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Republic of the PhilippinesDepartment of Education

JUNE 2010

Table of Contents

The SPPD GUIDE ………………………………………………………………………………………………………………………1

Meaning and Purpose of the SPPD ………………………………………………………………………………………..1What is Professional Development?, p1 What is a School Plan for Professional Development (SPPD)? , p1What is the purpose of accomplishing the SPPD? , p1Guiding Principles in developing the SPPD, p2Roles and Responsibilities for the SPPD, p2SPPD Structural Process Flow, p3

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).

Preparatory Activitiesfor the SPPD ………………………………………………………………………………………….3Attendance of the School Head and School T&D Chair to the SPPD Orientation, p3

Accomplishing the SPPD Template ………………………………………………………………………………………..4Preparatory Activity before the Planning Session, p4 Actual Planning Session, p5Start the Completion of the SPPD, p5Formulate the SPPD GOAL, p7Formulate Objectives from the Goal, p8Decide the Content of the Programs for Each Target Group, 8Set the Time Frame, p9Estimate Budgetary Requirements and Identify Sources, 10Review the SPPD, 11

Approval and Implementation of the SPPD ………………………………………………………………………..11Monitoring and Evaluating the SPPD Process ………………………………………………………………………11

The SPPD TEMPLATE ……………………………………………………………………………………………………………..13

M&E Tools for SPPD …………………………………………………………………………………………………………….18

T&D-M&E Form 1: Individual Profile Template, p21 SPPD-M&E Form 1: Process Observation Guide for SPPD, p24 SPPD-M&E Form 2; End of SPPD Planning Evaluation, p26 SPPD-M&E Form 3: SPPD Debriefing Guide Checklist, p28 SPPD-M&E Form 4: Review Tool for Accomplished SPPD, p30 SPPD-M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs Based on SPPDs at the District Level, 31 SPPD-M&E Form 6: Division Tracking Form for Accomplished SPPD, p33 SPPD-M&E Form 7: Region Tracking Form for Accomplished SPPD, p34

ATTACHMENTS

A: Session Guide for the 2-day Orientation of ES-I/PSDS and School Heads for the SPPD, p38B: Budget Template, 42

Acknowledgement …………………………………………………………………………………………………………………44

School Plan for Professional Development (SPPD)GuideI 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.

SPPD Guide and Tools 1

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.


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 beginProgram designs and training resources are identified

ES1/PSDS provides the schools with technical assistance for SPPD developmentES1/PSDS monitors SPPD development

ES1/PSDS provides technical assistance for resource mobilization

ES1/PSDS monitors refinement and utilization of SPPD

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


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/strands2. 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 competencies4. 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


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

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 Planb. National Competency-Based Teacher Standards (NCBTS) framework rationale and contextc. 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.

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 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 Math2.3.

Functional Literacy

Independent level 20% Grade 1

Frustration level70% Grade 1

Grade 1 Teachers training in Teaching Beginning Reading

Other Data Sources

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 & developmentTeachers’ 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.)

Formulate Objectives from the Goal


Data Source Strengths Learning Needs/ Specific Competencies

Consolidated Teachers NCBTS-TSNA

Consolidated IPPD priorities

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 readingc. Beginning teachers in the domain of diversity of learningd. Non-teaching staff in ICT competencies

(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.

Decide the Content of the Programs for Each Target GroupIn 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:


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.

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


Target group: Objective 1: Objective 2:End of Program Output(s): hExpected Final Outcome: Program Title General Content (refer to

NCBTS KSAs)Delivery Mode Target

Time FrameProg1:

Prog2:

Prog3:

- 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.

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.

Reviewing the SPPD


Program Reference

Estimated Cost

Source of available funds

Additional Funds Required

R. M source

Program Schedule

Target Group1

Prog1

Prog2

Prog3

TOTALS

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.

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 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’ 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/SPPDsIPPD/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.


Republic of the PhilippinesDepartment of Education


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 Reading2.3.

B. For Non-Teaching personnel

I. The ContextA. 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 learningo 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 strategiesObjective 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

Program Title General Content (refer to NCBTS KSAs)

Delivery Mode TargetTime Frame

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

Program Title General Content (refer to NCBTS KSAs)

Delivery Mode TargetTime Frame

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.

SPPD Planners

SPPD Planners:

Sig._________________________________ Group Represented:____________________

Sig. _________________________________ Group Represented:____________________

Sig._________________________________ Group Represented:____________________

Sig. _________________________________ Group Represented:____________________

Sig.________________________________ Group Represented:____________________

School Head: _________________________________________


Program Reference

Estimated Cost



R. M source Program Schedule

Target Group1Prog1 10,000 10,000 from

MOOEnone - Sem 1 2009

Prog2 No Cost - -

TOTALS 10,000 10,000

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 SPPDT&D-M&E Form 1: Individual Profile TemplateSPPD-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 SPPDSPPD-M&E Form 5: Summary Template for Schools’ Professional Development Priority Programs

Based on SPPDs at District LevelIPPD/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 Level

M&E Tools for Regional Level

M&E Tools for Division/Cluster Level

M&E Tools for School Level

OutputIPPD/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

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


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

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

I PERSONAL DATAName:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable): Sex: Male FemaleDate 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.)

