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TABLE of CONTENTS
IPPD Guide • Meaning and Purpose of IPPD • Guiding Principles • Roles and Responsibilities of TDWG • Process Flow • TDNA-WG Start-up Meeting • Orientation and Accomplishment of IPPD Session Guide Completion of IPPD Proforma Monitoring of IPPD 6 Self-Monitoring of the IPPD Monitoring and Evaluation of the IPPD and Outputs • References
GUIDE and TOOLS
1 1 2 3 3 4 4 5 6 6 7
IPPD Forms January Directions for Accomplishing the IPPD Proforma • Form A: IPPD for Teachers • Form for Self Monitoring Check • Sample of Accomplished IPPD for Teachers
8 12 13 14 15 16 18 19 20 21
Monitoring and Evaluation of IPPD • M&E Matrix • Form 1: IPPD Process Observation Guide • Form 2: End of IPPD Planning Evaluation • Form 3: Review of the Accomplished IPPD • Form 4: Template for Summarizing IPPD Goal/Objectives • Sample of Accomplished Summary of IPPD Goal/Objectives
This document, Individual Plan for Professional Development (IPPD) Guide and Tools, was developed and validated through the AusAID-funded project STRIVE (Strengthening the Basic Education in the Visayas), in coordination with the EDPITAF (Educational Development Implementing Task Force), and Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and Northern Samar, and in consultation with the TEDP-TWG (Teacher Education Development Program-Technical Working Group).
The IPPD is structured such that every professional regularly and individually prepares. e. cluster level/school level learning communities. certain considerations may serve as guiding principles: 1. to supported learning such as school visits. it must be guided by a purposeful and systematic planning through an INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD).g. strategic plan and organizational structure of the school. to enable them chart their goals and plan learning activities that enhance their competencies in order for them to work better for the improvement of their school and learners’ performance. mentoring and coaching. What is the purpose of accomplishing an IPPD? The IPPD is accomplished by the professionals.IPPD Package: Guide 1 . conducting group research.g.g. e. division and region 2. it is a personal and professional growth process that necessarily integrates the goals of the individual professional with the goals of the school. What is an Individual Professional Development Plan (IPPD)? An IPPD is a tool that serves as a guide for the professional’s continuous learning and development. division and region. The IPPD must be based on: • the mandated functions and competency standards for the profession • results of training needs assessment • priority development goals of the school. Professional Development in the education system is most successful in an environment which promotes the goals of a school-based management with a strong leadership and support system. monitors and updates the plan. It is most likely to succeed when it is embedded in the vision. implements. peer review or peer observation with a colleague. and continuing formal education (e. personal or structured professional reading. School Heads and Teachers. DepEd . Developing a structured IPPD allows them to practice individual accountability for professional growth and shared responsibility for the entire organization’s development. It is based on the identified development needs revealed by the Training and Development Needs Assessment (TDNA) appropriate for the specific profession and is consistent with the priority development goals of the school. Moreover. graduate program). distance or on-line course study. Learning Action Cell ( LAC) sessions. Guiding Principles In the process of developing an IPPD. to collective action such as getting involved in a professional organization. division and region for better student outcomes. or engaging in group studies. division and region. individual action research. It is based on the nationally accepted standards for competencies specific to the profession. skills and attitudes. The IPPD goal focuses on improvement of school effectiveness and learning outcomes.INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) GUIDE I Meaning and Purpose of IPPD What is Professional Development? Professional development is the process of improving competencies and work performance through the provision of a wide range of opportunities for personal and professional growth in knowledge. face to face training. and to formal programs such as on. Professional Development activities range from independent study such as on-line learning.site. In the education setting.
