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T&D System Operations Manual-Volume 3 The PD Planning System 76

Republic of the Philippines Department of Education

School _Francisco Oringo Sr Elementary School________

Division: _General Santos City________Region: _XII__

SPPD Guide and Tools

SCHOOL PLAN FORPROFESSIONALDEVELOPMENT

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SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT (SPPD)for Calendar Year __2013_________

Name of School: Francisco Oringo Sr Elementary School Region/Division:XII General Santos City

Date SPPD is accomplished:November, 2013

Professional Development 1. Use of ICT in teaching-learning process Priority Programs: 2. Creative and appropriate instructional plan

A. For teaching Personnel 3. learning processes as well as unique processes of individuallearners

B. For Non-Teaching personnel N/A

I. The Context A. National Thrust and School Development Goals for Human Resource Development

Education Secretary Armin Luistro said that ICT education is an important aspect as they formulate an

effectively enhanced K to 12 BEC curriculum. ICT plays a very important role in administrative functions as

well as in the teaching and learning process.

The new DepEd mission also caters the learners-centered curriculum, so as the need to know different

teaching approaches and strategies suitable various learners as well as the use of various learning

experiences and resources.

All of these, are the priority needs of the school to gauge the teachers for learning .

B. Data Analysis of Student Learning Needs

MPRE 2013 consolidated Result on PHIL_IRI

Non-Reader Accomplishment Readers

English Filipino Engl % Fil %Ii

2918.95

%29

18.9

5%9

3.10

%9

3.10

%

III8 4.94% 5

2.81

%8

100

%5 100%

IV 0 0 0 0 0 0 0 0

V 0 0 0 0 0 0 0 0

VI1 .76% 1

.76

%0 0 0 0

2013 NAT RESULT\FILIPINO MATH ENGLISH SCIENCE HEKASI TOTAL

82.39 87.80 87.12 86.83 77.09 83.02

The Result in shows that there is a need to improve the Result in HEKASI.

DOMAINS & STRANDSOVERALL RESULT

MEANSCORE

%SCORE

COMPETENCYLEVEL

Recognizes general learning processes as well as unique processes

of individual learners 3.18 79.46% ExperiencedDemonstrates skills in the use of ICT in teaching and learning 2.39 59.82% DevelopingDevelops and utilizes creative and appropriate instructional plan 3.16 78.98% Experienced

C. Data Analysis of target personnels professional development strengths and needs

The data shows that

there is a need todecrease the number ofNon-Readers in theschool

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To enhance the Result of the NAT and the PHIL-IRI the listed competencies must be achieved


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II. Professional Development Goal and Objectives A. Overall Goal:

In line with the National Thrust and School Development Goals for Human Resource Development,it is the goal of this SPPD to provide opportunities to train and enhance professional competencies of theteachers

o All teachers in the domains of curriculum and social regard for learning o Developing teachers in in the use of ICT in teaching and learning

B. Specific Objectives for each target personnel


Client Priority Learning Specific Objectives Target Group No. of Group Needs (NCBTS Competencies (NCBTS performance paxs

Domains) (NCBTS Strands) indicators)

1. All Teacher teachers

competencies in:

a) curriculum

Demonstrating skills inthe use of ICT inteaching and learning Demonstrates skills in All Ts in the 18 paxs

the use of ICT in school whose teaching and learning T&D priority is

on assessment - Developing andutilizes creative andappropriateinstructional plan

- Develops and utilizescreative and appropriateinstructional plan 8 paxs

b) social regardfor learning

Recognizing generallearning processes aswell as uniqueprocesses of individuallearners

Recognizes generallearning processes aswell as unique processesof individual learners

All Ts in theschool whoseT&D priority ison assessment 11 paxs

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

Target group: All teachers in the school (who have identified this as a priority need

Objective 1:Train teachers in the use of ICT in teaching and learning Objective 2:Enhance general learning processes as well as unique processes of individual learners Objective3:Improve creative and appropriate instructional plan

Program Title General Content (refer to NCBTS Delivery Mode Target KSAs) Time Frame

Prog1: ICT in teachingand learning

Demonstrates skills in the useof ICT in teaching and learning 18 Teachers to attend

