF ACRONYMS

AIP Annual Implementation Plan

BEAM Basic Education Assistance for Mindanao

BESRA Basic Education Sector Reform Agenda

CBTS Competency- Based Teacher Standards

CO Central Office

COT Center of Training

DEDP Division Education Development Plan

DepED Department of Education

DO Division Office

ELMP Education Leadership and Management Program

EDPITAF Educational Development Project Implementing Task Force

ES Education Supervisor

F3 Formal Face-to-Face

FGD Focus Group Discussion

GCA Group Consensual Assessment

HRD-SDD Human Resource Development – Staff Development Division

HRM Human Resources Management

HRTD Human Resource Training and Development

ICT Information Communication Technology

ICT4E Information Communication Technology for Education

INSET In-Service Education and Training

IRR Implementing Rules and Regulations

IPPD Individual Plan for Professional Development

JEL Job-embedded Learning

KRT Key Results Thrust

KSA Knowledge, Skills and Attitudes

LAC Learning Action Cells

LEAP Learning Enhancement Action Program

LGU or LGA Local Government Unit or Local Government Authority

LOC Level of Competency

LOI Level of Importance

LRMDS Learning Resource Management and Development System

MOOE Maintenance and Other Operating Expenses

MPPD Master Plan for Professional Development

T&D System Operations Manual-Volume 3 The PDP System iv

M&E Monitoring and Evaluation

NCBS-SH National Competency- Based Standards for School Heads

NCBTS National Competency-Based Teacher Standards

NEAP National Educators Academy of the Philippines

NGO Non-Government Organization

NSHPI National School Heads Performance Indicators

OPS Office of Planning Service

PCR Program Completion Report

PDM Professional Development Materials

PDP Professional Development Planning

PDRD Program Designing and Resource Development

PDy Program Delivery

PSDS Public School District Supervisor

PTA Parents and Teachers Association

QA Quality Assurance

QAA-M&E Quality Assurance and Accountability - Monitoring and Evaluation

RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001

REDP Regional Education Development Plan

RO Regional Office

RMSPP Resource Mobilization and Special Programs and Projects

SBM School-Based Management

SEDIP Secondary Education Development Improvement Project

SH School Head

SIP School Improvement Plan

SLE Structured Learning Episode

SLEL School Leadership Experience Level

SLEP School Leadership Experience Portfolio

SPPD School Plan for Professional Development

STRIVE Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas

T&D Training and Development

TDIS Training and Development Information System

TEC Teacher Education Council

TEDP Teacher Education Development Program

TEI Teacher Education Institute

TDNA Training and Development Needs Assessment

TOT Training of Trainers

TSNA Teachers Strengths and Needs Assessment

T&D System Operations Manual-Volume 3 The PDP System v

UIS Unified Information System

WG Working Group

Meaning of Symbols/Shapes Used in the Systems Designs

Trigger (if put at the beginning): This indicates what prompts the conduct of an activity or process.

Outcome (if put at the end): This indicates to what subsequent process or activity (which may be to a different system) the present output is forwarded.

Document or Report: This document is required in doing a process. It could also be an output of a process.

Process or Activity: This is a critical process or a step in a series of activities showing the flow of the system

Process/Data Flow: This shows the direction of the process flow from one activity to another.

Data Repository: This stores the data gathered that would be analyzed and generated by the system’s processes.

Computer-Based System: This may be an e-tool or report of e-data analysis.

On-Page Connector: This connects one process to or from another process on the same page. It indicates the number of the process is connects to. This is used to avoid messy lines that may cut across other symbols in between.

Off-Page Connector: This connects one process to or from another process in a different page. It indicates the number of the process is connects to. This is used to avoid messy lines that may cut across other symbols in between.

Decision Box: This indicates the need for a decision as to what direction or process flow to follow depending on required condition.

T&D System Operations Manual-Volume 3 The PDP System 1

Section 1.0. Overview of the Training and Development (T&D) System Framework (Volume 1 contains the details of the Framework) 1.1. Rationale

The Department of Education (DepED) is presently active in implementing fundamental reforms that include efforts for human resource development at all levels to support quality performance of schools and learners. The Department’s package of policy reforms known as the Basic Education Sector Reform Agenda (BESRA) seeks “to systematically improve critical regulatory, institutional, structural, financial, cultural, physical and informational conditions affecting basic education provision, access and delivery on the ground. These policy reforms are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain the improved education effort already being started” (BESRA PIP, 2006).

BESRA’s vision for human resource development propels a unified system that provides for the continuing quality professional development for in-service education personnel at all levels of the educational system. Two of the major policy reforms under BESRA serve as the core of this present initiative for training and development. The first policy is the National School-Based Management Framework and Standards, which is the decentralization of decision-making authority to individual schools allowing various stakeholders to plan and implement goals to improve school performance and student achievement. The second policy is the Teacher Education and Development Program (TEDP), which saw the establishment of the National Competency-Based Teacher Standards (NCBTS). This is a framework that contains “a set of competency standards for teacher performance so that teachers, pupils and parents are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory performance of their roles and responsibilities”(TEDP Final Report, 2006). Necessarily, training and development for teachers and school heads, for instance, must be based on accepted standards of the profession such as the National Competency-Based Teacher Standards (NCBTS) and the National Competency-Based Standards for School Heads (NCBS-SH). Training and Development (T&D) is defined for the purpose of this framework as the process of providing professional development for the personnel of the Department of Education. The process is aimed at improving competencies and work performance through the provision of a wide variety of opportunities for individual growth in knowledge, attitudes, and skills. It is a personal and professional growth process, which necessarily integrates the goals of the individual professional with the development goals of the school, division and region for better student outcomes. The ultimate beneficiaries of T&D are the learners whose rights to quality education shall be the system’s foremost consideration. Professional Development activities range from independent study such as personal or structured professional reading; to supported learning such as mentoring and coaching; to collective action such as getting involved in a professional organization or conducting group research and to formal programs such as on site face-to-face training, distance or on-line course study, and continuing formal education. Training and Development in the education system is most successful in a learning community, which promotes the goals of school-based management with strong leadership and support systems. It is most likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school, division and region. Moreover, it must be conducted through a functional and integrated system guided by sets of standards, structures, processes, methodologies and tools for effective outcomes.


1.2. Vision Professional Development for all, within a culture of collaborative and continuous learning, nurtured by transformative leadership, for the achievement of educational goals 1.3. Goal The T&D System’s goal is to establish a transforming and integrated set of operations that includes standards, structures, processes, and tools for the provision of quality professional development for educational leaders, teachers and non-teaching personnel that is functional at the regional, division and school levels.

1.4.Objectives

The objectives of the T&D System are to:

1. identify priority development and learning needs of the various Human Resource through a systematic process of competency-based needs assessment for professional development/training

2. develop needs-based Master Plans, training designs and resource packages for identified priority

needs to support continuing professional development 3. conduct priority programs including post-training activities for professional development of

educational leaders, school heads, teachers and non-teaching staff 4. provide the information Communication Technology (ICT) and the Monitoring and Evaluation

(M&E) support operations through the T&D Information System (TDIS) for the T&D system at the central, regional, division and school levels.

1.5. Standards and Guiding Principles To support the effective operations of a transformative and integrated T&D system, general standards and guiding principles are set:

Equity and Access - All educational personnel, regardless of age, gender, creed, position, and physical abilities, have

equal access to professional development - Effective strategies are utilized to increase participation and involvement of education personnel

for professional learning. - Professional development endeavours, individual or collective, result to empowerment and

improved well-being across diverse groups of clientele

Sustained culture of a learning organization - Involvement and support are maximized if both internal and external stakeholders have shared

aspirations, jointly make decisions and continuously support professional learning. - Each member of the learning community possesses a deep sense of individual accountability for

improving self and regards professional development as a way of life.

Effective and Efficient Use of Resources - Efficiency and effectiveness of the system are ensured through the proper utilization of resources

such as financial, physical, capital and human


Collaboration - Collaboration is a built-in value with opportunities provided for educators to work together on a

regular basis. - Increased student learning as the focus of collaboration facilitates attainment of professional

development goals. - Collaborative mechanisms engage joint efforts with training and development institutions and

other educational partners for advancement programs.

Continuing and cyclical process - Professional Development to be effective is provided with sufficient ongoing follow-up and

technical assistance. - The entire cyclical process of Professional Development is informed by data and research findings

that incorporate innovations and new knowledge.

Sustained by Transformative Leadership - Professional Development is nurtured by transformative leaders who are competent and skilful,

open to change and results-oriented, and have a deep sense of integrity and accountability.

Integrative of individual and institutional development goals directed to better learners’ outcome - Decisions are driven not only by individual professional aspirations but also by the development

priorities of the school, division and region. - Professional development is always directed to learners’ quality education and welfare bearing in

mind the promotion of healthy and protective learning environment as well as fostering equality, respect for human rights, and participation of children

Quality training content and strategies - The quality of training and learning is dependent largely on relevance of training and learning

content and methodologies to intended professional development goals - The utilization of research- based content and strategies ensures effectiveness of training in

improving targeted competencies.

TDNA-Based - Professional development programs must be based on development needs of the clientele

identified through a systematic process and based on competency standards set for the profession.

ICT-enabled - An information management system is integral in the efficient delivery of a quality professional

development program. - The information management system and M&E mechanism that provide disaggregated data, e.g.

sex of its clientele are essential inputs for integrating needs and experiences in planning and development of the systems.

Quality Assured - An effective T&D system has direct connectivity to the SBM’s active quality assurance (QA) and

effective monitoring and evaluation systems to ensure that priority learning needs inform planning and that the DepED personnel in the field apply gains and benefits from the training.

Integrated and unified: - T&D System that operates as a unified system that integrates professional development efforts at

the central, regional, division and school levels.


1.6. The Training and Development (T&D) System and Major Components The T&D System, as presented in the Functional diagram below, is an integrated system for the provision of continuing quality professional development for in-service educational personnel. It operates as a unified system at the central, regional, division and school levels. It is envisioned that the T&D system will engage teachers, school heads, educational leaders and non-teaching personnel in the continuous conduct and progressive provision of training and development programs through various modalities. It defines the inter-relationships of the different aspects of human resource development from needs assessment, program planning, designing and resource development, and the delivery of in-service professional development programs at the regional, division (including districts or clusters), and school levels. In effect, the T&D System is a support mechanism to the central, region, division and school’s demand for quality capability building to ensure best practice and outcome in the workplace.

The T&D System is composed of four major interrelated subsystems namely: the TDNA System, the Professional Development Planning (PDP) System, Program Designing and Resource Development System (PDRD), and the Program Delivery (PDy) System. The Program Delivery (PDy) System is the main intervention that directly effects change in the knowledge, skills and attitudes (KSAs) of the education personnel. The PDP system is responsible for the completion of the Individual Plan for Professional Development (IPPD), School Plan for Professional Development (SPPD) as well as the Master Plans for Professional Development (MPPD) of the Region and the Division. The PDRD System generates appropriate T&D program designs and resource packages that would address the priority needs of the target personnel. The Training and Development Needs Assessment (TDNA) system is very significant for the reason that it informs program planning, designing and resource development. It establishes a match between the trainees’ needs and the training programs to be conducted. The TDNA instruments and processes of the system are guided by the current national standards and list of competencies for various educational


personnel such as the NCBTS, which articulates the essential parameters that characterize effective teaching. The system is supported by a TDNA Consolidation Database that is the repository of results of needs assessment done at the school, district/division and regional levels. It analyses uploaded data and generates reports. The T&D System has its Monitoring and Evaluation (M&E) mechanism embedded across the four subsystems. The internal M&E mechanism of the TDNA, PDP, PDRD and the PDy Systems includes specific processes and tools that support the overall goal and objectives of the entire system. The Quality Assurance scheme sees to it that the outputs at the different levels are achieved based on set standards and specifications. Moreover, the M&E results provide information on the strengths and/or weaknesses of the Training & Development System itself and of the different sub-systems to support sustainability and improvement.

The T&D System is ICT-enabled through the T&D Information System (TDIS) and can be accessed through the

EBEIS (Enhanced Basic Education Information System) at http://beis.deped.gov.ph/ . The TDIS is one of the components of the Unified Integration System (UIS) that includes the enhanced BEIS and the LRMDS among others (See Attachment C). The TDIS is incorporated as a module of the enhanced BEIS, taking advantage of the BEIS personnel data, which has been represented in the HR module of BEIS. The TDIS is responsible for collecting and processing data as well as creating the databases required for the analysis of results produced by the systems. It is also responsible for storing data obtained from the Training and Development Needs Assessment (TDNA), as well as consolidation and analysis of TDNA results based on identified variables. The TDIS maintains as well as generates reports on training programs delivered, program management, trainers, training personnel, training records, and training evaluation. It also provides access to T&D documents/materials such as professional development plans, program designs and resources packages. Professional development materials (PDMs) developed through the PDRD System are also uploaded and accessed through the Learning Resource Management Development System (LRMDS) Portal.

Section 2: The Professional Development Planning (PDP) System

2.1. What is Professional Development (PD)? Professional development is the process of improving the competencies and work performance of personnel through the provision of a wide range of opportunities for personal and professional growth in knowledge, skills and attitudes. Professional development focuses on improving the competencies of personnel in line with their mandated roles and responsibilities in order for them to achieve expected standards. To bring about real change in the education personnel’s level of competency it is essential that the entire school community share the responsibility of providing a systematic, collaborative and continuous professional development. Moreover, it is important that professional development opportunities are provided for all and that strong leadership is demonstrated to motivate every teacher, school head/educational leader, and non-teaching personnel to participate in these opportunities. One way of providing leadership and a systematic approach to the provision of professional development is through the development of a Plan for Professional Development. The Plan helps ensure that the professional development needs of all teaching and non-teaching personnel in the school, division and region are addressed.

http://beis.deped.gov.ph/


2.2. What is a Professional Development Plan? A Professional Development Plan is the major blueprint that directs and influences all activities related to professional development of the teaching and non-teaching personnel over a given period. It sets out the personnel’s professional development goal and identifies a series of objectives and activities to support the achievement of the goal. The goal is focused on the personnel’s professional competency enhancement through continuous training and development for the improvement of the school and learners’ performance. The Professional Development Plan describes prioritized development programs and activities to address identified professional competencies. It contains necessary details such as objectives, expected outputs, i.e. enhanced competencies as a result of the program, and program content, processes, funding sources/requirements and time frame required for implementation. There are four levels of systematic planning for professional development included in this volume: individual, school, division and region levels. The planning outputs at these levels are referred to as the:

Individual Plan for Professional Development (IPPD)

School Plan for Professional Development (SPPD)

Master Plan for Professional Development for the Division (Div-MPPD)

Master Plan for Professional Development for the Region (Reg-MPPD) 2.3. The PDP System Design

2.3.1. The IPPD

The IPPD is a tool that serves as a guide for the professional’s continuous learning and development. There are two forms developed and included in this volume: Form A for Teachers and Form B for School Heads. The IPPD is structured such that every professional regularly and individually prepares, implements, monitors and updates the plan. It is based on the identified development needs revealed by the Training Development Needs Assessment (TDNA) appropriate for the specific profession and is consistent with the priority development goals of the school, division and region. The IPPD is accomplished by the professionals, e.g. School Heads and Teachers, to enable them chart their goals and plan learning activities that enhance their competencies in order for them to work better for the improvement of their school and learners’ performance. Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organization’s development. The IPPD system’s functional design (2.1) is seen below.


In the process of formulating the IPPD for teachers, the Individual Teacher NCBTS-TSNA Result Summary is a major information that identifies the specific competency domain and strand to be prioritized for training. While the TSNA data are of major importance, the process provides for equal consideration of the learners’ achievement results and reading levels. Similarly, the process for IPPD for School Heads considers the results of the TDNASH as well as the SBM Assessment. It also considers the learners’ achievement and reading levels. The IPPDs of the teachers are summarized and inputted into the development of the SPPD while the IPPDs of School Heads are summarized at the district level for purposes of district T&D activities.

2.3.2. The SPPD

The School Plan for Professional Development (SPPD) is the major blueprint that directs and influences all activities related to professional development of the school’s teaching and non-teaching personnel over a given period. The SPPD sets out the school’s professional development goal and identifies a series of objectives and activities to support the achievement of the goal. The SPPD goal is focused on addressing the learning needs of the students and the schools’ development priorities through the training and development of the teachers and non-teaching personnel. The SPPD is accomplished to enable a school to carefully plan and prioritize their professional development activities. It allows the teachers and non-teaching personnel to systematically address their professional development needs individually and as a group and ensures that all personnel are provided with ongoing opportunities to progressively develop higher levels of expertise. The SPPD serves as the major guide for professional activities for the whole calendar year, with a certain degree of flexibility as it is reviewed at the middle of the year. The functional diagram below (2.2. & 2.3) shows that the professional development data analysis for the SPPD process begins just before the SIP and AIP process. The SPPD results will consequently inform the situational analysis for staff development needs in the SIP/AIP process. Consequently, an annual SPPD planning is integrated in the yearly adjustment of the AIP. The yearly SPPD process primarily builds on the information indicated in the Teachers’ consolidated NCBTS-TSNA results, summary of their IPPD


priorities, development priorities for non-teaching personnel, and learners’ achievement and reading level results. The SPPD further identifies the specific details of the professional development activities, which will take place to achieve the development goals of the school. 2.3.3. The Regional and Division MPPD The MPPD sets out the region’s or division’s overall professional development goal and identifies a series of objectives to support the achievement of the goal. As shown in the same diagram above, the MPPD goal is based on a review of data that identifies the training needs based on the TDNA results of the various personnel groups and considers the national and regional priorities and thrusts. It is a tool that provides the necessary details e.g. objectives, competencies, program content, processes, budgetary requirements, required for implementation. Identifying the specific resources needed for implementation and the strategy or mechanism to secure the funds necessary are major processes of the MPPD, as this will help ensure that professional development programs can be delivered. The first stage of the MPPD process, which is data analysis of the TDNA results of personnel groups across the division/region, coincides with the situational analysis of the priority needs for the Human Resource and Management (HRM) Plan during the planning process for the Division/Region Education Development Plans (DEDP/REDP). The MPPD identifies the specific details of the professional development activities, which will take place for a period of 3 years to achieve the professional development goals for the Region/Division. At the Regional level, the training and development programs are specified in the MPPD that address priority needs of the Region’s organizational personnel including the top Education Leaders at the Division Level (SDS, ASDS, and ES-1). Similarly, the identified programs for the Division MPPD are based on the Training and Development Needs Assessment results of the organizational personnel in the Division and the consolidated TDNA results of school heads, teachers and non-teaching personnel in the division.


The process for the development of the MPPD at the Regional and Division levels is triggered by the formulation of the DEDP or the REDP. It is generally based on needs identified through the consolidated teachers’ TSNA results, TDNA of school heads, and the results of the organizational TDNA administered to the region or division officials and personnel. The next diagram (2.4) shows the Quality Assurance (QA)-M&E scheme for the Professional Development Planning System at the Division and Region level. At the Division level, the T&D Team is tasked to prepare the PDP-WG to monitor the professional development planning conducted by clusters of schools and at the level of individual school implementation using M&E tools. The Division QA assess the system’s compliance to standards particularly the development and quality of the accomplished Division MPPD. The M&E Report accomplished by the Division PDP- WG is submitted to the Division T&D Chair who will in turn review the report with the T&D Team. QA-M&E reports are finally done by the T&D Team who has the responsibility to inform monitored schools of the significant findings related to the professional development plans. The Report is also used as basis for necessary adjustments to the system, if any.

At the Region level, the same process is followed for the completion of professional development plans. The Regional T&D Chief convenes the PDP-WG whose tasks include the monitoring of the program planning in terms of quality and processes followed. The PDP-WG reports its findings to the Regional T&D Chief. Following any necesssary adjustments, new standards and guidelines are sent to the divisions and schools.

2.4. Standards for Professional Development Plan In the process of developing the Plans for Professional Development, certain considerations serve as guiding principles:

a. The Plan must be based on:

the mandated functions and competency standards for the profession


results of training needs assessment

priority development goals of the school, division, region and nation

b. The Plan’s goal focuses on improvement of school effectiveness and the promotion of learners’ right to quality education.

c. The Plan must adhere to the following SMART standards:

Specific and focused on learners and school priorities

Measurable progress and accomplishments through a monitoring and evaluation scheme

Attainable and results-oriented

Relevant strategies appropriately connected to goals and objectives

Time-bound within targets but flexible to afford revisions and updates

d. The Plan’s suggested methodologies adhere to the andragogical (adult learning) approach and methodology identified to be effective in the attainment of the Plan’s goal and objectives

e. The Plan integrates the promotion of the integration of women as full and equal partners of men in development and nation- building and for other purposes (RA 7192);

f. The process is job-embedded, i.e. inherent to the practice of the profession, and a continuing course

of action.

2.5. Structure, Functions, Roles and Responsibilities

2.5.1. Regional Level

Structure

The operations of the Professional Development Planning (PDP) System is part of the responsibilities of the T&D Regional Chief. The T&D Chief is full time and works closely with the T&D personnel and PDP Working Group (WG). The members of the WG are representatives from Elementary, Secondary and ALS, Administrative/Budget and Finance who are officially designated within a given term as members for the implementation of the PDP System operations. Mandated Functions The Regional T&D and PDP Working Group align their role and responsibilities with the functions of the Regional Office in “setting standards in learning outcomes and technical assistance in the form of training, performance evaluation, accountability processes, decentralization of functions, and budget in terms of localization, and integration of plans and best practices” (BESRA,2006). It also plans and manages effective and efficient use of personnel, physical and fiscal resources of the region including professional staff development of the region (RA 9155 Rule 6: 6.1.26). Roles and Responsibilities The Region establishes directions for Professional Development Planning based on policy review and implementation, setting of regional standards and conduct of the MPPD. The Regional T&D orients the PDP Working Group of the standards, processes and tools of the PDP system and prepares for the planning sessions to complete the Region’s Master Plan for Professional Development (Reg-MPPD). As part of the process, the Regional T&D and PDP- WG analyze consolidated results of the needs assessment done for various groups and Schools Divisions such as the consolidated NCBTS-TSNA, TDNASH and results of the Organizational TDNA and data related to learners’ performance . This is done to identify the priority training programs that will address the T&D needs of the region.


2.5.2 Division/District Level

Structure The operations of the PDP System are part of the responsibilities of the T&D Division Chair. The T&D

Chair is full time and works closely with the T&D personnel designated to be part of the Division T&D Team. The Team can be expanded to compose the PDP-WG. Members are representatives from Education Supervisors of Elementary, Secondary and ALS, Admin/Budget and Finance and PSDS who are officially designated as members for the implementation of the PDP System operations.

Mandated Functions - The Division plans and manages the effective and efficient use of all personnel, physical and fiscal

resources of the division including professional development of staff (RA 9155 Rule 7:7.1.10). - Prepare Division specific plans for training school heads and other school level stakeholders on SBM

(BESRA, 2006). - Provide opportunities for broad -based capacity building for leadership to support SBM (RA 9155

Rule 9:9.1.24) - Provide appropriate organizational support and authority to enhance their capability and

competency to carry out teachers mandated roles and responsibilities (BESRA KRT1) - Provide professional and instructional advice and support to the SH, teachers/ facilitators (RA 9155

(8: 8.1.2) - Provide technical assistance in the form of training programs for school heads and teachers (BESRA

KRT 1) Roles and Responsibilities The Division T&D orients the PDP-WG of the standards, processes and tools of the PDP System and prepares for the planning sessions to complete the Division’s Master Plan for Professional Development (Div-MPPD). As part of the process, the Division T&D and PDP- WG analyze consolidated results of the needs assessment done for various groups and schools such as the consolidated NCBTS-TSNA, TDNASH and results of the Organizational TDNA and data related to learners’ performance. This is done to identify the priority training programs that will address the T&D needs of the Division.

2.5.3 School Level

Structure School PDP-WG is part of the School T&D Team chaired by the School Head and assisted by the NCBTS Coordinator with membership from the teaching and non-teaching staff,.