There are specific steps in accomplishing the document and are explained in the accompanying IPPD Forms. The School NCBTS Coordinator is tasked to develop a summary of the teachers’ accomplishments and their implications to the school’s priority improvement areas as indicated in the AIP. Roles/ Responsibilities and Process flow The IPPD cycle takes off from the completion of the Training and Development Needs Assessment (TDNA) process. who will in turn orient their teachers in completing their own. He/She reviews the a plan to check for alignment of the objectives to the priority improvement areas indicated in the SIP/AIP. DepEd .IPPD Package: Guide 2 . The target dates for accomplishing the objectives.3. The IPPD process is job-embedded. Since this is a personal professional plan. 5. It is the responsibility of the individual Teacher and School Head to follow the instructions in completing the IPPD. The immediate head contributes to the development of the IPPD by providing inputs prior to the finalization of the plan. The Division TDNAWG and Supervisors have the responsibility of monitoring and evaluating the implementation of the IPPD for School Heads and Teachers. inherent to the practice of the profession. He/She gives technical assistance during the progress of the IPPD implementation by providing and suggesting professional development opportunities. objectives and identifies the professional activities to be undertaken. including possible resources and success indicators are projected in the plan. Development strategies adhere to the andragogical (adult learning) approach and methodology identified to be effective in the attainment of the IPPD goal and objectives. it is the individual’s basic responsibility to monitor his/her IPPD and to make the necessary changes or initiate the review of the plan in consultation with the immediate head. M&E tools are provided for this purpose. and a continuing course of action. The Division T&D Unit specifically the TDNA Working group (TDNAWG) manages the implementation of the IPPD in all schools in the Division. The general process flow for the development of IPPD for School Heads and for Teachers can be seen below. the professional sets her/his goal. The IPPD must adhere to the following SMART standards: • Specific and focused on learners and school priorities • Measurable progress and accomplishments through a monitoring and evaluation scheme • Attainable and results-oriented • Relevant strategies appropriately connected to goals and objectives • Time-bound within targets but flexible to afford revisions and updates 4.e. A Selfmonitoring check is provided in the IPPD Form and it is recommended to be completed midyear and at the end of the calendar year. the strategies to be used. Generally. The Division TDNAWG and district supervisors/education supervisors are tasked to orient the School Heads in the development of their IPPD. Assistance is also given in reviewing the progress achieved at acceptable intervals and at the end of the IPPD cycle. i.
IPPD Package: Guide 3 . This should consider: -Schedule for the cluster/district implementation for School Heads and the succeeding school-based implementation for teachers .Coordinating the monitoring and evaluating the process . The meeting basically focuses on the following: 1. functions.Review the agreements that have been made for the administration of the IPPD. Clarify the process flow of the IPPD implementation 3. TDNA individual results.IPPD Process Flow Division Level: SDS issues a Memorandum to the Training and Development (T&D) TDNAWG to commence the development of IPPDs for SHs and Teachers.Include in the memorandum the documents the participants should bring to the activity: AIP.Administrative tasks associated with the conduct of the IPPD e. Supervisors summarize IPPD Evaluation Form A of Cluster SHs Supervisors submit SHs IPPD Cluster Midyear and end year Reports to Division TDNAWG School Head gives orientation to teachers on the development of the IPPD Teachers develop their IPPDs and track own progress Supervisor and SH monitor IPPD implementation process School Head provides technical assistance in the teachers’ selfmonitoring their IPPDs progress SH/ NCBTS Coordinator summarizes accomplishments of teachers at year-end to inform the AIP adjustment on teacher development priorities for the next year. Develop a plan for the field administration of the IPPD. monitoring and evaluation scheme and accompanying tools as an integral component of the IPPD 4. Summarize the highlights of the day’s orientation.Reproducing the materials for field use . .g. Walkthrough or study the IPPD Guide and the accompanying Tools: -Form A for Teachers -Form B for School Heads 2. . writing of memos . structure. class achievement. specifying among others. etc. Study the supervisors’ roles and responsibilities in the implementation. 5.Ensure TDNAWG members and supervisors understand their roles DepEd . the Division TDNAWG Chair and members hold a Start-up Meeting with the Supervisors in preparation for the Orientation and Completion of IPPD for School Heads and Teachers. SH submits to Supervisors IPPD Midyear Report TDNAWG Start-up Meeting Upon the issuance of a memorandum from the SDS. and general process. resources and responsibilities T&D Chair convenes the Division TDNAWG and supervisors for the start-up meeting TDNAWG provides and preparatory activities technical assistance to for the IPPD process of and observe SHs and teachers IPPD implementation TDNAWG analyses M&E Reports of Supervisors and make necessary recommendations to DEDP D-TDNAWG submits M&E Report to R-TDNAWG District /Cluster Level: School Level: Supervisors convene and orient School Heads within their respective districts/ clusters and guide SHs develop their them to accomplish IPPDs and track their IPPDs own progress Supervisors monitor IPPD implementation process Supervisors provide technical assistance in SHs’ selfmonitoring their IPPDs’ progress.
