Volume1 - T&D System Framework V10 2010

Republic of the Philippines
Department of Education
Training and
Development System
OPERATIONS MANUAL
A FIVE-VOLUME COMPILATION OF THE
STANDARDS, PROCESSES AND TOOLS FOR IMPLEMENTING
THE TRAINING AND DEVELOPMENT SYSTEM
IN THE DEPARTMENT OF EDUCATION
VOLUME 1
The TRAINING and DEVELOPMENT
(T&D) SYSTEM FRAMEWORK
JUNE 2010
VOLUME 1
The TRAINING and DEVELOPMENT
(T&D) SYSTEM FRAMEWORK
The Training and Development (T&D) System

Operations Manual, in five volumes, was developed
and validated in Regions VI, VII and VIII, Divisions of
Negros Occidental, Bohol/Tagbilaran and Northern Samar
through the AusAID-funded project, STRIVE
(Strengthening the Implementation of Basic Education in
selected Provinces in the Visayas), in coordination with
the EDPITAF (Educational Development Project
Implementing Task Force) and in consultation with the
TEDP-TWG, NEAP and the Bureaus of the Department of
Education.
The five volumes of the T&D System Operations Manual
are:
Volume 1 The Training and Development System
Framework
Volume 2 The Training and Development Needs
Assessment System
CONTENTS
1.0 Introduction.................................................................................1
2.0 Vision, Goal and Objectives...........................................................2
T&D Operations Manual_Volume 1: T&D Systems Framework
Page i
3.0 Mandated Functions of DepED Related to Human Resource Development

........................................................................................................... 2
3.1. RA 9155, p2
3.2. BESRA,p3
4.0 Standards and Guiding Principles..................................................4
5.0 Assumptions................................................................................6
6.0 The Training & Development System and Its Major Components......7
6.1. The Training and Development Needs Assessment (TDNA) System, p8
6.2. The Professional Development Planning (PDP) System, p13
6.3. The Program Designing and Resource Development (PDRD) System, p16
6.4 The Program Delivery (PDy) System, p19
6.5 The ICT Component of the T&D System, p21
7.0 Structure, Processes and Tools at the School, Division and Regional
Levels................................................................................................23
7.1. Central Level, p24
7.2. Regional Level, p26
7.3. Division/District Level, p29
7.4. School Level, p31
8.0 Organizational Structure and Terms of Reference (TORs)..............32
8.1. Central Office, p33
8.2 Regional level, p34
8.3. Division level, p35
8.4. The T&D Working Groups (TDWGs), p36
8.5. The T&D Information System (TDIS) Officer(s)-in-Charge, p37
9.0 Monitoring and Evaluation of the T&D System..............................38
9.1. M&E Framework and Standards, p38
10.0 Support Resources....................................................................44
11.0 Partnerships and Advocacy.......................................................47
11.1. Partnerships, p47
11.2. Advocacy, p47
12.0 Sustainability...........................................................................48
Appendices
A -NCBTS Framework and Standards
B - NCBS-SH Framework and Standards
C - Architectural Design of the UIS
D - MOU on the DepED and TEI Partnership to Support the Operations of the T&D
E - Advocacy Plan for the NCBTS and T&D System
F - Indicative Calendar for the T&D Major Processes toward Full Operations in Five Years
Page
T&D System Framework Development and Validation

-ChronologyDate
Activity
Venue
Persons Who
Participated
T&D Team, T&D
International
and National
Technical
Advisers (TAs)
All STRIVE TAs
May 2630 2008
Development of
the Preliminary
Draft of T&D
Framework
Cebu City
June
2008
Integrating T&D in
the SBM_IMSS
Boracay
July 3
2008
TEDP TWG and

STRIVE T&D
Meeting on TEDP
Action Plan
Clark
Pampanga
July 18
2008
T&D Systems
Designing
Manila
July 2129 2008
Completion of First
Draft
Manila
T&D TAs
1 August
2008
T&D Team
Validation at the
Regional and
Division Levels
(3 Regional
Teams and 3
Division Teams)
11
August
2008
Regional and
Division
Consultative
Validation
1 -12
August
2008
STRIVE TAs
Review
Iloilo,
Bacolod,
Cebu,
Bohol,
Tacloban,
Catarman
Iloilo,
Bacolod,
Cebu,
Bohol,
Tacloban,
Catarman
Via
electronic
mail
13
August
2008
Presentation and
Discussion of
Framework at the
LRMDS Workshop
Cebu City
13
August
2008
Consolidation of
Feedback &
Refinement of
Cebu City
T&D National
TA and
Component
Team; LRMDS
TAs and
Component
Team; Central
and Regional
Office Officials
T&D Teams,
T&D National
TA and TEDP-
TEDP TWG,
STRIVE DTL,
International
and National
TA; Chairs of
T&D, EDPITAF
ICT &T&D TAs,
Component
Chairs
Regional and
Division
Educational
Leaders: ARD,
ES, ASDS,
PSDS, SHs, MTs
TL/DTL -2
TAs 10
Recommended Major
Improvements
Specify functions,
processes and tools
integrated in the SBM at
the various levels
Consider the more
encompassing
professional
development than the
very limited training
Treat the M&E
component as support
rather than as a separate
sub-system and embed
this in each of the subsystems
Integrate different
sections and simplify
section on Sustainability
Quote the bases RA 9155
verbatim and specify the
section and page
numbers referred to;
Include the meanings of
the symbols and shapes
used in the systems
designs; spell-out
acronyms; Use T&D Chair
instead of Coordinator;
Consider term for
designating WGs
Define more specifically
the integrative roles of
LRMD and T&D;
Revise meanings of
symbols
Include specifications for
physical requirements
such as infrastructure
and equipment ,
necessary in running the
T&D system at the
regional and division
levels
Page iii
19
August
2008
Framework
Presentation and
Discussion of the
Framework at the
national workshop
for NLS-LRMDS
Cebu City
TWG TA
T&D National
TA and
Component
Chairs; LRMDS
TAs and Team,
Central and
Regional Office
Education
Officials
August
15- Sept
15
2008
October
9-10
2008
Refinement of
Document
Presentation of the
T&D Framework to
the TEDP-TWG and
NEAP
New
Horizon
Hotel,
Manila
STRIVE, TEDP
TWG, NEAP
October
25-30
2008
Workshop for PPD

that included a
visioning exercise
for professional
development
Refinement of
Document
Cebu
Component
Team, and TAs
Kimberly
Hotel,
Manila
TEDP-TWG;
NEAP STRIVE
Team
Novemb
er
24, 2008
Group Validation of
the T&D
DepED
Offices
TEDP TWG
Dec 1-30
2008
Refinement of
document and
endorsement to
BESRA
Significant
changes discussed
with the STRIVE
STRIVE
office
T&D TAs
Fortuna
Hotel, Cebu
TAs of T&D and

LRMDS in
consultation
with TL/DTL
Incorporate Development
of T&D Resource
Packages (Version 7)
Workshop on
Finalizing the M&E
of T&D System
Refinement of the
T&D Operations
Manuals based on
results of Pilot
Implementation of
T&D System;
issuance of DepED
Orders No. 111,
s.2009
(Regionalization of
NEAP) and No. 32,
s. 2010 (NCBS-SH)
Centennial
Hotel,
Manila
Bohol
T&D Teams and

TAs
Refine the M&E

Framework (Version 8)
T&D Teams and

TAs
Incorporate the NEAP-R

requirements for
structure and T&D
resources; Include the
new national
Competency-Based
Standards for SHS
(Version9)
Nov 7Dec 1,
2008
February
- 2009
January
2010
June
2010
T&D National
TA
Incorporate all
acceptable suggestions
made in earlier
consultations
Include functions,
processes, and tools for
Central Office level;
Include a section on ICT
component
Incorporate Vision for PD,
Refine Standards and
Guiding Principles
Refine Organizational
structure and processes
for central level; Refine
resources specs and
advocacy sections
Delete Interim; simplify
designs/diagrams;
change TNA to TSNA
Framework (Interim
Version 5)
Review and incorporate
suggestions from TEDP
(Version 6)
Include refinements for

TDIS; Partnership with
TEIs;
Page
Refine and Finalize

Volume 1-T&D
Framework based on
pilot results; (Version 10Final)
GLOSSARY OF ACRONYMS
AIP
Annual Implementation Plan
BEAM
Basic Education Assistance for Mindanao
BESRA
Basic Education Sector Reform Agenda
CBTS
Competency- Based Teacher Standards
CO
Central Office
COT
Center of Training
DEDP
Division Education Development Plan
DepED
DO
Division Office
ELMP
Education Leadership and Management Program
EDPITAF
Educational Development Project Implementing Task Force
ES
Education Supervisor
F3
Formal Face-to-Face
FGD
Focus Group Discussion
GCA
Group Consensual Assessment
HRD-SDD
Human Resource Development Staff Development Division
HRM
Human Resources Management
HRTD
Human Resource Training and Development
ICT
Information Communication Technology
ICT4E
Information Communication Technology for Education
INSET
In-Service Education and Training
IRR
Implementing Rules and Regulations
IPPD
Individual Plan for Professional Development
JEL
Job-embedded Learning
KRT
Key Results Thrust
Page
KSA
Knowledge, Skills and Attitudes
LAC
Learning Action Cell
LEAP
Learning Enhancement Action Program
LGU or
LGA
Local Government Unit or Local Government Authority
LOC
Level of Competency
LOI
Level of Importance
LRMDS
Learning Resource Management and Development System
MOOE
Maintenance and Other Operating Expenses
MPPD
Master Plan for Professional Development
M&E
Monitoring and Evaluation
NCBS-SH
National Competency- Based Standards for School Heads
NCBTS
National Competency-Based Teacher Standards
NEAP
National Educators Academy of the Philippines
NGO
Non-Government Organization
NSHPI
National School Heads Performance Indicators
OPS
Office of Planning Service
PCR
Program Completion Report
PDM
Professional Development Materials
PDP
Professional Development Planning
PDRD
Program Designing and Resource Development
PDy
Program Delivery
PSDS
Public School District Supervisor
PTA
Parents and Teachers Association
QA
Quality Assurance
QAA-M&E
Quality Assurance and Accountability - Monitoring and Evaluation
RA 9155
Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001
REDP
Regional Education Development Plan
RO
Regional Office
RMSPP
Resource Mobilization and Special Programs and Projects
SBM
School-Based Management
SEDIP
Secondary Education Development Improvement Project
SH
School Head
SIP
School Improvement Plan
SLE
Structured Learning Episode
SLEL
School Leadership Experience Level
SLEP
School Leadership Experience Portfolio
SPPD
School Plan for Professional Development
Page
STRIVE
Strengthening the Implementation of Basic Education in Selected Provinces