January 24-25,2014

School hands-ontraining x 2-days

Prog2: Methods ofteaching for various

learners

Develops and utilizes creative andappropriate instructional plan

One semester LAC January 2014 - Recognizes general learningprocesses as well as uniqueprocesses of individual learners

sessions (3:30-4:30PM March 2014

every Fridays)

End of Program Output(s)1. Lesson plan using the ICT 2. Demo teaching using learned skills from ICT 3. Sample report using ICT 4. Powerpoint presentation for reports 5. Accomplishment report of the training 6. Portfolio from the training

Expected Final Outcome: At the end of the program, teachers will be able to1. Use computers in their lesson planning, teaching and making reports2. Develops and utilize creative and appropriate instructional plan3. Recognizes general learning processes as well as unique processes of individual learners


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IV. Budgetary Requirements Summarize the costs of each program here:

Use Budget Template to develop the budget breakdown for each program and included asan attachment

Example

Program Estimated Source of Additional R. M source Program Reference Cost available Funds Schedule

funds Required Target Group1 Prog1 10,000 10,000 from none

MOOE anuary 24-25,

2014

Prog2 5, 000 5, 000 fromschool canteen none January 2014 -

March 2014

TOTALS 15,000.00 15,000.00

SPPD SPPD Planners: Planners

Sig.ELILANIE B. SALES Group Represented: Master Teacher

Sig. MILA JESSICA A, CABANOG Group Represented:__ Grade V Chairman __

Sig._ ARLENE S. GARCIA ___ Group Represented:___ Grade IV Chairman _

Sig. _GODOFREDA D. MANLUNAS ______ Group Represented:___ Grade III Chairman

Sig._GEMALYN N. REFUELO ______ Group Represented:__ Grade II Chairman _

School Head: MA. ANGELICA E. FIGUEROA

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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 SPPDSPPD-M&E Form 2: End of SPPD Planning EvaluationSPPD-M&E Form 3: SPPD Debriefing Guide ChecklistSPPD-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/SPPDIPPD/SPPD- M&E Form 7: Region Tracking Form for Accomplished IPPD/SPPD

System M&E Tools for Regional M&E Tools for M&E Tools for School Level Level Division/Cluster Level Level

Output SPPD-M&E Form 3: SPPD De- SPPD-M&E Form 2: End of IPPD/SPPD-M&E Form 7: Region briefing Guide Checklist SPPD Planning Evaluation Tracking Form for Accomplished IPPDs/SPPD 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

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

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

Resource Materials Checklist for SPPD incorporated into the SPPD Guide


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Monitoring and Evaluation of the SPPD process

What is monitored How it is M&E tool to be Who is When does the How are results used monitored used responsible monitoring take

for the place monitoring The membership of All members of T&D-M&E Form School Head During the PDP -WG analyzes profiles to the teams planning teams 1: Individual formation of ensure teams are well responsible for the are asked to Profile Template planning teams represented by the various development of provide a personnel groups and have SPPD in relation to: personal profile members with relevant

outlining their experiences. - The experiences work Recommendation based on

which individuals experiences the analysis is made to bring to the team and improve future team

- The level of qualifications. membership and included in representation of the the Program Completion different personnel Report groups on the team

The process followed A process SPPD-M&E School PDP- During the SPPD ES1/PSDS consolidates in accomplishing the observation is Form 1: Process WG process at the results from observations SPPD and the level completed Observation school level from their cluster and prepare of collaboration Guide for SPPD Divisions PD a report for submission to the between team WG Division T&D Chair. T&D members (represented Chair identifies key

by recommendations and include ES1/PSDS) in Program Completion

Report for the conduct of the SPPD.

Team Members Team members SPPD-M&E School PDP- Following the End of Program Evaluations perception of the complete an Form 2: End of WG accomplishment of are collated by the PDP-WG extend they End of Program SPPD Planning the SPPD and reviewed to identify how successfully Planning Evaluation the processes can be completed the SPPD Evaluation improved. planning process A summary of the results are

included in the Program Completion Report and recommendations incorporated into future processes

The SPPD process A debriefing SPPD-M&E School PDP- Following the Key finding and meeting will be Form 3: SPPD WG (led by accomplishment recommendations to be conducted De-briefing SH) of the SPPD at the include in Program involving all Guide Checklist school level Completion Report and will those involved inform future conduct of the in facilitating the SPPD SPPD process