own competency strengths and needs. The full session is 3 hours exclusive of preliminary activities such as opening program. who will be asked to accomplish the IPPD. B. It is important to start on time and to observe effective time management as suggested below. The same steps are followed in the IPPD orientation for teachers conducted subsequently by the School Heads with the support of the ES/PSDS. The IPPD session is conducted first to the group of school heads. The meeting could also be an opportunity for the groups to discuss the AIP priority needs for staff development and their school development goals. The purpose of the IPPD preliminary meeting is to make sure that the important documents needed in the IPPD completion such as the results of NCBTS-TSNA. it is advisable for the and TDNAWG and the Supervisors who are in-charge of the specific cluster or Accomplishdistrict to conduct a preliminary meeting with the groups of school heads and ment of teachers.IPPD Package: Guide 4 . Orientation A. TDNA for SHs. Prior to the actual orientation and completion of the IPPD. e. This is an orientation on the completion and implementation of IPPD for School Heads. if any. are made available to the groups for better understanding of the information contained in the documents.g. Session Guide for the Conduct of the IPPD Orientation (3 hrs) DepEd .and responsibilities. The conduct of the orientation may be guided by the steps outlined below.
DepEd .IPPD Package: Guide 5 .
Self-Monitoring of the PLAN The IPPD has to be implemented as planned. carefully looking at how the objectives are being accomplished.(See chart below): 1.) It is important for them to determine whether the activities they have done so far have contributed to the enhancement of their competencies. This is found at the back section of the IPPD Proforma to be accomplished at midyear and at the end of calendar year. (Discussion and understanding of the list of competencies for School Heads should be done during the preliminary meeting that is held prior to actual completion of the IPPD. they may use the List of School Heads Performance Indicators.Monitoring of the IPPD A. and the timeframes set in the IPPD. What have I accomplished so far? (Write the activities you have done and the specific professional competencies that have been enhanced in the appropriate columns. During the implementation phase.) Self-Monitoring Chart DepEd . It may also be helpful for individual SHs to keep a copy of this list for regular reference such as in self-monitoring of IPPD. Self-Monitoring Check.IPPD Package: Guide 6 . The IPPD is a self-monitoring tool. the teacher or the school head who accomplished the IPPD conducts a self-review to follow-up his/her own progress in implementing the plan. Am I aware of my professional development goal and objectives? (Write your objectives in the first column. He/She must keep in mind the professional competencies targeted to be enhanced.) 2. Monitoring has to be done regularly. It requires individual responsibility in keeping track of one’s progress and accomplishments at any point within the time frame set for each objective. For School Heads. In the case of teachers. The following Self-Monitoring Check may be useful in monitoring the IPPD progress. The general rule is that the individual professional is the most responsible person for tracking her/his own growth. they may check their progress against the list of competencies listed in the NCBTS-TSNA Tool.