in the Visayas
T&D
Training and Development
TDIS
Training and Development Information System
TEC
Teacher Education Council
TEDP
Teacher Education Development Program
TEI
Teacher Education Institute
TDNA
Training and Development Needs Assessment
TOT
Training of Trainers
TSNA
Teachers Strengths and Needs Assessment
UIS
Unified Information System
WG
Working Group
Meaning of Symbols/Shapes Used in the Systems Designs

Trigger (if put at the beginning): This indicates what prompts the conduct
of an activity or process.
Outcome (if put at the end): This indicates to what subsequent process or
activity (which may be to a different system) the present output is
forwarded.
Document or Report: This document is required in doing a process. It
could also be an output of a process.
Process or Activity: This is a critical process or a step in a series of
activities showing the flow of the system
Process/Data Flow: This shows the direction of the process flow from one
activity to another.
Data Repository: This stores the data gathered that would be analyzed
and generated by the systems processes.
Computer-Based System: This may be an e-tool or report of e-data
analysis.
On-Page Connector: This connects one process to or from another
process on the same page. It indicates the number of the process is
connects to. This is used to avoid messy lines that may cut across other
symbols in between.
Off-Page Connector: This connects one process to or from another
process in a different page. It indicates the number of the process is
connects to. This is used to avoid messy lines that may cut across other
symbols in between.
Decision Box: This indicates the need for a decision as to what direction
or process flow to follow depending on required condition.
Page
1.0 Introduction
The Department of Education (DepED) is presently active in implementing fundamental
reforms that include efforts for human resource development at all levels to sustain
quality performance of schools and learners. The Departments package of policy
reforms known as the Basic Education Sector Reform Agenda (BESRA) seeks to
systematically improve critical, regulatory, institutional, structural, financial, cultural,
physical and informational conditions affecting basic education provision, access and
delivery on the ground. These policy reforms are expected to create critical changes
necessary to further accelerate, broaden, deepen and sustain the improved education
effort already being started (BESRA PIP, 2006).
BESRAs vision for human resource development propels a unified system that provides
for the continuing quality professional development for in-service education personnel
at all levels of the educational system. Two of the major policy reforms under BESRA
serve as the core of this present initiative for training and development. The first policy
is the National School-Based Management Framework and Standards, which is the
decentralization of decision-making authority to individual schools allowing various
stakeholders to plan and implement goals to improve school performance and student
achievement. The second policy is the Teacher Education and Development Program
(TEDP), which saw the establishment of the National Competency-Based Teacher
Standards (NCBTS). This is a framework that contains a set of competency standards
for teacher performance so that teachers, pupils and parents are able to appreciate
the complex set of behaviors, attitudes and skills that each teacher must possess in
order to carry out a satisfactory performance of their roles and responsibilities(TEDP
Final Report, 2006). Necessarily, training and development for teachers and school
heads, for instance, must be based on accepted standards of the profession such as
the National Competency-Based Teacher Standards (NCBTS) and the National
Competency-Based Standards for School Heads (NCBS-SH).
Training and Development (T&D) is defined for the purpose of this framework as the
process of providing professional development for the personnel of DepED. The process
is aimed at improving competencies and work performance through the provision of a
wide variety of opportunities for individual growth in knowledge, attitudes, and skills. It
is a personal and professional growth process, which necessarily integrates the goals of
the individual professional with the development goals of the school, division and
region for better learner outcomes. The ultimate beneficiaries of T&D are the learners
whose rights to quality education shall be the systems foremost consideration.
Professional Development activities range from independent study such as personal or
unstructured professional reading; to supported learning like mentoring and coaching;
to collective action as getting involved in a professional organization or conducting
group research and to formal programs such as on site face-to-face training, distance
or on-line course study, or continuing formal education.
Page 1
Training and Development in the education system is most successful in a learning

community, which promotes the goals of school-based management with strong
leadership and support systems. It is most likely to succeed when it is embedded in the
vision, strategic plan and organizational structure of the school, division and region.
Moreover, it must be conducted through a functional and integrated system guided by
sets of standards, structures, processes, methodologies and tools for effective
outcomes.
2.0 Vision, Goal and Objectives

2.1 Vision
Professional Development for all, within a culture of collaborative and
continuous learning, nurtured by transformative leadership, for the
achievement of educational goals
2.2. Goal
The T&D Systems goal is to establish a transforming and integrated set of operations
that includes standards, structures, processes, and tools for the provision of quality
professional development for educational leaders, teachers and non-teaching
personnel that is functional at the regional, division and school levels.
2.3. Objectives
The objectives of the T&D System are to:
2.3.1. identify priority professional development and learning needs of the various
human resources through a systematic process of competency-based needs
assessment;
2.3.2. develop needs-based professional development plans, training designs and
resource packages for identified priority needs to support continuing
professional development;
2.3.3. conduct identified formal-face-to face programs including job-embedded
learning activities for professional development of educational leaders, school
heads, teachers and non-teaching personnel; and
2.3.4. provide the Information Communication Technology (ICT) and the Monitoring
and Evaluation (M&E) support operations through the T&D Information
System (TDIS) for the T&D system at the regional, division and school levels.
3.0. Mandated Functions of DepED Related to Human Resource

Development
Page 2
3.1. RA 9155
As an integral part of the education system, human resource development is given due
importance in the Governance of Basic Education Act of 2001, known as Republic Act
9155. Specifically, the following provisions indicated in the Implementing Rules and
Regulations (IRR, Dec. 2007) are relevant to education personnel in-service capability
building and serve as the bases of the Training and Development System:
The DepED National level is mandated to provide a national framework for the
continuous development of all education personnel (Sec.4.3, a.8 page 9) and
define personnel competency and qualification standards (Sec. 4.3 a.9 page. 9).
The Regional level is responsible in implementing programs for the professional

development of all regional personnel, and in implementing and managing
region-wide staff development programs pursuant to the national policies and
standards (Sec. 4.3, b16, c.18 page 11).
The Division level is responsible in implementing programs for the professional

development of all division personnel, and in implementing and managing
division-wide staff development programs pursuant to the national policies and
standards (Sec. 4.3, c21, c.22 page 12). The District is responsible in providing
professional advice in building the leadership capacity of school personnel (Sec.
4.3, d. 22 page 14).
The Schools are mandated to provide opportunities for broad-based capacity

building for leadership to support SBM (Sec.4.3, e.18 page 16). Moreover, they
are urged to generate resources for the purpose of upgrading teachers' learning,
and facilitators' competencies, improve and expand school facilities and provide
instructional materials and equipment (Sec. 4.3, e.7 page 15).
3.2. BESRA
The BESRA spells out clearly, in terms that are more specific, the present human
resource development demands. It indicates that all school heads must be trained,
oriented and provided with appropriate organizational support and authority to enhance
their capability and competencies to carry out their mandated roles and functions.
Likewise, the National Competency- Based Teacher Standards (NCBTS) shall be the
basis of all efforts related to teacher development while the National CompetencyBased Standards for School Heads (NCBS-SH) shall be the basis for the training and
development for school heads. These mandates are summarized in more specific terms
as follows:
DepED shall undertake a start-up capacity building effort, among which is for
Divisions to prepare division-specific plans for training school heads and other
school-level stakeholders on SBM. The start-up capacity building activities shall
cover the preparation of all regional and divisional offices to execute the whole
Program Implementation Plan (PIP), including SBM, competency-based teachers
standards, learning support and quality assurance, and outcomes-focused
resource mobilization.
The school-level capacity building includes school heads, teachers, community
leaders, PTA officers and other stakeholders at school/community level.
Orientation and planning sessions should eventually cover all schools of the
division. The division-level packages include training of school heads in SBM at
Page 3
NEAP/RELCs and training of school staff on records-keeping and financial

accountability, among others.
Divisions need to prepare its staff and operations to shift to a stage when most
schools are capable of managing their own operations to deliver improved
performance. New capabilities and mechanisms involve competency-based
teacher standards, quality assurance and learning support and outcomes-focused
resource mobilization.
Regarding the NCBTS, the Department of Education has a nation-wide issuance on