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The accomplished SPPDs will be SPPD-M&E Division Following the ES1/PSDS/ASDS SPPD reviewed Form 4: Review PDP-WG completion of the consolidates key finding and

Tool for (represented SPPD prepares a report for Accomplished by submission to the Division SPPD ES1/PSDS) T&D Chair. T&D Chair

identifies key recommendations and include in Activity Completion Report for the conduct of the SPPD

All SPPDs submitted SPPDs Priority SPPD-M&E District Upon submission ES1/PSDS consolidates the 3 at the District Level Programs will Form 5: ES/PSDS of the SPPDs at priority programs for

be consolidated Summary the District level professional development Template for listed in each SPPD. The Schools accomplished Template will Priority be submitted with a cover Professional report to the Division T&D Development Chair through the PDP-WG. Programs based on SPPDs at District Level

The number of A Division IPPD/SPPD-M&E Division Following the Results will be included in SPPDs accomplished Tracking Form Form 6: Division PDP-WG accomplishment of Division Program Completion by schools within the will be Tracking Form the SPPD by Report and inform future division completed for schools in each SPPD policy

listing the Accomplished division number schools IPPDs/SPPDs who have accomplished SPPDs

The number of A Region IPPD/SPPD-M&E Region PDP- Following the Results will be included in SPPDs accomplished Tracking Form Form 7: Region WG accomplishment of Region Program Completion in each division within will be Tracking Form the SPPD by Report and inform future the region completed for schools in each SPPD policy

listing the Accomplished division number of IPPDs/SPPDs schools who have accomplished SPPDs across all divisions


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

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:

OtherCurrent Position: Designations:Highest Educational Attainment:

II. WORK EXPERIENCE (List from most current.)

MAIN AREA OF RESPONSIBILITY e.g. LEVEL e.g. Elem/Sec/ALS INCLUSI

POSITION school, district, division, VE subjects taught, level supervised region PERIOD

Use additional sheet if necessary.


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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 Management Level of Training attended Central Region Division Cluster School over last 3 years ( )

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 Quality Assurance Monitoring and Evaluation Access Education Subject Specialization: _____________) Education Planning Policy Development Learning Resource Materials Development ICT Delivery of Training 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:


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Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training List your significant experiences in the identified areas


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 incorporatedinto the T&D Information System Database.


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

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. Ratethe level of collaboration between participants in completing the various activities using the ratingscale below:

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

ACTIVITIES ACCOMPLISHED LEVEL OF COLLABORATION

Yes or No 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 schools 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


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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 theSPPD process?

Process Observer:

___________________________________Signature Over Printed Name

___________________________________Designation


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

Name of SPPD Plann er : ___________________________ Sex: M ale Female

Personn el Group Represented: _______________________________

Please rate how you feel the SPPD team faired relative to the following processes involved inthe accomplishment of the SPPD. Please tick the appropriate column for your rating using thescale below.

Rating Guide: Numerical Interpretation Description

Rating 4 Very High Extent In a very significant way 3 High Extent In a meaningful way2 Low Extent In a limited way only1 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


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

9 the following were considered in setting the timeframe for the different programs?a. Development Prioritiesb. Cumulative Nature of the Programsc. 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 futuresimilar activities?

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

Do you have other comments/suggestions/recommendations for the improvement of theSPPP process?


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

This form has been developed to guide the facilitators debriefing meeting following the completion of theSchool Plan for Professional Development (SPPD). The T&D Chair /ES1/PSDS/School Head should managethe debriefing meeting and ensure a record is kept of the discussions. The information from this meetingshould 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? ___________________________________________________________ ___________________________________________________________


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___________________________________________________________ ___________________________________________________________ ___________________________________________________________

10. General comments on the conduct of the activity: ___________________________________________________________

___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

Name: ____________________________(Signature Over Printed Name)

T&D Chair /ES1/PSDS/School Head


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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 forProfessional Development (SPPD). The T&D Chair/ES1/PSDS should review the SPPD to evaluatethe extent standards were followed in its accomplishment.

Rating Guide: Numerical Interpretation Description

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 Use the scale above to evaluate the extent to which the accomplished SPPD adheres to the followingstandards:

To what extent .. 1 2 3 41. 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 developmentto incorporate emerging priorities?

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________


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T&D System Operati

D. 1

2

3

E.

(Continue the list to enter all the Schools data.)