Mid End C. Massachusetts Dept of Elementary and Secondary Education. www.mass.org/pdguide Guidelines for Reviewing. Teachers’ Performance and Development Framework. Approving. and (c) the accomplished IPPD.IPPD Package: Guide 7 . The Tools and M&E Matrix that shows information on what.enc. There are M&E Tools that have been prepared and are suggested to be used for each of these areas. who will be monitored. Monitoring and Evaluation of the IPPD Process and Outputs 1. Mid End B. www. 2008 BEAM (Basic Education Assistance for Mindanao).Objectives Set A. (b) Teachers/SHs perception of the extent they successfully completed the IPPD planning process. who will accomplish the tool and how results will be used are found in the latter section of this document.gov DepEd . There are three areas that may be monitored and evaluated related to the IPPD. Time of the yea r Accomplishments Professional Development Activities Done Specific NCBTS/SLEL Competencies enhanced Mid End B. Volume 1. how. These are (a) the process followed in accomplishing the IPPD and the level of collaboration between team members. The first two (Forms 1 and 2) are for the processes and the other two (Forms 3 and 4) are for reviewing the accomplished IPPD. and Endorsing Individual Professional Development Plans. Eisenhower National Clearinghouse (ESC) and the National Staff Development Council (NSDC). References DepED-STRIVE Training and Development Systems Framework. SEDIP (Secondary Education Development Implementation Project) Steps to Developing a Personal Professional Development Plan. 2006 INSET Mechanism Manual.
IPPD Package: Form A for Teachers 8 . The following documents will be needed for your study: (1) Individual NCBTS-TSNA result accompanied by a copy of the NCBTS-TSNA Tool or any document that contains the list of domains. (Write the strands in full text. (2) The portion of the AIP on Priority Improvement Areas. focus on enhancing your teaching and learning to improve student outcomes by reviewing the following: Individual NCBTS – TSNA result 1. EMIS. You will need to complete the IPPD Proforma where you will write the goal you have formulated. Formulating the Goal To formulate your goal. You will also fill up the appropriate columns: (I) Learning objectives.g. class records. 4. and (V) Success indicators. (3) Any official records available that give information about your learners’ performance and learning needs (e. it is advisable to conduct a preliminary meeting where your group is given the opportunity to study and discuss information from the documents and reports pertinent to your school and professional needs.IPPD Tool (FORM A) INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) For Teachers Directions for Accomplish -ing the IPPD Proforma Preliminary Meeting Prior to the actual completion of the IPPD. Based on your review of the School Priority Improvement Area write the information needed in the chart below. Inspect the graph’s bars indicating your highest and lowest results 3.(III) Resources. strands. achievement test results. write the information needed in the charts below. Consider the scores in each of the seven domains. (II) Strategies. Study the priority needs for Staff Development and Curriculum Implementation & Instructional Delivery 3. These will help you formulate your GOAL for professional development. (IV) Timeframe. strands and ICT 2. Focus on the Quality and Relevance section 2. Determine whether your professional need(s) is/are related to your school’s priority needs in these areas. Form 1) Setting the Goal Read the instructions carefully and provide the information needed in accomplishing the IPPD.) Strengths (At least 3 strands that you think you are most competent) Professional Development Needs (At least 3 strands that you think you need to enhance most) School Priority Improvement Areas contained in the AIP 1. Based on the review of your TSNA results write the information needed on the chart below. performance indicators and KSAs. Guided by the steps below and based on the information you have studied during the preliminary meeting.
Study the following example of a Teacher’s Goal: Professional Development Goal: To enhance my teaching competencies in providing learning activities for diverse learners and to use community resources to improve my learners’ academic performance in Science. being a Science teacher.My school’s priority for staff development My school’s priority for curriculum implementation & instructional delivery Are my professional development needs related to any of my school’s priority improvement areas? Yes____ No____ Student/Pupil learning needs 1. My school’s priority improvement need based on learners’ performance (Copy from the AIP) My school’s priority improvement need for learners based on performance indicators (Copy from the AIP) My class learners’ needs in relation to the subjects/grade I am teaching D. The school’s priority for staff development are focused on enhancing skills of teachers in ensuring learning in the classsroom has relevant application to demands of the community. reflect and identify the COMPETENCIES YOU NEED TO ENHANCE MOST in consideration of how you will address the priority needs of your learners and improvement priorities of your school. it is foremost to consider the competencies you should develop to help achieve your goal as revealed by your NCBTS-TNA result. 5. (In the example. Use the information you have written in the charts above in stating your goal. Study the priority improvement area on Learners’ Performance. Determine your own learners’ achievement results based on any available records. Focus on the Quality and Relevance section of the AIP. drop-out rate. E. 2. In the same IPPD Package: Form A for Teachers 9 . Moreover. failure rate). Deriving Objectives from the Goal In formulating objectives. After analyzing the information from the three sources (Chart A to C). I.e. Based on your review of student/pupil learning needs write the information needed in the chart below. 4. write your Professional Development GOAL in the appropriate box on the IPPD Proforma. Now. her focus was to improve the very low MPS of her students in Science. 3. Look at the area on Performance Indicators (i. the TNA result of the teacher showed that her urgent need for development was related to Domain 3 Diversity of Learners and Domain 6 Community Linkages.) ALSO refer to the Sample of accomplished IPPD distributed to you.