September 2006 regarding the use of the National Competency-Based Teacher
Standards (NCBTS) as the basis of all efforts related to teacher development (See
Attachment A).
The DepED issuance on NCBTS outlines the following, among others:
Teachers, schools, divisions and regions should use the NCBTS, as their
respective guide for performing their corresponding roles in facilitating teacher
performance and development.
Regional and divisional offices will facilitate full understanding, wide acceptance
and enthusiastic ownership of the National Competency-Based Teacher Standards
(NCBTS) among incumbent teachers and education managers. Teachers in the
service will be assisted to learn to use the NCBTS as their personal guides in
assessing their current professional performance. Managers will also be
encouraged to learn to use the NCBTS as the basis for communicating and
interacting with teachers. Both teachers and managers will be encouraged to link
progress in competent teaching practice as defined by NCBTS with corresponding
improvements in the learning outcomes of the students they teach.
Teachers routinely use NCBTS in making self-assessments of their current

practices to identify their individual development needs. School heads, division
and regional offices also routinely use NCBTS in identifying teacher performance
factors that affect school-wide learning outcomes. Individual development needs
identified by teachers themselves are combined with teacher performance needs
identified by education managers.
The BESRA Program Implementation Plan 2006, sets guidelines for actions to
implement the NCBTS from central to field levels. These are followed through in the
BESRA Implementation and Accountability Plan 2010-2012, DepED Order No. 23,
s.2010. The following initiatives relate to In-Service Education Training (INSET):
(a) At school level, initiate and sustain the regular practice of teachers using NCBTS
as a guide for their personal self-appraisal as an integral part of preparing School
Improvement Plans (SIPs)
(b) At division level, allocate and use INSET funds to meet the range/levels of
teacher development needs identified using NCBTS
(c) At division level, include NCBTS as a focus of instructional supervision and
support
Page 4
(d) At regional level, analyze annual performance data of schools based on quality
assurance and learning support considerations in order to identify teachers
performance and development needs using NCBTS
The DepED Order No. 32 s. 2010, National Adoption and Implementation of the National
Competency-Based Standards for School Heads (NCBS-SH, defines the standards in
domains and strands which can be used as the basis for school heads decision-making,
action and performance of their functions. The fundamental direction provided by the
set of standards, knowledge, skills and values are clarified through the indicators
defined per strand on every domain. The NCBS-SH can be used as basis for a
comprehensive training and development based on expected tasks that will be utilized
to deliver programs to ensure efficiency, effectiveness and excellence of school heads
job performance (See Attachment B).
4.0 Standards and Guiding Principles
To support the effective operations of a transformative and integrated T&D system,
general standards and guiding principles are set:
4.1. Equity and Access
- All educational personnel, regardless of age, gender, creed, position, and
physical abilities, have equal access to professional development
- Effective delivery modes increase participation and involvement of
education personnel for professional learning.
- Professional development endeavours, individual or collective, result to
empowerment and improved well-being across diverse groups of clientele
4.2. Sustained culture of a learning organization
Involvement and support are maximized if both internal and external
stakeholders have shared aspirations, jointly make decisions and
continuously support professional learning.
- Each member of the learning community possesses a deep sense of
individual accountability for improving self and regarding professional
development as a way of life.
4.3. Effective and Efficient Use of Resources
Efficiency and effectiveness of the system are ensured through the proper
utilization of resources such as financial, physical, capital and human
4.4. Collaboration
- Collaboration is a built-in value with opportunities provided for educators to
work together on regular basis.
- Increased student learning as the focus of collaboration facilitates
attainment of professional development goals.
- Collaborative mechanisms engage joint efforts with training and
development institutions and other educational partners for advancement
programs.
4.5. Continuing and cyclical process
Professional Development is provided with sufficient ongoing follow-up and
technical assistance.
The cyclical process is informed by data obtained from best practices that
incorporate innovations and new knowledge.
Page 5
4.6. Sustained by Transformative Leadership

Professional Development is nurtured by transformative leaders who are
competent and skill full, open to change and results-oriented, and have a
deep sense of integrity and accountability.
4.7. Integrative of professional and institutional development goals directed to
better learners outcome
- Decisions are driven not only by individual professional aspirations but also
by the development priorities of the school, division and region.
- Professional development is always directed to learners quality education
and welfare bearing in mind the promotion of healthy and protective
learning environment as well as fostering equality, respect for human
rights, and participation of children
4.8. Quality training content and strategies
The quality of training and learning is dependent largely on the relevance of
training and learning content and methodologies to intended professional
development goals
The utilization of research- based content and strategies ensures
effectiveness of training in improving targeted competencies.
4.9.
-
4.10.
-
TDNA-Based
Professional development programs must be based on development needs
of the clientele identified through a systematic process and based on
competency standards set for the profession.
ICT-enabled
An information management system is integral in the efficient delivery of a
quality professional development program.
The information management system and M&E mechanism that provide a
disaggregated data, e.g. sex, of its clientele are essential inputs for
integrating needs and experiences in planning and development of the
systems.
4.11. Quality Assured

- An effective T&D system has direct connectivity to the SBMs active Quality
Assurance (QA) and effective monitoring and evaluation systems to ensure
that priority learning needs inform planning and that the DepED personnel
in the field apply gains and benefits from the training.
4.12. Integrated and unified:
- T&D System that operates as a unified system integrates professional
development efforts at the central, regional, division and school levels.
5.0 Assumptions
5.1. The T&D System adapts the following NCBTS assumptions to apply to all potential
clientele: (Education personnel) have various types and levels of motivation to
improve their capabilities. They have the abilities and wide range of opportunities
to pursue their motivation and raise their capabilities to (work) well. But the full
impact on student learning is best achieved when groups of (educators) work
together to improve their (competencies) and when the immediate and larger work
Page 6
environment supports their efforts.

5.2. The T&D System makes the following assumptions in relation to the efficiency,
effectiveness and sustainability of its operations:
5.2.1.
There is a high degree of commitment to use the SBM, NCBTS and NCBSSH frameworks as the bases for professional development.
5.2.2.
There are adequate resources, including budgetary support and the

allocation of human resources, to implement the T&D system
5.2.3.
Personnel who have been trained with the required skills are assigned to
manage or run the system
5.2.4.
DepED is willing to maintain and upgrade information communication

technology systems to accommodate the requirements of the T&D
Information System and databases
5.2.5.
There are no institutional/department delays in the efficient operations of

the system
Page 7
6.0 The Training & Development System and Its Major Components
The T&D System, as presented in the functional design below, is an integrated system
for the provision of
continuing quality professional development for in-service
educational personnel. It operates as a unified system at the regional, division and
school levels. It is envisioned that the T&D system will engage teachers, school heads,
educational leaders and non-teaching personnel in the continuous conduct and
progressive provision of training and development programs through various
modalities. It defines the inter-relationships of the different aspects of human resource
development from needs assessment, professional development planning, program
designing, development of resource packages, and the delivery of in-service T&D
programs and job-embedded learning activities at the regional, division (including
districts or clusters), and school levels. In effect, the T&D System is a support
mechanism to the Region, Division and schools demand for quality capability building
activities to ensure best practice and outcomes in the workplace.
The T&D System is composed of four major interrelated subsystems namely: the
Training Development Needs Assessment (TDNA) System, the Professional
Development Planning System (PDP) System, Program Designing and Resource
Development System (PDRD) System, and the Program Delivery System (PDy) System.
The PDy System is the main intervention that directly effects change in the knowledge,
skills and attitudes (KSAs) of the education personnel. The PDP System is responsible
for producing the Individual Plan for Professional Development (IPPD), School Plan for
Professional Development (SPPD) and the Master Plans for Professional Development
(MPPD) for the Region and Division. The PDRD System generates appropriate T&D
Page 8
program designs and resource packages that would address the priority needs of the
target personnel.
The TDNA System is very significant for the reason that it informs program planning,
designing and resource development. It establishes a match between the trainees
needs and the training programs to be conducted. The TDNA instruments and
processes of the system are guided by the current national standards and list of
competencies for various educational personnel such as the NCBTS, which articulates
the essential parameters that characterize effective teaching. The system is supported
by a TDNA Consolidation Database that is the repository of results of needs assessment
done at the school, district/division and regional levels. It analyses stored data and
generates reports relevant the T&D System.
The T&D System has its Monitoring and Evaluation (M&E) mechanism embedded across
the four subsystems. The internal M&E mechanism of the TDNA, PDP, PDRD and the
PDy Systems includes specific processes and tools that support the overall goal and
objectives of the entire system. The Quality Assurance scheme sees to it that the
outputs at the different levels are achieved based on set standards and specifications.
Moreover, the M&E results provide information on the strengths and/or weaknesses of
the Training & Development System itself and of the different sub-systems to support
sustainability and improvement.
The T&D System is ICT-enabled through the web-based T&D Information System (TDIS)
and can be accessed through the EBEIS (Enhanced Basic Education Information
System) at http://beis.deped.gov.ph/ . The TDIS is one of the components of the Unified
Integration System (UIS) that includes the enhanced EBEIS and the LRMDS among
others (See Attachment C). The TDIS is incorporated as a module of the EBEIS, taking
advantage of the EBEIS personnel data, which has been represented in the HR module
of EBEIS. The TDIS is responsible for collecting and processing data as well as creating
the databases required for the analysis of results produced by the systems. It is also
responsible for storing data obtained from the Training and Development Needs
Assessment (TDNA), as well as consolidation and analysis of TDNA results based on
identified variables.
The TDIS maintains as well as generates reports on training programs delivered,
program management, trainers, training personnel, training records, and training
evaluation. It also provides access to T&D documents/materials such as professional
development plans, program designs and resources. Professional development
materials (PDMs) developed through the PDRD System are also uploaded and accessed
through the Learning Resource Management & Development System (LRMD) Portal.
6.1. The Training and Development Needs Assessment (TDNA) System
The TDNA System is essential in the provision of appropriate information that serves as
bases for the preparation and conduct of quality professional development programs. It
is responsible for determining the gaps between a set of standard competencies, and
the competencies presently possessed by the education personnel through job analysis,
personnel competency analysis, and gap analysis. Job analysis involves setting
standards in behavioral terms or in terms of the competencies that are required of
DepED personnel. Personnel competency analysis involves the instrumentation and
data gathering to determine the presently demonstrated personnel competency levels.
Gap analysis involves identifying the discrepancies between the standards set and the
Page 9
current personnels data on their competencies.