E/PSDS Name and Signature:_________________________________________ DateAccomplished

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

Division:_________________________

Date:__________________

No. of No. of Teacher School Head SPPD Districts School Name Teachers IPPDs IPPDs Completed Comments

accomplished accomplished 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 District 3 21

22 23

24 25 26 27 28 29 30

Sub Total TOTALS

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

IPPDs/SPPDs(electronic version available)

Region:____________________________ Date: _______________________

No. of No. of No. of No. of School No. of Divisions District Name Schools Teachers Teacher Head IPPDs SPPDs Comments

IPPDs accomplished Completed accomplished

Division 1. 1 2.

3.

4. 5. 6. 7. 8. 9. 10

Sub Total Division 11 2 12

13

14 15 16 17 18 19 20

Sub Total Division 21 3 22

23 24 25 26 27 28 29 30

Sub Total TOTALS

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ATTACHMENT A: SESSION GUIDE for The Development of the SPPD

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

Duration of Two days Program

Professional development is the process of improving the competencies and work Key performance of personnel through the provision of a wide range of opportunities for Understandings personal and professional growth in knowledge, skills and attitudes. to be A School Plan for Professional Development (SPPD) is the major blueprint that directs

Developed and influences all activities related to professional development of the schools teaching and non-teaching staff over a given period.

The SPPD sets out the schools 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.

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

After preliminary greetings and introductions, encourage sharing of IPPD Activity 1 experiences and SPPD expectations that is helpful to facilitate understanding of (30 minutes) the purpose of the orientation.

9-10 AM Allow individual participants to respond to the following questions on meta strips. Assign a different color of meta strip for each question.

(to be conducted 1. Based on the consolidated IPPDs of your teachers, what have you identified to after a brief be the 3 most urgent needs of your teachers in terms of NCBTS competencies?


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Opening 2. How do you think is the teachers IPPDs may connect to the development of the Program) 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 Using the same groups as for Activity 1. Explain the meaning of the term SURFING and give the mechanics of the

10-12:00NN SURFING GAME.

1. Each group is assigned to a station as the groups 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 onthe 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.


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Present the SPPD concepts through a PowerPoint presentations per topic highlightingitems 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 ones dream.

Activity 3 Introduce the steps in accomplishing the SPPD:

1:00-3:00 PM A. Analyze the national and regional/division context for the SPPD

1. Group participants into 4 clusters. Grouping takes into consideration that SchoolHeads 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 thegroup 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 toprofessional development.

3. Instruct the participants to answer the following questions individually usingthe 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 arepresentative to report the group output.

5. Process the output to connect it to the context of SPPD by segregating thecommon responses of each group, post them according to their levels (national,region/division, school), and summarize the information. Explain to theparticipants that this is intended for the first section of the SPPD Template.

B. Analysis of data on student performance and needs assessment resultsto formulate the Overall SPPD Goal


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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 theNAT, Phil-IRI, based on the Matrix provided to each group.

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

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

Data Strengths Priority Learning Needs Priority Training Areas Sources for Teachers NAT Subject area/Mastered Subject are/least mastered 1.Teaching Math

learning competencies: learning competencies: 2. (Filipino) (Math) 3.

Phil-IRI Independent level Frustration level Grade 1 Teachers training in 20% Grade 1 70% Grade 1 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 theschools current strengths and learning needs as reported by the professionalneeds assessment results. These may relate to specific domains/service areas. Seematrix below.

Data Source Strengths Learning Needs/ Specific Competencies

Consolidated Teachers TSNA

Consolidated IPPD priorities

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

BASIS Identified priorities for training & development

Teachers Needs based on NCBTS-TSNA 1. and IPPD priorities 2. Learners school performance 3.

Non-Teaching Personnel Training Needs


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

Explain in narrative the implications of the data developed for their SPPD and placethis 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.

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

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

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

Personnel Priority Learning Specific Objectives Target No. of Group Needs Competencies Groups Pax

Direct participants attention to column 3 of the matrix and discuss how this shouldbe filled. Let them refer to the SPPD guide. Present in a Power Point presentationthe necessary instructions that go with each column. Give participants time tocomplete 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 ofthe output)

Thank the participants for the cooperation in the days undertakings.

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

Day 2 sample SPPDs sections that are pertinent to the groups outputs.

Activity 3 C. 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

8AM -2:30 PM 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.