Mandated Function

Initiate and sustain the regular practice of teachers using NCBTS as a guide for their personal self-appraisal as an integral part of preparing SIP (BESRA PIP).

Allocate and utilize INSET funds at the school level to support teacher development needs identified in SIP in accordance with SBM practice (BESRA PIP). Roles and Responsibilities In the administration of the IPPD, the School Heads guide teachers in developing their IPPD. In developing the IPPD, teachers use the data obtained from their NCBTS-TSNA and learners’ achievement data to accomplish the IPPD tool, track the progress of their own IPPD targets and review and adjust their IPPD at least once a year.

In developing the SPPD, the School Head leads the PDP-WG in the analysis of data related to priority learning needs, identifying SPPD goals and objectives and identifying priority programs for professional


development to be implemented for a period of one year. The ES/PSDS is responsible in providing technical assistance and in the monitoring & evaluation of the process and heads the review of the quality of the SPPD.

2.6. PDP System Monitoring and Evaluation Framework Below is the General Framework containing the standards at the input, process, output, and outcome system levels covering the T&D operations for the PDP System at the region, division and school levels.

Professional Development Planning (PDP) System M&E Framework Levels Regional Level

Standards Division Level

Standards School Level

Standards

Outcome Systematic & periodic conduct of MPPD for the Region MPPD Results serve as basis for Program Designing

Systematic and periodic conduct of MPPD for the Division Systematic and periodic conduct of IPPD for school heads MPPD Results serve as basis for Program Designing

-Systematic and periodic conduct of IPPD/SPPD -SPPD Results serve as basis for Program Designing

Output Relevant and needs-based Regional MPPD Updated database identifying priority training needs across the region

Relevant and needs-based Division MPPD Updated database identifying priority training needs across the division

Relevant and needs-based IPPD/SPPD Updated database identifying priority training needs of the school personnel

Process Systematic and efficient conduct of Regional MPPD Well documented evidence of TA provided and M&E results for the conduct of Region/Division MPPD and Division Management on the conduct of SPPDs Relevant and reflective feedback provided to improve the Regional MPPD

Systematic and efficient conduct of Division MPPD Well documented evidence of TA provided and M&E results for the conduct of the Division MPPD and SPPDs Relevant and reflective feedback provided to improve the Division MPPD

Systematic and efficient conduct of the IPPD/SPPD Well documented evidence of TA provided and M&E results for the conduct of SPPD and IPPD Relevant and reflective feedback provided to improve the IPPD/SPPD

Input Competent and sufficient planners for the conduct of Regional MPPD Available and relevant support resources such as the MPPD Guide, template, tools, consolidated Organizational TDNA results, REDP, Student/Pupil performance, funds Complete and accurate consolidation/analysis/profile of Divisions MPPDs

Competent and sufficient planners for the conduct of the Division MPPD and conduct of Cluster Orientation of SPPD Available and relevant support resources such as the MPPD Guide, template, tools , consolidated Organizational TDNA, TDNASH and TSNA Results, Consolidated IPPD of school heads & teachers, DEDP, Student/Pupil performance, funds Complete and accurate consolidation/analysis /profile of SPPDs

Competent and sufficient planners for the conduct of SPPD and IPPD Available and relevant support resources such as the SPPD & IPPD guides, templates, tools, consolidated TSNA Results, Consolidated IPPD for Teachers, SIP, Student/Pupil Performance, funds Complete and accurate consolidation/analysis /profile of IPPDs


Section 3: General Description of the Individual Plan for Professional Development (IPPD)

3.1. The IPPD Process Two forms of the IPPD are developed and included in this Volume, Form A for Teachers and Form B for School Heads. Forms for other personnel groups, e.g. supervisors, non-teaching staff, may be developed by the T&D Team following the principles and processes set therein for IPPDs. The School Heads and Teachers accomplish the IPPD to enable them to chart their goals and plan learning activities that enhance their competencies in order for them to work better for the improvement of their school and learners’ performance. Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organization’s development. The IPPD cycle takes off once the Training and Development Needs Assessment (TDNA) results are prepared. The Division T&D Unit through the PDP-WG manages the implementation of the IPPD in all schools in the Division preferably via cluster mode. The Division PDP-WG and district supervisors/education supervisors are tasked to orient the School Heads in the development of their IPPD, who will in turn orient their teachers in completing their own IPPDs. 3.2.The IPPD Guide The IPPD Guide sets out the guidelines and procedures that are suggested for the Division and Schools to follow in the development of IPPD for teacher and school heads. It is the responsibility of the individual teacher and School Head to follow the instructions in completing the IPPD. The Guide contains the following sections:

Meaning and Purpose of IPPD

Guiding Principles

Roles and Responsibilities of PDP-WG

Process Flow

PDP-WG Start-up Meeting

Orientation on Accomplishment of IPPD

Session Guide for the Conduct of IPPD Orientation

Self-Monitoring of the IPPD

References 3.3. The IPPD Template There are specific steps in accomplishing the Template and they are explained in the IPPD Forms. The general steps in completing the Forms are:

Setting the Goal

Formulating the Goal

Deriving Objectives from the Goal

Deciding on the Professional Development Methods/Strategies

Tapping Possible Resources

Setting the Time Frame

Identifying Success Indicators: - For enhanced professional competence - For improved learners’ performance


Since this is a personal professional development plan, it is the individual’s basic responsibility to monitor his/her IPPD and to make the necessary changes or initiate the review of the plan in consultation with the immediate head. A self-monitoring check is provided in the IPPD Form and it is recommended to be used every quarter and at the end of the calendar year. The immediate head contributes to the development of the IPPD by providing inputs prior to the finalization of the plan. She/he reviews the plan to check for alignment of the objectives to the goal and objectives of the school and the Division. She/he gives technical assistance during the progress of the IPPD implementation by providing and suggesting professional development opportunities. Assistance is also given in reviewing the progress achieved at acceptable intervals and at the end of the IPPD cycle. 3.4. M&E of the IPPD At the school level, For the teachers’ IPPD, the School NCBTS Coordinator is tasked to prepare a summary of the teachers’ IPPD Goal and Objectives using the IPPD-M&E Form 4. The School PDP-WG has the responsibility of monitoring and evaluating the implementation of the IPPD for Teachers in their school. M&E tools are provided for the purpose and are found in the section for IPPD Guide and Tools.

IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers/School Heads

IPPD-M&E Form 2: End of IPPD Planning Evaluation for Teachers/School Heads

IPPD-M&E Form 3: Review of the Accomplished IPPD

IPPD-M&E Form 4: Summary Template of IPPD Goal/Objectives At the Division and Cluster level, the Division PDP-WG composed mostly of ES-I and PSDSs have the responsibility of monitoring and evaluating the implementation of the IPPD for School Heads and Teachers. In addition to the M&E tools listed above, the tool shown below is also provided for the Division’s purpose of tracking the accomplishments of IPPDs of teachers and school heads.

IPPD/SPPD-M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs The Regional PDP-WG monitors the Division T&D’s implementation and accomplishment of Teachers’ and School Heads’ IPPDs by using a parallel tool:

IPPD/SPPD-M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDs A summary matrix indicating the scheme for the M&E and the corresponding tools are found in Section 6.1., IPPD Guide and Tools

Section 4: General Description of the School Plan for Professional Development (SPPD)

4.1. The SPPD Process The accomplishment of the SPPD requires a collaborative approach. To ensure ownership and commitment to the SPPD, it is necessary for people to work together and actively contribute to its development. The development of the SPPD is the major responsibility of the entire school community with the leadership of the School Head. The accomplishment process is led by the School Head, who should have been earlier oriented on SPPD during a Division or Cluster orientation. The conduct of SPPD process is guided and monitored by the Division PDP-WG.


In general, the process involves a planning group convened by the School Head composed of representatives from the different teaching and non-teaching departments working collaboratively to identify the school’s overall professional development goal for a one-year period. Where the school has only a few teachers and non-teaching personnel, it may be advisable to include all of them in the planning process. In cases of big schools, appropriate and proportional representations of all groups may be organized to compose a manageable group size, e.g. 10-15 group representatives, for a planning session. Careful selection of personnel involved in the SPPD process should ensure that members have suitable experience/background and that they are qualified to represent their specific personnel group, especially in a big school. 4.2. The SPPD Guide The procedures for the accomplishment of the SPPD have been identified and are set out in the SPPD Guide. The document which is a part of the SPPD Guide contain the following:

- Meaning and Purpose of the SPPD - What is Professional Development? - What is a School Plan for Professional Development (SPPD)? - What is the purpose of accomplishing the SPPD? - Guiding Principles in developing the SPPD - Roles and Responsibilities for the SPPD - SPPD Structural Process Flow - Preparatory Activitiesfor the SPPD - Attendance of the School Head to the SPPD Orientation

4.2.The SPPD Template The specific steps in accomplishing the SPPD Template are outlined in the SPPD Template. Steps include the following:

- Formulation of the SPPD Goal - Formulation of Objectives - Deciding on the Content of the Programs for Each Target Group - Identifying the Mode of Delivery - Setting the Time Frame - Estimating Budgetary Requirements and Identifying Sources

4.3. M&E for the SPPD by the Division T&D

Part of the School PDP-WG’s task is to monitor if the accomplishment of the SPPD was carried out in line with the set guidelines and procedures. The M&E process generally involves:

- A check on the availability of the documents needed to support the accomplishment of SPPD

- An analysis of planners’ feedback on the accomplishment of the SPPD to gauge if processes were followed and to identify what changes can be made to improve the process

- An observation of the SPPD process to support improved facilitation

- A review of the final SPPD to rate the quality of the output

Monitoring and evaluation tools were developed to support the M&E process. The School PDP-WG can use the following M&E Tools:

- T&D-M&E Form 1: Individual Profile Template

- SPPD-M&E Form 1: Process Observation Guide for SPPD

- SPPD-M&E Form 2: End of SPPD Planning Evaluation

- SPPD-M&E Form 3: SPPD Debriefing Guide Checklist


The Division PDP-WG represented by an ES–I or PSDS takes on the responsibility of an external M&E and uses the following M&E Tool to review the quality of the SPPD.

- SPPD-M&E Form 4: Review Tool for Accomplished SPPD

The Division PDP-WG uses the following M&E tool to track schools that have accomplished or not yet accomplished the SPPD and makes a report to the Regional T&D.

- IPPD/SPPD-M&E Form 5: Division Tracking Form for Accomplished IPPD/SPPD

The Regional PDP-WG keeps also a tracking report of the extent the divisions have implemented the SPPD in their respective divisions and schools. The M&E tool below is used for this purpose.

- IPPD/SPPD-M&E Form 6: Region Tracking Form for Accomplished IPPD/SPPD

It is expected that the School Head completes a brief Program Completion Report which includes recommendations on how the process can be improved in the future. A summary matrix indicating the scheme for the M&E and the corresponding tools are attached to the SPPD Guide and Tools found in Section 6.2.

Section 5: General Description of the Master Plan for Professional Development (MPPD)

5.1. The MPPD Process Under the leadership of the T&D Chief in the Region and the T&D Chair in the Division, a working group (PDP-WG) oversees the MPPD process at the region/division level. The Region PDP-WG is responsible for facilitating key regional personnel in the accomplishment of the MPPD. They also have a role in orienting Division PDP-WGs on the MPPD process to be completed at the division level. In general, the process for the Region MPPD involves representatives from the different personnel groups and key stakeholders working collaboratively to identify the regions overall professional development goal for the period of 3 years. The suggested composition of the Regional team responsible for the accomplishment of the plan include the:

RD/ARD/NEAP-R Executive Director, T&D Chief, Chiefs/Assistant Chiefs, personnel represented by ES 2 representing the different functional divisions, SDS/ASDS/Division T&D Chairs

The Regional T&D is responsible for orienting the Division Team on the MPPD. The session guide is outlined in the MPPD Guide. Representatives from all Divisions T&D Teams are invited to a central location for the orientation. The procedures for supporting the accomplishment of the Division MPPD are discussed by the Regional T&D Team. Basically, the process for accomplishing the MPPD at the Division level is the same as that at the regional level. The suggested composition of the Division team responsible for the accomplishment of the plan includes:

SDS/ASDS, Division T&D Chair, ES I, representing the different functional units, Administrative Officer, PSDS Representative, Teacher Representative, Principal Representative, Medical Officer, Division HRMO, Division Planning Officer, Budget Officer, Division T&D WG members


The SDS/ASDS, together with the Division T&D Chair and PDP-WG, are responsible for ensuring that the ES1/PSDS are prepared to orient School Heads and their PDP-WGs within their respective districts/ clusters on the accomplishment of the School Plan for Professional Development (SPPD). 5.2. The MPPD Guide The MPPD Guide outlines basic information about the meaning and guiding principles for the development of the Master Plan for Professional Development. The Guide contains the following:

- Meaning and Purpose of the MPPD - Guiding Principles in developing the MPPD - Roles and Responsibilities at the Regional, Division and School Levels - Structural Process Flow - Start-up Meeting of the Region T&D Chief and PDP-WG - Session Guide for the Orientation of Division PDP-WGs on the MPPD - Monitoring and Evaluation Process - PDP-WG’s Role in Monitoring and Evaluating the Process - Approval and Implementation of the MPPD

5.3. The MPPD Template

The MPPD template has been developed as a tool for the completion of the MPPD and is included as part of this MPPD Manual. An electronic version of the MPPD Template is also available. Planners are encouraged to use the electronic template for the MPPD as it is a more efficient guide in encoding required information. The final copy of the MPPD to be submitted for approval should be developed electronically as much as possible. Samples of accomplished MPPDs at the Division and Region levels for reference of the T&D Teams may be accessed from the T&D Information System (TDIS) which is an element of the Enhanced Basic Education Information System (EBEIS) at http://beis.deped.gov.ph/. It will be necessary to decide on the strategy for the accomplishment of the MPPD and how this may best be facilitated. One possible option includes conducting a two to three-day Planning Workshop for Professional Development; the main objective is to accomplish the MPPD for the Region/Division. It is also advisable to identify the Region/Division Officials who will facilitate the session for the completion of the MPPD. The specific steps in completing the MPPD using the Suggested Template are outlined as follows:

- Defining the context

- Setting the goal

- Formulating the objectives for specific target groups

- Identifying specific program content/process and activities, specifications, time frame and suggested professional development materials available

- Estimating budgetary requirements Upon completion, the MPPD is to be submitted to the RD/SDS for approval. The approval process aims at gaining consent for the overall goals and objectives of the MPPD as well as seeking a commitment and authorization that sufficient funds will be made available to support the consequent steps of program designing and resource development for the various programs as well as the actual implementation of the professional development activities. Approval of the MPPD therefore acts as a trigger for a number of activities. Once approved, it is essential that the MPPD be communicated to all stakeholders. Stakeholders need to be made aware of the professional development focus for the region/division so that all efforts can be directed towards the successful implementation of the plan.



Mobilization of resources to support the plan should commence once the MPPD is approved, and in line with the timeframe for the implementation of programs. The T&D Chief/Chair will need to monitor the progress in securing the funds or approval of budget and consider the implications of any delay on the implementation of the programs.

Upon approval of the MPPD and following directions from the T&D Chief/Chair, the Region/Division T&D PDRD-WG responsible for the development of program designs, should commence the orientation and work process of designing the professional development activities in line with the MPPD timeline and availability of funds. This may be as simple as adopting existing program designs and resources or it may require the development of totally new materials. Procedures and tools for the development of program designs can be found in Volume 3, The T&D Program Designing and Resource Development (PDRD) System. 5.4. The M&E for MPPD During the MPPD process, the PDP-WG monitors the various stages and establishes if the accomplishment was carried out in line with the set guidelines and procedures. Tools are developed for this purpose and are included in the MPPD Guide. The M&E process and tools used are:

- An observation of the process involved in accomplishing the MPPD and the level of collaboration between team members ( MPPD- M&E Form 1)

- An analysis of participants’ feedback on the accomplishment of the MPPD to gauge if processes were followed and to identify what changes can be made to improve the process (MPPD-M&E Form 2)

- A debriefing guide to use at the end of the MPPD process at the region/division level to improve future processes (MPPD-M&E Form 3)

- Review of the Accomplished MPPD (MPPD-M&E Form 4) A summary matrix indicating the scheme for the M&E and the corresponding tools are attached to the MPPD Guide and Tools found in Section 6.3.

References: DepED-STRIVE Training and Development Systems Framework, Volume 1. 2010 BEAM (Basic Education Assistance for Mindanao), Teachers’ Performance and Development Framework, 2006 INSET Mechanism Manual, SEDIP (Secondary Education Development and Improvement Project) Steps to Developing a Personal Professional Development Plan, Eisenhower National Clearinghouse (ESC) and the National Staff Development Council (NSDC); www.enc.org/pdguide

Guidelines for Reviewing, Approving, and Endorsing Individual Professional Development Plans, Massachusetts Dept of Elementary and Secondary Education; www.mass.gov

http://www.enc.org/pdguide

http://www.mass.gov/


IPPD Guide and Tools

Section 6.0. The PDP System Guides and Tools

6.1. The IPPD Guide and Tools

Guide for the IPPD

Form A: IPPD for Teachers

Form B: IPPD for School Heads

M&E Tools



Republic of the Philippines Department of Education

For Teachers and School Heads

GUIDE and TOOLS

June 2010



TABLE of CONTENTS

IPPD Guide


Guiding Principles

Roles and Responsibilities of TDWG

Process Flow

TDWG Start-up Meeting

Orientation on Accomplishment of IPPD

Session Guide


Self-Monitoring Chart IPPD Forms

Form A: IPPD for Teachers

Sample of Accomplished IPPD for Teachers

Form B: IPPD for School Heads

Sample of Accomplished IPPD for School Heads Monitoring and Evaluation of IPPD

M&E Matrix

IPPD M&E Form 1: Process Observation Guide for Teachers/School Heads

IPPD M&E Form 2: End-of IPPD Planning Evaluation for Teachers/School Heads

IPPD M&E Form 3: Review of Accomplished IPPD

IPPD M&E Form 4: Summary Template of IPPD Goals/ Objectives for Teachers/School Heads

IPPD/SPPD M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs

IPPD/SPPD M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDS

This document, Individual Plan for Professional Development (IPPD) Guide and Tools, was developed and validated in Regions VI, VII and VIII, Divisions of

Negros Occidental, Bohol and Northern Samar, through the AusAID-funded project STRIVE (Strengthening the Implementation of the Basic Education in Selected

Provinces in the Visayas), in coordination with the EDPITAF (Educational Development Project Implementing Task Force), and in consultation with the

TEDP-TWG (Teacher Education Development Program-Technical Working Group) and the NEAP (National Educators Academy of the Philippines).



INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) GUIDE (The Guide is used with IPPD Templates: Form A for Teachers, Form B for School Heads)


What is Professional Development? Professional development is the process of improving competencies and work performance through the provision of a wide range of opportunities for personal and professional growth in knowledge, skills and attitudes. In the education setting, a personal and professional growth process necessarily integrates the goals of the individual professional with the goals of the school, division and region for better student outcomes. It is based on the nationally accepted standards for competencies specific to the profession. Professional Development activities range from independent study such as personal or structured professional reading; to supported learning such as mentoring and coaching; to collective action such as getting involved in a professional organization or conducting group research and to formal programs such as on site face-to-face training, distance or on-line course study, and continuing formal education. Professional Development in the education system is most successful in an environment, which promotes the goals of a school-based management with a strong leadership and support system. It is most likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school, division and region. Moreover, it must be guided by a purposeful and systematic planning through an INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD). What is an Individual Plan for Professional Development (IPPD)? An IPPD is a tool that serves as a guide for the professional’s continuous learning and development. The IPPD is structured such that every professional regularly and individually prepares, implements, monitors and updates the plan. It is based on the identified development needs revealed by the Training and Development Needs Assessment (TDNA) appropriate for the specific profession and is consistent with the priority development goals of the school, division and region. What is the purpose of accomplishing an IPPD? The IPPD is accomplished by the professionals, e.g. School Heads and Teachers, to enable them chart their goals and plan learning activities that enhance their competencies in order for them to work better for the improvement of their school and learners’ performance. Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organization’s development.



Guiding Principles

In the process of developing an IPPD, certain considerations may serve as guiding principles:

1. The IPPD must be based on:



priority development goals for learners, school, division and region

2. The IPPD goal focuses on improvement of school effectiveness and learning outcomes.

3. The IPPD must adhere to the following SMART standards:





Time-bound within targets but flexible to afford revisions and updates

4. Development strategies adhere to the andragogical (adult learning) principles, approach and methodology identified to be effective in the attainment of the IPPD goal and objectives.

5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a continuing course of action.

Roles/ Responsibilities and Process flow

The IPPD cycle takes off from the completion of the Training and Development Needs Assessment (TDNA) process. The Division T&D Unit or the PDP Working group (PDP-WG) manages the implementation of the IPPD in all schools in the Division. The Division PDP-WG and district supervisors/education supervisors are tasked to orient the School Heads in the development of their IPPD, who will in turn orient their teachers in completing their own. It is the responsibility of the individual Teacher and School Head to follow the standards and processes in completing the IPPD. There are specific steps in accomplishing the document and are explained in the accompanying IPPD Forms. Generally, the professional sets her/his goal, objectives and identifies the professional activities to be undertaken. The target dates for accomplishing the objectives, the strategies to be used, including possible resources and success indicators are projected in the plan. Since this is a personal professional plan, it is the individual’s basic responsibility to monitor his/her IPPD and to make the necessary changes or initiate the review of the plan in consultation with the immediate head. A self-monitoring check is provided in the IPPD Form and it is recommended to be completed every quarter and end of the calendar year. The immediate head contributes to the development of the IPPD by providing inputs prior to the finalization of the plan. She/he reviews the plan to check for alignment of the objectives to the priority improvement areas of the school or division. She/he gives technical assistance during the progress of the IPPD implementation by providing and suggesting professional development opportunities. Assistance is also given during the quarterly self-monitoring and review of the IPPD. For the teachers’ IPPD, the School NCBTS Coordinator is tasked to prepare a summary of the teachers’ IPPD Goal and Objectives using the IPPD-M&E Form 4. The School T&D Team or PDP-WG has the responsibility of monitoring and evaluating the implementation of the IPPD for Teachers in their school. M&E tools are provided for the purpose and are found in the section for IPPD Guide and Tools.



The general process flow for the development of IPPD for School Heads and for Teachers can be seen below.

IPPD Process Flow

PDP-WG Start-up Meeting

Upon the issuance of a memorandum from the SDS, the Division T&D Chair and the PDP-WG hold a Start-up Meeting with the Supervisors in preparation for the Orientation and Completion of IPPD for School Heads and Teachers. The meeting basically focuses on the following:

Walkthrough or study the IPPD Guide and the accompanying Tools: - Form A: IPPD Guide for Teachers - Form B: IPPD Guide for School Heads

Explain the process flow of the IPPD implementation

Study the supervisors’ roles and responsibilities in the implementation, monitoring and evaluation scheme and accompanying tools as an integral component of the IPPD

Develop a plan for the field administration of the IPPD. This should consider: - Schedule for the cluster/district implementation for School Heads and the succeeding school-

based implementation for teachers - Coordination in the monitoring and evaluating the process - Reproduction of the materials for field use - Administrative tasks associated with the conduct of the IPPD e.g. writing of memos - Inclusion in the memorandum the documents that the participants should bring to the

activity: TDNA individual results, class achievement, learners’ reading levels, etc.