there is a need to choose carefully appropriate methods/strategies. Formal program – On site face to face training – Cluster level/school level learning communities – Distance or Online Study – Division or district face to face training – Continuing formal education (e. Examples are: “Attend a District training on Multiple Intelligence”.g. Tapping Possible Resources There are possible resources that you may tap to support your professional development as listed below: A. IPPD Package: Form A for Teachers 10 . To gain more content knowledge and skills in Science teaching C. To acquire knowledge and skills in providing learning activities that respond to demands of the community II. LAC/LEAP sessions) 4.Online training – Learning a new technology – Conduct of an action research (individual) – Structured professional reading – Personal professional reading 2.example above regarding the Science teacher. Collective action – Involvement in a professional organization – Conduct of an action research (group) – Group studies or learning Circles (e. Independent action . It is advisable to specify the Person(s)’ names when you write them in the appropriate IPPD column. however to write more specific professional activities you intend to engage in to achieve your objectives. These are your co-teachers who have STRENGTHS in certain domains or strands who can assist you in areas you need to enhance. To improve my competencies in using varied strategies in teaching diverse learners B. Your School Head. or colleague may have the capacity to help you learn the needed knowledge or skill.g. It is important. Supported action – School visits – Peer review or peer observation (Critical friend/partner) – Mentoring/Coaching 3. Department Head. Human resources may also be available in other schools or at the division offices or from the community who can share their expertise to assist you in attaining your learning objectives. Human Resource You may have potential mentors right beside you just waiting to share their talent and time. graduate studies) III. You may take note of the following considerations. the objectives that may be derived from the goal set are as follows: Objectives: A. “Surfing reading materials on Science teaching in the internet” 1. It may be helpful also if you know the types of development strategies such as the ones below. You may also be a Peer Adviser on competencies you identified earlier as your strengths. Deciding on the Professional Development Methods/Strategies To help you achieve your objectives.
You may have to learn to use technology in the classroom especially if this is available in your school or district. and (2) Indicators for improved learners’ performance. The time frame you will set for yourself actually depends on your determination. Teaching Materials that may be downloaded from the Internet can help you enhance your teaching competencies. For the first. C.B. It allows you to be responsible in keeping track of your own progress and accomplishments at any point within the time frame you have set for each objective. think of the learners’ performance that will be improved as a result of your enhanced competencies. IPPD Package: Form A for Teachers 11 . Keep in mind the professional competencies you have targetted to enhance. The Self-Monitoring Check may be useful in monitoring your IPPD progress. The dates you will write in your IPPD should be like a clock with an alarm to remind you of your responsibility for yourself and your learners. Setting the Time-Frame The IPPD time frame is for a period of one schoolyear. Monitoring has to be done regularly. You may refer to the list of competencies listed in the NCBTS-TSNA Tool. For the second. Logistics Funding for training and development is not always easy to find. you may try doing so in collaboration with your teachers’ group and School Head. if you know the sources to tap in your community. You have to monitor your progress regularly. The general rule is that you are responsible for tracking your growth. Determine whether the activities you have done so far have contributed to the enhancement of your competencies. and commitment to do something about your goal based on the urgent and prioritized development needs. you may think of the NCBTS competencies that you would have enhanced as a result of the professional development activities you will engage in. This may coincide with the development of the school’s AIP. Identifying Success Indicators There are two columns for success indicators: (1) Success indicators for enhanced teaching competence. This tool is found at the back section of the IPPD Proforma and is to be accomplished midyear and at the end of the calendar year. What is important in setting the time frame is that it is realistic and doable. SelfMonitoring of the IPPD This IPPD is a self-monitoring tool. Training packages containing lesson guides may also be helpful to help you learn and enhance your KSAs. IV. Teachers Sourcebooks available from Foreign-Funded Projects in your school or nearby school. Material Resource Material resource may include Professional Development Modules that can be availed at the Divison or District Office. However. V.