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Target group: Objectives: End of Program Output(s): Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs:

Program General Content Delivery Mode Target Title 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 withits 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 columns3,4,5 and 6.

Program Estimated Source of Additional R. M Program Reference Cost available Funds source Schedule

funds Required Target Group1 PD1

PD2

PD 3

TOTALS

Review the SPPD

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

SPPD checklist found in the Guide.

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

Present in powerpoint to discuss all the other important sections of the Guideand 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.


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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 ES/PSDS

Preparatory School Head Activities: 1.Meeting with School NCBTS Planners Coordinator 2.Doc Preparation 3.

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 powerpoint 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 managementfor monitoring purposes.

Closing T&D Team facilitates an appropriate closing activity


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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 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 Cost per Total #

Amount (e.g. # of pax / Unit/Hour of days units / sets / hr)

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

MPPD Guide and Tools

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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


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6.3. The MPPD Guide and Tools

Guide for the MPPD

M&E for MPPD

MPPD Template

Attachments


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Republic of Philippines

Department of Education

For Regions and Divisions

DepED-EDPITAF-STRIVE2 June 2010


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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-WGOrientation 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-WGs 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

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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 personnelthrough 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 linewith their mandated roles and responsibilities in order for them to achieve expected standards.

To bring about real change in peoples level of competency, it is essential that a systematic and continuousapproach is adopted in the provision of professional development. It is important that professionaldevelopment opportunities are provided for all and that strong leadership provided to support and assistpeople to participate in these opportunities.

One way of providing leadership and a systematic approach to the provision of professional development isthrough 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 andnon-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 orinfluence of the operation of everything or of all others, events or other things. As the term suggests, aMaster Plan for Professional Development (MPPD) is the major blueprint that directs and influences allactivities related to professional development that need to be conducted for identified target personnelover a given period of time.

The MPPD sets out the region or divisions overall professional development goal and identifies a series ofobjectives to support its achievement. The MPPD goal is based on a review of data that identifies thetraining 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 setto identify what is to be expected when a program has been successfully completed. A timeframe for thecompletion 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 groupsand provides the necessary details e.g. objectives, competencies, program content, processes, andbudgetary 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 theMPPD 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) andis developed following parallel steps as the MPPD for Region and Division are accomplished. The MPPDGuide and Tools outlines the standards, processes and M&E tools for use in the implementation of the MPPDcomponent of the PDP System.

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What is the purpose of accomplishing the MPPD?

The MPPD is accomplished to enable a region or division to plan and prioritize their professionaldevelopment 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 withongoing opportunities to progressively develop higher levels of expertise.

The MPPD identifies the specific details of the professional development activities, which will take place toachieve the development goals for the Region/Division. It serves as the major guide for professionalactivities for a three- year period, with a certain degree of flexibility and is reviewed annually. The planning isin conjunction with the accomplishment and regular review of the Regional/Division Education DevelopmentPlan (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-teachingpersonnel who are the responsibility of the region or the division. The specific personnel groups covered byan MPPD at the various levels would include:

- Regional level: Regional Education Leaders (Chiefs/Assistant Chiefs of different functionaldivisions/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 needsfrom 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 thedevelopment priorities of the school, division, region and central office.

All personnel groups are provided with opportunities to participate in ongoing and continuousprofessional 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 allconcerned.

Professional development is formative, cyclical, and accurately collects and analyzes data to improvefuture activities.

The MPPD efforts at the central, regional, division and school levels provide a unified approach toprofessional development

The MPPD, while outlining the professional development plans for a period, is flexible enough toincorporate emerging priorities.


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Roles and Responsibilities at the Region and Division Levels

The accomplishment of the MPPD requires a collaborative approach. To ensure ownership and commitmentto 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 theMPPD process at the Region/Division level. The Region PDP-WG will be responsible for facilitating keyregional 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 isaccomplished prior to the completion of the Regional MPPD. In this way, the Division MPPDs can inform theprioritization of needs in the Regions 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 identifythe regions overall professional development goal for the period covered by th e plan.

The suggested composition of the Regional team responsible for the accomplishment of the plan include theRD/ARD/NEAP-R Executive Director, T&D Chief, Chiefs/Assistant Chiefs, personnel recipients represented byES 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 thenext section related to the Orientation for Divisions of the MPPD Process. Representatives from all DivisionsT&D are invited to a central location for the orientation. The procedures for supporting the accomplishmentof 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) AdministrativeOfficer, 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 SchoolHeads and their PDP-WG within their respective districts/ clusters on the accomplishment of the School Planfor Professional Development (SPPD).