Div PDP-WG provides technical assistance to and observe process of SHs and teachers IPPD implementation

Div PDP-WG analyses M&E Reports of Supervisors and make necessary

recommendations to Div T&D

School Head provides technical assistance in the teachers’ self- monitoring their IPPDs progress and review every quarter

Division Level: SDS issues a Memorandum to

commence the development of IPPDs for SHs and Teachers, specifying among others, structure, functions, and general process, resources and responsibilities

T&D Chair convenes the Division PDP-WG and supervisors for the start-up meeting and preparatory

activities for the IPPD

School Level: School Head gives

orientation to teachers on the development of the IPPD

District /Cluster Level: Supervisors convene and

orient School Heads within their respective districts/ clusters and guide them to

accomplish their IPPDs

SHs develop their IPPDs and track their own progress

Supervisors monitor IPPD implementation process

Teachers develop their IPPDs and track own progress

Supervisor and SH monitor IPPD implementation process

SH/ NCBTS Coordinator summarizes Teachers’ IPPD Goal and Objectives to inform the SPPD.

SH submits to Supervisors

IPPD Completion Report

Supervisors provide technical assistance in SHs’ self-monitoring their

IPPDs’ progress.

Supervisors summarize IPPD Evaluation of Cluster SHs

Supervisors submit SHs IPPD Cluster Completion Reports to Division PDP-WG



Summarize the highlights of the day’s orientation.

Review the agreements that have been made for the administration of the IPPD.

Ensure PDP-WG members and supervisors understand their roles and responsibilities.

Make sure that all members of the PDP-WG accomplishes the T&D –M&E Form-1: Individual Personal Profile and register data in the Division – TDIS

Orientation and Accomplishment of IPPD

Prior to the actual completion of the IPPD, it is advisable for the Division PDP-WG to administer the orientation for IPPD with the District Supervisors and School Heads ahead of the teachers so that the SHs would know how to support their teachers when they make their own IPPDs. The purpose of the orientation is three- pronged: to train the SHs on the standards and processes for IPPD, to let the SHs develop their own IPPDs, and to train the Supervisors in providing assistance and undertaking the M&E for IPPD. During the orientation, emphasize the importance of the documents needed in the IPPD completion such as the results of NCBTS-TSNA, TDNA for SHs. Make sure that these are made available and results clearly understood by the groups for better understanding of the information contained in the documents, e.g. own competency strengths and needs. A. The following are the possible resource requirements prior to the accomplishment of IPPD for

Teachers and School Heads:

For Teachers:

NCBTS-TSNA Results

Learners’ Achievement Results (i.e. NAT, RAT, DAT, Phil- IRI Results)

Form A: IPPD Guide for Teachers

IPPD M&E Tools for Teachers

For School Heads:

TDNASH Results

SBM Assessment Results

Learners’ Achievement Results

School Performance Indicators

Form B: IPPD Guide for School Heads

IPPD M&E Tools for School Heads

School Report Card (SRC)

B. The IPPD session is conducted first to the group of school heads facilitated by the Division PDP-WG.

The session is intended for the completion of IPPD for School Heads. The steps outlined below may guide the conduct of the session. The same steps are followed in the IPPD completion for teachers conducted subsequently by the School Heads supported by the ES/PSDS. It is important to start on time and to observe effective time management as suggested below. The full session is 3 hours exclusive of preliminary activities such as opening program, if any.



Session Guide for the Conduct of the IPPD (3 hrs)

Warm-up 10 min.

1. Conduct a brief introductory activity that provides an opportunity for participants to greet one another and feel comfortable working together.

Objectives of the session 10 min.

2. Present the objectives of the session. Mention that at the end of the session, the

participants will:

be able to explain the meaning of professional development and identify a range of activities to address learning needs

be able to state the purpose and focus of the IPPD

have experienced the process of accomplishing an IPPD

understand their expected roles and responsibilities in implementing the IPPD at the school level and at the Division/District level

3. For School Heads, stress that they are expected to be able to conduct a similar orientation session (with the assistance of the NCBTS Coordinator and the ES-1/PSDS-in-charge) for their teachers in their own schools.

Activity 30 min.

4. Facilitate an activity to elicit sharing of prior experience and knowledge on

Professional Development. This may be done through the use of meta strips for participants’ responses to the following:

Write anything you know about Professional Development in one statement.

Cite the most recent professional development activity attended.

Express how these activities have addressed your most urgent professional development needs.

Question: “Have you tried writing a professional development plan before?”

Explain the significance of a professional development plan in your own words. 5. Process and synthesize the most significant responses of the participants.

Key Concepts 30 min.

6. Discuss with the participants the key concepts to be learned:

Professional development is the process of improving competencies and work performance through participation in a range of activities which provide opportunities for growth in knowledge, skills and attitudes.

Types of Professional Development activities include independent study; supported learning; collective action; and formal programs

An IPPD is a tool that serves as a guide for the professional’s continuous learning and development. The IPPD is structured such that every professional regularly and individually prepares, implements, monitors and updates the plan.

An IPPD is a guide for teachers to enhance their ability to improve student learning and a plan for School Heads to enhance their leadership capacities in order to improve their school performance.



An IPPD is based on identified learning needs through a TDNA and consistent with the educational needs of the school/division/region.

It recognizes the shared responsibility and individual accountability for professional growth.

It considers profession- based standards e.g. NCBTS for Teachers and NCBS-SH for School Heads, as well as own learners’ and the school priority improvement areas and student/pupil learning needs.

There are certain guiding principles to consider in developing and implementing the IPPD (Refer to the guiding principles listed above).

Completion of the IPPD Template 90 min

.

7. Introduce the IPPD Template and guide the participants in completing the IPPD. 8. Note that there are separate sets of directions for accomplishing the Tool for

Teachers (Form A) and for School Heads (Form B).

9. Explain the steps one after another as described in the IPPD Form and illustrate each step by citing the sample cases and the Sample of accomplished IPPD intended for the group. It is advisable to remind the participants to use the sample only as a guide and that they should reflect on their own professional development needs. (Separate sample IPPDs for Teacher and for School Head are provided at the end of this Guide.)

The steps for both Forms are basically the same as enumerated below. It is important for the facilitators to make sure that the group is focused on one step at a time. Each step should be understood clearly, before the participants are allowed to work on their own. It is also good to have volunteers to share their work as samples from which others can learn. Facilitators and PDP-WG should be able to guide individual participants closely in:

a. Setting the Goal b. Deriving Objectives from the Goal c. Deciding on the Professional Development Strategies d. Tapping Possible Resources(Human and Material) e. Setting the Time Frame f. Identifying Success Indicators

- professional competency - school/learners’ performance

10. The Goal formulation is the anchor for the rest of the entries in the IPPD Template.

It is therefore important for everyone to be able to set this properly at the onset before proceeding to complete the IPPD. It might be good to ask one or two volunteers to share the goal formulated before moving on to the next steps. This way will allow you to comment on more points for a proper formulation of the goal.

11. When the group has completed their IPPDs, ask a volunteer to share his/her output.

12. Let others express their insights gained from the activity.



Closing 10 min

13. Challenge participants to review their accomplishments and update their plans every quarter through the Self-Monitoring Check found at the end of their IPPD Template.

14. Remind the participants to sign the commitment on the last page of the IPPD Tool

and thank the participants for their active involvement. 15. Supervisors collect the accomplished IPPD of SHs in their cluster. School Heads

collect accomplished IPPD of their teachers. Teachers’ IPPDs are to be reviewed by the School Heads with the assistance of Department Heads/Grade Coordinators to see the alignment of goal and objectives to the school priorities for improvement. The SHs’ IPPDs are reviewed by the Supervisors to see the alignment of goal and objectives to the Division/District priority goals. (The IPPD-M&E Form 3 is used for both teachers’ and SHs’ IPPDs.) Announce that the IPPDs will be returned to the owners after the review.

16. At the end of the session, allow the School PDP-WG in-charge of M&E for IPPD to

administer the M&E Tools to the teacher participants. In the case of School Head participants, the Division PDP-WG represented by ES/PSDS does the M&E. Use the following M&E tools: IPPD-M&E Form 1-2, IPPD-M&E Form 4-5.

17. Thank the participants for their participation and commitment.

Monitoring of the IPPD

A. Self-Monitoring of the IPPD During the implementation phase, the teacher or the school head who accomplished the IPPD conducts a self-review to follow-up his/her own progress in implementing the plan, carefully looking at how the objectives are being accomplished, and the timeframes set in the IPPD. The IPPD is a self-monitoring tool. The general rule is that the individual professional is the most responsible person for tracking her/his own growth at any point within the period set for each objective. She/he must keep in mind the professional competencies targeted to be enhanced. In the case of teachers, they may check their progress against the competencies listed in the NCBTS-TSNA Tool Kit. For School Heads, they may use the National Competency-Based Standards for School Heads (NCBS-SH). (Discussion and understanding of the list of competencies for School Heads should be done during the preliminary meeting that is held prior to actual completion of the IPPD. It may also be helpful for individual SHs to keep a copy of this list for regular reference such as in self-monitoring of IPPD.) It is important for them to determine whether the activities they have done so far have contributed to the enhancement of their competencies.

Monitoring has to be done regularly. The Self-Monitoring Check may be useful in monitoring the IPPD progress. This is found at the end of the IPPD Template.

B. Monitoring and Evaluation of the IPPD Process and Outputs

At the School level, three areas are monitored and evaluated related to the IPPD to be done by the School PDP-WG. These are (a) the process followed in accomplishing the IPPD: (b) Teachers/SHs



perception of the level they successfully completed the IPPD planning process; and (c) the accomplished IPPD. There are M&E Tools that have been prepared and are suggested to be used for each of these areas:

IPPD M&E Form 1: Process Observation Guide for Teachers/School Heads IPPD M&E Form 2: End-of IPPD Planning Evaluation for Teachers/School Heads IPPD M&E Form 3: Review of Accomplished IPPD IPPD M&E Form 4: Summary Template of IPPD Goals/ Objectives for Teachers/School Heads

It is deemed necessary that Division as well as the Regional PDP-WG closely monitor the development of IPPDs to ensure that teachers’ and School Heads’ priority needs are appropriately addressed as revealed by the results of their NCBTS-TSNA and TDNASH respectively. The tools used by the PDP-WG in-charge of the M&E are:

IPPD/SPPD M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs IPPD/SPPD M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDS

The M&E Matrix and the tools are found in last part of Section 6.1, IPPD Guide and Tools.




DepED-EDPITAF-STRIVE

2009

FORM A IPPD for TEACHERS



INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) Form A for Teachers


What is Professional Development? Professional development is the process of improving competencies and work performance through a wide variety of opportunities for growth in knowledge, attitudes, and skills. For Teachers, a personal and professional growth process necessarily integrates the goals of the teacher as a professional with the goals of the school, division and region for better student outcomes. The standards, processes and tools used in the accomplishment and use of output are based on the National Competency-Based Teacher Standards (NCBTS). Professional Development activities range from independent study such as personal or structured professional reading; to supported learning such as mentoring and coaching; to collective action such as getting involved in a professional organization or conducting group research and to formal programs such as on site face-to-face training, distance or on-line course study, and continuing formal education. Teacher Development in the education system is most successful in an environment, which promotes the goals of a school-based management with a strong leadership and support system. It is most likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school, division and region. Moreover, it must be guided by a purposeful and systematic planning through an INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD). What is an Individual Plan for Professional Development (IPPD)? An IPPD is a tool that serves as a guide for the teacher’s purposive learning and development as a professional. The IPPD is structured such that every teacher regularly and individually prepares, implements, monitors and updates the plan. It is based on the individual teacher’s identified professional development needs as revealed by the NCBTS-TSNA and is consistent with the priority development goals of the school, division and region. What is the purpose of accomplishing an IPPD? The IPPD is accomplished by the teachers to enable them chart their goals and plan learning activities to enhance their professional competencies in order for them to work better for the improvement of their school and learners’ performance. Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organization’s development.

Guiding Principles

In the process of developing an IPPD, certain considerations may serve as guiding principles:

1. The IPPD must be based on:



priority development goals of the school, division and region 2. The IPPD goal focuses on improvement of school effectiveness and learning outcomes. 3. The IPPD must adhere to the following SMART standards:







Time-bound within targets but flexible to afford revisions and updates 4. Development strategies adhere to the andragogical approach and methodology identified to be effective

in the attainment of the IPPD goal and objectives 5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a continuing

course of action.

Directions for Accomplishing the IPPD Template

Preliminary Meeting Prior to the actual completion of the IPPD, it is advisable to conduct a preliminary meeting where your group is given the opportunity to study and discuss information from the documents and reports pertinent to your school and professional needs. The following documents will be needed for your study: (1) Individual NCBTS-TSNA result accompanied by a copy of the NCBTS-TSNA Tool or any document that contains the list of domains, strands, performance indicators and KSAs, (2) Any official records available that give information about your learners’ performance and learning needs (e.g. achievement test results, class records, EMIS, Form 1) Setting the Goal Read the instructions below carefully and provide the information needed in accomplishing the IPPD. Guided by the steps below and based on the information you have studied during the preliminary meeting, write the information needed in the charts below. These will help you formulate your GOAL for professional development. You will need to complete the IPPD Template where you will write the goal you have formulated. You will also fill up the appropriate columns: (I) Learning objectives, (II) Strategies,(III) Resources, (IV) Timeframe, and (V) Success indicators. Formulating the Goal To formulate your goal, focus on enhancing your teaching and learning to improve student outcomes by reviewing the following: Individual NCBTS – TSNA result

1. Consider the scores in each of the seven domains and strands 2. Inspect the graph’s bars indicating your highest and lowest results 3. Based on the review of your NCBTS-TSNA results write the information needed on the chart below.

(Write the strands in full text.)

Strengths (At least 3 strands that you think you are most competent)

Professional Development Needs (At least 3 strands that you think you need to enhance most)



Student/Pupil learning needs 1. Determine your own learners’ achievement and reading levels based on any available records, e.g.

NAT, Phil-IRI . 2. Look at the area on Performance Indicators (i.e. drop-out rate, failure rate). 3. Based on your review of student/pupil learning needs write the information needed in the chart

below.

My school’s priority improvement need based on NAT results and Phil-IRI

My school’s priority improvement need for learners based on performance indicators, drop out/failure rate

My class learners’ needs in relation to the subjects/grade I am teaching

After analyzing the information from the two sources (Chart A and B), reflect and identify the

COMPETENCIES YOU NEED TO ENHANCE MOST. Consider how you will address the priority needs of your learners and the improvement priorities of your school.

BASIS Priority competencies Identified priorities for training & development

NCBTS-TSNA results

1. 2. 3. Learners’ data

Write the entries made in the last column also in the box “Priority Training and Development Needs” in

the IPPD Template Use the information you have written in the charts above in stating your Professional Development

Goal.

Study the following example of a Teacher’s Goal: Professional Development Goal: To enhance my teaching competencies in providing learning activities for

diverse learners and to use community resources to improve my learners’ academic performance in Science.

(In the example, the TSNA result of the teacher showed that her urgent need for development was related to Domain 3 Diversity of Learners and Domain 6 Community Linkages. The school’s priority for staff development are focused on enhancing skills of teachers in ensuring learning in the classroom has relevant application to demands of the community. Moreover, being a Science teacher, her focus was to improve the very low MPS of her students in Science.) You may refer to the Sample of accomplished IPPD distributed to you. It is advised however, that you will use this Sample only as a guide in your reflection of your own personal needs. Now, write your Professional Development GOAL in the appropriate box on the IPPD Template.



Deriving Objectives from the Goal In formulating objectives, it is foremost to consider the competencies you should develop to help achieve your goal as revealed by your NCBTS-TSNA result. Referring to the same example above regarding the Science teacher, the objectives that may be derived from the goal set are as follows: Objectives:

A. To improve my competencies in using varied strategies in teaching diverse learners

B. To gain more content knowledge and skills in Science teaching

C. To acquire knowledge and skills in providing learning activities that respond to demands of the community

Deciding on the Professional Development Methods/Strategies To help you achieve your objectives, there is a need to choose carefully appropriate methods/strategies. You may take note of the following considerations. It may be helpful also if you know the types of development strategies such as the ones below. It is important, however to write more specific professional activities you intend to engage in to achieve your objectives. Examples are: “Attend scheduled District training on Multiple Intelligence”; “Surfing reading materials on Science teaching in the internet”

1. Independent action

– Online training

– Learning a new technology

– Conduct of an action research (individual)

– Structured professional reading

– Personal professional reading 2. Supported action

– School visits

– Peer review or peer observation (Critical friend/partner)

– Mentoring/Coaching 3. Collective action

– Involvement in a professional organization

– Conduct of an action research (group)

– Group studies or learning Circles, e.g. Learning Action Cells (LAC) and Learning Enhancement Activity Program (LEAP) sessions

4. Formal program

– On site face to face training

– Cluster level/school level learning communities

– Distance or Online Study

– Division or district face to face training

– Continuing formal education (e.g. graduate studies) Tapping Possible Resources

There are possible resources that you may tap to support your professional development as listed below:

A. Human Resource You may have potential mentors right beside you just waiting to share their talent and time. These



are your co-teachers who have STRENGTHS in certain domains or strands who can assist you in areas you need to enhance. You may also be a Peer Adviser on competencies you identified earlier as your strengths. Your School Head, Department Head, or colleague may have the capacity to help you learn the needed knowledge or skill. Human Resource may also be available in other schools, at the division offices, or from the community who can share their expertise to assist you in attaining your learning objectives. It is advisable to specify the Person(s)’ names when you write them in the appropriate IPPD column.

B. Material Resource Material resource may include Professional Development Modules that can be availed at the Division or District Office, Teachers Sourcebooks available from Foreign-Funded Projects in your school or nearby school, Training packages containing lesson guides may also help you learn and enhance your KSAs. Teaching Materials that may be downloaded from the Internet can help you enhance your teaching competencies. You may have to learn to use technology in the classroom especially if this is available in your school or district.

C. Logistics Funding for training and development is not always easy to find. However, if you know the sources to tap in your community, you may try doing so in collaboration with your teachers’ group and School Head.

Setting the Time-Frame

The IPPD time frame is for a period of one calendar year. This may coincide with the development of the school’s AIP. The time frame you will set for yourself actually depends on your determination, and commitment to do something about your goal based on the urgent and prioritized development needs. What is important in setting the time frame is that it is realistic and doable. The dates you will write in your IPPD should be like a clock with an alarm to remind you of your responsibility for yourself and your learners. Identifying Success Indicators

There are two columns for success indicators: (1) Success indicators for enhanced teaching competence, and (2) Indicators for improved learners’ performance. For the first, you may think of the NCBTS competencies that you would have enhanced as a result of the professional development activities you will engage in. For the second, think of the learners’ performance that will be improved as a result of your enhanced competencies.


This IPPD is a self-monitoring tool. It allows you to be responsible in keeping track of your own progress and accomplishments at any point within the period you have set for each objective. The general rule is that you are responsible for tracking your growth. You have to monitor your progress regularly. Keep in mind the professional competencies you have targeted to enhance. You may refer to the list of competencies listed in the NCBTS-TSNA Tool. Determine whether the activities you have done so far have contributed to the enhancement of your competencies.

Monitoring has to be done regularly. The Self-Monitoring Check may be useful in monitoring your IPPD progress. This tool is to be accomplished every quarter and at the end of the calendar year.



Self-Monitoring Check (To be completed every quarter and end of calendar year)

1. Am I constantly aware of my professional development goal and objectives? (Write your objectives in the first row.) 2. What have I accomplished so far?

(Write activities you have done and the specific NCBTS competencies that have been enhanced in the appropriate columns.)

Professional Development Objectives

1. 2. 3.

Time of the year

Accomplishments

Professional Development Activities Done

Specific NCBTS Competencies enhanced (Strands)

First Quarter Review

Second Quarter Review

Third Quarter Review

End of the Year Review

Commitment

“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you,

plans to give you hope and future.” -Jeremiah 29:11

I am a Professional Teacher. I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal and objectives I have set hereunto for my professional development, not only for my benefit but also for my school’s improvement and most of all, for my learners’ progress. Signature:____________________________________ Date: _______________________ (Teacher) Attested by: ___________________________________Date: _______________________ (Peer)

Reviewed By: _______________________________________Date: _________________________

( Immediate Head)



TEACHER'S INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) for School Year __________

Name of Teacher:

Position:

School:

District:

Division

Region

Priority Professional Development Needs (Based on NCBTS-TSNA results & learners’ performance data)

1. 2. 3.

Professional Development Goal:

Objectives Methods/Strategies Resources Time Frame

Success Indicator

(What competencies will I enhance?)

(What professional activities will I undertake to achieve my objective?

(What will I do to access resources?)

(When do I expect to have accomplished the activities?)

What NCBTS competencies would I have enhanced?

What learners’ performance would have been improved?

A.

B.



C.

Reviewed: Committed to Implement:

Date:

Name and Designation

Name of Teacher



SAMPLE ONLY

TEACHER'S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year 2008-2009

Name of Teacher: Liza B. Prado

Position: Teacher II

School:

Tugatog High School District:

Division

Region

Priority Professional Development Needs (Based on NCBTS-TSNA results & learners’ performance data)

1. 2. 3.


To enhance my teaching competencies in providing learning activities for diverse learners and to use community resources to improve my learners’ academic performance in Science.

Objectives Methods/Strategies Resources Time Frame Success Indicator





What NCBTS competencies would I have enhanced?

What learners’ performance would have been improved?

A. To improve my competencies in using varied strategies in teaching diverse learners

Attend a scheduled district training program on Multiple intelligences

Register in the District/cluster training on MI

October 2008, Semestral Break

Knowledge and Skills in teaching for diverse learners, (Strand 3.1)

Increased interest of various learners to lesson activities

On-line study about MI Surf Internet lesson guides on MI

Once a week 2nd Semester

B. To gain more content knowledge and skills in Science teaching

Attend a scheduled training on Science Content in Division

Attend Short-term course

Request INSET Funds, (School MOOE)

Summer INSET 2009; Saturday classes 2nd Semester

Increased Competencies in mastery of the content and skills in teaching Science (Strands 4.1& 4.4)

Increased learners’ performance in Science based on DAT/RAT/ NAT Results



Attend LAC Session to study DepED digital lessons in Science for HS

Request Master Teachers/DSS as resource persons

Monthly from Sept- Feb

Increased Teacher Proficiency Result in Science (Strand 4.1)

C. To acquire knowledge and skills in providing learning activities that respond to demands of the community

Engage in community projects Look for available NGO project

1st 2 Saturdays of October

Enhanced competencies in establishing learning environment conducive to community aspirations (Strand 6.1)

Increased learners’ participation in Science activities

Professional Readings on connecting classroom activities to community development

Research in Library LGU centers

October Break 2008

Reviewed by: Dina Z. Gracia Dina Z. Gracia, Principal II

Committed to Implement: Lizabprado

Date: 26 June 2008 Name and Name of Teacher




FORM B IPPD for SCHOOL HEADS



INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) Form B for School Heads


What is Professional Development? Professional development is the process of improving competencies and work performance through the provision of a wide range of opportunities for personal and professional growth in knowledge, attitudes, and skills. For School Heads, a personal and professional growth process necessarily integrates the goals of the educational leader as a professional with the goals of the school, division and region for better learners’ outcomes. It is based on the accepted standards, i.e. The National School Head Performance Indicators (NSHPI) developed by NEAP for the School Leadership Experience Portfolio (SLEP), which was later on validated to become the National Competency-Based Standards for School Heads (NCBS-SH). Professional Development activities range from independent study such as personal or structured professional reading; to supported learning such as mentoring and coaching; to collective action such as getting involved in a professional organization or conducting group research and to formal programs such as on site face-to-face training, distance or on-line course study, and continuing formal education. School Leaders’ development is most successful in an environment, which promotes the goals of school-based management with strong leadership and a support system. It is most likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school, division and region. Moreover, it must be guided by a purposeful and systematic planning through an INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD). What is an Individual Plan for Professional Development (IPPD)? An IPPD is a tool that serves as a guide for the School Head’s continuous learning and development as a professional. The IPPD is structured such that every School Head regularly and individually prepares, implements, monitors and updates the plan. It is based on the identified professional development needs revealed by the Training and Development Needs Assessment for School Heads (TDNASH) and is consistent with the priority development goals of the school, division and region. What is the purpose of accomplishing an IPPD? The IPPD is accomplished by the School Heads to enable them to chart their goals and plan learning activities to enhance their professional competencies in order for them to work more effectively for the improvement of their school and learners’ performance. Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organization’s development.