Henceforth.) (IPPD) 4. r Activities Done enhanced (Strands) Mid Methods/Strategies End (What professional activities will I undertake to achieve my objective? Mid Resources (What will I do to access resources?) Time Frame (When do I expect to have accomplished the activities?) Success Indicator What NCBTS competencies would I have enhanced? What learners’ performance would have been improved? End B. Date: Name of Teacher Signature:____________________________________ Date: _______________________ Teacher Attested to: ___________________________________Date: _______________________ Peer Advised By: ___________________________________Date: ______________________ School Head IPPD Package: Form A for Teachers 12 Page 7 . End Commitme nt Reviewed: Name and Designatio n I am a Professional Teacher.) Position Name of Teacher: : Time Objectives Set Accomplishments Scho Divisi Regi of District: the Professional Development Specific NCBTS Competencies on on ol: yea 3. for my learners’ progress.SelfMonitorin g Check Self-Monitoring Check (To be completed at mid year and end of calendar year ) (Write activities School Year : __________ NCBTS competencies that have you have done and the specific been enhanced in the appropriate columns. C. Mid C. I am responsible for my personal and professional growth. Am I always conscious of my professional development goal and objectives? TEACHER'S INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (Write your objectives in the first column. What have I accomplished so far? Professional Development A. A. Implement:school’s improvement not only for my benefit but also for my and most of all. I commit my best to attain the goal and objectives Committed to I have set hereunto for my professional development. Goal: Objectives (What competencies will I enhance?) B.
Principal II Committed to Implement: Name of Teacher Date: Lizabprado 26 June 2008 Monitoring and Evaluation for IPPD What will be monitored How it will be Instrument to be used Who will be responsible When will the How will the results be used IPPD Package: Form A for Teachers 13 .SAMPLE ONLY TEACHER'S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) School Year : __2008-2009 Name of Teacher: Scho ol: Liza B. Gracia Dina Z. Gracia.1) Increased Competencies in mastery of the content and skills in teaching Science (Strands 4. SEF Scholarship Grants from LGU.1& 4. To acquire knowledge and skills in providing learning activities that respond to demands of the community Engage in community projects Professional Readings on connecting classroom activities to community development 1st 2 Saturdays of October October Break 2008 Increased learners’ participation in Science activities Reviewed by: Name and Dina Z.1) Enhanced competencies in establishing learning environment conducive to community aspirations (Strand 6. Methods/Strategies (What professional activities will I undertake to achieve my objective? Resources (What will I do to access resources?) (When do I expect to have accomplishe d the activities?) Time Frame Success Indicator What NCBTS competencies would I have enhanced? What learners’ performance would have been improved? A. Saturday classes 2nd Semester Monthly fr om SeptFeb Knowledge and Skills in teaching for diverse learners. To improve my competencies in using varied strategies in teaching diverse learners B. Semestral Break Once a week 2nd Semester Summer INSET 2009.Increased learners’ Performance in Science based on DAT/RAT/ NAT Results C. To gain more content knowledge and skills in Science teaching • Attend district training program on Multiple intelligences • On-line study about MI • Attend training on Science Content in Division • Attend Short-term course Attend LAC Session to study DepED digital lessons in Science for HS Register in the District/clust er training on MI Surf Internet lesson guides on MI Request INSET Funds.4) Increased Teacher Proficiency Result in Science (Strand 4.1) Increased interest of various learners to lesson activities . DepEd Request Master Teachers/DS S as resource persons Look for available NGO proj Research in Library LGU centrs October 2008. (Strand 3. Prado District: Position: Teacher II Tugatog High School Professional Development Goal: Objectives (What competencies will I enhance?) Divisi Regio on n To enhance my teaching competencies in providing learning activities for diverse learners and to use community resources to improve my learners’ academic performance in Science.