TDNA is based on the principle of individual accountability for continuous learning.
Engagement of the individual target trainee is essential; hence, each individual
professional should use a TDNA tool for a self-assessment of her/his current knowledge,
skills and attitudes (KSA) to identify individual development needs. The TDNA
instruments of the system are competency-based which articulate the essential
parameters that characterize effective performance or delivery of service.
The TDNA system informs program planning, designing and resource development in
order to establish a match between the needs and the training programs to be
conducted.
Individual TDNA results are translated to Individual Professional
Development Plans (IPPDs). The IPPD is a tool that every professional regularly and
individually prepares, implements and update to serve as a guide for continuous
learning based on identified professional needs and consistent with the educational
needs of the school, division and region. The development of the IPPD takes into
consideration the learners and schools priority development needs.
The efficacy of the TDNA system in the regional and division levels requires the
following essential inputs: the competency standards, and the TDNA tools with their
implementing guidelines and operational procedures. TDNA Working Groups (TDNA-WG)
are organized to oversee and manage the TDNA activities. These are presented with a
more detailed description in Volume 2, Operations Manual for the TDNA System.
The TDNA process is followed to support all the types of clientele, i.e. (A) Teachers, (B)
School Heads, and the (C) Educational Leaders who are based at the Regional, Division
and District offices. The systems design for the TDNA for each of these groups are
presented in the succeeding section.
A. The NCBTS-Teachers Strengths and Needs Assessment (TSNA)
The NCBTS-TSNA is based on the national framework that establishes the
competency standards for teacher performance so that teachers, learners and
stakeholders are able to appreciate the complex set of knowledge, skills, and
attitudes that each teacher must possess (See Appendix A). These competencies are
identified as necessary for the teachers to carry out the satisfactory performance of
their roles and responsibilities.
The systems design (1.1) below charts the flow of the TSNA process from selfassessment of the individual teacher using the NCBTS-TSNA Tool to the consolidation
of TSNA results at the school level by the School Head and the NCBTS Coordinator.
Page 10
Each teacher accomplishes the NCBTS-TSNA tool using either the hard copy version
or the electronic version of the tool, although the latter is highly recommended for
efficiency. Both versions end up with the individual teachers summary of results
that indicate his/her strong and weak competencies across the seven domains and
23 strands. Each teachers results are used during the accomplishment of the
teachers Individual Professional Development Plan (IPPD). The teachers TSNA
results are consolidated at the school, district, division and regional levels through
the NCBTS-TSNA database. Generated reports provide information for the
completion of the SPPD for each school and the MPPD for the Division and Region.
These professional development plans are completed following the processes in the
PDP System.
Page 11
The system is ICT-enabled for tools that are accomplished through the electronic
version of the NCBTS-TSNA. The TDNA database accommodate uploaded TSNA data
and generates analysis reports on the NCBTS-TSNA of teachers at the the school,
district, division and regional levels as seen in the diagram below.
The Division level, the consolidated TSNA results are used by the planners for the
MPPD and also for the for the human resource development component of the
Division Education Development Plan (DEDP). Likewise, the NCBTS-TSNA results at
the Division levels are forwarded to the Regional level for consolidation. This
information is used to shed light on the situational analysis for the Regional
Education Development Plan (REDP) particularly in identifying the priority needs for
training and development.
Page 12
B. TDNA for School Heads