Guiding Principles

In the process of developing an IPPD, certain considerations serve as guiding principles:

1. The IPPD must be based on the:

mandated functions and competency standards for the profession

results of a training needs assessment

priority development goals of the school, division and region 2. The IPPD goal focuses on improvement of school effectiveness and learning outcomes. 3. The IPPD must adhere to the following SMART standards:


Measure progress and accomplishments through a monitoring and evaluation scheme


Relevant strategies adopted that are connected to goals and objectives

Time-bound within targets but flexible to afford revisions and updates 4. Development strategies adhere to the andragogical (adult learning) approach and

methodology identified to be effective in the attainment of the IPPD goal and objectives. 5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a

continuing course of action.

Directions for Accomplish-ing the IPPD Template

Preliminary Meeting Prior to the actual completion of the IPPD, it is advisable to conduct a preliminary meeting where your group is given the opportunity to study and discuss information from the documents and reports pertinent to your school and professional needs. The following documents will be needed for your study: (1) Individual TDNASH result, (2) SBM Assessment Result. Setting the Goal Read the instructions carefully and provide the information needed in accomplishing the IPPD. Guided by the steps below and based on the information you have studied during the preliminary meeting, write the information needed in the charts below. These will help you formulate your GOAL for professional development. You will need to complete the IPPD Template where you will write the goal you have formulated. You will also fill up the appropriate columns: (I) Learning objectives, (II) Strategies,(III) Resources, (IV) Timeframe, and (V) Success indicators. Formulating the Goal To formulate your goal, focus on enhancing your leadership and management competencies as expected of SBM to improve school effectiveness and student outcomes by reviewing the following:

A. Individual TDNASH (Training & Development Needs Assessment for School Heads) result 1. Consider the scores in each of the seven domains and performance indicators 2. Inspect the highest and lowest results. 3. Write the information needed on the chart below.



Strengths (Competency Areas with Transforming and Leading Levels)

1. 2. 3.

Professional Development Needs (Awareness and Emerging Levels)

1. 2. 3.

B. SBM Assessment Results of the School

1. Study the results of the assessment of your school if it is at the emerging, readiness or maturing level.

2. Determine the area(s) that need urgent attention and how it is related to your leadership and managerial competencies.

3. Write the information needed in the chart below.

Overall SBM Assessment Level

Areas of SBM that need urgent attention

Leadership and managerial competencies I need to enhance to help improve SBM level

C. After analyzing the information from the two sources (A and B), reflect and identify the

COMPETENCIES YOU NEED TO ENHANCE MOST in consideration of your need to improve leadership competencies and improvement priorities of your school.

BASIS Priority competencies for enhancement

Identified priorities for training & development

TDNASH

1. 2. 3. SBM Assessment

D. Write the entries made in the last column also in the box “Priority Training and Development

Needs” in the IPPD Template E. Use the information you have written in the charts above in stating your goal.

Study the following example of a School Head’s Goal: Professional Development Goal: To enhance my school leadership competencies in leading and managing change through participatory school improvement process (In the example, the TDNASH result of the School Head shows that her urgent need for development is related to school leadership competencies found to be only at the “emerging level”. The overall SBM Assessment result for her school is only at the “starting level”. Moreover, the assessment on the area on School leadership shows that the School Head has not attended trainings in SBM and basic instructional leadership. Additionally, she has not been active in organizing stakeholders for the intent of school improvement processes. Her very simple “AIP” has a limited plan for development and shows a “lack of resources” that may support such plans.)



You may refer to the Sample of accomplished IPPD distributed to you. It is advised however, that you will use the sample only as a guide in your reflection in your own personal needs Now, write your Professional Development GOAL in the appropriate box in the IPPD Template.

Deriving Objectives from the Goal In formulating objectives, it is foremost to consider the competencies you should develop to help achieve your goal as revealed in your TDNASH result. Referring to the same example above about the School Head, the objectives may be derived from the goal set as the following: Objectives:

A. To improve my leadership competencies in visioning, in building and leading teams for organizational change

B. To gain content knowledge and skills in participatory school improvement process

C. To enhance skills in resource mobilization to support the school development

Deciding on the Professional Development Strategies/Activities To help you achieve your objectives, there is a need to choose carefully appropriate methods/strategies. You may take note of the following considerations. It may be helpful also if you know the types of development strategies such as the ones below. It is important, however to write more specific professional activities you intend to engage in to achieve your objectives. Examples are: “Attend the scheduled Division training on Change Management”; “Surfing reading materials on resource mobilization.”

1. Independent learning

– Online training

– Learning a new technology

– Conduct of an action research (individual)

– Structured professional reading

– Personal professional reading 2. Supported learning

– School visits

– Peer review or peer observation

– Mentoring/Coaching 3. Collective action

– Involvement in a professional organization

– Conduct of an action research (group)

– Group studies or learning Circles (e.g. Educational Leadership & Management Program) 4. Formal program

– On site face to face training

– Cluster level/school level learning communities

– Distance or Online Study

– Division or district face to face training

– Continuing formal education (e.g. graduate studies) Tapping Possible Resources There are possible resources that you may tap to support your professional development as listed below:

A. Human Resource You may have a potential mentor near you just waiting to share her/his talent and time. Your SDS, ASDS, ES, PSDS or colleague may have the capacity to help you learn the needed



knowledge or skill. Human Resource may also be available in other schools, at the division offices, or from the community who can share their expertise to assist you in attaining your learning objectives. It is advisable to specify the Person(s)’ names when you write them in the appropriate IPPD column.

B. Material Resource Material resource may include Professional Development Modules that can be availed at the Division or District Office, School Management Source books available from Foreign-Funded Projects in your school or nearby school, Training packages containing readings on leadership may also help in learning and enhancing competencies. Professional Materials that may be downloaded from the Internet can help enhance leadership and management competencies. Learning to use technology, especially if this is available in your school or district is also helpful.

C. Logistics Funding for training and development is not always easy to find. However, if you know the sources to tap in your community, you may try doing so in collaboration with your teachers and stakeholders.

Setting the Time-Frame The IPPD time frame is for a period of one calendar year. The time frame you will set for yourself actually depends on your determination, and commitment to do something about your goal based on the urgent and prioritized development needs.

What is important in setting the period is that it is realistic and doable. The dates you will write in your IPPD should be like a clock with an alarm to remind you of your responsibility for yourself and your learners. Identifying Success Indicators There are two columns for success indicators: (1) Success indicators of enhanced leadership and management competence, and (2) Indicators for improved school performance. For the first, you may think of the list of competencies based on the National Competency-Based Standards for School Heads (NCBS-SH) for school leadership experience level (SLEL) that you would have enhanced because of the professional activities you will engage in. For the second, think of the SBM area that would have been improved as result of your enhanced competencies.


This IPPD is a self-monitoring tool. It allows you to be responsible in keeping track of your own progress and accomplishments at any point within the period you have set for each objective. The general rule is that you are responsible for tracking your growth. You have to monitor your progress regularly. Keep in mind the professional competencies you have targeted to enhance. You may refer to the list of competencies listed in the TDNASH Tool or the NCBS-SH. Determine whether the activities you have done so far have contributed to the enhancement of your competencies.

Monitoring has to be done regularly. The Self-Monitoring Check may be useful in monitoring your IPPD progress. This IPPD is to be reviewed every quarter and at the end of the calendar year.



Self-Monitoring Check (To be completed every quarter and end of calendar year)

1. Am I constantly aware of my professional development goal and objectives? (Write your objectives in the first row.) 2. What have I accomplished so far? (Write activities you have done and the specific NCBS-SH competencies that have been

enhanced in the appropriate columns.)

Professional Development Objectives

1. 2. 3.

Time of the year

Accomplishments

Professional Development Activities Done

Specific NCBS-SH Competencies enhanced (Domains/Strands)

First Quarter Review

Second Quarter Review

Third Quarter Review

End of the Year Review

Commitment

“For I know the plans I have for you,” declares the Lord, “plans to prosper you and not to harm you,

plans to give you hope and future.” -Jeremiah 29:11

I am an Educational Leader. I am responsible for my personal and professional growth. Henceforth, I commit my best to attain the goal and objectives I have set hereunto for my professional development, not only for my benefit but also for my school’s improvement and most of all, for our teachers’ and learners’ progress. Signature:____________________________________ Date: _______________________ (School Head) Attested by: ___________________________________Date: _______________________ (Peer)

Reviewed By: _______________________________________Date: _________________________

( Immediate Head)



SCHOOL HEAD’S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year ______

Name of School Head:

Designation:

School:

District:

Division

Region

Priority Professional Development Needs (Based on TDNASH results & SBM priority area)

1. 2 3.







What TDNASH competencies would I have enhanced?

What areas of school performance would have been improved?

A.

B.



C.

Reviewed by: Committed to Implement: Date:

(Signature of School Head)



SAMPLE ONLY

SCHOOL HEAD’S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year : 2008-2009

Name of School Head:

Dina Z. Gracia Designation: Principal II

School Tugatog High School

District: Division

Region

Priority Professional Development Needs (Based on TDNASH results & SBM priority area)

1. 2. 3.


To enhance my school leadership competencies in leading and managing change through participatory school improvement process.






What TNASH competencies would I have enhanced?

What areas of school performance would have been improved?

A. To improve my leadership competencies in visioning, in building and leading teams for organizational change

Attend scheduled training on Change Management.

Register in a scheduled Division training funded by LGU/MOOE or INSET Funds

September 2008 Increased School Leadership Experience Level to Performing Level (Competency 1.6: Leading and Managing Change)

Improved skills of teachers and parents in working as teams in improving learners’ performance and reduction of failure rate

Read professional articles on Change Management

Surf professional materials through the e- Library (Library-Hub)

At least one article a week 1st semester

B. To gain content knowledge and skills in participatory school improvement process

Get additional training in SIP through coaching

Get assistance from a Division Trainer on SIP (funded by MOOE)

September- December 2008

Enhanced competencies in participatory improvement process ( Competency 1.2: Strategic Planning)

Increased promotion and retention rates as a result of focused priorities in the AIP



C. To enhance skills in resource mobilization to support the school development

Lead in undertaking a research-based Drop-out Reduction Program (DORP) in the school

Develop proposal and assign working groups for resource mobilization to get support from LSB and SEF Funds

July 2008 to January 2009

Enhanced skills in developing proposals and resource mobilization (Competency 6.2a- Fiscal Management)

School drop-out rate reduced brought about by the a research-based DORP

Reviewed by:

Name and Designation

Committed to Implement: Dina Z. Gracia

Date:

Name of School Head 28 June 2008



M&E for the Orientation and Implementation of IPPD for Teachers and School Heads

M&E tools are provided to support the orientation and the implementation of the IPPD as well as the overall management of the process. The following tools are available: A. Tools for IPPD

IPPD-M&E Form 1: Process Observation Guide for Teachers/School Heads IPPD-M&E Form 2: End of IPPD Planning Evaluation for Teachers/School Heads IPPD-M&E Form 3: Review of Accomplished IPPD IPPD-M&E Form 4: Summary Template of IPPD Goals/Objectives for Teachers/School Heads IPPD/SPPD-M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs IPPD/SPPD-M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDs

Systems Level

M&E Tools for the

Regional Level

M&E Tools for the

Division/Cluster Level

M&E Tools for the School

Level

Output

IPPD/SPPD-M&E Form 6: Region Tracking Form of Accomplishment IPPDs/SPPDs

IPPD-M&E Form 3: Review of Accomplished IPPD IPPD-M&E Form 4: Summary Template of IPPD Goal/Objectives IPPD/SPPD-M&E Form 5: Division Tracking Form of Accomplishment IPPDs/SPPDs

IPPD-M&E Form 3: Review of Accomplished IPPD IPPD-M&E Form 4: Summary Template of IPPD Goal/Objectives

Process

IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers/ School Heads IPPD-M&E Form 2 End of IPPD Planning Evaluation for Teachers/School Heads

IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers/ School Heads IPPD-M&E Form 2: End of IPPD Planning Evaluation for Teachers/School Heads

Input

Resource Materials Checklist for IPPD incorporated into the IPPD Guide

Resource Materials Checklist for IPPD incorporated into the IPPD Guide



B. M&E Scheme and PDP-WG Responsible for M&E

What will be monitored

How it will be monitored

M&E tool to be used

Who will be responsible for the monitoring

When will the monitoring take place

How will the results be used

The process followed in the accomplishment of the IPPD by teachers and school heads

A process observer will be identified and will use the Observation Guide

IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers/School Heads

School PDP –WG (Teachers IPPD) Division PDP-WG (SHs IPPD)

During the IPPD process for teachers at the school level and School Heads at cluster level

Results will be reviewed by the PDP-WG, recommendations developed to improve processes and included in the Program Completion Report

Teachers/School Heads perception of the success of the IPPD planning process

Teachers/School Heads will complete an End of IPPD Planning Evaluation

IPPD-M&E Form 2: End of IPPD Planning Evaluation


Following the accomplishment of the IPPD Planning process at the school level for teachers and at the cluster level for School Heads

End of IPPD Evaluation will be collated by the PDP-WG and reviewed to identify how the processes can be improved. A summary of the results and recommendations will be included in the Program Completion Report and recommendations incorporated into future processes

The quality of the accomplished IPPD

School Heads and Department Heads will review teachers’ IPPD at school level ES1/PSDS will review completed IPPD of School Heads at the cluster level

IPPD-M&E Form 3: Review of Accomplished IPPD

School Heads and Department Heads for teachers

ES1/PSDS/ASDS for School Heads

Following the completion of the teachers’ IPPD at the school level and School Heads at the cluster level

Feedback will be provided to individual teachers/school heads to enhance the quality of the IPPD.

The IPPD goals and objectives of teachers/school heads

IPPD’s will be reviewed and results summarized at the school level for teachers and at the cluster level for School Heads

IPPD-M&E Form 4: Summary Template of IPPD Goal/Objectives


Following the completion of the teachers’ IPPD at the school level and School Heads’ at the cluster level

For Teachers IPPD: SHs/Dept Heads will consolidate key findings to inform the SPPD/MPPD For School Heads IPPD: Division PDP-WG/PSDS will consolidate key findings for a cluster of School Heads and prepare a report for submission to the Division T&D Chair. T&D Chair will identify key recommendations to be included in Program Completion Report and inform MPPD

The number of IPPDs accomplished by schools within the

A Division Tracking Form will be completed listing the number of teachers and school heads

IPPD/SPPD-M&E Form 5: Division Tracking Form for

Division PDP-WG

Following the accomplishment of the IPPD by teachers and school heads

Results will be included in Division Program Completion Report and inform future IPPD policy



division who have accomplished IPPDs

Accomplished IPPDs/SPPDs

The number of IPPDs accomplished within each division within the region

A Region Tracking Form will be completed listing the number of teachers and school heads who have accomplished IPPDs across all divisions

IPPD/SPPD-M&E Form 6: Region Tracking Form for Accomplished IPPDs

Region PDP-WG

Following the accomplishment of the IPPD by teachers and school heads in each division

Results will be included in Region Program Completion Report and inform future IPPD policy



IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers / School Heads

SCHOOL/CLUSTER Observed:_________________________________________________

NAME OF PROCESS OBSERVER: _____________________________________________

DATE: ______________________ VENUE: _____________________

PARTICIPANTS NAME: (Attached Attendance Sheet)

DIRECTION: Observe the process involved in the activities associated with the development of the

IPPD. If the activity is accomplished, write YES in the appropriate column, if not, write NO.

ACTIVITIES ACCOMPLISHED

Yes or No

I. Development of an understanding of the IPPD and its purpose

a. Conduct of a warm up activity to start the session

b. Discussion on how to further develop oneself as a professional to improve

performance of one’s duties and responsibilities.

c. Presentation of the objective of the IPPD workshop and explanation of the

meaning of IPPD, its purpose and guiding principles.

d. Explanation regarding the accomplishment of the IPPD being a vital

responsibility of all professionals for the development of the school and

improvement of learners

II. Completion of the IPPD

a. Analysis of the information such as TDNA, AIP, School assessment reports

and/or other relevant available documents.

b. Formulation of the IPPD goal

c. Deriving the objectives from the goal by reviewing the list of priority needs and

specific competency areas

d. Identification of the strategies/methods and activities for pursuing one’s

professional development goal and objectives

e. Establishment of the timeframe for the various activities identified in the IPPD

f. Identification of possible resources that can support the implementation of the

IPPD

g. Review of the IPPD

h. Signing of the IPPD

Do you have any comments regarding the IPPD process?

Do you have other comments/suggestions/recommendations for the improvement of the IPPD

process?

Process Observer :___________________________________

Signature Over Printed Name

___________________________________

Designation



IPPD-M&E Form 2: End of IPPD Planning Evaluation for Teachers/ School Heads

Name: _______________________________ Designation:_________________________

Sex: Male Female

Please rate how you feel about the IPPD planning session relative to the following processes involved in the

accomplishment of the IPPD. Please tick the appropriate column for your rating using the scale below.

Rating Guide:

Numerical

Rating

Interpretation Description

4 Very High Level In a very significant way

3 High Level In a meaningful way

2 Low Level In a limited way only

1 Very Low Level Not in any meaningful way

IPPD Accomplishment Rating Scale

To what level do you feel: 1 2 3 4

1 the following documents were used in the analysis and development of the context of your IPPD?

a. TDNA results: NCBTS-TSNA/ National Competency Based Standards for School Heads (NCBS –SH)

b. SIP/AIP

c. Student/Pupil Performance Data

2 the formulation of IPPD overall goal was based on the results of the analysis of the current development needs of the school and learners?

3 the IPPD goal was taken into consideration in formulating the objectives?

4 the formulation of program objectives was based on your own professional need and the learning needs of your school learners?

5 the decisions about the strategies, methods and activities were based on the

objectives to be achieved and the competencies to be enhanced?

6 the various funding sources were identified to support the implementation of the

different programs?

7 you have considered development priorities and the one-year coverage in setting the

timeframe for the different professional activities?

8 you have appropriately identified the success indicators for your:

a. professional competencies enhanced?

b. student learning competencies improved?

9 you have enhanced your knowledge and skill in professional development planning?

10 you will be able to apply the learning gained in future similar activities?

11 you are able to transfer the technology learned to others?

Do you have other comments/suggestions/recommendations for the improvement of the IPPD

process?



IPPD-M&E Form 3: Review of Accomplished IPPD

Name of IPPD Planner:_______________________ Designation: ______________________

This form has been developed to support a Review Process of the accomplished Individual Plan for

Professional Development (IPPD). The School Head and Department Heads/Coordinators should

review the IPPD completed by the teachers while the PDP-WG Chair/ES1/PSDS should review the

IPPD of SHs to evaluate the level of adherence to standards followed. Based on the review feedback

should be provided to the IPPD Planner and the IPPD further enhance if required. Rating Guide:

Numerical

Rating


4 Very High Level In a very significant way 3 High Level In a meaningful way 2 Low Level In a limited way only 1 Very Low Level Not in any meaningful way

Use the scale above to evaluate the level to which the accomplished IPPD adheres to the following standards:

To what level …….. 1 2 3 4

1. does the IPPD focus on the mandated functions, competency standards for the profession and the development priorities of the school, national goals and

thrusts?

2. does the IPPD goal focus on improvement of school effectiveness and learning outcomes?

3. does the IPPD adhere to the following SMART standards:

Specific and focused on learners and school priorities?

Measurable progress and accomplishments through a monitoring and

evaluation scheme?

Attainable and results-oriented?

Relevant strategies appropriately connected to goals and objectives?

Time-bound within targets but flexible to afford revisions and updates?

4. does the IPPD reflect andragogical (adult learning) methodologies/ activities

that are known to be effective in attaining the IPPD goal and objectives?

5. does the IPPD reflect processes that are embedded in the job, i.e. inherent to

the practice of the profession, and a continuing course of action.

Reviewed by:

Name: _____________________________________ Designation: _________________________________

Date: _______________________________________



IPPD-M&E Form 4: Summary Template of IPPD Goal/Objectives for Teachers/School Heads

Summary of the Teachers’/School Heads’ IPPD Priorities based on objectives set

IPPD Objectives Set Based on Competency Domains/Strands

Names 1.1 1.2

Totals

Directions: (1) List the names of teachers/school heads who accomplished their IPPD. (2) Write the competency number identification corresponding to the objectives set in the IPPD, on the top row of the

succeeding columns. (3) Enter the 3 prioritized objectives of each teacher/school head in the proper column. Label the entries with O1, O2, O3 indicating the IPPD objective of an individual teacher/school

head based on set objectives in the IPPD form. The number does not indicate prioritization. (4) Count the number of entered objectives per column and write this in the totals. This information will be useful for the

planners of the SPPD/MPPD.



IPPD/SPPD-M&E Form 5: Division Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)

Division: _________________________ Date: __________________

Districts

School Name

No. of

Teachers

No. of Teacher

IPPD

accomplished

School Head

IPPD

accomplished

SPPD

Completed

Comments

District 1

1. 2. 3. 4. 5. 6. 7. 8. 9. 10 Sub Total

District 2 11 12 13 14 15 16 17 18 19 20 Sub Total


TOTALS



Region: ____________________________ Date: _______________________

Divisions

District Name

No. of

Schools

No. of

Teachers

No. of

Teacher

IPPD

accomplished

No. School

Head IPPD

accomplished

No. SPPD

Completed

Comments

Division

1

1. 2. 3. 4. 5. 6. 7. 8. 9. 10 Sub Total

Division

2

11 12 13 14 15 16 17 18 19 20 Sub Total

Division

3

21 22 23 24 25 26 27 28 29 30 Sub Total

TOTALS

IPPD/SPPD-M&E Form 6: Region Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)

T&D System Operations Manual-Volume 3 The PD Planning System 61

SPPD Guide and Tools

6.2. The SPPD Guide and Tools

Guide for the SPPD

SPPD Template

Session Guide

M&E Tools




DepED-EDPITAF-STRIVE2 June 2010



Table of Contents

The SPPD GUIDE

Meaning and Purpose of the SPPD What is Professional Development? What is a School Plan for Professional Development (SPPD)? What is the purpose of accomplishing the SPPD? Guiding Principles in developing the SPPD Roles and Responsibilities for the SPPD SPPD Structural Process Flow

Preparatory Activitiesfor the SPPD

Attendance of the School Head and School T&D Chair to the SPPD Orientation

Accomplishing the SPPD Template Preparatory Activity before the Planning Session Actual Planning Session Start the Completion of the SPPD Formulate the SPPD GOAL Formulate Objectives from the Goal Decide the Content of the Programs for Each Target Group Set the Time Frame Estimate Budgetary Requirements and Identify Sources Review the SPPD

Approval and Implementation of the SPPD Monitoring and Evaluating the SPPD Process

The SPPD TEMPLATE

M&E Tools for SPPD

T&D-M&E Form 1: Individual Profile Template SPPD-M&E Form 1: Process Observation Guide for SPPD SPPD-M&E Form 2; End of SPPD Planning Evaluation SPPD-M&E Form 3: SPPD Debriefing Guide Checklist SPPD-M&E Form 4: Review Tool for Accomplished SPPD SPPD-M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs Based on SPPDs at the District Level SPPD-M&E Form 6: Division Tracking Form for Accomplished SPPD SPPD-M&E Form 7: Region Tracking Form for Accomplished SPPD

ATTACHMENTS

A: Budget Template B: Session Guide for the 2-day Orientation of ES-I/PSDS and School Heads for the SPPD



School Plan for Professional Development (SPPD)Guide

I Meaning and Purpose of the SPPD

What is Professional Development? Professional development is the process of improving the competencies and work performance of personnel through the provision of a wide range of opportunities for personal and professional growth in knowledge, skills and attitudes. Professional development focuses on improving the competencies of personnel in line with their mandated roles and responsibilities in order for them to achieve expected standards. To bring about real change in the school personnel’s level of competency it is essential that the entire school community share the responsibility of providing a systematic, collaborative and continuous professional development. Moreover, it is important that professional development opportunities are provided for all and that strong leadership is demonstrated to motivate the teachers and staff to participate in these opportunities. One way of providing leadership and a systematic approach to the provision of professional development is by crafting a School Plan for Professional Development (SPPD). The SPPD is developed to ensure that the professional development needs of all teaching and non-teaching personnel in the school are addressed.