Teachers/SHs perception of the extent they successfully completed the IPPD planning process A process observations will be completed Form 1: IPPD Process Observation Guide for the monitoring ES1/PSDS (school level) monitoring take place • During the IPPD process at the school level • During the IPPD process for SHs at cluster level Results will be reviewed by the T&D members. The accomplished IPPD ES1/PSDS will review completed IPPD of SHs at the cluster level SHs and Dept Heads will review teachers’ IPPD at school level Form 3: IPPD Review Tool Form 4: Summary Template of IPPD Goal/Objectiv es Following the completion of the teachers’ IPPD at the school level and SHs at the cluster level • SHs and Dept Heads ES1/PSDS/ ASDS • SHs/Dept Heads (for teachers) will consolidate key finding to inform School Planning for Professional Development (SPPD) TDWG/PSDS prepare a report for submission to the Division T&D Chair. The process followed in accomplishing a IPPD and the level of collaboration between team members 2. Recommendations will be included in the Activity Completion Report A summary of the results will be included in the Activity Completion Report and recommendations incorporated into future processes 3. T&D Chair will identify key recommendations and include in Activity Completion Report for the conduct of the IPPD for SHs IPPD Package: Form A for Teachers 14 .monitored 1. recommendations developed to improve processes and included in the Activity Completion Report Teachers/SHs will complete an End of IPPD Planning Evaluation T&D WG Form 2: End of IPPD Planning Evaluation • Following the accomplishm ent of the IPPD Planning process school level for teachers and at cluster for SHs End of Program Evaluation will be collated by the TDWG and reviewed to identify how the processes can be improved.
d. b.FORM 1: IPPD PROCESS OBSERVATION GUIDE SCHOOL Observed:_________________________________________________ NAME OF PROCESS OBSERVER: _____________________________________ DATE: ______________________ VENUE: _____________________ PARTICIPANTS NAME: (Attached Attendance Sheet) DIRECTION: Observe the process involved in the activities associated with the development of the IPPD. School assessment reports based on the recommended documents and/or other relevant available documents. Analysis of the information such as TDNA. Presentation of the objective of the IPPD workshop and explanation of the meaning of IPPD. Discussion on how to further develop oneself as a professional to improve performance of one’s duties and responsibilities. c. Rate the level of collaboration between participants in completing the various activities using the rating scale below: RATING SCALE: (1) Low (2) Moderate (3) Average (4) High ACTIVITIES ACCOMPLISHED Yes or No LEVEL OF COLLABORATION 1 2 3 4 I. its purpose and guiding principles. write YES in the appropriate column. write NO. Deriving the objectives from the goal by reviewing the list of priority needs and specific competency areas i. Completion of the IPPD a. Explanation regarding the accomplishment of the IPPD being a vital responsibility of all professionals for the development of the school and improvement of learners II. Identification of the strategies/methods and activities for pursuing one’s professional development goal and objectives j. Signing of the IPPD IPPD Package: Form B for School Heads 15 . if not. Review of the IPPD n. Identification of possible resources that can support the implementation of the IPPD m. If the activity is accomplished. Formulation of the IPPD goal f. Establishment of the timeframe for the various activities identified in the IPPD k. Conduct of a warm up activity to start the session b. Development of an understanding of the IPPD and its purpose a. AIP.
Do you have any comments regarding the IPPD process? Do you have other comments/suggestions/recommendations for the improvement of the IPPD process? Process Observer: ___________________________________ Signature Over Printed Name ___________________________________ Designation IPPD Package: Form B for School Heads 16 .