The Training and Development Needs Assessment for School Heads (TDNASH) is a
means to determine the training and development needs of school heads in order to
strengthen the enhancement of educational leadership. The competencies identified
in the TDNASH are based on the mandate for school heads indicated in the RA 9155,
its Implementing Rules and Regulations (IRR), and the DepED Order 80 & 81 series
of 2003. A more recent document, DepED Order No. 32, s. 2010, mandates the
adoption of the National Competency-Based Standards for School Heads (NCBS-SH)
found in Appendix B.
As shown in the design (1.2) above, the TDNA process for School Heads (SH) is the
same as that of the teachers except that the self-assessment of the SHs is reviewed
through a triangulation process. A supervisor and a group of teachers serve as the
second and third measure, respectively, to make up the TDNA profile of the SH.
The TDNASH results of an individual SH is summarized by the ES/PSDS in-charge and
can generate the School Heads profile through the electronic tool provided. This will
be used by the School Head in completing his/her IPPD. Data for groups of School
Heads can be registered in the TDNA database for consolidation and for generation
of reports at the division level. Generated reports are inputted to the situational
analysis completed for the Division Education Development Plan (DEDP). The
consolidated TDNASH results at the Regional level inform the Regional Educational
Development Plan (REDP) specifically the identification of training priorities for
School Heads in the region.
C. Regional and Division Organizational TDNA
Page 13
The Training and Development Needs Assessment (TDNA) of the Region and the
Division is designed to identify the organizations current training and development
needs vis--vis the desired organizational roles and responsibilities as stipulated in
the Governance of Basic Education Act of 2001 (R.A. 9155). The Management
Competencies per Service Areas established for the Decentralized Management
Training Program of SEDIP (a DepED project implemented by the Bureau of
Secondary Education) served as the basis for the development of the Training and
Development Needs Assessment tool.
The system design (1.3) above shows that the TDNA self-assessment is done by a
group of leaders, managers and staff representing their respective units/sections in
the Regional Office or in the Division Office. They serve as respondents through a
Focused Group Discussion (FGD) technique. The respondents from all the
sections/units arrive at a consensual description of the organization vis--vis the
management competencies. The TDNA is completed with an external assessment. In
the case of the Division, the Regional Office assesses the management
competencies of the Division while the Division assesses the Regions competency.
Hence, each organizations TDNA result is the consolidation of the self-assessment
Page 14
plus the assessment represented by the external measure. Specific steps in the
administration and consolidation of results are detailed in Volume 2, the TDNA
System Operations Manual.
A TDNA Working Group established by the division and the region is responsible for
overseeing the Organizational TDNA process. The TDNA-WG is expected to make
preliminary preparations, to facilitate the FGD and consolidate the organizational
TDNA results through an electronic tool. The TDNA results are uploaded into the
TDIS that for the analysis and generation of TDNA reports.
The diagram (1.4) above shows the functional design for the TDNA Monitoring and
Evaluation at the Division and Regional levels. The TDNA-WG that has members who
take charge of the M&E for TDNA is tasked to monitor and evaluate the preparation,
conduct and consolidation of the M&E results. Tools to monitor the process by which
the TDNA is administered and results utilized have also been developed and can be
found in Volume 2, Operations Manual of the TDNA System.
At the Division or Regional level, the TDNA-WG prepares the M&E report and informs
the T&D Office or Unit enabling them to identify and inform schools of the findings.
Moreover, the T&D Office/Unit develops recommendations for the improvement of
the process, which informs regional policy review, and adjustment of the TDNA
system.
6.2. The Professional Development Planning (PDP) Syste
Page 15
The PDP System allows the development of the Individual Plan for Professional
Development (IPPD), the School Plan for Professional Development (SPPD), and the
Master Plan for Professional Development (MPPD) for both the Region and the Division.
These plans serve to address priority training and development needs indicated by the
TDNA results and priority development areas identified at the school, division and at
the regional level.
6.2.1. Individual Professional Development Plan (IPPD)
The IPPD is a tool that serves as a guide for each professionals continuous learning and
development. The IPPD is structured such that every professional regularly and
individually prepares, implements, monitors and updates the plan. It is based on the
identified development needs revealed by the Training Needs Assessment (TDNA)
appropriate for the specific profession and is consistent with the priority development
goals of the school, division and region. The IPPD is accomplished by the School Heads
and Teachers, to enable them chart their goals and plan learning activities that enhance
their competencies in order for them to work better for the improvement of their school
and learners performance. Developing a structured IPPD allows them to practice
individual accountability for professional growth and shared responsibility for the entire
organizations development. The IPPD system design (2.1) is seen below.
In the process of formulating the IPPD for teachers, the NCBTS-TSNA is major
information that identifies the specific competency domain and strand to be prioritized
for training. While the TSNA data are of major importance, the process provides for
equal consideration of the learners achievement results and reading levels. Similarly,
the process for IPPD for School Heads considers the results of the TDNASH as well as
the SBM Assessment. It also considers the learners achievement and reading levels.
The IPPDs of the teachers are summarized and inputted into the development of the
Page 16
SPPD while the IPPDs of School Heads are summarized at the district level for purposes
of district T&D activities.
6.2.2. The School Plan for Professional Development (SPPD) and the Master
Plan for Professional Development (MPPD)
The SPPD is the major blueprint that directs and influences all activities related to
professional development of the schools teaching and non-teaching personnel over a
given period. The SPPD sets out the schools professional development goal and
identifies a series of objectives and activities to support the achievement of the goal.
The SPPD 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 MPPD sets out the region or divisions overall professional development goal and
identifies a series of objectives to support the achievement of the goal. The MPPD goal
is based on a review of data that identifies the training needs based on the TDNA
results of the various personnel groups and considers the national and regional
priorities and thrusts. It is a tool that provides the necessary details e.g. objectives,
competencies, program content, processes, and budgetary requirements needed for
implementation. Identifying the specific resources needed for implementation and the
strategy or mechanism to secure the funds necessary are major processes of the MPPD
as these will help ensure that professional development programs can be delivered.
Page 17
The diagram (2.2 & 2.3) above shows that the School Plan for Professional Development
(SPPD) starts upon the call for the development of the School Improvement Plan (SIP) or
the Annual Implementation Plan (AIP). The SPPD is crafted with primary consideration of
the consolidated results of the teachers NCBTS-TSNA. Moreover, results of learners
achievement or school performance are important to be factored into the process of
goal setting for professional development.
Similarly, the Division and Regional MPPD is triggered by the call for the development of
the DEDP and the REDP. The identified programs for the MPPD are based on the TDNA
results of the organizational personnel in the Division or Region and the consolidated
TDNASH results of school heads, the TSNA results of the teachers and the learners
achievement results and Reading levels.
The developed MPPD at the Regional and Division levels is an important input to the
formulation of the DEDP or the REDP. The processes for the formulation of the MPPD
include a systematic and data-based identification of priority needs for professional
development of various personnel in the division or region.
The diagram (2.4) above shows the Quality Assurance (QA) and M&E scheme for the
Professional Development Planning System at the Division and Regional levels. At both
levels, the T&D Office is tasked to prepare the PDP-WG members who are assigned to
monitor the professional development planning conducted by clusters of schools and at
the level of individual school implementation using M&E tools. The Systems compliance
to standards particularly the development and quality of the SPPDs and MPPDs are
quality-assured by the PDP-WG.
Page 18
The M&E Report accomplished by the Division PDP-WG is submitted to the Division T&D
Chair who in turn reviews the report with the T&D Division Team. The T&D Office has
the responsibility to inform monitored schools of the significant findings related to the
professional development plans. The Report is also used as the basis for necessary
adjustments to the system, if any.
The same process is followed at the Regional level for the completion of professional
development plans. The Regional T&D Office convenes the PDP-WG who is tasked to
monitor the program planning in terms of quality and processes followed and reports its
findings to the Regional T&D Chief. Following any necesssary adjustments, new
standards and guidelines are sent to the divisions and schools.
6.3. The Program Designing and Resource Development (PDRD) System
6.3.1.Program Designing
A Program Design is the initial devise to plan for the priority professional development
programs identified in the SPPD or in the MPPD. It is the basis for the development of an
accompanying professional development resource package necessary to support the
provision of effective professional development. It delineates the scope and general
requirements of the program, i.e. its objectives, program content, duration,
implementation strategy and projected cost.
The diagram (3.1) below shows how program designs are developed. At the school
level, the School PDRD WG assists the School Head in identifying program designs and
materials for training priorities as indicated in the School Plan for Professional
Development (SPPD). At the Division and the Regional levels, the PDRD-WG works in
collaboration with experts at these levels who represent target groups for professional
capability enhancement as identified in the MPPD. Program designs and materials may
be accessed from the TDIS or LRMDS through its portal or from other available sources.
If there are available program designs which can be accessed, then the program design
is simply adopted for use. In other cases, the accessed program design may need some
modifications or adaptation before it can be used for the intended program identified in
the SPPD and MPPD. If there is no available design, the T&D PDRD-WG may decide to
develop one, that is, if they feel they have the capability and time to develop it.
Another option if there is no available design is for the school or division/region to
request technical assistance from external experts to develop the program design.
Developed program designs are uploaded in the TDIS and the LRMDS Portal for future
use with other groups.
Page 19
One of the purposes of the Program Design is that it serves as an executive summary of
the professional development program that can be evaluated for funding. Budgetary
requirements are essential considerations in implementing the programs. The Resource
Mobilization and Special Programs and Projects (RMSPP), if organized, in the school,
division or region can use the program designs developed to generate funding
resources for staff development.
While there are budget appropriations for human resource development made by the
Department of Education, these funds are usually insufficient to address even the top
priorities indicated by analysis results at the various levels. Training and development
managers are therefore encouraged to collaborate with the RMSPP to develop proposals
that source out funds to augment the budget requirements for the T&D activities.
6.3.2.Development of T&D Resource Packages
As soon as the Program Design is completed, the T&D Chief/Chair and the PDRD-WG
start convening program developers/experts who may come from Teacher Education
Institutions (TEIs) to compose the working group tasked to review available training
resources or to develop new ones. Available materials may be accessed from the TDIS,
LRMDS Portal or from other sources.
Page 20
The preceding diagram (3.2/3.3) shows that training resource packages, like the
program designs, that are accessed may be adopted or adapted for use. If there are no
available materials, and if the PDRD-WG and planners are capable, they can proceed to
develop the required resource package as specified in the program design earlier
prepared for this purpose. A guide and template are available for use in the
development of program resource packages.
If necessary, a request can be made for personnel from the LRMDS to develop the
technical component of the resource materials based on specifications developed by
the PDRD-WG. This may include an interactive format, powerpoint presentations of the
content, visual enhancements and other technical elements of the resource package.
Training materials are collaboratively developed whenever possible by both personnel
from the T&D and LRMD systems.
Page 21
The QA for Program Designing and Resource Development is shown in the diagram
(3.4) above. The systems flow is the same as that in the M&E for the other subsystems
of Training and Development and is followed at the division and at the regional levels.
Basically, the PDRD-WG in-charge of the M&E for the system prepares the resources
they need for the task , then implements its M&E Plan as scheduled. The nature of the
task is to ensure the compliance of the implementers monitored to the standards set
for program designing and resource development activities for the various clientele.
Part of the M&E task is to review the quality of the program designs and the resource
packages that have been produced and another group is convened by the T&D
Chief/Chair to review the quality of the designs/resource materials based on standards
set for PDRD. Results are recorded, reports prepared and submited to the T&D Office for
uploading in the TDIS.
The T&D Office, in turn, informs the schools and divisions monitored, of the findings,
makes the necessary adjustments to the system, and prepares report on monitored
processes for Regional policy review and adjustment.
6.4 The Program Delivery (PDy) System
The Program Delivery (PDy) System is responsible for the actual conduct of the
professional development programs (e.g. formal training, coaching, mentoring)
including the provision of technical assistance for the various programs and projects
related to professional development. The PDy System involves processes in the actual
delivery of the programs prioritized in the Master Plans for Professional Development
(MPPDs), School Plans for Professional Development (SPPDs) with the use of the
program designs and resources packages developed in the PDRD System. Likewise,
delivery of formal face-to-face and job-embedded learning activities are guided by the
standards and implementing procedures set in the Operations Manual for the PDy
System. Additionally, identified training methodologies/strategies and training delivery
modes contained in the PDy System Operations Manual and resource packages are
Page 22
necessary resources to carry out the delivery of quality programs.

The next diagram (4.1) presents the flow of procesess that are related to Program
Delivery at the School, Division and Regional level.
The process of the Program Delivery System at the school level, as shown in the
diagram above, starts with the announcement of training subject to Region/Division
requirements such as compliance to standards and selection of participants among
others. The next step is the preparation of PDy-WG who actually serve as the Program
Management Team for a particular program to be delivered. The Program Management
Team together with the Trainers manage the pre-program delivery including preparation
of resource, then conducts the Formal Face-to-Face (F3) and the Job-embedded
learning (JEL) components of the program. Important processes in the delivery include
management of human and physical resources, and conduct of sessions, implementing
the JEL activities and sustaining competent training teams.
A significant component of the PDy System is the conduct of Job-Embedded Learning
(JEL) activities. Guidelines are established by the system to install the structure,
processes, and tools that should guide the activities in following-up the field application
of learning obtained from a formal training. There are also JEL activities in the
workplace that do not necessarily follow F3 programs. Immediate Heads should take on
the responsibility of providing some advice for the professional development of their
personnel. A JEL Advising Handbook is included in the PDy System Operations Manual to
support the professional development activities done in the workplace. The Handbook
explains the JELs conceptual framework, goal and objectives, principles, areas for
advising and corresponding processes, roles/responsibilities, and M&E tools that
support the JEL activities.
The PDy System at the Division and Regional levels follows a similar process as that of
the school level. The main difference lies in the clientele group at various levels. It is
also important to note that the TDIS enables the recording, uploading and generating of
Page 23
information related to the delivery of training and development activities such as the
description of training program delivered, program management, trainers,number of
trained personnel, specific focus of the training, durations of training, among others.
The diagram (4.2) below shows the process flow specifically for the program delivery
component of the system. It includes M & E processes and tools designed to monitor
the operations, adherence to standards, processes and end-of-training evaluation at the
Regional, Division and School levels. It includes the utilization of required tools and
methodology (e.g. process observation tool, rating scales, open-ended questionnaire,
journal writing, and evaluation feedback). The data gathering strategies, data analysis
and resources for the preparation of M&E reports are necessary elements for the
system to be operational. The M&E provides information on strengths and weaknesses
of the system for the improvement and sustainability of operations at the Regional,
Division/District and School levels.
6.5 The ICT Component of the T&D System

The ICT component of the Training & Development System aims to establish a
database-driven information system to support the functions and processes described
in Section 6.0, Functional Diagram.
The Training & Development Information System (TDIS) consists of three (3)
subsystems that are linked to generate the necessary information to support education
management and establish learning support systems for teachers and education
Page 24
managers at the school, division and regional levels. The Functional Design diagram of
the TDIS is shown in the figure below.
TDNA Information System