What is a School Plan for Professional Development (SPPD)? A School Plan for Professional Development (SPPD) is the major blueprint that directs and influences all activities related to professional development of the school’s teaching and non-teaching staff over a given period. THE SPPD sets out the school’s professional development goal and identifies a series of objectives and activities to support its’ achievement. The SPPD goal is focused on addressing the learning needs of the students and the schools’ development priorities through the training and development of the teachers and non-teaching personnel. The SPPD describes prioritized development programs and activities to address identified professional competencies. It contains necessary details such as objectives, expected outputs, i.e. enhanced competencies as a result of the program, and program content, processes, budgetary requirements and time frame required for implementation. It also identifies the specific resources needed for implementation and the strategy or mechanism to secure the funds necessary for the delivery of the programs. What is the purpose of accomplishing the SPPD? The SPPD is accomplished to enable a school to plan and prioritize their professional development activities. It allows the teachers and staff in systematically addressing their professional development needs individually and as a group and ensures that all staff are provided with ongoing opportunities to progressively develop higher levels of expertise. The SPPD further identifies the specific details of the professional development activities, which will take place to achieve the development goals of the school. It serves as the major guide for professional activities for the whole calendar year, with a certain degree of flexibility as reviewed every quarter and the end of the year.



Guiding Principles in developing the SPPD

In the development of a School Plan for Professional Development the following guiding principles are considered:

1. Professional development plans and programs focus on improved learning outcomes and consider the development priorities of the school and the division.

2. All teaching and non-teaching personnel are provided equal opportunities to participate in ongoing and continuous professional development in order to enhance their current level of competency.

3. Effective strategies are utilized to increase participation and involvement of teaching and non-teaching personnel in their professional growth

4. Professional development plans are the result of a collaborative process by all or with representation from all concerned.

5. Professional development is formative, cyclical, and accurately collects and analyzes data to improve future activities.

6. The SPPD efforts are aligned in a unified approach to the national and local thrusts/goals for professional development.

7. Although the SPPD outlines professional development activities for a year, it is flexible enough to incorporate emerging priorities.

Roles and Responsibilities for the SPPD

The accomplishment of the SPPD requires a collaborative approach. To ensure ownership and commitment to the SPPD it is necessary for people to work together and actively contribute to its development..The development of the SPPD is the major responsibility of the entire school community with the leadership of the School Head and the school’s Training and Development (T&D) team. The accomplishment process is conducted by the School Head, with the technical assistance of the ES/PSDS who should have been earlier oriented on SPPD during a Division or Cluster orientation. The conduct of SPPD process is guided and monitored by the Division PDP-WG involving the ES and PSDS. The procedures for the accomplishment of the SPPD have been identified and are set out in the section, Steps for Accomplishing a School Plan for Professional Development. In general, the process involves representatives from the different personnel groups and key stakeholders working collaboratively to identify the school’s overall professional development goal for the period covered by the plan. Where the school has only a few teachers and non-teaching personnel, it may be advisable to include all of them in the planning. In cases of big schools, appropriate and proportional representations of all groups may be done to compose a manageable group size, e.g. 10-15 group representatives to include subject area coordinators/grade chairperson/representative in the elementary level and department heads for the secondary level for a planning session. The structural process flow outlines the roles and responsibilities of those involved in the development of the SPPD at the division and school levels.



SPPD Structural Process Flow

Preparatory Activities for the SPPD

- Attendance of the School Head and ES/PSDS to the SPPD Orientation Upon the issuance of a memorandum from the SDS, the ES/PSDS and School Head attend the orientation meeting for the accomplishment of the SPPD. The orientation program basically focuses on the following:

Meaning and Purpose of the SPPD, Guiding Principles in completing the SPPD

Presentation of the SPPD Manual and the accompanying Template and M&E tools

Understanding the process flow for the SPPD and study the roles and responsibilities for its accomplishment

Planning for the accomplishment of the SPPD

Accomplishment of SPPD: School Head, with the technical assistance

of the PSDS and supported by selected school planners, leads the preparatory activity and the actual development of SPPD

School SPPD Team presents completed SPPD to all teaching/staff for feedback and refinement

SPPD is finalized and SH approves SPPD as basis for professional development programs designing

SPPD is noted by School Head

Division/Cluster Orientation on SPPD:

SDS/ASDS, Div T&D orient the

ES1/PSDS and School Heads within their respective districts/ clusters, with technical assistance from the Regional T&D

ES/PSDS reviews/accepts the SPPD and endorses this to SDS

SHs communicate the refined SPPD to the stakeholders to gain support, including the Division office

Resource mobilization plans begin Program designs and training resources

are identified

ES1/PSDS provides the schools with technical assistance for SPPD development

ES1/PSDS monitors SPPD development

ES1/PSDS provides technical assistance for resource mobilization

ES1/PSDS monitors refinement and utilization of SPPD



This should consider:

- Identification of school teaching and non-teaching personnel to be involved in the process

- Schedule for the accomplishment of the SPPD

- Roles and responsibilities of the ES/PSDS, SH and the School T&D members during the accomplishment of the SPPD

- Reproduction of materials for use during the accomplishment of the SPPD

- Coordination of the monitoring and evaluating of the process

- Administrative tasks associated with the accomplishment of the SPPD

A Session Guide for the 2-day conduct of the orientation for the ES-I/PSDS and School Heads is suggested in the attachment part of this Guide.

Steps for Accomplishing a School Plan for Professional Development

A Template has been developed as a tool for the completion of the SPPD and is in a separate section in this document. Planners are encouraged to use the electronic file of the SPPD Template, as it is more efficient to encode the information needed in the SPPD. The final copy of the SPPD that will be submitted for approval should be developed electronically as much as possible.

To assist in the accomplishment of the SPPD, sample entries are made in some sections of the template. The entries are to be replaced, as new entries are made in the course of planning. For additional reference, sample SPPDs developed by school planning teams may be accessed from the TDIS which is an element of the Enhanced Basic Education Information System (EBEIS) at http://beis.deped.gov.ph/.

As the development of the SPPD involves a number of steps, it is necessary to decide on the strategy for the accomplishment of the SPPD and how this may best be facilitated. A possible option is to conduct a preliminary activity with staff to review relevant documents such as the Consolidated NCBTS-TSNA result, Summary of Teachers’ IPPD, Learners’ Achievement Results and Reading Level. A School Planning Workshop for Professional Development is conducted for 1 -2 days, where the main objective is to accomplish the SPPD. It may be necessary for a small working group to further refine the plan after the workshop prior to its submission for approval.

The steps outlined below are basically followed in accomplishing the SPPD:

Preparatory Activity before the Planning Session: A. To increase efficiency in the conduct of the SPPD, it is advisable that before the scheduled

planning session, the School Head meets the faculty and staff to study and discuss various data that have implications for professional development of the school. It may be wise for a big school to have departments or year levels to form smaller study groups for this purpose. Data that have to be studied are contained in the following reports: 1. Consolidated NCBTS-TSNA Results for teachers: Lowest and highest scoring domains/strands 2. Summary of IPPD’s: Priority domains/strands targeted by teachers 3. NAT and other achievement test results: the MPS data by subject area and by grade/year

level; percentage of pupils with mastered and unmastered learning competencies 4. Results of the Philippine Informal Reading Inventory (Phil-IRI): Number of students by level

of reading comprehension (Frustration, Instructional, Independent) 5. TDNA results for non-teaching personnel, if they are part of the planning

Have each group’s representative make a report on the results of the study group during the planning session of the SPPD.




Actual Planning Session

In conducting the planning process, the Session Guide (see Attachment A) used for the orientation of School Heads and ES-I/PSDS may be used for school level planning. The steps outlined below are basic to the process for completion of the SPPD and are delivered through the structured activities or group workshop strategies such as those in the session guide:

Understanding the SPPD and its purpose

Before accomplishing the SPPD it is important to have a clear understanding of the purpose of the SPPD and to identify the personnel groups in the school who will be covered by the SPPD.

Elicit the need for continuing professional development for all personnel in the school organization to help address the changing demands and for better student learning and improved school performance.

Recall the meaning of the Professional Development, the significance of the IPPD that they have developed earlier, and how these relate to the SPPD they are about to accomplish.

Explain the meaning of SPPD, its purpose and the guiding principles. (Refer to the first page of the Guide and Tools, Section 6.2.

Explain that the accomplishment of the School Plan for Professional Development is the joint responsibility of all personnel groups who will be affected by the plan.

Start the Completion of the SPPD

Analyze the national context for the SPPD: It is essential to have an understanding of the

national reform agenda and analyze its thrust for human resource development in the context of School-Based Management requirements and the NCBTS’ demands for effective teaching.

Have the groups recall the essential directions for human resource development contained in official documents such as the following or similar current documents: a. Basic Education Sector Reform Agenda (BESRA) Program Implementation Plan b. National Competency-Based Teacher Standards (NCBTS) framework rationale and

context c. Other related documents

As a result of the analysis, list down key phrases which summarize the national goals and thrusts and the schools’ priorities related to Human Resource Development in the next chart:

Key Phrases summarizing the national context relating to Human Resource Development based on data analyzed

National priorities/thrusts in BESRA

1.

National priorities/thrusts in NCBTS

2.

Other Documents 3.



Develop a narrative based on the analysis above and write this in Section 1a of the SPPD template.

Present the analysis made in the preparatory activity regarding the data on Learner performance and needs assessment results: In order to plan programs relevant in addressing the learners’ and organizational development needs, it is important to provide data-based information that will guide the development of plans and programs for capability-enhancement.

Available Data relating to student learning performance such as: a. NAT results: Study the MPS data by subject area and by grade/year level and identify

which sets of data represent the school’s strength and priority needs of the learners; b. Phil-IRI assessment results: Study the data on the No. of students by level of reading

comprehension (frustration, instructional, independent)

Write the data using this data chart in section 1b of the SPPD to develop an accompanying narrative that explains the implications of the data on student learning priorities.

Data Sources Strengths

Priority Learning Needs Priority Training Areas for Teachers

NAT Subject area/Mastered learning competencies: (Filipino)

Subject are/least mastered learning competencies: (Math)

1.Teaching Math 2. 3.

Functional Literacy

Independent level 20% Grade 1

Frustration level 70% Grade 1

Grade 1 Teachers training in Teaching Beginning Reading

Other Data Sources

Training and development needs assessment results are available from a range of sources and it is recommended that as a minimum, the following documents should be considered: a. Consolidated NCBTS-TSNA Results for teachers, b. Summary of IPPD’s c. TDNA results for non-teaching personnel (administrative staff), if any

For each of the personnel groups to be covered by the SPPD, list down the school’s current strengths and learning needs as reported by the professional needs assessment results. These may relate to specific domains/service areas.

Data Source Strengths

Learning Needs/ Specific Competencies

Consolidated Teachers NCBTS-TSNA

Consolidated IPPD priorities



After analyzing the information from the two charts above, reflect and identify the priorities for

professional development in your school in consideration of your need to improve the school and the learners.

BASIS Identified priorities for training & development

Teachers’ Needs based on NCBTS-TSNA and IPPD priorities

1. 2. 3. Learners’ school performance

Non-Teaching Personnel Training Needs

Write the entries made in the last column also in the box “Priority Training and Development

Needs” in the SPPD Template

Use the information you have written in the charts above in completing section 1c of the SPPD template to develop an accompanying narrative that explains the implications of the data.

Formulate the SPPD GOAL

Using the data gathered from the analysis, formulate the overall goal for the SPPD taking into

consideration the current national directions and development goals of the school, the priority learning needs of the students and the professional development needs related to human resource development. See the example below.

(For teachers’ groups, it may be helpful to refer to the NCBTS Domains in formulating the overall goal.)

Overall Goal

In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and the School’s development goal to raise the standard for teaching-learning practice in the areas of ……., it is the goal of this SPPD to provide opportunities to enhance professional competencies of the target personnel:

a. All teachers in the domains of curriculum, assessment, and in teaching diverse learners

b. Grade 1-3 teachers in competencies for teaching beginning reading c. Beginning teachers in the domain of diversity of learning d. Non-teaching staff in ICT competencies

Formulate Objectives from the Goal

(Note: It may be good at this point and onwards to have several groups work according to their personnel group. Consideration may also be given to grouping together those who have common learning needs and strategies written in their IPPDs. It may be useful to make a study of the IPPD’s summary of targeted competencies to be enhanced focusing on the STRANDs. Refer to sample in the attachment: “Alignment of IPPD and SPPD”.) Teachers’ groups may find it helpful to refer also to the NCBTS Strands and performance indicators listed in the NB+CBTS-TSNA Tool during the formulation of the objectives.



o Review the list of the priority learning needs and the specific competency areas, which have been

identified as requiring improvements. For each personnel group formulate objectives that will address the achievement of the identified learning needs and support the accomplishment of the overall goal of the SPPD. For each objective identified, further refine the specific competencies (the knowledge, skills and attitudes) which are to be enhanced. This is where you may require input from people with subject expertise relating to the specific content areas.

o For each of the objectives formulated, it will be necessary to identify the specific target group who will participate in the corresponding professional development activity.

o The number of participants who will be targeted for professional development should also be indicated. This will be dependent on factors such as:

- the number of people who have identified this specific area as a priority learning need

- the availability of funds to support professional development activities as setout in the SIP/AIP

The table below should be completed and included as part of Section 3 of the SPPD Template.

Personnel Group

Priority Learning Needs (e.g NCBTS Domains)

Specific Competencies (e.g. NCBTS Strands)

Objective (e.g. NCBTS performance indicators/KSAs

Target Group

No. of paxs

1.

2.

3.

Decide the Content of the Programs for Each Target Group

In this section you need to plan programs to address each target group’s objective and set of corresponding competencies. This requires the identification of the end of the program output and outcome.

You will need to make a decision about how the competencies can be organized to form an effective professional development program. Decisions need to be made about the achievement of the objective and the identified competencies and if these can be met through a single program or if it will require a series of programs.

Accomplish Section 4 of the SPPD template by completing the chart indicated in that section:

Target group: Objective 1: Objective 2:

End of Program Output(s): h

Expected Final Outcome:

Program Title General Content (refer to NCBTS KSAs)

Delivery Mode Target Time Frame

Prog1:

Prog2:

Prog3:



If a single program only is required, write the objectives to address the identified priority competencies that will be addressed. Identify the end of program outputs and outcomes. Give the program a title and outline the content focus which you expect to be covered during the program.

If the achievement of the objectives and competencies will require a series of programs you need to logically group related competencies and arrange them into a sequence of programs that will inform how the achievement of the objective will be addressed. Give each program a title and identify the end of program outputs and outcomes.

Work through this process for each objective you have formulated for all the personnel groups.

Identify the Mode of Delivery Once you have described the specific programs, it is necessary to consider what would be the most appropriate and effective learning mode to adopt.

A range of suggested learning modes such as those indicated in the teachers’ IPPDs may be considered for the SPPD. These include supported independent study such as on-line learning, individual action research, personal or structured professional reading, supported learning such as school visits, peer review or peer observation with a colleague, mentoring and coaching. The modes for collective action may also be included as options such as getting involved in a professional organization, conducting group research, or engaging in group studies (e.g. LAC/LEAP sessions); and formal programs such as on site face to face training, cluster level/school level learning communities, distance or on-line course study, and continuing formal education (e.g. graduate program).

Information relating to the delivery mode should be recorded in Section 4 of the SPPD Template.

Set the Time Frame

A. A time frame should be established for the conduct of the various programs identified in the

SPPD. The SPPD should indicate the time period over which the specific programs are expected to be implemented identifying start up and completion dates e.g. April-June 2009. In deciding on the timeframe for all programs within the SPPD consideration should be given to:

- Prioritizing programs to ensure the most urgent needs are addressed in the early stages of the plan

- Sequencing related programs for specific personnel groups in a logical progression so any learning from initial programs is built upon in succeeding programs

- Spreading the programs across the yearly coverage of the SPPD and ensuring programs are scheduled in line with the DepED calendar e.g. programs requiring teachers to attend training away from their school are conducted during the summer period and semestral break

- Allowing sufficient time for the designing of programs and the preparation of the necessary resources

- Ensuring all personnel groups are provided with opportunities for professional development during each year covered by the plan.

- Ensuring the time frame is realistic and achievable The timeframe for each program should be recorded in the appropriate column in the SPPD Template.



Reviewing the SPPD

It is necessary to review the completed SPPD. It may be possible that a core group is assigned to refine the SPPD further after the planning session and to see to it that the entire content meets the standards for a quality SPPD.

Before reviewing the SPPD, it should be checked that sufficient time was given to complete the document in good form. The completion of the SPPD should be given adequate time but not to exceed one month.

The SPPD-M&E Form 4: Review Tool for Accomplished SPPD is used for this purpose. The Division PDP-WG in charge of the M&E will also use this for further review for SPPD.

Estimate Budgetary Requirements and Identify Sources

The next step in the process of accomplishing the SPPD is to develop an estimate of the costs associated with conducting the professional development activities. When developing the budget estimation consideration should be given to the costs associated with:

- the preparation of the program (e.g. will existing program designs and resources be used or will new ones need to be developed)

- the implementation of the program (e.g. this depends on the learning mode recommended) and need to consider such things as the costs associated with the participants (travel, accommodation, meals etc), materials and resources and number of participants

A Budget Estimate Template (See Attachment B) has been provided to assist in the development of the budget .

- After arriving at a budget estimate, consideration needs to be given to the source of the funds to support the programs. It should be indicated in the SPPD where the funds to support specific programs are to be sourced e.g. from the school’s existing budget for Human Resource development and INSET Funds or it will require the mobilization of additional resources from various sources such as LGU, SEF.

The Table below should be completed for all programs and included in Section 5 of the SPPD Template.

Program Reference

Estimated Cost

Source of available funds

Additional Funds Required

R. M source

Program Schedule

Target Group1

Prog1

Prog2

Prog3

TOTALS



Note: When satisfied with the SPPD, make sure that it is signed by the SPPD planners and by the School Head as leader of the SPPD Team, and submitted to the ES-I/PSDS. The ES-I/PSDS will review each school’s SPPD using SPPD-M&E Form 4 and will accomplish a summary report using the Summary Template f, SPPD-M&E Form 5, or this purpose. The Summary Report will be submitted to the SDS through the Division T&D Chair.

Approval and Implementation of the SPPD

The approval process aims at gaining consent for the overall goals and objectives of the SPPD as well as seeking a commitment and authorization that sufficient funds will be made available to support the designing of the various programs as well as the actual implementation of the professional development activities. Approval of the SPPD therefore acts as a trigger for a number of activities. Once approved, it is essential that the SPPD is communicated to all stakeholders. Stakeholders need to be made aware of the professional development focus for the school to gain their support and so that all efforts can be directed towards the successful implementation of the plan. The mobilization of resources should commence once the SPPD is approved, and in line with the timeframe for the implementation of programs. The SPPD, which clearly identifies the funds required to fully implement the plan, is submitted to the SDS through the Division T&D Chair for the approval of MOOE funds that will be used for the programs. The PDP_WG also need to monitor the progress in securing the funds and consider the implications of any delays on the implementation of the programs. Upon approval of the plan, the School Head commences the process of designing the professional development activities in line with the SPPD timeline and availability of funds. This may be done by adopting or adapting existing program designs and resources. Volume 4: The Program Designing and Resource Development System should guide this process.

Monitoring and Evaluating the SPPD Process and Outputs

At the School level, three areas are monitored and evaluated related to the SPPD and are the responsibility of the School PDP-WG. These are (a) the process followed in accomplishing the SPPD: (b) Planning Team’s perception of the level they successfully completed the SPPD planning process; and (c) the accomplished SPPD. There are M&E Tools that have been prepared and are suggested to be used for each of these areas:

SPPD -M&E Form 1: Process Observation Guide for SPPD SPPD- M&E Form 2: End-of SPPD Planning Evaluation SPPD- M&E Form 3: SPPD Debriefing Guide Checklist SPPD -M&E Form 4: Review Tool for Accomplished SPPD SPPD- M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs

Based on SPPDs at the District Level

It is deemed necessary that Division as well as the Regional PDP-WG closely monitor the development of SPPDs. The tools used by the PDP-WG in-charge of the M&E are the same Tracking Forms used for tracking the completion of IPPDs.

IPPD/SPPD M&E Form 5: Division Tracking Form for Accomplished IPPDs/SPPDs IPPD/SPPD M&E Form 6: Region Tracking Form for Accomplished IPPDs/SPPDs

The M&E Matrix and the tools are found in the last section of the SPPD Guide and Tools, Section 6.2.




School ____________________________________________

Division: ____________________________Region: _______



SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT (SPPD) for Calendar Year ___________

Name of School:

Region/Division:

Date SPPD is accomplished:

Professional Development Priority Programs:

A. For teaching Personnel

1. Teaching Beginning Reading 2. 3.

B. For Non-Teaching personnel

I. The Context

A. National Thrust and School Development Goals for Human Resource Development (Develop here an introductory narrative that outlines the current national priorities, demands or thrusts in relation to human resource management. Include the priority goals for human resource development indicated in your School Improvement Plan (SIP and Annual Development Plan (AIP). Refer to key phrases you have inputted in Step A 1 to 3.)

B. Data Analysis of Student Learning Needs (Develop here a presentation of data gathered on:

1. Student Learning Strengths and Needs (based on the NAT, and Phil-IRI results). 1. Teachers’ Competencies to be enhanced to improve student learning (based on NCBTS-TSNA

results) 2. Non-teaching staff training and development needs)

C. Data Analysis of target personnel’s professional development strengths and needs (Develop Data Analysis of school’s staff/professional development strengths and needs)

Teachers’ Competencies to be enhanced to improve student learning based on NCBTS-TSNA results

Non-teaching staff training and development needs



II. Professional Development Goal and Objectives

A. Overall Goal: Formulate the overall goal for Professional Development here based on the context presented above. (Align your overall Professional Development goal to your student learning goals and to professional competency goals to the SIP development goal.) Example: In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and the School’s development goal to raise the standard for teaching-learning practice in the areas of assessment, curriculum and diversity of learners, it is the goal of this SPPD to provide opportunities to enhance professional competencies of the teachers and non-teaching staff:

o All teachers in the domains of curriculum, assessment, and in teaching diverse learners o Grade 1-3 teachers in competencies for teaching beginning reading o Beginning teachers in the domain of diversity of learning o Non-teaching staff in the use of information communication technology competencies

B. Specific Objectives for each target personnel Derive the objectives from the overall goal and state them here per target personnel. Use the chart developed below: Example:

Client Group

Priority Learning Needs (NCBTS Domains)

Specific Competencies (NCBTS Strands)

Objectives (NCBTS performance indicators)

Target Group No. of paxs

1. All teachers

Teacher competencies in: a) assessment of learning

Developing appropriate assessment strategies to monitor and evaluate learning

Develop and further enhance - knowledge of different assessment tools/strategies - skills in formulating and using assessment tools -appreciation of non-traditional assessment

All Ts in the school whose T&D priority is on assessment

15 paxs

b) curriculum

c) diversity of learners



III. Program Content/ Process, Professional Development activities per Target Groups

Decide on the content and process of the professional development for each target group. Note: It may be good to have teachers who have common learning needs to plan together. Example:

Target group: All teachers in the school (who have identified this as a priority need) Objective 1: Enhance KSAs in assessing student learning with appropriate strategies Objective 2: Objective3:

End of Program Output(s): Prototype/Sample tests of various types for learning assessment; Goal Chart and professional development guide for Application of Skills in student learning assessment; JEL Contract

Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs: Demonstrated skills in assessing authentic learning (AAL) in own class’ teaching-learning process; Practice of Peer Coaching on AAL using professional development guide



Prog1: Assessment of Authentic

Learning(AAL)

Authentic Learning Assessment (Theory/Concept, Tools

Development and Demonstration); Traditional and

Alternative Strategies for Learning Assessment;

10 Teachers to join Division Scheduled Training x 2-days

April 2009

Prog2: Teachers’ Sharing of Surfed materials on AAL

Using AAL in the classroom; (School Demonstration, Feedback

and Refinement of Tools developed,

One semester LAC sessions (at least 1-hour x 10 sessions)

November 2009 - March 2010

Target Group: Objective 2:

End of Program Output(s):

Expected Final Outcome/Success Indicator



Continue table for other programs here. Use more space as necessary…



IV. Budgetary Requirements

Summarize the costs of each program here: Use Budget Template to develop the budget breakdown for each program and included as an attachment Example

Continue Table… for other Target Groups. Use more space as necessary. Compute the grand total required for the 1-yr plan.