The structural process flow below outlines the roles and responsibilities of those involved in thedevelopment of the MPPD at the various levels.


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MPPD Structural Process Flow

Region Level:

RD issues a Memorandum tocommence the development of theMPPD 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 forthe development of the Reg-MPPD.

Regional T&D PDP-WG providestechnical assistance to Division andundertakes M&E for the Regionaland Division MPPD process

PDP-WG led by the T&D Chieffacilitates planning sessions on thedevelopment of the Reg-MPPD withRD/ARD/NEAP-R Executive Director,ES 2 (representing the differentfunctional divisions/sections),SDS/ASDS/Division T&D Chairs,representative for ES1,representative SHs and teachers

RD /Mancom approves the Reg-MPPD

Reg- MPPD communicated tothe stakeholders

Resource mobilization plans begin Program designs are developed

Division Level:

SDS issues a Memorandum to commence thedevelopment of the MPPD of the Divisionand School SPPD, specifying amongothers, structure, functions, and generalprocesses, resources and responsibilities

T&D Chair convenes the Division PDP-WG forthe preparatory activities for thedevelopment of the Division MPPD and theorientation for the ES/PSDS and SchoolHeads on the SPPD process.

SDS/ASDS,ES 1,PSDS are oriented on theSPPD process and their role at school level

SDS/ASDS, ES1/PSDS orient School Headswithin their respective districts/ clusters andprovide them technical assistance to developtheir SPPDs and undertake M&E for SPPD

SDS/ASDS, supported by the T&D Chairand PDP-WG, facilitates planningsessions on the development of the DivMPPD (SDS/ASDS,ES1,PSDS, MedicalOfficer, Division Admin Officer, HRMO,Division Planning Officer, Budget Officer,Representatives for Teachers, SHs,)

Div SDS approves the MPPD

Div-MPPD communicated to thestakeholder, including Region

Resource mobilization plans begin Program designs are developed

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 membersmeet 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 andparticipation of the RD/ARD and Chiefs (Regional) and the SDS/ASDS (Division) among theexpected planners

- Schedule for the accomplishment of the MPPD- Roles and responsibilities of the PDP-WG members during the accomplishment of the MPPD


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- 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 Regions role in monitoring and evaluating process of the Division

Accomplishment of the MPPDs and the Divisions 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 MPPDGuide.

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. Anelectronic version of the MPPD Template is also available. Planners are encouraged to use the electronictemplate for the MPPD as it is a more efficient guide in encoding the information needed to complete theMPPD. 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 elementof the Enhanced Basic Education Information System (EBEIS) at http://beis.deped.gov.ph/ . It Is necessary todecide on the strategy for the accomplishment of the MPPD and how this may best be facilitated. Possibleoptions include conducting a two to three-day Planning Workshop for Professional Development, the mainobjective 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 completionof the MPPD using the suggested Session Guide. The following steps for accomplishing the MPPD will guidethe 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


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Understanding the MPPD and its purpose

Before accomplishing the MPPD it is important to have a clear understanding of the purpose of the MPPDand 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 andimproved school performance.

2. Present the objective of the MPPD and explain the meaning of Professional Developmentand 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 jointresponsibility 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 resourcedevelopment in the context of School- Based Management requirements and the NCBTS demandsfor effective teaching. Additionally, the Region and Division development priorities for humanresource development will also be important to analyze as they give significant directions forcapability-building efforts. The following documents are necessary inputs to the context for humanresource development:

1. Recall the essential directions for human resource development contained in the followingdocuments:

o Basic Education Sector Reform Agenda (BESRA) Program Implementation Plan o National Competency-Based Teacher Standards (NCBTS) framework rationale and

contexto 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 andthrusts and the Regions/Divisions priorities related to Human Resource Development

Key Phrases summarizing conditions relating to HumanResource Development based on data analyzedNational 1.priorities/thrusts

Regional (REDP) 2.

Division (DEDP) 3.