This subsystem provides a facility to capture, consolidate and analyze TDNA
results of teachers, school heads and education supervisors and managers to
support the formulation of an effective and responsive training plans and
programs. This system consists of the following database-driven facilities
installed at the school, division and regional levels.
o School-Based TDNA system for teachers and school heads
o Aggregated school-level TDNA data for teachers and school heads at
division and region level
o Organizational TDNA system for division and region offices
o Automated generation of TDNA reports for analysis and plan formulation
Training Program Information System

This system supports the information requirements for the development,
implementation and monitoring of Professional Development Plans, Program
Designs, Resource Packages and the conduct of face-to-face training and jobembedded learning activities. This system has the following features and
functionalities:
Page 25
o
o
o
o
o
Database of MPPDs, Program Designs and Resource Packages

Database of Training Programs at division and regional levels which
include the following data:
- Standard code for training programs
- Title of Training Program
- Objectives
- Status
- Participants Profile
- Program Management Staff/Trainers
- Venue
- Start Date
- Duration(days)
- List of trainees (Code, name, position, organization)
- List of training sessions (Topic, Time of day, Duration)
- Trainers
- Trainee/Program Management evaluation data
Seamless linkage to the LRMDS to incorporate learning resource/s to a
training design
Database of trainers and program management that is accessible through
the web
Automated generation of reports for monitoring and quality assurance of
training programs
Personnel T&D Information System

In support of the PDP, PDRD and the PDy Systems, a database of trainings
delivered with corresponding record of planners, designers, resource developers,
program managers, trainers and personnel trained are maintained to facilitate
the monitoring of status of professional development plans at the division and
regional levels. Personnel training records are uniquely identified by the
Employee Number in the Human Resource Information System (HRIS).
Integral component of the Unified Information System (UIS)

The TDIS is designed and developed as part of the Unified Information System
of DepED. As such, integration with the E-BEIS and LRMDS will be established
while integrating mechanisms shall be incorporated in the design of the system
to facilitate future linkage with existing DepED systems like the HRIS and the
School MIS. The UIS Architecture is shown in the Appendix C.
7.0 Structure, Processes and Tools at the School, Division and Regional Levels
Guided by the functions of DepED at the various levels as indicated in the RA 9155, it is
necessary to provide corresponding delineation and yet integrated structures and
processes across the field levels. The T&D System, although unified in its subcomponents, integrates its processes into the School-Based Management (SBM)
structures. As succinctly indicated in the BESRA PIP, actions are featured across four
areas, namely: school-based management, competency-based teachers standards,
quality assurance and learning support, and outcomes-focused resource mobilization.
The first area, school-based management, is described to be the common pathway and
main integrating vehicle for activities across the other three areas at the region,
Page 26
division and school levels. BESRA implementation clearly indicates that schools need to
integrate different activities in the three areas through their implementation of SBM.
Based on the mandates presented above, the following Integration Matrix
summarizes the indicative functions related to training and development integrated
into the SBMs Education Planning, Human Resource Management, and Resource
Mobilization, at the various levels.
The main functions at the central level relate to the establishment of policy directions
and the development of operational instructions. The matrix below delineates
respective structures and processes that should guide the activities for training and
development at the school, division, region and central levels based on the Central
Office policies and operational guidelines.
7.1. Central Level
Structure: NEAP (Lead Unit); BEE, BALS, BSE, HRD-SDD, TEC, OPS
Function
A. Policy formulation
for training and
development (T&D)
re:
Training
Development Needs
Assessment (TDNA),
Professional
Development
Planning (PDP),
Program Designing
and Resource
Development (PDRD),
Program Delivery
(PDy), and M&E
B. Standard setting
(System standards
and Competency
standards for the
teaching & nonteaching personnel)
Process
Establish national directions for
T&D: Policy review, policy
implementation, policy adjustment
Formulate set of policies: Draft,
Consult, Refine
Plan and implement National
Advocacy for T&D
Monitor and evaluate the Regional
implementation of policies
Process Tools
T&D System
Framework and
Operations
Manuals (Volume
1-5)
Set system standards for the T&D

system and its sub-systems:
Training Development Needs
Assessment (TDNA), Professional
Development Planning (PDP),
Program Designing and Resource
Development (PDRD), Program
Delivery (PDy).
National
CompetencyBased Teacher
Standards
(NCBTS)
Framework
(September
2006)
Develop/review competencystandards for various personnel

groups:
- Analyze & align specific
functions of personnel groups
at various levels vis a vis the
mandated roles and
responsibilities
Identify competencies in line
with the functions
DepED Order
No.30 S. 2009
(Adoption &
Implementation
of the T&D
System
Operations
Manual Volumes
1-5)
Tools for T&D

implementation
and for
monitoring &
evaluation
Page 27
Conduct field validation of the

competencies for national
acceptance
Issue a policy cover for competency

standards for national application
DepED Order
No.32 S. 2009
(National
Adoption and
Implementation
of NCBTS-TSNA
and IPPD for
Teachers)
DepED Order No.
32 S.2010
(National
Adoption and
Implementation
of the NCBS-SH)
C. Implement TDNA
System at the Central
Office and RO
Executives
D. Implement a
Professional
Development
Planning (PDP)
System for the
Central Office
E. Implement the
Program Designing
and Resource
Development (PDRD)
System for the CO,
RO Execs and
Regional Trainers
Develop standards-based TDNA for

CO personnel and RO Execs
Develop TDNA tools and
accompanying Manual for
administration
Pilot test the tools and make
necessary revisions
Conduct the TDNA for CO
personnel and RO Execs
Establish a system for PDP for the
Central Office such as:
Utilization of TDNA results
Prioritising T&D Needs
Use of ICT tools & appropriate
strategies
Individual Plans for Professional
Development (IPPDs)
Master Plans for Professional
Development (MPPD) for the
Central Office
Develop (3-6 yr) Master Plan for

Professional Development (MPPD)
of CO personnel and RO Execs
Develop and try-out T&D

program design models
Develop Program Designs and

Training Resource Packages
TDNA System
Framework and
Operations
Manual (Volume
2)
Data analysis for
TDNA
PDP System
Oprations
Manual (Volume
3)
IPPD and SPPD
Guide and
Templates;
Needs-based
MPPD for the
Central Office
and RO Execs
and for TOT in
the regions
PDRD System
Operations
Manual (Volume
4)
Guides and
Templates for
Program
Designing and
Resource
Package
Page 28
Development
F. Implement
Program Delivery
(PDy) System for CO
Personnel, RO Execs
and Regional Trainers
G. Quality Assurance
and Accountability of
the T&D operations at
the CO and Regional
level
H. Resource Support
for T&D
Manage and implement the pilot

testing of Professional
Development Delivery models
Formulate system & standards for
accreditation of Professional
Development Activities
Set a system for Accreditation of
Service Providers
Provide the mechanism for
Certification of National Trainers
Provide professional development
for CO Personnel, RO Execs and
Training of Trainers (TOT) at the
regional level
Establish national system for

Quality Assurance and
Accountability, Monitoring &
Evaluation (QAA-M&E) of the T&D
system
Monitor and evaluate T&D
professional development activities
at the CO, Regional Executive
levels and TOT
- Review the M &E Framework
- Organize M & E Team
- Prepare M & E Resources
- Monitor the conduct of T&D
activities at Central and
Regional Executive level
- Prepare T&D M & E Reports
Utilize M&E results to inform
adjustments and policy review
Establish national guidelines for
funding T&D activities at the
Central Office and downloading of
funds to the Regional/Division
levels
Review and approve the cost of
T&D activities indicated in the
Operations Plans submitted by the
Region and Divison
Program
Delivery System
Operations
Manual (Volume
5)
Guidelines for
certification of
trainers;
Accreditation
instrument for
Service
Providers;
Program Designs
and Resource
Packages pilottested based on
CO MPPD for
various groups
M and E Tools
and Report
Template
T&D M&E
Framework and
Tools Handbook
T&D Operations
Plan and Budget
template
Page 29
Prepare budget estimates for T&D

fund allocations across all levels
and advocate for its approval
Manage and report on
disbursement and liquidation of
funds
Review costs of T&D activities at all
levels
Prepare budget estimations for T&D
funds allocation across all levels
and advocate for its approval
7.2. Regional Level

Structure : NEAP-R, T&D Unit with a full time Chief and representatives from
Elementary, Secondary and ALS, Admin/Budget and Finance who are
permanently designated as members
Integrated in SBM Policy & Planning
Page 30
Function
Set regional
standards in learning
outcomes and
technical assistance
in the form of
training, performance
evaluation,
accountability
processes,
decentralization of
functions, and budget
in terms of
localization, and
integration of plans
and best practices
(BESRA)
Process
Establish regional directions for T&D
based on
- Policy review and localization
- Policy implementation
- Policy monitoring
- Policy adjustment
- Identification of recommendations
on policy development for the
region/central office
Set regional standards for T&D
- Conduct of TDNA
- Professional development planning,
program designing and resource
development for training
- Formal Face-to-Face training delivery
- Monitoring and evaluating F3
training
Process Tools
Policy review
and
localization
guidelines
and
standards
Plan and manage

effective and efficient
use of human,
physical and fiscal
resources of the
region including
professional staff
development of the
region (RA 9155 Rule
6: 6.1.26)
Organizational TDNA Administration for

the Region
- Orient team in the administration of
the TDNA
- Regional officials and education
leaders to complete the TDNA
- Region to review results and identify
prioritized training and development
needs of the region
Organization
al TDNA Tool
for region
Consolidation & Analysis