Program Reference

Estimated Cost



R. M source Program Schedule

Target Group1

Prog1 10,000 10,000 from MOOE

none - Sem 1 2009

Prog2

No Cost - -

TOTALS 10,000 10,000

SPPD Planners

SPPD Planners: Sig._________________________________ Group Represented:____________________ Sig. _________________________________ Group Represented:____________________ Sig._________________________________ Group Represented:____________________ Sig. _________________________________ Group Represented:____________________ Sig.________________________________ Group Represented:____________________ School Head: _________________________________________



Monitoring and Evaluation (M&E) for the SPPD

M&E tools are provided to support the School Plan for Professional Development (SPPD) process. The following tools are available: Tools for SPPD

T&D-M&E Form 1: Individual Profile Template SPPD-M&E Form 1: Process Observation Guide for SPPD SPPD-M&E Form 2: End of SPPD Planning Evaluation SPPD-M&E Form 3: SPPD Debriefing Guide Checklist SPPD-M&E Form 4: Review Tool for Accomplished SPPD SPPD-M&E Form 5: Summary Template for Schools’ Professional Development Priority Programs

Based on SPPDs at District Level IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPD/SPPD IPPD/SPPD- M&E Form 7: Region Tracking Form for Accomplished IPPD/SPPD

System

Level

M&E Tools for Regional

Level

M&E Tools for


M&E Tools for School

Level

Output

IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished IPPDs/SPPD

SPPD-M&E Form 3: SPPD De-briefing Guide Checklist SPPD-M&E Form 4: Review Tool for Accomplished SPPD SPPD-M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs based on SPPDs at District Level IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPDs/SPPD

SPPD-M&E Form 2: End of SPPD Planning Evaluation

Process

SPPD-M&E Form 1: Process Observation Guide for SPPD


Input T&D-M&E Form 1: Individual Profile Template Resource Materials Checklist for SPPD incorporated into the SPPD Guide



Monitoring and Evaluation of the SPPD process

What is monitored How it is

monitored M&E tool to be

used Who is

responsible for the

monitoring

When does the monitoring take

place

How are results used

The membership of the teams responsible for the development of SPPD in relation to:

- The experiences which individuals bring to the team

- The level of representation of the different personnel groups on the team

All members of planning teams are asked to provide a personal profile outlining their work experiences and qualifications.

T&D-M&E Form 1: Individual Profile Template

School Head During the formation of planning teams

PDP -WG analyzes profiles to ensure teams are well represented by the various personnel groups and have members with relevant experiences. Recommendation based on the analysis is made to improve future team membership and included in the Program Completion Report

The process followed in accomplishing the SPPD and the level of collaboration between team members

A process observation is completed


School PDP-WG Divisions PD – WG (represented by ES1/PSDS)

During the SPPD process at the school level

ES1/PSDS consolidates results from observations from their cluster and prepare a report for submission to the Division T&D Chair. T&D Chair identifies key recommendations and include in Program Completion Report for the conduct of the SPPD.

Team Members perception of the extend they successfully completed the SPPD planning process

Team members complete an End of Program Planning Evaluation


School PDP- WG

Following the accomplishment of the SPPD

End of Program Evaluations are collated by the PDP-WG and reviewed to identify how the processes can be improved. A summary of the results are included in the Program Completion Report and recommendations incorporated into future processes

The SPPD process

A debriefing meeting will be conducted involving all those involved in facilitating the SPPD process

SPPD-M&E Form 3: SPPD De-briefing Guide Checklist

School PDP-WG (led by SH)

Following the accomplishment of the SPPD at the school level

Key finding and recommendations to be include in Program Completion Report and will inform future conduct of the SPPD



The accomplished SPPD

SPPDs will be reviewed

SPPD-M&E Form 4: Review Tool for Accomplished SPPD

Division PDP-WG (represented by ES1/PSDS)

Following the completion of the SPPD

ES1/PSDS/ASDS consolidates key finding and prepares a report for submission to the Division T&D Chair. T&D Chair identifies key recommendations and include in Activity Completion Report for the conduct of the SPPD

All SPPDs submitted at the District Level

SPPDs Priority Programs will be consolidated

SPPD-M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs based on SPPDs at District Level

District ES/PSDS

Upon submission of the SPPDs at the District level

ES1/PSDS consolidates the 3 priority programs for professional development listed in each SPPD. The accomplished Template will be submitted with a cover report to the Division T&D Chair through the PDP-WG.

The number of SPPDs accomplished by schools within the division

A Division Tracking Form will be completed listing the number schools who have accomplished SPPDs

IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPDs/SPPDs

Division PDP-WG

Following the accomplishment of the SPPD by schools in each division

Results will be included in Division Program Completion Report and inform future SPPD policy

The number of SPPDs accomplished in each division within the region

A Region Tracking Form will be completed listing the number of schools who have accomplished SPPDs across all divisions

IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished IPPDs/SPPDs

Region PDP-WG

Following the accomplishment of the SPPD by schools in each division

Results will be included in Region Program Completion Report and inform future SPPD policy




I PERSONAL DATA

Name:

(Surname)

(First Name)

(Middle Name)

Employee Number (If Applicable): Sex: Male Female

Date of Birth:

Home Address:

Contact #: e-mail address:

Region: Division: District:

Office/School: Address:

Current Position:

Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE (List from most current.)

POSITION

MAIN AREA OF

RESPONSIBILITY e.g. subjects

taught, level supervised

LEVEL e.g. Elem/Sec/ALS

school, district, division,

region

INCLUSIVE PERIOD

Use additional sheet if necessary.



III. TRAINING ATTENDED OVER THE LAST THREE YEARS

Please check training focus and management level for all training attended over the last three years.

Training Focus

Training

attended

over last 3

years ()

Management Level of Training

Central Region Division Cluster School

Curriculum

Resource Materials

Development

Planning

Management

Policy Development

Research

Other, please specify

______________

IV. SIGNIFICANT EXPERIENCES

Identify which of the following areas you consider to be your area(s) of expertise:

School Based Management Monitoring and Evaluation

Quality Assurance Subject Specialization: _____________)

Access Education Policy Development

Education Planning ICT

Learning Resource Materials Development Other, please specify ________________

Delivery of Training

Certified Trainers by NEAP Central NEAP-Region TEI

SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----

List your significant experiences in the identified areas




V. TRAINING AND DEVELOPMENT EXPERIENCES

Identify which of the following specific areas you consider to be your area(s) of expertise:

Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training



I certify that the information I have given to the foregoing questions are true, complete, and correct to the best

of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit. Information will be incorporated into

the T&D Information System Database.




SCHOOL OBSERVED:_________________________________________________

NAME OF PROCESS OBSERVER: _____________________________________

DATE: ______________________

VENUE: _____________________

PARTICIPANTS NAME & DESIGNATION: (Attached Attendance Sheet)

DIRECTION: Observe the process involved in the activities associated with the development of

the SPPD. If the activity is accomplished, write YES in the appropriate column, if not, write NO.

Rate the level of collaboration between participants in completing the various activities using the

rating scale below:

RATING SCALE: (1) Low (2) Moderate (3) Average (4) High

ACTIVITIES

ACCOMPLISHED Yes or No

LEVEL OF

COLLABORATION

1 2 3 4

I. Development of an understanding the SPPD and its purpose

a. Conduct of a warm up activity to form personnel groups

b. Discussion on how the school’s personnel can further develop themselves as professionals to improve school

performance

c. Presentation of the objective of the SPPD workshop and

explanation of the meaning of SPPD, its purpose and

guiding principles.

d. Explanation regarding the accomplishment of the SPPD

being the joint responsibility of all stakeholders and personnel groups who will be affected by the plan.

II. Completion of the SPPD

a. Analysis of the national and regional/division context for the SPPD based on the recommended documents and/or

other relevant available documents.

b. Development of a narrative based on reviewed documents

for inclusion in Section 1a of the SPPD.

c. Analysis of the data on student performance

d. Analysis of data on needs assessment results for the different personnel groups

e. Formulation of the SPPD goal

f. Formulation of the objectives from the goal by reviewing the list of priority needs and the specific competency areas

g. Identification of the target group for each of the objectives

formulated

h. Decision on the content for all programs identified in the

SPPD for each target group

i. Identification of the mode of delivery for each program

j. Establishment of the timeframe for the various programs

identified in the SPPD



k. Estimation of the budgetary requirements for each program

l. Identification of sources of funds for each program

m. Review of the SPPD

n. Signing of the SPPD

Do you have any comments regarding the SPPD process?

Do you have other comments/suggestions/recommendations for the improvement of the SPPD

process?

Process Observer:

___________________________________


___________________________________

Designation




Name of SPPD Planner: ___________________________ Sex: Male Female

Personnel Group Represented: _______________________________

Please rate how you feel the SPPD team faired relative to the following processes involved in the

accomplishment of the SPPD. Please tick the appropriate column for your rating using the scale

below.

Rating Guide:

Numerical

Rating


4 Very High Extent In a very significant way

3 High Extent In a meaningful way

2 Low Extent In a limited way only

1 Very Low Extent Not in any meaningful way

SPPD Accomplishment Rating Scale

To what extent do you feel:

1 2 3 4

1 the following documents were used in the analysis and development of the context

of the SPPD?

a. BESRA PIP

b. SIP/AIP

c. NCBTS Framework

d. Consolidated TSNA Results

e. Consolidated Teachers IPPD

f. Consolidated Non-Teaching TDNA

g. Student Performance Data

2 the formulation of SPPD overall goal was based on the results of the analysis of the

current context relating to Human Resource Development?

3 the SPPD goal was taken into consideration in formulating the objectives?

4 the formulation of program objectives was based on the professional development needs of the different personnel groups?

5 decisions about the content of the programs were based on the objectives to be

achieved and the competencies to be enhanced?

6 the following were considered in identifying the delivery modes for the different

programs? a. Specific Context

b. Target Participants

c. Effective Modes of Learning

d. Available Resources

7 the following were considered in estimating the budget for the different programs?

a. Cost associated with Program Pre-Implementation

b. Cost associated with Program Implementation

8 the various funding sources were identified to support the implementation of the different programs?



9 the following were considered in setting the timeframe for the different programs?

a. Development Priorities

b. Cumulative Nature of the Programs

c. One-Year Coverage of the SPPD

10 you have been capacitated through your involvement in the planning process?

11 you will be able to apply the learning gained in planning for future similar activities?

12 you are able to transfer the technology learnt to others?

Do you have other comments/suggestions/recommendations for the improvement of the SPPP

process?



SPPD-M&E Form 3: SPPD Debriefing Guide Checklist

This form has been developed to guide the facilitators debriefing meeting following the completion of the

School Plan for Professional Development (SPPD). The T&D Chair /ES1/PSDS/School Head should manage

the debriefing meeting and ensure a record is kept of the discussions. The information from this meeting should inform future SPPD activities and the Program Completion Report.

------------------------------------------------------------------------------------------------------------ DATE: ______________________

VENUE: _____________________

Facilitating Team MEMBERS present at the debriefing: (Attached Attendance Sheet)

Directions: Discuss each of the questions below as a group and reach a consensual answer. Check the

appropriate column that corresponds to your group response. Write comments to support your response.

QUESTIONS YES NO COMMENTS

1. Were all targeted participants

present?

2. Were all the necessary materials organized in

advance and made available

during the activity?

3. Was the venue conducive to

the development of the SPPD?

4. Were the steps/processes

outlines in the session guide properly followed by the

facilitators?

5. Was sufficient time provided for participants to seek

clarification on the various

steps involved in the SPPD process?

6. Was there sufficient time to thoroughly conduct all the

planned activities?

7. Were the participants able to successfully accomplish the

SPPD? If not, was a strategy developed to ensure the SPPD

will be completed in a timely

manner?

8. Were all the objectives achieved?

9. What suggestions/recommendations can you make that will improve the conduct of the SPPD?

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________



10. General comments on the conduct of the activity:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Name: ____________________________

(Signature Over Printed Name)

T&D Chair /ES1/PSDS/School Head



SPPD-M&E Form 4: Review Tool for Accomplished SPPD

This form has been developed to support a review process of the accomplished School Plan for

Professional Development (SPPD). The T&D Chair/ES1/PSDS should review the SPPD to

evaluate the extent standards were followed in its accomplishment. Rating Guide:

Numerical Rating






Use the scale above to evaluate the extent to which the accomplished SPPD adheres to the following

standards:

To what extent …….. 1 2 3 4 1. does the SPPD focus on improving student learning and consider the development

priorities of the school, national goals and thrusts?

2. does the SPPD outline opportunities for all personnel groups to participate in continuous professional development programs to increase their current level of

competencies?

3. are the strategies identified in the SPPD proven to be effective in increasing participation of personnel in professional development and in the implementation

of new learning into work practices?

4. does the SPPD reflect the collaborative undertakings of all personnel groups?

5. is the SPPD part of a formative and cyclical process where data from previous

planning experiences are analyzed and used to improve the process?

6. does the SPPD reflect a unified approach in improving human resource

development by taking into consideration the national goals and thrusts?

7. does the SPPD provide for alternative programs for professional development to incorporate emerging priorities?

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________



SPPD-M&E Form 5: Summary Template of School Professional Development Priority Programs Based on SPPDs at District Level

(Note: This Form is for one clientele group only, e.g. Teachers group. For non-teaching personnel, a separate sheet should be used.)

Direction: Write the name of school and respective priority programs. Then, check the appropriate column that represents the domain/strand related to the each priority program listed.

Summary of the Schools’ Professional Development Priority Programs based on SPPDs

Dom 1 Dom 2 D 3 Dom 4 Dom 5 D6 Dom 7

Schools SPPD Priority Programs S1

S2

S1

S2

S3

S4

S5 S1

S1

S2

S3 S4 S5

S6

S7

S1

S2

S3

S4

S1

S1

S2

S3

A.. 1.

2.

3.

B. 1.

2

3

C. 1

2

3



D. 1

2

3

E.

(Continue the list to enter all the School’s data.)

E/PSDS Name and Signature:_________________________________________ Date Accomplished: __________________________



IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)

Division: _________________________ Date: __________________

Districts

School Name

No. of

Teachers

No. of Teacher

IPPDs

accomplished

School Head

IPPDs

accomplished

SPPD

Completed

Comments

District 1

1. 2. 3. 4. 5. 6. 7. 8. 9. 10 Sub Total



TOTALS



Region: ____________________________ Date: _______________________

Divisions

District Name

No. of

Schools

No. of

Teachers

No. of

Teacher

IPPDs

accomplished

No. of School

Head IPPDs

accomplished

No. of

SPPDs

Completed

Comments

Division

1

1. 2. 3. 4. 5. 6. 7. 8. 9. 10 Sub Total

Division

2

11 12 13 14 15 16 17 18 19 20 Sub Total

Division

3

21 22 23 24 25 26 27 28 29 30 Sub Total

TOTALS

IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)



Orientation of School Heads and ES/PSDS on the Conduct of SPPD (Note: Can also be used for School level SPPD Orientation)

Duration of Program

Two days

Key Understandings to be Developed

Professional development is the process of improving the competencies and work performance of personnel through the provision of a wide range of opportunities for personal and professional growth in knowledge, skills and attitudes.

A School Plan for Professional Development (SPPD) is the major blueprint that directs and influences all activities related to professional development of the school’s teaching and non-teaching staff over a given period.

The SPPD sets out the school’s professional development goal and identifies a series of objectives and activities to support the achievement of the goal.

The SPPD serves as the major guide for professional activities for a one year period, with a certain degree of flexibility.

There are standards and guiding principles considered in process of developing the SPPD.

Learning Objectives

1. Explain the concepts of Professional Development, School Plan for Professional Development, Principles and structural flow.

2. Explain the significance/importance of SPPD and its target users 3. Appreciate the value of SPPD in professional development for teaching and non-

teaching personnel 4. Become familiar with the steps in accomplishing a needs-based SPPD 5. Develop an action plan in implementing and undertaking monitoring and evaluation of

the SPPD

Resources Handouts: SPPD Guide and Tools Power Point Presentation Meta strips Permanent marker o SPPD Guide and tools, and template

o NCBTS-TSNA School Consolidated Results School Consolidation of Teachers’ IPPD

o NAT Results

o Phil-IRI results

Activity 1 (30 minutes) 9-10 AM (to be conducted after a brief

After preliminary greetings and introductions, encourage “sharing of IPPD experiences and SPPD expectations” that is helpful to facilitate understanding of the purpose of the orientation.

Allow individual participants to respond to the following questions on meta strips. Assign a different color of meta strip for each question.

1. Based on the consolidated IPPDs of your teachers, what have you identified to be

the 3 most urgent needs of your teachers in terms of NCBTS competencies?

ATTACHMENT A: SESSION GUIDE for

The Development of the SPPD



Opening Program)

2. How do you think is the teachers’ IPPDs may connect to the development of the SPPD?

3. What do you think will be the benefits of the school having a SPPD? 4. What do you expect to learn from this orientation for SPPD?

Group the participants into four groups. Let each participant submit his/her

accomplished meta strip assigned to the following:

- Group A – to summarize responses to Question 1

- Group B – to summarize responses to Question 2

- Group C – to summarize responses to Question 3

- Group D – to summarize responses to Question 4

Let each Group leader report briefly the summary of each set of responses.

Present and explain the objectives and program schedule of the program orientation.

Activity 2 10-12:00NN

Using the same groups as for Activity 1. ● Explain the meaning of the term “SURFING” and give the mechanics of the

“SURFING GAME”.

1. Each group is assigned to a station as the group’s starting point. 2. In each station, there is a question which each group needs to answer. Group

members think, share, and discuss ideas to answer the question. 3. Each group records the answers to questions on meta strips using different color

per group. 4. Paste the meta strips on the manila paper adjacent to the question. 5. When done, fold the manila paper covering your answers but not the question. 6. When the Facilitator says SURF, each group moves to the next station. 7. Answer the next question before reviewing and discussing the answers recorded

by the previous group. 8. Let the group repeat steps 2-7 until after all the station have been visited. 9. Time limit for each station is 5 minutes.

Preparation for the Facilitator and Co-Facilitator: Print the following questions on a half sheet of manila paper and have these posted on the designated stations’ walls. Station 1: What is professional development? What are its types? Station 2: What is a School Plan for Professional Development? What are its parts? Station 3: Why is there a need to develop a SPPD? Give 3-5 reasons. Station 4: What are the roles of the ES-I/PSDS, the School Head and the teachers in the

development and implementation of the SPPD? Process the participants’ insights and learning from the activity:

- Ask a representative from each group to present the key responses of their output in the plenary.

- Clarify vague items during the presentation.

Present the SPPD concepts through a PowerPoint presentations per topic highlighting items that the participants have identified/written in the previous activity.



- What is Professional Development? - What is School Plan for Professional Development? - Why accomplish SPPD? - What are the principles in developing SPPD? - Who are responsible in preparing SPPD? - What is the SPPD Structural Process Flow followed?

Review key understandings developed and refer to objectives. End the session with a fitting quotation on planning or attaining one’s dream.

Activity 3 1:00-3:00 PM

Introduce the steps in accomplishing the SPPD: A. Analyze the national and regional/division context for the SPPD

1. Group participants into 4 clusters. Grouping takes into consideration that School

Heads and ES/PSDS in charge of the school belong to the same group, participants

from the elementary school level can be grouped into two if the group is big, and

that secondary school participants should be in the same group. Each group is

assigned to simulate a group of subject area teachers.

2. Each group will choose a chair to facilitate the sharing of their personal

experiences related to their professional development in a brainstorming activity.

The rapporteur of each group takes down important points shared relative to

professional development.

3. Instruct the participants to answer the following questions individually using the

meta strips of four different colors

What do you think is the national goal/thrust for professional development?

How do you demonstrate transformational leadership and high degree of professionalism in providing access to quality and relevant education for all?

What is the goal/thrust for human resource in the division/region?

What is the goal/thrust for human resource in the school? 4. Have each group post their responses on designated spaces and have a

representative to report the group output. 5. Process the output to connect it to the context of SPPD by segregating the

common responses of each group, post them according to their levels (national,

region/division, school), and summarize the information. Explain to the

participants that this is intended for the first section of the SPPD Template.

B. Analysis of data on student performance and needs assessment results to formulate

the Overall SPPD Goal

Present sample school consolidation of NCBTS-TSNA and accomplished table on

Alignment of the IPPD Priorities to the SPPD Goal.

1. Let group members share about their schools’ performance such as the NAT, Phil-IRI, based on the Matrix provided to each group.

2. Let each group write their responses on the second and third column of the matrix.

3. At the last column, each group decide on the priority training areas for teachers.



Data Sources

Strengths

Priority Learning Needs Priority Training Areas for Teachers

NAT Subject area/Mastered learning competencies: (Filipino)

Subject are/least mastered learning competencies: (Math)

1.Teaching Math 2. 3.

Phil-IRI Independent level 20% Grade 1

Frustration level 70% Grade 1

Grade 1 Teachers training in Teaching Beginning Reading

Other Data Sources

C. Analysis of data on Teachers’ NCBTS-TSNA (and non-teaching personnel) results to

formulate the Overall SPPD Goal

For each of the personnel groups to be covered by the SPPD, list down the school’s current strengths and learning needs as reported by the professional needs assessment results. These may relate to specific domains/service areas. See matrix below.

Data Source Strengths


Consolidated Teachers TSNA

Consolidated IPPD priorities

After analyzing the information from the two charts above, let them reflect and identify the priorities for professional development in their respective schools in consideration of their need to improve the school and the learners. Use matrix below.

BASIS Identified priorities for training & development

Teachers’ Needs based on NCBTS-TSNA and IPPD priorities

1. 2. 3. Learners’ school performance

Non-Teaching Personnel Training Needs

Based from the given data, what are the strengths and the priority learning needs of the school personnel?

Explain in narrative the implications of the data developed for their SPPD and place this in section 1c of the SPPD template.

Call the attention of the participants to the sample SPPD.

Explain that the goals formulated be integrated as one goal to form an overall professional development goal.



D. Formulation of the Objectives from the Goal of the SPPD

Each subject area or grade level group is instructed to simulate work on the matrix below and identify their group in the first column.

The priority needs elicited from the previous activity be written in the second column.

Personnel Group

Priority Learning Needs

Specific Competencies

Objectives Target Groups

No. of Pax

Direct participants’ attention to column 3 of the matrix and discuss how this should be filled. Let them refer to the SPPD guide. Present in a Power Point presentation the necessary instructions that go with each column. Give participants time to complete the column. Do the same steps for the rest of the columns in the matrix. Call their attention to the section of the SPPD Template where this matrix is found.

(T&D Facilitators join the group and provide technical assistance in the completion of the output) Thank the participants for the cooperation in the days’ undertakings.

Day 2 Activity 3 8AM -2:30 PM

Start the day with a recall on the simulated developed matrix by revisiting them. Introduce the task for the day. Always call their attention to the process and to the sample SPPD’s sections that are pertinent to the groups’ outputs.