SIP/AIP c. methods and activities were based on the objectives to be achieved and the competencies to be enhanced? 6 various funding sources were identified to support the implementation of the different programs? 7 you have considered development priorities and the one-year coverage in setting the timeframe for the different professional activities? 8 you have appropriately identified the success indicators for your: a. Rating Guide: Numerical Rating 4 3 2 1 Interpretation Very High Extent High Extent Low Extent Very Low Extent Description In a very significant way In a meaningful way In a limited way only Not in any meaningful way IPPD Accomplishment Rating Scale To what extent do you feel: 1 the following documents were used in the analysis and development of the context of your IPPD? a. Please tick the appropriate column for your rating using the scale below.student learning competencies improved? 9 you have enhanced your knowledge and skill in professional development planning? 10 you will be able to apply the learning gained in future similar activities? 11 you are able to transfer the technology learned to others? 1 2 3 4 Do you have other comments/suggestions/recommendations for the improvement of the IPPP process? IPPD Package: Form B for School Heads 17 .FORM 2: End of IPPD Planning Evaluation Name: _______________________________ Please rate how you feel about the IPPD planning session relative to the following processes involved in the accomplishment of the IPPD. TDNA results: NCBTS-TSNA/NSHPI b. professional competencies enhanced? b. Student Performance Data 2 the formulation of IPPD overall goal was based on the results of the analysis of the current development needs of the school and learners? 3 the IPPD goal was taken into consideration in formulating the objectives? 4 the formulation of program objectives was based on your own professional need and the learning needs of your school learners? 5 decisions about the strategies.
does the IPPD adhere to the following SMART standards: • Specific and focused on learners and school priorities? • Measurable progress and accomplishments through a monitoring and evaluation scheme? • Attainable and results-oriented? • Relevant strategies appropriately connected to goals and objectives? • Time-bound within targets but flexible to afford revisions and updates? do the IPPD reflect andragogical (adult learning) methodologies/acvities that are known to be effective in attaining the IPPD goal and objectives? does the IPPD reflect a process that is embedded in the job. Rating Guide: Numerical Rating 4 3 2 1 Interpretation Very High Extent High Extent Low Extent Very Low Extent Description In a very significant way In a meaningful way In a limited way only Not in any meaningful way Use the scale above to evaluate the extent to which the accomplished IPPD adheres to the following standards: To what extent ……. does the IPPD focus on the mandated functions.. i. and a continuing course of action. inherent to the practice of the profession. competency standards for the profession and the development priorities of the school.e. does the IPPD goal focus on improvement of school effectiveness and learning outcomes? 3. The School Head and Department Heads/Coordinators should review the IPPD completed by the teachers while the TDWG Chair/ES1/PSDS should review the IPPD of SHs to evaluate the extent standards were followed in its accomplishment. _____________________________________ 1 2 3 4 4.FORM 3: Review of the Accomplished IPPD This form has been developed to support a Review Process of the accomplished Individual Plan for Professional Development (IPPD). 5. Name: Position: ____________________________________ Date: _______________________________________ IPPD Package: Form B for School Heads 18 . 1. national goals and thrusts? 2.
IPPD Package: Form B for School Heads 19 .
(4) Count the number of entered objectives per column and write this in the totals. (3) Enter the 3 prioritized objectives of each teacher/SH in the proper column. IPPD Package: Form B for School Heads 20 . O2. This information will be useful for the planners of the School Plan for Professional Development (SPPD). (2) Write the competency number identification corresponding to the objectives set in the IPPD.2 Totals Directions: (1) List the names of teachers/school heads who accomplished their IPPD. on the top row of the succeeding columns.Form 4: Template for Summarizing IPPD Goal/Objectives Summary of the Teachers’/School Heads IPPD Priorities based on objectives set IPPD Objectives Set Based on Competency Domains/Strands Names 1. The number does not indicate prioritization.1 1. O3 indicating the IPPD objective of an individual teacher/SH based on set objectives in the IPOD form. Label the entries with O1.
IPPD Package: Form B for School Heads 21 .
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