- All Divisions Organizational TDNA
results
- All Divisions MPPD
- Regional Organizational TDNA
results
Region Master Plan for Professional
Development (MPPD)
- Review Organizational TDNA results
(from Divisions and Region)
- Review consolidated Divisions MPPD
- Identify regional priorities for T&D
- Develop MPPD for the Region
Integrated in SBM Human Resource Management
System
Design for
Regional
T&D
System
Design for
Division
Consolidation
of TDNA
results
MPPD
Template
Page 31
Implement and
manage regional staff
development
program (RA 9155
Rule 6:6.1.25)
Region Program Design

Program Design
- Identify priority training and
templates
development needs based on
including
regional MPPD
financial plan
- Identify available program
designs/materials (LRMDS)
Resource
- Develop new program designs, if
Package Guide
necessary, using design templates
and templates
- Identify delivery modes
- Develop financial plans
Resource Package Development
- Identify available resource packages
based on program designs
- Develop new resource packages, if
necessary, using resource package
guide and templates
Conduct of Training of Trainers (TOT)
- Identify regional training programs
which require the TOT
- Set criteria and process for selection
of Trainers
- Conduct TOT
Structural
- Evaluate trainers performance
Flow and
Management of downloaded TOT
Terms of
programs from the CO
Reference
- Orient CO Program Management on (TOR)
Structural Flow and Terms of
indicated in
Reference (TOR) indicated in the
the
Operations Manual (Volume 5)
Operations
- Manage with the CO the program
Manual
delivery
(Volume 5)
- Monitor and evaluate the program
delivery
- Report on the conduct of program
delivery
Conduct of F3 training
Job
- Convene training staff/ facilitators/
Embedded
trainers
Learning
- Walk through the Resource Package
(JEL) Advising
- Deliver F3 training
Handbook
Provision of JEL Advising or Technical
Assistance
- Identify technical assistance
requirements
- Accomplish and implement JEL
Advising Tracking Form
- Monitor the implementation and
provide recommendations
Integrated in SBM QAAS and M&E
Structure: T&D Unit with Regional QA Management Team
Page 32
Ensure strict
compliance with
prescribed national
criteria for the
recruitment, selection
and training of all
staff in the region and
division (RA 9155
Rule 6: 6.1.2)
Monitor and Evaluate
T&D practices in the
Region
Incorporating standards for T&D in the

Regional QAAS and M&E
Implementing the T&D M&E
Framework
M&E of the administration of TDNA
across the region,
- M&E of the development of
professional development plans,
program designs and resource
packages across the region
- M&E of the delivery of training
across the region
Consolidating and processing data from
Regional and Division T&D
implementation
Analyse results of monitoring and
evaluation of T&D implementation
Reporting the M&E of T&D to Region
- for REDP development
- technical assistance planning for the
Division
T&D M&E
Framework and
Tools Handbook
7.3. Division/District Level

Integrated in SBM Policy and Planning
Structure: Division T&D Unit, consisting of a full time Chair with
members from ES, PSDS, Admin/ Budget and Finance designated as
regular members for a term
Function
Process
Process Tools
TDNASH
Administration
TDNASH Guide
Plan and manage the
and Tools
effective and efficient - Orient team in the administration of
TDNASH
use of all personnel,
- School Heads to complete the
physical and fiscal
TDNASH through triangulation
Division
resources of the
process
Organizational
divisions including
Organizational TDNA Administration for
TDNA Guide
professional
Division
and Tools
development of staff
- Orient team in the administration of
(RA 9155 Rule
the TDNA
Organizational
7:7.1.10)
Division
representatives
to
complete
TDNA Guide
Prepare Division
the TDNA
and Tools
specific plans for
Division
to
review
results
to
identify
training school heads
the priority training and development
and other school
needs of the division
Cluster and
level stakeholders on
Consolidation
and
Analysis
of
Division
SBM (BESRA)
Consolidation
Provide opportunities - TDNASH results
Organizational
Division
TDNA
results
of NCBTS-TSNA
for broad based
Individual
Plans
for
Professional
& TDNASH
capacity building for
Development
results;
leadership to support
SHs
to
review
results
to
identify
IPPD Template
SBM (RA 9155 Rule
individual training and development
9:9.1.24)
needs
- Develop SHs IPPD
MPPD
Division Master Plan for Professional
Ttemplate;
Development (MPPD)
- Review TDNA results of SHs and the
Page 33
Division, including consolidated

NCBTS-TSNA results and School Plans
for Professional Development
Identify Division priorities for T&D
Develop Division MPPD as part of
DEDP
Incorporate Division MPPD into REDP
Integrated in SBM Human Resource Management and Resource

Mobilization
Structure: Division T&D Unit, consisting of a full time Chair with members
from ES, PSDS, Admin/ Budget and Finance designated as regular members
for a term
Division Program Design
Program
Provide appropriate
Identify
priority
training
and
Design
organizational
development needs based on the
templates
support and authority
Division Master Plan for Professional
including
to enhance their
Development (MPPD)
financial plan
capability and
Identify
available
program
competency to carry
designs/materials (LRMDS)
Resource
out teachers
- Develop new program designs and
Package
mandated roles and
resource packages, if needed, using
Development
responsibilities
design/development templates
Guide and
(BESRA KRT1)
Identify
delivery
mode
e.g.
TOT
for
Template
Provide professional
the
conduct
of
training
through
and instructional
clusters,
advice and support to
Develop financial plan
the SH, teachers/
Resource
Package Development
facilitators
Identify
available resource packages
( RA 9155 (8: 8.1.2)
based on program design from
TDIS/LRMDS Portal or from other
Provide technical
sources
assistance in the
Develop new resource packages, if
form of training
necessary, using resource package
programs for school
guide and templates
heads and teachers
Training of Trainers(TOT)
(BESRA KRT 1)
- Identifying programs that require the
training of trainers (TOT)
- Set criteria and process for the
selection of potential trainers
- Conduct TOT
- Evaluate the performance of trainers
JEL Advising
Conduct of F3 training
Handbook
- Convene training staff/ facilitators/
trainers
- Walk through the Resource Package
- Implement the training
Provision of JEL Advising to
Clusters/Schools
requirements
- Accomplish and implement JEL
Advising Tracking Form
- Monitor the implementation and
Page 34
provide recommendations
Integrated in SBM M & E
Structure: Division T&D Unit, consisting of a full time Chair with
members from ES, PSDS, Admin/Budget and Finance designated as
regular members for a term
M&E Template
Monitor and evaluate Development of an M&E Plan
monitoring the administration of
for T&D
the implementation
TDNA across the division
of the School
- monitoring the development of
M&E tools for
Improvement Plans
professional
development
plans,
the
(SIPs) and the
program designs and resource
administration
utilization of funds
packages across the division
of TDNA for
provided by the
- monitoring the F3 training across the teachers,
national government
division
School
and local government
monitoring
the
T&D
M&
E
processes
Heads ,and
units to the schools
across the division
Organizational
and community
TDNA for
learning centres (RA
Gathering data on T&D implementation
Division)
9155 Rule 7: 7.1.5)
of the division/clusters/schools
- TDNA administration
M&E Tools for
the
development
package development
of plans,
- F3 Training delivery
program
- M&E of T&D activities
designs and
Consolidating and processing data from
resource
Division T&D implementation
packages
M&E tool for
Program
package development
Delivery
- Program
Manageme
Analysis of M&E results of T&D
nt Conduct
implementation
of F3
training
- JEL
activities
package development
Report to Division and Region
- for DEDP/REDP development
- technical assistance planning for the
Clusters/school
7.4. School Level
Integrated in SBM Policy and Planning
Structure: School T&D Team chaired by School Head
Function
Process
Process
Tools
NCBTS- TSNA Administration
NCBTS TSNA
Initiate and sustain
Orient
teachers
on
the
NCBTS
to
be
Tool
the regular practice
conducted
by
the
SH
and
the
NCBTS
of teachers using
Coordinators
NCBTS TSNA
NCBTS as a guide for
Page 35
their personal self

appraisal as an
integral part of
preparing SIP (BESRA
PIP)
Allocate and utilize
INSET funds at the
school level to
support teacher
development needs
identified in SIP in
accordance with SBM
practice (BESRA PIP)
Allow teachers to complete the NCBTSTSNA self assessment

- Consolidate NCBTS-TSNA results
Teachers IPPD Development
- Identify individual NCBTS-TSNA based
needs
- Consider school development priorities
- Consider student learning needs
- Accomplish IPPD
- Track progress of IPPD targets
- Review and adjust IPPD
School Plan for Professional Development
(SPPD)
- Review NCBTS-TSNA results of teachers
- Identify school priorities for Staff
Development
- Consider teachers IPPDs
- Develop School Plan for Professional
Development (SPPD)
Integrated in SBM Human Resource Management