E. Decide the Content of the Programs for Each Target Group

Tell the participants to refer to the Guide and Tools and Template in simulating the completion of the matrix below. A Power point presentation is useful in facilitating the filling-up of this matrix.

Explain the difference of Output and outcome. See examples in the Guide and in the sample SPPD.

BTarget group:

Objectives:


Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs:

Program Title

General Content Delivery Mode Target Time Frame

PD1

PD2:

PD3:



Let participants walkthrough and simulate the section on Estimating Budgetary Requirements and Identifying Sources

1. Instruct the group that in every program, a separate budget estimates with its

total cost be filled in column 2 of the matrix below. 2. Refer to the manual on how to come-up with the information for columns 3,4,5

and 6.

Program Reference

Estimated Cost



R. M source

Program Schedule

Target Group1

PD1

PD2

PD 3

TOTALS

Review the SPPD

Guide the participants in a simulation on the review of the output, which is the completed SPPD using the SPPD-M&E Form 4: Review Tool for Accomplished SPPD

SPPD checklist found in the Guide.

Distribute the SPPD-M&E Form 4: Review Tool for Accomplished SPPD which is used in the review of the plan.

Present in powerpoint to discuss all the other important sections of the Guide and

Tools and SPPD template such as the approval process of the SPPD and its

implementation, and the M&E process and tools to be used.

Activity 4 Action Planning 2:30- 4:30 PM

Action Planning for SPPD at school level

Discuss the purpose and importance of the Action Plan.

● Distribute the Next Steps/Action Plan Matrix

Activity Date Objective People Involved/ Responsible

Preparatory Activities: 1.Meeting with Planners 2.Doc Preparation 3.

ES/PSDS School Head School NCBTS Coordinator



Conduct of the SPPD: Activity 1 Activity 2 Activity 3 Activity 4

Post SPPD workshop 1.Refinements 2. Approval

- Discuss the parts of the matrix and demonstrate how it is used using a power

point presentation.

- Let the group by cluster prepare their SPPD action plan using the matrix.

- Ask volunteers to present their Action Plan for sharing purposes.

- Review the key understanding developed.

- Let each group submit a copy of their Action Plan to the management for monitoring purposes.

Closing T&D Team facilitates an appropriate closing activity


MPPD Guide and Tools

ATTACHMENT B:

BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS

(A separate electronic file in excel format is available)

Activity :________________________ Level: Region Venue :________________________ Division Date :________________________ Cluster School Please fill or shade the corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

Professional Learning Teams Peer Observation Programs

Workshop Accredited Courses

Structured Professional Reading Personal Professional Reading

Practicum/School Visit Programs On-line Learning Programs

External Consultant/Critical Friend Others: Please specify _____________________

ITEM OF EXPENDITURE

# REQUIRED

(e.g. # of pax /

units / sets / hr)

Cost per

Unit/Hour

Total #

of days Amount

A. Pre Implementation

Designing / Materials Development

Honorarium

Materials

Travelling Expenses

Fares: Air

Land

Sea

Sub-total Pre Implementation

B. Implementation

Live-IN:

Accommodation & Food

Live-OUT:

Food

Training materials

Equipment Rental (Specify)

Streamer/ Banner

Reproduction Cost

Allowance

Per Diems

Honoraria



Travelling Expenses

Fares: Air

Land

Sea

Vehicle Rental

Terminal Fees

Toll Fees

Fuel

Sub-total Implementation

Total A & B

Contingency 10%

GRAND TOTAL



6.3. The MPPD Guide and Tools

Guide for the MPPD

M&E for MPPD

MPPD Template

Attachments



Republic of Philippines

Department of Education

DepED-EDPITAF-STRIVE2

June 2010

For Regions and Divisions For Regions and Divisions

Table of Contents

Meaning and Purpose of the MPPD What is Professional Development? What is a Master Plan for Professional Development? What is the purpose of accomplishing the MPPD? Whose professional development needs are addressed by the MPPD? Guiding Principles in developing the MPPD

Roles/ Responsibilities and Structural Process Flow

Roles and Responsibilities at the Regional, Division MPPD Structural Process Flow

Preparatory Activities for the MPPD of the Region and the Division

Start-up Meeting of the Region T&D Chief and PDP-WG Orientation of the Division T&DWG by the Region PDP-WG Session Guide for the Orientation of Division PDP-WGs on the MPPD

Monitoring and Evaluating the MPPD Process

PDP-WG’s Role in Monitoring and Evaluating the MPPD Process

Approval and Implementation of the MPPD

Steps for Accomplishing a Master Plan for Professional Development

The MPPD Template

Review of the Plan M&E Tools for MPPD

Attachment A: Budget Template

Master Plan for Professional Development (MPPD) Guide

Meaning and Purpose of a MPPD

What is Professional Development? Professional development is the process of improving the competencies and work performance of personnel through the provision of a wide range of opportunities for personal and professional growth in knowledge, skills and attitudes. Professional development focuses on improving the competencies of personnel in line with their mandated roles and responsibilities in order for them to achieve expected standards. To bring about real change in people’s level of competency, it is essential that a systematic and continuous approach is adopted in the provision of professional development. It is important that professional development opportunities are provided for all and that strong leadership provided to support and assist people to participate in these opportunities. One way of providing leadership and a systematic approach to the provision of professional development is through the development of Master Plans for Professional Development (MPPD). MPPDs can be developed at both the region and division level ensuring that the professional development needs of all teaching and non-teaching personnel at these levels are addressed What is a Master Plan for Professional Development? The word “Master” connotes something intended to operate on the broadest level and having control or influence of the operation of everything or of all others, events or other things. As the term suggests, a Master Plan for Professional Development (MPPD) is the major blueprint that directs and influences all activities related to professional development that need to be conducted for identified target personnel over a given period of time. The MPPD sets out the region or division’s overall professional development goal and identifies a series of objectives to support its achievement. The MPPD goal is based on a review of data that identifies the training needs of the various personnel groups as well as national and regional priorities and thrusts. Prioritized programs, which address specific competencies, are described in the MPPD and outcomes are set to identify what is to be expected when a program has been successfully completed. A timeframe for the completion of the different programs is also established along with a budget estimate. The MPPD specifically focuses on the provision of professional development to the various personnel groups and provides the necessary details e.g. objectives, competencies, program content, processes, and budgetary requirements, required for implementation. Identifying the specific resources needed for implementation and the strategy or mechanism to secure the funds necessary are major processes of the MPPD as it ensures that professional development programs can be delivered. The equivalent to the MPPD at the school level is the School Plan for Professional Development (SPPD) and is developed following parallel steps as the MPPD for Region and Division are accomplished. The MPPD Guide and Tools outlines the standards, processes and M&E tools for use in the implementation of the MPPD component of the PDP System.



What is the purpose of accomplishing the MPPD? The MPPD is accomplished to enable a region or division to plan and prioritize their professional development activities over a period. It allows them in systematically addressing the professional development needs of their various personnel groups and to ensure that all personnel are provided with ongoing opportunities to progressively develop higher levels of expertise. The MPPD identifies the specific details of the professional development activities, which will take place to achieve the development goals for the Region/Division. It serves as the major guide for professional activities for a three- year period, with a certain degree of flexibility and is reviewed annually. The planning is in conjunction with the accomplishment and regular review of the Regional/Division Education Development Plan (REDP/DEDP), done every six years with a mid-term review. Whose professional development needs are addressed by the MPPD? The MPPD is developed to address the professional development needs of all teaching and non-teaching personnel who are the responsibility of the region or the division. The specific personnel groups covered by an MPPD at the various levels would include:

- Regional level: Regional Education Leaders (Chiefs/Assistant Chiefs of different functional divisions/sections ), ES II, ESI ( from across the divisions who have common needs), Regional/Division Trainers, Regional Office Non-teaching personnel

- Division Level: ES I, PSDS, School Heads (Head Teacher, Principal, TIC), Teachers (with common needs from elementary, secondary, ALS), Division Office Non-teaching personnel, School/Cluster Trainers

Guiding Principles

Guiding Principles in developing the MPPD

Professional development plans and programs focus on improved student learning and consider the development priorities of the school, division, region and central office.

All personnel groups are provided with opportunities to participate in ongoing and continuous professional development in order to increase their current level of competency.

Effective strategies are utilized to increase participation and involvement of education personnel in professional learning

Professional development plans are the result of a collaborative process with representation from all concerned.

Professional development is formative, cyclical, and accurately collects and analyzes data to improve future activities.

The MPPD efforts at the central, regional, division and school levels provide a unified approach to professional development

The MPPD, while outlining the professional development plans for a period, is flexible enough to incorporate emerging priorities.



Roles and Responsibilities at the Region and Division Levels

The accomplishment of the MPPD requires a collaborative approach. To ensure ownership and commitment to the MPPD it will be necessary for people to work together and actively contribute to its development. Under the leadership of the T&D Chief/Chair, a working group (PDP-WG) will be formed to oversee the MPPD process at the Region/Division level. The Region PDP-WG will be responsible for facilitating key regional personnel in the accomplishment of the MPPD. They will also have a role in orienting Division PDP-WGs on the MPPD process to be completed at the division level. It is suggested that the Division MPPD is accomplished prior to the completion of the Regional MPPD. In this way, the Division MPPDs can inform the prioritization of needs in the Region’s MPPD. The procedures for the accomplishment of the MPPD are identified and are set out in Steps for Accomplishing a Master Plan for Professional Development. In general, the process involves representatives from the different personnel groups and key stakeholders working collaboratively to identify the regions’ overall professional development goal for the period covered by the plan. The suggested composition of the Regional team responsible for the accomplishment of the plan include the RD/ARD/NEAP-R Executive Director, T&D Chief, Chiefs/Assistant Chiefs, personnel recipients represented by ES 2 (representing different functional divisions/sections), SDS/ASDS/Division T&D Chairs. The Regional T&D is responsible for orienting the Division Team on the MPPD. The guide is outlined in the next section related to the Orientation for Divisions of the MPPD Process. Representatives from all Divisions T&D are invited to a central location for the orientation. The procedures for supporting the accomplishment of the Division MPPD are discussed by the Regional PDP-WG. The process for accomplishing the MPPD at the Division level is the same as that at the regional level. The suggested composition of the Division team responsible for the accomplishment of the plan includes:

SDS/ASDS, Division T&D Chair, ES I (representing the different functional units) Administrative Officer, PSDS, Teacher Representative, Principal Representative, Medical Officer, HRM Officer, Planning Officer, Budget Officer, Division T&D WG Members

The Division PDPWG is responsible for ensuring that the ASDS, ES1/PSDS are prepared to orient School Heads and their PDP-WG within their respective districts/ clusters on the accomplishment of the School Plan for Professional Development (SPPD). The structural process flow below outlines the roles and responsibilities of those involved in the development of the MPPD at the various levels.



MPPD Structural Process Flow

Preparatory Activities: Start-up Meeting of the Region/Division PDP-WG

Upon the issuance of a memorandum from the RD/SDS, the T&D Chief/Chair and the PDP-WG members meet to plan the process for managing the accomplishment of the MPPD at the Region and Division levels. The meeting basically focuses on the following:

Walkthrough of the MPPD Guide and the accompanying Template and M&E tools

Understanding the process flow for the MPPD and careful study of the roles and responsibilities for its accomplishment

Planning for the accomplishment of the MPPD- This should consider:

- Identification of personnel to be involved in the process ensuring the leadership and participation of the RD/ARD and Chiefs (Regional) and the SDS/ASDS (Division) among the expected planners

- Schedule for the accomplishment of the MPPD

- Roles and responsibilities of the PDP-WG members during the accomplishment of the MPPD

PDP-WG led by the T&D Chief facilitates planning sessions on the development of the Reg-MPPD with RD/ARD/NEAP-R Executive Director, ES 2 (representing the different functional divisions/sections), SDS/ASDS/Division T&D Chairs, representative for ES1, representative SHs and teachers

Division Level: SDS issues a Memorandum to commence

the development of the MPPD of the Division and School SPPD, specifying among others, structure, functions, and general processes, resources and responsibilities

T&D Chair convenes the Division PDP-WG for the preparatory activities for the development of the Division MPPD and the orientation for the ES/PSDS and School Heads on the SPPD process.

Div SDS approves the MPPD

Region Level: RD issues a Memorandum to

commence the development of the MPPD of the Region and Division, specifying among others, structure, functions, and general processes, resources and responsibilities

T&D Chief convenes the Region PDP-WG for the preparatory activities for the development of the Reg-MPPD.

Regional T&D PDP-WG provides

technical assistance to Division and undertakes M&E for the Regional and Division MPPD process

SDS/ASDS, supported by the T&D Chair and PDP-WG, facilitates planning sessions on the development of the Div MPPD (SDS/ASDS,ES1,PSDS, Medical Officer, Division Admin Officer, HRMO, Division Planning Officer, Budget Officer, Representatives for Teachers, SHs,)

Reg- MPPD communicated to the

stakeholders Resource mobilization plans begin Program designs are developed

RD /Mancom approves the Reg-MPPD

Div-MPPD communicated to the stakeholder, including Region

Resource mobilization plans begin Program designs are developed

SDS/ASDS,ES 1,PSDS are oriented on the SPPD process and their role at school level

SDS/ASDS, ES1/PSDS orient School Heads within their respective districts/ clusters and provide them technical assistance to develop their SPPDs and undertake M&E for SPPD



- Reproduction of materials for use during the accomplishment of the MPPD

- Coordinating the monitoring and evaluating of the process

- Administrative tasks associated with the accomplishment of the MPPD e.g. writing and communicating memos

- Identifying the Region’s role in monitoring and evaluating process of the Division Accomplishment of the MPPDs and the Division’s role in the M&E of the Schools’ SPPD process

Studying the Session Guide for conducting the MPPD workshop found in the latter part of the MPPD Guide.

Steps for Accomplishing the Master Plan for Professional Development

The MPPD Template is a tool for the completion of the MPPD and is included as part of this MPPD Guide. An electronic version of the MPPD Template is also available. Planners are encouraged to use the electronic template for the MPPD as it is a more efficient guide in encoding the information needed to complete the MPPD. The final copy of the MPPD that is submitted for approval should be developed electronically as much as possible.

Samples of accomplished MPPDs may be accessed for use by PDP-WGs through the TDIS which is an element of the Enhanced Basic Education Information System (EBEIS) at http://beis.deped.gov.ph/. It Is necessary to decide on the strategy for the accomplishment of the MPPD and how this may best be facilitated. Possible options include conducting a two to three-day Planning Workshop for Professional Development, the main objective being to accomplish the MPPD for the Region/Division.

It is also advisable to identify the Region/Division Officials who will facilitate the sessions for the completion of the MPPD using the suggested Session Guide. The following steps for accomplishing the MPPD will guide the Session Facilitators with the support of the PDP-WG.

Resources should be reviewed prior to the accomplishment of the MPPD to ensure that all necessary documents required to support the development of the MPPD have been located and are available for use.

Resources Division Region

1 BESRA PIP √ √

2 SBM Framework and NCBS-SH √ √

3 NCBTS Framework √ √

6 Organizational TDNA results of the Division/Region √ √

7 Consolidated Division /Region TDNASH results √ √

8 Consolidated Division/Region NCBTS -TSNA results √ √

9 Division /Region Administrative Staff TDNA results √ √

10 Other Documents relating to Staff Development √ √

11 Student Performance Data (Reg/DIv Consolidated Results) √ √

12 Details of Budget Allocation for T&D activities √ √

13 MPPD Guide √ √

14 MPPD Template √ √

15 Budget Template √ √

16 MPPD from all Divisions √

17 Organizational TDNA Results of all Divisions √

18 Summary of SPPD Professional development priorities from all Schools in the Division

√




Understanding the MPPD and its purpose

Before accomplishing the MPPD it is important to have a clear understanding of the purpose of the MPPD and to identify the personnel groups who will be covered by the MPPD.

1. Elicit the need for continuing professional development for all personnel in the organization to help address the changing demands and for better student learning and improved school performance.

2. Present the objective of the MPPD and explain the meaning of Professional Development and

MPPD, its purpose and the guiding principles. (Refer to the first page of the Guide).

3. Explain that the accomplishment of the Master Plan for Professional Development is the joint responsibility of all stakeholders and personnel groups who will be affected by the plan.

Start the Completion of the MPPD

Analyze the national and regional/division context for the MPPD: It is essential to have an understanding of the national reform agenda and analyze its thrust for human resource development in the context of School-Based Management requirements and the NCBTS’ demands for effective teaching. Additionally, the Region and Division development priorities for human resource development will also be important to analyze as they give significant directions for capability-building efforts. The following documents are necessary inputs to the context for human resource development:

1. Recall the essential directions for human resource development contained in the following documents: o Basic Education Sector Reform Agenda (BESRA) Program Implementation Plan o National Competency-Based Teacher Standards (NCBTS) framework rationale and context o SBM Framework and NCBS-SH o Other documents related to Human Resource Development

2. As a result of the analysis, list down key phrases which summarize the national goals and thrusts

and the Region’s/Division’s priorities related to Human Resource Development

Key Phrases summarizing conditions relating to Human Resource Development based on data analyzed

National priorities/thrusts

1.

Regional (REDP)

2.

Division (DEDP)

3.

3. Develop a narrative based on the analysis above and write this in Section 1a of the MPPD.



Analyze the data on student performance and needs assessment results:

1. In order to plan programs relevant in addressing the learners’ and organizational development needs, it is important to provide data-based information that will guide the development of plans and programs for capability-enhancement.

2. Data relating to student learning performance are available from a range of sources. It is recommended that as a minimum, the following documents should be considered: a. NAT results: Study the Mean Percentage Score (MPS) data by subject area and by grade/year

level and identify which sets of data represent the Region/Division strength and priority needs of the learners.

- No. of pupils who reached Grade 4 who mastered learning competencies at levels (by subject area) –

- No. of pupils who reached Grade 4 with unmastered learning competencies at levels (by subject area) -

b. PHIL-IRI Assessment Results : Study the data on the following:

- No. of students by level of reading comprehension( frustration, instructional, independent)

Data Sources

Strengths

Priority Learning Needs

NAT Subject area/MPS:

Subject area/MPS:

Other data e.g. Functional Literacy (Elem)

a. independent level

a. frustration level

b. Subject area(s) with mastered learning competencies at G4

b. Subject area(s) with unmastered learning competencies at G4

Use this data chart in section 1b of the MPPD to develop an accompanying narrative that explains the implications of the data on student learning priorities.

3. Training and development needs assessment results are available from a range of sources and it

is recommended that as a minimum, the following documents should be considered:

o For the Region MPPD: (1) Organizational TDNA Results of the Region (2) Organizational TDNA results of the Divisions, (3) TDNA results for non-teaching personnel (admin staff)

o For the Division MPPD:(1) Consolidated TDNASH Results, (2)Consolidated NCBTS-TSNA

Results, (3) Organizational TDNA results of the Division ; (4) TDNA results for non-teaching personnel (e.g. admin staff), if any;(5) Others (e.g. Teachers Test on English Proficiency Test)



For each of the personnel groups to be covered by the MPPD, list down the region’s/division’s current strengths and learning needs as reported by the needs assessment results . These may relate to specific domains/service areas.

Regional Level Example

Personnel Group

Data Sources

Strengths


Regional Leaders

1. Organizational TDNA Results (Regional Educ. Leaders)

Division Leaders

2. Organizational TDNA Results (Division Educ. Leaders)

Admin Staff 3. Admin TDNA Results

Division Level Example

Personnel Group

Data Sources

Strengths


Division Leaders

1. Organizational TDNA Results (Div Educ. Leaders)

School Heads 2. Consolidated TDNASH Results (School Heads)

Teachers 3. Consolidated NCBTS-TSNA (Teachers)

Admin Staff 3. Admin TDNA Results

Use this data chart in section 1c of the MPPD to develop an accompanying narrative that explains the implications of the data.



Formulate the MPPD GOAL

1. Using the data gathered from the analysis, formulate the overall goal for the MPPD, which

captures the current directions and development goals of the Region/Division, keeping in mind the priority learning needs of the students and the development needs related to human resource development.

2. See the example below.

Overall Goal for Professional Development: In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and the Region’s development goal to raise the standard for teaching-learning practice in the areas of ……., it is the goal of the Region’s MPPD to provide opportunities to develop professional competencies of the target personnel:

o ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of curriculum, assessment, and in teaching diverse learners

o School Heads in Instructional Leadership, School Management and Daily Operations, Professional Development & HR Management Regional Educational Leaders in Educational Planning and Monitoring and Evaluation

Formulate Objectives from the Goal

(Note: It is suggested that at this point and onwards groups work according to their personnel group.)

o Review the list of the priority learning needs and the specific competency areas which have been identified as requiring improvements. For each personnel group formulate objectives that will address the achievement of the identified learning needs and support the accomplishment of the overall goal of the MPPD. For each objective identified, further refine the specific competencies (the knowledge, skills and attitudes) which are to be enhanced. This is where you will require input from people with subject expertise relating to the specific content areas.

For each of the objectives formulated, it will be necessary to identify the specific target group who will participate in the corresponding professional development activity. The description of the participants should include details such as type of personnel: ES1 (subject area, elementary/secondary), PSDS, Teachers (Elementary, Secondary, Mobile, TIC, Master Teachers, Multi-grade), School Heads (Head Teacher, Principal, TIC)

o The number of participants who will be targeted for professional development should also be

indicated. This will be dependent on factors such as:

- the number of people who have identified this specific area as a priority learning need

- the availability of funds to support professional development activities as set out in REDP/DEDP

The table below seen in Section 3 of the Template should be completed based on the previous process odne above.



Personnel Group

Priority Learning Needs (competencies listed under a service area)

Specific Competencies

Objectives (KSAs)


1. ES-2s Ex. Educational Planning - Strategic planning

EX. - preparing clear statements that describes a course of action in terms of identified goals and objectives

K- explain the principles of strategic planning S-conduct environmental scanning; draft a sample of SP A-manifest positive attitude for participatory planning

Regional Educational Leaders

33

2.

3.

Decide the Content of the Programs for Each Target Group

In this section, you will need to plan programs to address each target group’s objective and set of corresponding competencies. This will require the identification of the end of the program output and outcome. The matrix below is seen in Section 4 of the Template and is completed as follows:

1. Make a decision about how the competencies can be organized to form an effective professional

development program. Decisions need to be made about the achievement of the objective and the identified competencies and if these can be met through a single program or if it will require a series of programs.

2. If a single program only is required, write a brief description of the program that identifies how you envisage the objectives and competencies will be met. Give the program a title and identify the end of program outputs and outcomes. Outline the content expected to be covered during the program. At this stage you should also make reference to any existing programs that you are aware of that may support the development of the program. The TDIS and the LRMDS Portal helps in the location of existing resources.

3. If the achievement of the objectives and competencies requires a series of programs, logically group related competencies and arrange them into a sequence of programs that will inform how the achievement of the objective is addressed. Once you have organized the competencies into a series of programs, write a description of each program that identifies how you envisage the objective and competencies are met and the content to be covered. Give each program a title and identify the end of program outputs and outcomes. Note any pre-requisite programs.



Target group: Elementary and High School Teachers (who have identified this as a priority need), School Heads (from the teachers schools) & PSDS who support these schools Specific Objective 1: Specific Objective 2: Specific Objective 3:


Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs:

Program Title General Content (based on specific objectives)


4. Work through this process for each objective that is formulated for all the personnel groups.

Identify the Mode of Delivery Once the specific programs are described, it is necessary to consider what would be the most appropriate and effective learning mode to adopt. This decision should be based on a review of:

- the specific context

- the target participants

- effective modes of learning

- resources available, including current budget allocation

A range of suggested learning modes include supported independent study such as on-line learning, individual action research, personal or structured professional reading; supported learning such as region/division visits, peer review or peer observation with a colleague, mentoring and coaching; collective action such as getting involved in a professional organization, conducting group research, or engaging in group studies; and formal programs such as on site face to face training, region level/division level learning communities, distance or on-line course study, and continuing formal education (e.g. graduate program)

Information relating to the delivery mode should be recorded in Section 4 of the MPPD Template.