POSITIONMAIN 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 TrainingCentral 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

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 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 COLLABORATI

ON 1 2 3 4

I. Development of an understanding the SPPD and its purposea. Conduct of a warm up activity to form personnel

groupsb. 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 SPPDa. 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 performanced. Analysis of data on needs assessment results for

the different personnel groups e. Formulation of the SPPD goalf. 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:

___________________________________ Signature Over Printed Name

___________________________________ 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

RatingInterpretation Description

4 Very High Extent In a very significant way3 High Extent In a meaningful way2 Low Extent In a limited way only1 Very Low Extent Not in any meaningful way

SPPD Accomplishment Rating ScaleTo 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/AIPc. NCBTS Frameworkd. Consolidated TSNA Resultse. Consolidated Teachers IPPD f. Consolidated Non-Teaching TDNAg. 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 Contextb. Target Participantsc. Effective Modes of Learningd. Available Resources

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

a. Cost associated with Program Pre-Implementationb. 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 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 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 COMMENTS1. 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



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

RatingInterpretation Description

4 Very High Extent In a very significant way3 High Extent In a meaningful way2 Low Extent In a limited way only1 Very Low Extent Not in any meaningful way

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

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 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 7Schools SPPD Priority Programs S

1S2

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: __________________________SPPD Guide and Tools 33

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

Division: _________________________ Date: __________________

Districts School NameNo. of

TeachersNo. of Teacher

IPPDs accomplished

School Head IPPDs

accomplished

SPPD Completed Comments

District 1 1.2.3.4.5.6. 7.8.9.10

Sub TotalDistrict 2 11

121314151617181920

Sub TotalDistrict 3 21

222324252627282930

Sub TotalTOTALS


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

Region: ____________________________ Date: -_______________________

Divisions District NameNo. of School

s

No. of Teacher

s

No. of Teacher IPPDs

accomplished

No. of School Head

IPPDs accomplishe

d

No. of SPPDs

Completed

Comments

Division 1

1.2.3.4.5.6. 7.8.9.10

Sub TotalDivision 2

11121314151617181920

Sub TotalDivision 3

212223242


52627282930

Sub TotalTOTALS


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


ATTACHMENT A: SESSION GUIDE for The Development of the SPPD

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 personnel4. Become familiar with the steps in accomplishing a needs-based SPPD5. Develop an action plan in implementing and undertaking monitoring and evaluation of

the SPPD

Resources Handouts: SPPD Guide and ToolsPower Point PresentationMeta stripsPermanent marker

o SPPD Guide and tools, and templateo NCBTS-TSNA School Consolidated Results School Consolidation of Teachers’ IPPDo NAT Results o Phil-IRI results

Activity 1(30 minutes)

9-10 AM

(to be conducted after a brief Opening Program)

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?

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.

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


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 Math2.3.

Phil-IRI Independent level 20% Grade 1

Frustration level70% Grade 1

Grade 1 Teachers training in Teaching Beginning Reading

Other Data Sources

current strengths and learning needs as reported by the professional needs assessment results. These may relate to specific domains/service areas. See matrix below.

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.

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


Data Source Strengths Learning Needs/ Specific Competencies

Consolidated Teachers TSNA

Consolidated IPPD priorities

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

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.

A. Decide the Content of the Programs for Each Target GroupTell 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:End of Program Output(s): Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs:

Program Title

General Content Delivery Mode TargetTime 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.

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


Program Reference

Estimated Cost



R. M source

Program Schedule

Target Group1PD1

PD2

PD 3

TOTALS

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 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 Planners2.Doc Preparation3.

ES/PSDSSchool Head

School NCBTS Coordinator

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

Post SPPD workshop1.Refinements2. 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


ATTACHMENT B: BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS

(A separate electronic file in excel format is available)

Activity :________________________ Level: RegionVenue :________________________ DivisionDate :________________________ 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

AcknowledgementsSPPD Guide and Tools 48

Designation:

Date:

Designation:

Date:

Designation:

Date:

Prepared by: Prepared by: Prepared by:

to

Region VI Region VII Region VIIIViolenda Gonzales, AO-V Milagros Villanueva, ES-II Alejandra Lagumbay, P-IIEditha Segubre, ES-II Flordeliza Sambrano, ES-II Adelma Rabuya, PSDSRenato Ballesteros, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-IAylen Tuvilla, ES-II Belen Zanoria, ES-I Jovena Amac, HT-IIIAmelita Pitalgo, ES-II Grecia Bataluna, ES-I

Negros Occidental Bohol/Tagbilaran Northern SamarMarsette Sabbaluca, ES-I Debra Sabuero, P-I Nimfa Graciano, ES-IMichell Acoyong, ES-I John Ariel Lagura, P-I Cristito Eco, P-IIICorazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-IIIRegie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDSSusan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-IJoyce Aringo, P-II Rosanna Villaver, P-I Noe Hermosilla, P-IJuna Flores, HT III Remigio Arana, MT-ICristina 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. PunsalanNational Technical Adviser

The Project STRIVE 2 Training and Development Component Members who developed the standards, processes and tools of the PDP

System Operations Manual, Volume 3