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


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Analyze the data on student performance and needs assessment results:

1. In order to plan programs relevant in addressing the learners and organizational developmentneeds, 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 isrecommended that as a minimum, the following documents should be considered:

a. NAT results: Study the Mean Percentage Score (MPS) data by subject area and bygrade/year level and identify which sets of data represent the Region/Divisionstrength and priority needs of the learners.

- No. of pupils who reached Grade 4 who mastered learning competencies at levels (bysubject 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 Strengths Priority Learning Needs Sources NAT Subject area/MPS: Subject area/MPS:

Other a. independent level a. frustration level data e.g. Functional Literacy (Elem)

b. Subject area(s) with b. Subject area(s) with un mastered mastered learning learning competencies at G4 competencies at G4

Use this data chart in section 1b of the MPPD to develop an accompanying narrative thatexplains the implications of the data on student learning priorities.

3. Training and development needs assessment results are available from a range of sources and itis 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 TDNAresults 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


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Formulate the MPPD GOAL

1. Using the data gathered from the analysis, formulate the overall goal for the MPPD, whichcaptures 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 humanresource development.

2. See the example below.

Overall Goal for Professional Development:

In line with BESRAs thrust in improving school and learners performance within the context of SBM, andthe Regions development goal to raise the standard for teaching- learning practice in the areas of ., itis the goal of the Regions MPPD to provide opportunities to develop professional competencies of thetarget personnel: o ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of

curriculum, assessment, and in teaching diverse learnerso School Heads in Instructional Leadership, School Management and Daily Operations,

Professional Development & HR Management Regional Educational Leaders in EducationalPlanning 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 accomplishmentof the overall goal of the MPPD. For each objective identified, further refine the specificcompetencies (the knowledge, skills and attitudes) which are to be enhanced. This is whereyou 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 targetgroup who will participate in the corresponding professional development activity. Thedescription 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 alsobe 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 inREDP/DEDP

The table below seen in Section 3 of the Template should be completed based on the previousprocess odne above.


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Personnel Priority Learning Objectives Target Group No. of Group Needs Specific paxs

(competencies listed Competencies (KSAs) under a service area)

1. ES-2s EX. K- explain the Regional 33

Ex. Educational - preparing clear principles of Educational Planning statements that strategic planning Leaders

describes a course - Strategic planning of action in terms S-conduct

of identified goals environmental and objectives scanning;

draft a sample of SP

A-manifest positive attitude

for participatory planning

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 groups objective and set ofcorresponding competencies. This will require the identification of the end of the program output andoutcome. 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 professionaldevelopment program. Decisions need to be made about the achievement of the objective and theidentified competencies and if these can be met through a single program or if it will require a seriesof programs.

2. If a single program only is required, write a brief description of the program that identifies how youenvisage the objectives and competencies will be met. Give the program a title and identify the endof 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 thatmay support the development of the program. The TDIS and the LRMDS Portal helps in the locationof existing resources.

3. If the achievement of the objectives and competencies requires a series of programs, logically grouprelated competencies and arrange them into a sequence of programs that will inform how theachievement of the objective is addressed. Once you have organized the competencies into a seriesof programs, write a description of each program that identifies how you envisage the objective andcompetencies are met and the content to be covered. Give each program a title and identify theend of program outputs and outcomes. Note any pre-requisite programs.


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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:

End of Program Output(s): Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs : Program Title General Content (based on Delivery Mode Target

specific objectives) Time Frame

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 appropriateand 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 asregion/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 learningcommunities, 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

B. 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 beimplemented identifying start up and completion dates e.g. April-June 2009. In deciding on thetimeframe for all programs within the MPPD consideration should be given to:

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

- Sequencing related programs for specific personnel groups in a logical progression so anylearning 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 requiringteachers to attend training away from their school are conducted during the


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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 costsassociated 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 moderecommended) and need to consider such things as the costs associated with theparticipants (travel, accommodation, meals etc), materials and resources and numberof 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 tosupport the programs. It should be indicated in the MPPD where the funds to support specific programs areto be sourced e.g. from the Regions existing budget for Human Resource Development or it will require the

mobilization of additional resources from various sources such as Local Government Unit (LGU), SpecialEducation Fund (SEF).

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

Program Estimated Source of Additional R. M Program Reference Cost available Funds source Schedule

funds Required Target Group1

PD1

PD2

PD 3

TOTALS Review of the Plan


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

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

The MPPD-M&E Form 4: Review Tool for Accomplished MPPD is used for this purpose. TheDivision 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 summaryreport using the Summary Template for this purpose.