Set the Time Frame

A. A period should be established for the conduct of the various programs identified in the MPPD. The

MPPD should indicate the period over which the specific programs are expected to be implemented identifying start up and completion dates e.g. April-June 2009. In deciding on the timeframe for all programs within the MPPD consideration should be given to:

- Prioritizing programs to ensure the most urgent needs are addressed in the early stages of the plan

- Sequencing related programs for specific personnel groups in a logical progression so any learning from initial programs is build upon in succeeding programs

- Spreading the programs across the years covered by the MPPD (e.g. Year 1, Year 2, Year3) and ensuring programs are scheduled in line with the DepED calendar e.g. programs requiring teachers to attend training away from their school are conducted during the summer period

- Allowing sufficient time for the designing of programs and the preparation of the necessary resource



- Ensuring all personnel groups are provided with opportunities for professional development during each year covered by the plan.

- Ensuring the time frame is realistic and achievable The timeframe for each program should be recorded in Section 4 of the MPPD Template.

Estimate Budgetary Requirements and Identify Sources

The next step in the process of accomplishing the MPPD is to develop an estimate of the costs associated with conducting the professional development. When developing the budget estimation, consideration should be given to the costs associated with:

- Developing new program designs or modifying existing program designs and resources

- the implementation of the program (e.g. this will depend on the learning mode recommended) and need to consider such things as the costs associated with the participants (travel, accommodation, meals etc), materials and resources and number of participants

- monitoring and evaluating the program

A Budget Estimate Template (Attachment A) is provided to assist in the development of the budget.

After arriving at a budget estimate, consideration will need to be given to the source of the funds to support the programs. It should be indicated in the MPPD where the funds to support specific programs are to be sourced e.g. from the Region’s existing budget for Human Resource Development or it will require the mobilization of additional resources from various sources such as Local Government Unit (LGU), Special Education Fund (SEF). The Table below should be completed for all programs and included in Section 5 of the MPPD Template. Program

Reference Estimated Cost



R. M source

Program Schedule

Target Group1

PD1

PD2

PD 3

TOTALS

Review of the Plan

It is necessary to review the completed MPPD. It may be possible that a core group is assigned to refine the MPPD further after the planning session and to see to it that the entire content meets the standards for a quality MPPD.



Before reviewing the MPPD, it should be checked that sufficient time was given to complete the document in good form. The completion of the MPPD should be given adequate time but not to exceed one month.

The MPPD-M&E Form 4: Review Tool for Accomplished MPPD is used for this purpose. The Division PDP-WG in charge of the M&E will also use this for further review for MPPD.

Note: When satisfied with the MPPD, make sure that it is signed by the MPPD planners and submitted to the RD/SDS. The Region/Division PDP-WG will review the MPPD using Form 4 and will accomplish a summary report using the Summary Template for this purpose.

Monitoring and Evaluating the MPPD Process

PDP-WG’s Role in Monitoring and Evaluating the MPPD Process During the MPPD process it is necessary for the PDP-WG to monitor the various stages and establish if the accomplishment was carried out in line with the set guidelines and procedures. The M&E process will involve:

- A review of the profiles of people involved in the MPPD process to ensure they have suitable experience/background and that they are qualified to represent their specific personnel group

- An observation of the process involved in accomplishing the MPPD and the level of collaboration between team members

- An analysis of participants’ feedback on the accomplishment of the MPPD to gauge if processes were followed and to identify what changes can be made to improve the process

- A debriefing guide to use at the end of the MPPD process at the region/division level to improve future processes

The following Monitoring and evaluation tools have been developed to support the M&E process. The M&E Matrix and complete tools are found at the end of this Guide.


MPPD-M&E Form 1: Process Observation Guide for the Division/Region

MPPD-M&E Form 2: End of MPPD Planning Evaluation-Division/Region

MPPD-M&E Form 3: Division/Region MPPD De-briefing Guide Checklist

MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

Approval and Implementation of the MPPD

Upon completion, the MPPD is to be submitted to the RD/SDS for approval. The approval process aims at gaining consent for the overall goals and objectives of the MPPD as well as seeking a commitment and authorization that sufficient funds are made available to support the designing of the various programs as well as the actual implementation of the professional development activities. Approval of the MPPD therefore acts as a trigger for a number of activities. Once approved, it is essential that the MPPD is communicated to all stakeholders. Stakeholders need to be made aware of the professional development focus for the region/division so that all effort can be directed towards the successful implementation of the plan. The processes for mobilization of resources commence once the MPPD is approved, and in line with the period for the implementation of programs. The MPPD, which will clearly identify the additional funds



required in fully implementing the plan, will be presented to the RD/SDS for approval. The T&D Chief/Chair also needs to monitor the progress in securing the funds and consider the implications of any delays on the implementation of the programs. The region/division team responsible for the development of specific programs, upon approval of the plan, and following directions from the T&D Chief/Chair, commences the process of designing the professional development activities in line with the MPPD timeline and availability of funds. This may be as simple as adopting existing program designs and resources or it may require the development of very new materials. Procedures and tools for the development of program designs can be found in The T&D System Operations Manual Volume 4, The Program Designing and Resource Development (PDRD) System.


For Regions and Divisions



MASTER PLAN FOR PROFESSIONAL DEVELOPMENT (MPPD)

Three Year Development Plan For Calendar Years: 20__ to 20__

Region/Division:

Date MPPD is accomplished:

1. The Context

a. National Thrust and Regional/ Division Development Goals for Human Resource Development (Develop here an introductory narrative that outlines the current national priorities, demands or thrusts in relation to human resource management. Include the priority goals for human resource development indicated in your Regional/Division Education Development Plan. Refer to key phrases you have inputted in Step A 1 to 3.)

b. Data Analysis of Student Learning Needs

Develop here a presentation of data gathered on:

1. Student Learning Needs (based on the NAT, and other student performance reports).

c. Data Analysis of target personnel professional development strengths and needs Develop Data Analysis of target personnel professional development strengths and needs

1. Teachers’ Competencies to be enhanced to improve student learning (based on NCBTS-TSNA results) 2. School Heads Competencies to be enhanced to improve school and learners’ performance 3. Educational leadership competencies to be enhanced to support improvement of schools and student performance



2. Overall Professional Development Goal for the Region/ Division

a. Overall Goal Formulate the overall goal for Professional Development here based on the context presented above. (Align your overall Professional Development goal to the Region/Division Long-term goal, to your student learning goals and to professional competency goals). Example: In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and the Region’s development goal to raise the standard for teaching-learning practice, it is the goal of the Region through the MPPD to provide opportunities to develop professional competencies of the target clientele:

B. ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of curriculum, assessment, and in teaching diverse learners

C. Trainers for School Heads in Instructional Leadership, Planning, and in Financial management D. Regional Educational Leaders in Educational Planning and Involving Stakeholders E. …

b. Specific Objectives for each target personnel Derive the objectives from the overall goal and state them here per target personnel. Use the chart developed below:

Example for Region MPPD

Personnel Group

Priority Learning Needs (Based on Domain/Service Area)

General Objective (Based on Strand/ competencies)

Specific Objectives (Based on indicators) KSA


1. Division Supervisors

Technical Skills in providing assistance to teachers in: a) assessment of learning

Developing appropriate assessment strategies to monitor and evaluate learning

Develop and further enhance - knowledge of different assessment tools/strategies - skills in formulating and using assessment tools -appreciation of non-traditional assessment

All ES1 in the divisions where Assessment is a priority for teachers

100 paxs



b) curriculum

c) diversity of learners

A. Program Content/ Process, Professional Development activities per Target Groups Decide on the content and process of the Professional Development for each target group. Example for Division MPPD:

Target group: Elementary and High School Teachers (who have identified this as a priority need), School Heads (from the teachers schools) & PSDS who support these schools Specific Objective 1: Enhance KSAs in assessing student learning with appropriate strategies (this is sources from the Division Objectives for this target group) Specific Objective 2: Specific Objective 3:

End of Program Output(s): Updated pedagogical knowledge on Assessment of Authentic Learning(AAL); Enhanced skill on developing various test types including alternative modes

Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs: Demonstrated skills in AAL applied in own class’ teaching-learning process; Practiced Peer Coaching on AAL

Program Title General Content (based on specific objectives)


PD1: Foundations for Assessment of Authentic Learning(AAL)

Authentic Learning Assessment (Theory/Concept, Tools Development and Demonstration); Traditional and Alternative Strategies for Learning Assessment;

10 batches of 30 pax for 3 days (including ES/PSDS in-charge) Division Lead face to face training

April -June 2009

PD2: Application of AAL Prerequisite: PD1

Using AAL in the classroom; (School Demonstration, Feedback and Refinement of Tools developed, Peer Coaching and Collaboration)

Structured 1 day School-based Learning Circle & 1 week Classroom Demonstration-with technical assistance from ES/PSDS-

July 2009- February 2010

PD3: Action Research on AAL Prerequisite: PD1 & PD2

Collaborative Research Designing Data Gathering, Analysis and Reporting and Utilization of findings (Proposal for resource mobilization to be prepared to fund Division training for Research Teams)

10 School Clusters collaboration led by Division Research Team

December 2009 - March 2010

Continue table for other programs here. Use more space as necessary…



B. Budgetary Requirements Summarize the costs of each program here: Use Budget Template to develop the budget breakdown for each program and included as an attachment Example

Program Reference Estimated Cost Source of available funds


R. M. source Program Schedule

Target Group1

PD1 300,000 300,000 from MOOE

none - Sem 1 2009

PD2

No Cost - -

PD 3 60,000 40,000 MOOE

20,000 from SEF Sem 2, 2009

TOTALS 360,000 340,000 20,000

Continue Table… for other Target Groups. Use more space as necessary. Compute the totals for each year and the grand total required for the 3-year plan.

MPPD Planners

MPPD Planners: Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________ Sig._________________________________ Group Represented._____________________



APPROVAL

Recommending Approval: ________________________ Regional/Division T&D Chief/Chair APPROVED: ___________________________ Regional Director/SDS Date: ______________________



Monitoring and Evaluation for the MPPD

M&E tools are provided to support the Master Plan for Professional Development (MPPD) process. The following tools are available:

Tools for MPPD

T&D-M&E Form 1: Individual Profile Template MPPD-M&E Form 1: Process Observation Guide for Division/Region MPPD MPPD-M&E Form 2: End of MPPD Planning Evaluation Division/Region MPPD-M&E Form 3: Division/Region MPPD Debriefing Guide Checklist MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

System

Level

M&E Tools for Regional

Level

M&E Tools for


M&E Tools for School

Level

Output MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region MPPD-M&E Form 3: Division/Region MPPD De-briefing Guide Checklist

MPPD-M&E Form 2: End of MPPD Evaluation-Division/Region

MPPD-M&E Form 2: End of MPPD Planning Evaluation-Division/Region MPPD-M&E Form 3: Division/ Region MPPD De-briefing Guide Checklist

Process MPPD-M&E Form 1: Process Observation Guide for Division/Region MPPD

MPPD-M&E Form 1: Process Observation Guide for Division / Region MPPD

Input T&D-M&E Form 1: Individual Profile Template Resource Materials Checklist for Regional MPPD incorporated into the Region MPPD Guide

T&D-M&E Form 1: Individual Profile Template Resource Materials Checklist for Division MPPD incorporated into the Division MPPD Guide



Monitoring and Evaluation of the MPPD process

What is monitored How it is

monitored M&E tool to be

used

Who is responsible

for the monitoring

When does the

monitoring take place

How are results used

The members of the teams responsible for the development of MPPD in relation to: - The experiences which

individual members bring to the team

- The appropriateness of representation of the different personnel groups on the team

All members of planning teams are asked to provide a personal profile outlining their work experiences and qualifications.


PDP-WG Division and Region level

During the formation of planning teams

PDP- WG analyze profiles to ensure teams are well represented by the various personnel groups and have members with relevant experiences. Recommendation based on the results is made to improve future team membership and included in the Program Completion Report Profiles of planners to be entered into TDIS data base

The process followed in accomplishing a MPPD and the level of collaboration between team members

A process observation is completed

MPPD-M&E Form 1: Process Observation Guide for the Division/ Region

PDP- WG at the Region and Division

During the MPPD at the division/ region level

Results are reviewed by the PDP-WG and recommendations developed to improve processes and included in the Program Completion Report

Team Members perception of the extent they successfully completed the planning process

Team members complete an End of Program Planning Evaluation

MPPD-M&E Form 2: End of MPPD Planning Evaluation Division/ Region

PDP- WG Following the accomplish-ment of the Program Planning process at the region and division level

End of Program Evaluations are collated by the PDP-WG and reviewed to identify how the processes can be improved. Recommendations are included in the Program Completion Report

The MPPD process at the region and division level

A debriefing meeting involving all those involved in facilitating the MPPD process

MPPD-M&E Form 3: Division/ Region MPPD De-briefing Guide Checklist

PDP-WG

Following the accomplishment of the MPPD at the region and division level

Results from the de-briefing are incorporated into Region/Division Program Completion reports and used by the T&D Chief/Chair to improve future processes

The accomplished MPPD

Completed MPPD’s will be reviewed at the region and division level


Following the completion of the MPPD at the region and division level

Regional PDP- WG members for both the Region and Division MPPD

Results from the review of MPPDs are incorporated into Region/Division Program Completion reports and used by the T&D Chief/Chair to improve future processes




I PERSONAL DATA

Name:

(Surname)

(First Name)

(Middle Name)

Employee Number (If Applicable) Sex: Male Female

Date of Birth:

Home Address:

Contact #: e-mail address:

Region: Division: District:

Office/School: Address:

Current Position: Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE (List from most current.)

POSITION MAIN AREA OF RESPONSIBILITY e.g.

subjects taught, level supervised

LEVEL e.g. Elem/Sec/ALS

school, district, division,

region

INCLUSIVE

PERIOD




III. TRAINING ATTENDED OVER THE LAST THREE YEARS

Please check training focus and management level for all training attended over the last three years.

Training Focus

Training

attended

over last 3

years ()

Management Level of Training

Central Region Division Cluster School

Curriculum

Resource Materials

Development

Planning

Management

Policy Development

Research

Other, please specify

______________

IV. SIGNIFICANT EXPERIENCES

Identify which of the following areas you consider to be your area(s) of expertise:

School Based Management Monitoring and Evaluation

Quality Assurance Subject Specialization: _____________)

Access Education Policy Development

Education Planning ICT

Learning Resource Materials Development Other, please specify ________________

Delivery of Training

Certified Trainers by NEAP Central NEAP-Region TEI

SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----





V. TRAINING AND DEVELOPMENT EXPERIENCES

Identify which of the following specific areas you consider to be your area(s) of expertise:

Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training



I certify that the information I have given to the foregoing questions are true, complete, and correct to the best

of my knowledge and belief.

Date:

Signature:

Please submit completed form to Training and Development Division/Unit. Information will be incorporated into

the T&D Information System Database.



LEVEL OF PLAN: REGION DIVISION

NAME OF PROCESS OBSERVER: _____________________________________

DATE: ______________________ VENUE: _____________________

PARTICIPANTS NAME & DESIGNATION: (Attached Attendance Sheet)

DIRECTION: Observe the process involved in the activities associated with the development of the MPPD. If

the activity is accomplished, write YES in the appropriate column, if not, write NO. Rate the level of collaboration between participants in completing the various activities using the rating scale below:

RATING SCALE: (1) Low (2) Moderate (3) Average (4) High

ACTIVITIES ACCOMPLISHED

Yes or No

LEVEL OF COLLABORATION

1 2 3 4

I. Development of an understanding the MPPD and its purpose

a. Conducted a warm-up activity to form personnel groups

b. Discussion on how the region/division personnel can further develop themselves as professionals to improve performance

c. Presentation of the objective of the MPPD workshop and explanation of the meaning of MPPD, its purpose and guiding principles.

d. Explanation regarding the accomplishment of the MPPD being the joint responsibility of all stakeholders and personnel groups who will be affected by the plan.

II. Completion of the MPPD

a. Analysis of the national and regional/division context for the MPPD based on the required other available documents.

b. Development a narrative based on reviewed documents for inclusion in Section 1a of the MPPD

c. Analysis of the data on student performance

d. Analysis of data on needs assessment results for the different personnel groups

e. Formulation of the MPPD goal

f. Formulation of the objectives from the goal by reviewing the list of priority needs and the specific competency areas

g. Identification of the target group for each of the objectives formulated

h. Decision on the content of the MPPD for each target group

i. Identification of the mode of delivery for each professional development activity

j. Establishment of the timeframe for the various program identified in the MPPD

k. Estimation of the budgetary requirements for each professional development activity

l. Identification of sources of funds for each professional development activity

m. Review of the MPPD

n. Signing of the MPPD

Process Observer: Designation_____________________

___________________________________


MPPD-M&E Form 1: Process Observation Guide for Division/Region MPPD



MPPD-M&E Form 2: End of MPPD Planning Evaluation – Division/Region

Name of MPPD Planner: ________________________ Sex: Male Female

Client Group Represented: ________________________

Please rate how you feel the MPPD team faired relative to the following processes involved in the

accomplishment of the MPPD. Please tick the appropriate column for your rating using the scale

below.

Rating Guide:

Numerical Rating Interpretation Description





MPPD Accomplishment Rating Scale

To what extend do you feel ……. 1 2 3 4

1 the following documents were used in the analysis and development of the

context of the MPPD?

a. BESRA PIP

b. SBM Framework

c. NCBTS Framework

d. REDP/DEPD

e. Regional/Division Master Training Plan

f. Student Performance Data

g. TDNA Results

2 the formulation of MPPD overall goal was based on the results of the

analysis of the context of the MPPD?

3 the formulation of the objectives were based on the professional

development needs of the different personnel groups?

4 the MPPD goal was taken in to consideration in the formulating the

objectives?

5 decisions about the content of the programs were based on the objectives to

be achieved and the competencies to be enhanced?

6 the following were taken into consideration when identifying the delivery

modes for the different programs?

a. Specific Context

b. Target Participants

c. Effective Modes of Learning

d. Available Resources

7 the following were taken into consideration when estimating the budget for

the different programs?



a. Cost associated with Program Designing/Resource Materials

Development

b. Cost associated with Program Delivery

c. Cost associated with Program Monitoring and Evaluation

8 you were able to successfully identify various funding sources to support the

implementation of the different programs?

9 the following were taken into consideration when setting the timeframe for

the different programs?

a. Development Priorities

b. Cumulative Nature of the Programs

c. Three-Year Coverage of the MPPD

10 you have been capacitated by your involvement in the planning process?

11 you will be able to apply the learning gained in planning for future similar

activities?

12 you are able to transfer the technology learnt to others?

Do you have other comments/suggestions/recommendations for the improvement of the MPPD

process?



MPPD-M&E Form 3: Division/Region MPPD Debriefing Guide Checklist

This form has been developed to guide the facilitators debriefing meeting following the completion of the Master Plan for Professional Development (MPPD) at the region or division level. The T&D Chief/Chair should manage the debriefing meeting and ensure a record is kept of the discussions. The information from this meeting should inform future MPPD activities and the Program Completion Report.

LEVEL OF PLAN: REGION DIVISION DATE: ______________________ VENUE: _____________________ Facilitating Team MEMBERS present at the debriefing: (Attached Attendance Sheet) Directions: Discuss each of the questions below as a group and reach a consensual answer. Check the appropriate column that corresponds to your group response. Write comments to support your response.

QUESTIONS YES NO COMMENTS

1. Were all targeted participants present?

2. Were all the necessary materials organized in advance and made available during the activity?

3. Was the venue conducive to the development of the MPPD?

4. Were the steps/processes outlines in the session guide properly followed by the facilitators?

5. Was sufficient time provided for participants to seek clarification on the various steps involved in the MPPD process?

6. Was there sufficient time to thoroughly conduct all the planned activities?

7. Were the participants able to successfully accomplish the MPPD?

8. Were all the objectives achieved?



9. What suggestions/recommendations can you make that will improve the conduct of the MPPD?

___________________________________________________________ ___________________________________________________________

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 10. General comments on the conduct of the activity:

___________________________________________________________ ___________________________________________________________

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ Name: ____________________________ (Signature Over Printed Name) T&D Chief/Chair




Rating Guide:

Numerical

Rating






Use the scale above to evaluate the extent to which the accomplished MPPD adheres to the

following:

To what extent …….. 1 2 3 4

1. does the MPPD focus on improving student learning and consider the

development priorities of the division/region, national goals and thrusts?

2. does the MPPD outline opportunities for all personnel groups to participate in

continuous professional development programs to increase their current level

of competencies?

3. do the objectives and competencies directly relate to the overall goal of the

MPPD?

4. have related competencies been organized to form programs?

5. are related programs logically sequenced?

6. have a range of delivery modes been recommended?

7. will the output and outcomes identified provide evidence that program

objectives have been met and competencies enhanced?

8. does the budget estimate take into consideration the costs associated with the

design, resource materials development, implementation and monitoring of all

programs

9. have sources of funds been identified for the proposed programs

10. are the programs logically scheduled across the years covered by the MPPD?

11. are the strategies identified in the MPPD effective in increasing participation

and involvement of education personnel in professional learning?

12. does the MPPD incorporate formative and cyclical processes and promote the

accurate collection and analysis of data to improve future activities?

13. does the MPPD reflect a unified approach to improve human resource

development?

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________



ATTACHMENT A:

BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS

(A separate electronic file in excel format is available)

Activity :________________________ Level: Region Venue :________________________ Division Date :________________________ Cluster School Please fill or shade the corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

Professional Learning Teams Peer Observation Programs

Workshop Accredited Courses

Structured Professional Reading Personal Professional Reading

Practicum/School Visit Programs On-line Learning Programs

External Consultant/Critical Friend Others: Please specify _____________________

ITEM OF EXPENDITURE

# REQUIRED

(e.g. # of pax /

units / sets / hr)

Cost per

Unit/Hour

Total #

of days Amount

A. Pre Implementation

Designing / Materials Development

Honorarium

Materials

Travelling Expenses

Fares: Air

Land

Sea

Sub-total Pre Implementation

B. Implementation

Live-IN:

Accommodation & Food

Live-OUT:

Food

Training materials

Equipment Rental (Specify)

Streamer/ Banner

Reproduction Cost



Allowance

Per Diems

Honoraria

Travelling Expenses

Fares: Air

Land

Sea

Vehicle Rental

Terminal Fees

Toll Fees

Fuel

Sub-total Implementation

Total A & B

Contingency 10%

GRAND TOTAL



Acknowledgements

to

The Project STRIVE 2 Training and Development

Component Members who developed the standards, processes and tools of the PDP

System Operations Manual, Volume 3

Region VI Region VII Region VIII

Violenda Gonzales, AO-V Milagros Villanueva, ES-II Alejandra Lagumbay, P-II

Editha Segubre, ES-II Flordeliza Sambrano, ES-II Adelma Rabuya, PSDS

Renato Ballesteros, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-I

Aylen Tuvilla, ES-II Belen Zanoria, ES-I Jovena Amac, HT-III

Amelita Pitalgo, ES-II Grecia Bataluna, ES-I

Negros Occidental Bohol/Tagbilaran Northern Samar

Marsette Sabbaluca, ES-I Debra Sabuero, P-I Nimfa Graciano, ES-I

Michell Acoyong, ES-I John Ariel Lagura, P-I Cristito Eco, P-III

Corazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-III

Regie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDS

Susan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-I

Joyce Aringo, P-II Rosanna Villaver, P-I Noe Hermosilla, P-I

Juna Flores, HT III Remigio Arana, MT-I

Cristina Zaragoza, TIC Casiana, Caberte, PSDS

DepED- EDPITAF T&D Coordinator

Jonathan F. Batenga

Project STRIVE T&D Technical Advisers

Louise A. Quinn

International Technical Adviser

Twila G. Punsalan

National Technical Adviser

Training and Development System - · PDF fileRepublic of the Philippines Department of...

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