Monitoring and Evaluating the MPPD Process

PDP-WGs Role in Monitoring and Evaluating the M PPD Process

During the MPPD process it is necessary for the PDP-WG to monitor the various stages and establish ifthe accomplishment was carried out in line with the set guidelines and procedures. The M&E process willinvolve:

- A review of the profiles of people involved in the MPPD process to ensure they have suitableexperience/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 ofcollaboration between team members

- An analysis of participants feedback on the accomplishment of the MPPD to gauge ifprocesses 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 toimprove 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.

T&D-M&E Form 1: Individual Profile Template 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 atgaining consent for the overall goals and objectives of the MPPD as well as seeking a commitment andauthorization that sufficient funds are made available to support the designing of the various programs aswell as the actual implementation of the professional development activities.


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Approval of the MPPD therefore acts as a trigger for a number of activities. Once approved, it is essentialthat the MPPD is communicated to all stakeholders. Stakeholders need to be made aware of theprofessional development focus for the region/division so that all effort can be directed towards thesuccessful implementation of the plan.

The processes for mobilization of resources commence once the MPPD is approved, and in line with theperiod for the implementation of programs. The MPPD, which will clearly identify the additional fundsrequired in fully implementing the plan, will be presented to the RD/SDS for approval. The T&D Chief/Chairalso needs to monitor the progress in securing the funds and consider the implications of any delays on theimplementation 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 professionaldevelopment activities in line with the MPPD timeline and availability of funds. This may be as simple asadopting 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 OperationsManual Volume 4, The Program Designing and Resource Development (PDRD) System.


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Republic of the Philippines Department of Education

For Regions and Divisions

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MASTER PLAN FOR PROFESSIONAL DEVELOPMENT (MPPD)

Three Year Development Plan For Calendar Years: 20__ to 20__

Region/Division: Date MPPD is accomplished:

1. The Contex t

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 resourcemanagement. Include the priority goals for human resource development indicated in your Regional/Division Education DevelopmentPlan. 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 performance3. Educational leadership competencies to be enhanced to support improvement of schools and student performance


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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 studentlearning goals and to professional competency goals).

Example:

In line with BESRAs thrust in improving school and learners performance within the context of SBM, and the Regionsdevelopment goal to raise the standard for teaching-learning practice, it is the goal of the Region through the MPPD to provideopportunities to develop professional competencies of the target clientele:

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 Trainers for School Heads in Instructional Leadership, Planning, and in Financial management o Regional Educational Leaders in Educational Planning and Involving Stakeholders o

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 Priority Learning Needs General Specific Objectives Target Group No. of Group (Based on Objective paxs

Domain/Service Area) (Based on (Based on Strand/ indicators) KSA competencies)

1. Division Technical Skills in Supervisors providing assistance to

teachers in:

a) assessment of learning Developing Develop and All ES1 in the 100 appropriate further enhance - divisions paxs assessment knowledge of where strategies to different Assessment monitor and assessment is a priority evaluate learning tools/strategies for teachers

- skills in formulating and using assessment tools


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-appreciation ofnon-traditionalassessment

b) curriculum c) diversity of learners

A. Program Content/ Process, Professional Development activities per Target GroupsDecide 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 Delivery Mode Target specific objectives) Time Frame

PD1: Foundations for Authentic Learning Assessment 10 batches of 30 pax April -June 2009 Assessment of (Theory/Concept, Tools for 3 days (including Authentic Development and Demonstration); ES/PSDS in-charge) Learning(AAL) Traditional and Alternative

Strategies for Learning Division Lead face to Assessment; face training

PD2: Application of Using AAL in the classroom; Structured 1 day July 2009- AAL (School Demonstration, Feedback School-based Learning February 2010

and Refinement of Tools Circle & 1 week Prerequisite: PD1 developed, Peer Coaching and Classroom

Collaboration) Demonstration-with technical assistance

from ES/PSDS-

PD3: Action Research Collaborative Research Designing 10 School Clusters December 2009 - on AAL Data Gathering, Analysis and collaboration led by March 2010

Reporting and Utilization of Division Research Prerequisite: PD1 & findings Team


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PD2 (Proposal for resource mobilization to be prepared to fund Division training for Research Teams)

Continue table for other programs here. Use mor