Structure: School T&D Team chaired by School Head
Program Designing
Encourage and
- Identify development training priorities
organize continuing
based on SPPD
professional
- Identify available program
development
designs/materials that may be accessed
activities for
e.g. from the division (LRMDS)
teaching and
Identify delivery mode for training
learning (RA 9155
- Develop program design, if necessary,
Rule 9:9.1.22)
including financial plan
Encourage and
enhance staff
development (BESRA Resource Package Development
- Identify available resource packages
KRT 1)
based on program design from TDIS or
LRMDS Portal
- Develop new resource packages, if
necessary, using Resource Package
Development Guide and Templates
Conduct of Formal Face-to-Face (F3)
training for teachers
- Convene training staff e.g.
trainers/facilitators/admin support
- Walk through the resource package and
support materials
- Implement F3 program to identified
teacher participants
- Evaluate F3 training
Provision of assistance for JEL activities
requirements
- Accomplish and implement JEL Tracking
Form
Consolidation
Templates
Teachers IPPD
Guide and
Template
School Plan for
Professional
Development
Template
Program
Design
Templates
Resource
Package
Development
Template
JEL Template
M&E Tools for
Program
Delivery
- Program
Management
- Conduct of
F3
- JEL Activities
JEL Advising
Handbook
Page 36
Monitor implementation and provide

recommendations
Integrated in SBM Resource Mobilization
Structure: School Resource Mobilization committee chaired by School Head with
T&D representation
Resource Mobilization (RM)
Generate resources
- Conduct of a stakeholder analysis
Stakeholder
for the purpose of
(identify
the
resource
Analysis
upgrading teachers
needs/availability
/costing
etc)
Template
learning and
- Identify existing school/division/region
facilitate
resource mobilization initiatives
Mobilization
competencies (RA
- Match available resource mobilization
Plan Template
9155 Rule 9:9.1.29)
initiatives & required resources
- Develop advocacy plan for resource
mobilization and organize and orient RM
core group
- Launch RM mobilization plan
- Account for resources generated
- Provide official recognition of
contributors/donors
Offices of the Department
Secretary and
Undersecretaries
NEAP
HRDSSDD
Bureau
s
TEC
OPS
Office of Regional
Director
8.0
General Services
Management
Budget &
Finance
Manage
Organizational
ment
NEAP in the
Region
ICT Support
Facility
Structure and Terms of Reference
(TORs)
Support groups:
RDC
LGU
NGO
GO
TEIs
The organizational structure of T&D is integral to the system if it is to be operational

Planning,
and functional. Additionally,
there
be a continuous
capability
building
for the
Research
and
QA-M&E
and must Training
Policy &
Development
Accreditation
&
Development
personnel
who
will
run
the
system.
The
following
organizational
structure
Quality
Research and
Assurance & Terms of Reference (TOR) RO-Diivision
RO-Division
corresponding
are basic to the T&D structure at the
Regional,
Accountability
Division/District
and School Levels:
RO-Division
Competency
Assessment
REGIONAL T&D
TEAM &
WORKING GROUPS
(WGs)
TDNA-WG
PDP-WG
PDRD-WG
PDy-WG
T&D Operations Manual_Volume 1: T&D
Assistance to
Succession
Planning &
Programming
Production of
Professional
Development
Materials
Curriculum
and
Instruction
RO-Division
Technical Assistance to Field Divisions
DIVISION OFFICE
DIVISION
Training &
Development
Unit
DIVISION T&D
Systems
Framework
WORKING
GROUPS (WGs)
Technical Assistance to Cluster/Schools
Page 37
8.1. Central Office

As provided by the RA 9155, the Secretary of Education, assisted by the
Undersecretaries, shall have the authority, accountability, and responsibility for the
enhancement of the professional competence of all personnel in the Department.
The National Educators Academy of the Philippines (NEAP) has the mandate to provide
a national framework for the continuous development of all education personnel and to
define personnel competency and qualification. Moreover, based on the DepED Order
No. 30 s.2009, the National Educators Academy of the Philippines (NEAP) is the agency
responsible for the general operationalization of the T&D system in coordination with
bureaus, regions, divisions and schools. The NEAP Central office is supported by the
Bureaus, Human Resource Development Services-Staff Development Division (HRDSSDD) and the Teachers Education Council (TEC) as the national working group. This
group has been expanded to include Office of Planning Service (OPS) as specified in
DepED Order No.38 s. 2010.
The mandated task of the NEAP and the National Working Group is to draw out plans
relative to the execution of implementation activities for the operationalization,
development and expansion of the T&D system. Further, it is also tasked to recommend
policies and directions related to Training and Development.
Pursuant to DepED Order 111, s. 2009, the DepED Central office will establish the
Page 38
national policy direction and operational instruction for service areas of the NEAP and
NEAP in the Regions especially on the adoption of T&D system framework. The Central
NEAP will closely collaborate with the NEAP in the Regions to provide technical
assistance and to monitor and evaluate the T&D operations at the regional level.
8.2 Regional level
The establishment of the NEAP in the Region (DepED Order No. 111, s. 2009) provides
that the NEAP in the Region shall establish regional directions and localization
guidelines and standards for the different service areas with the T&D System as a core
area for the regions and divisions; consolidate and analyze all Divisions TDNA results;
identify regional priorities for T&D; develop the region Master Plans for Professional
Development (MPPD) and monitor and evaluate the T&D System operations in the
divisions
8.2.1 Regional Director
The Regional Director (RD) has the command responsibility of all the Training and
Development activities in the Region. Related to the T&D System, the following
are the RDs TOR:
Appointment/designation of the Regional Division T&D Chief, Regional T&D
Working Groups (WGs), and other staff for the positions, specified in the T&D
regional organizational structure.
Issuance of enabling policies, memoranda, orders, and guidelines related to
T&D activities
Allocation of adequate budget for the human resource development activities
for the region
Leading in partnership opportunities and activities with stakeholders,
benefactors and TEIs for training and development
Review of performance of T&D personnel and make appropriate
recommendations for promotion, incentives, awards and recognition.
Quality assurance and review of all human resource development with
assistance of the T&D WGs in-charge of M&E and the Regional M&E Group
(RMEG)
8.2.2 Assistant Regional Director

The Assistant Regional Director (ARD) will be responsible directly to the RD in all the
operations of the T&D. The ARD acts on the RDs behalf in his/her absence and
performs any or the RDs entire TOR subject to existing rules and regulations. S/He
actively directs the implementation of T&D activities to ensure their alignment to
the BESRAs goals/objectives.
8.2.3 Regional T&D Chief
The Regional T&D Chief is the manager of T&D activities in the region. In particular,
the following are his/her TOR :
Management of Planning, Implementation and Monitoring & Evaluation of the
Training and Development operations, at the regional level
Page 39
Coordination of T&D activities with the Central and Division levels

Conduct of regular meetings of all the regional T&D-WGs of the subsystems
Coordination of the planning, implementation, monitoring, supervision, and
evaluation of activities conducted for the different T&D subsystems
Management of the T&D Information System (TDIS) at the regional level
Recommendation of the approval of activities proposed by committees to the
RD through the ARD by accomplishing the Training /Event Requests (TER) or
its equivalent form
Overseeing the development of short term and long term Master Plans,
Designs and Resource Packages for Regional T&D activities
Representation of the RD and ARD when necessary in partnership
opportunities with stakeholders, benefactors and
TEIs for professional
development purposes
Facilitation of the issuances of memoranda and travel orders related to
training and development
Accomplishment of Program Completion Reports (TCR) copies of which are
furnished the RMEG (Regional Monitoring and Evaluation Group)
8.3. Division level

8.3.1 Schools Division Superintendent
The Schools Division Superintendent (SDS) has the command responsibility of all the
Training and Development activities in the Division. Related to the T&D System, the
following will be the SDS TOR:
Appointment/designation of the Division T&D Chair
Designation of T&D Working Groups and other staff for the positions specified
in the T&D Division organizational structure
Issuance of enabling policies, memoranda, orders and guidelines related to
T&D activities
Allocation of adequate budget or resource mobilization for the T&D activities
in the division
Leading in partnership opportunities and activities with stakeholders,
benefactors and TEIs for training and development
Review of performance of T&D personnel and make appropriate
recommendation for promotion, incentives, awards, and recognition
8.3.2 Assistant Schools Division Superintendent
The Assistant Schools Division Superintendent (ASDS) assists the SDS in all
responsibilities related to T&D. The ASDS acts on the SDSs behalf in his/her
absence and performs any or the SDSs entire TOR subject to existing rules and
regulations. She/He actively supports the implementation of T&D activities to ensure
their alignment to the T&D goals/objectives.
8.3.3 Division T&D Chair
The Division T&D Chair is the manager of the T&D activities in the Division. The
following are included in his/her TOR:
Management of the operations of the T&D system at the division level
Coordination of T&D activities with the Regional, cluster and school levels
Planning and conduct of post activity meetings of all the T&D Working Groups
of the subsystems
Page 40
Coordination of the planning, implementation, monitoring, supervision,

evaluation of activities engaged by the different subsystems
Management of the T&D Information System (TDIS) at the Division level
Recommendation of the approval of activities proposed by T&D Working
Groups to the SDS by accomplishing the Training /Event Requests (TER)
Provision of support to the development of short term and long term Master
Plans, Designs and Resource Packages for Division professional development
activities and coordinates the same at the school and cluster levels.
Representation of the SDS in linkage opportunities with stakeholders,
benefactors and partner TEIs for training and development
Facilitation of the issuances of memoranda and travel orders related to T&D
Accomplishment of Program Training Completion Reports copies of which are
furnished the DMEG (Division Monitoring and Evaluation Group)
8.4. The T&D Working Groups (TD-WGs)

The Regional Office T&D Division and the Schools Division T&D Unit composed of at
least 5 members in each Team will be the core of the various TDWGs. Additional T&D
Implementers are designated to join the different TD-WGs. The Working Groups are
tasked to perform the following duties and responsibilities in coordination with and
approval of their respective Regional T&D Chief or Division T&D Chair:
8.4.1. Training and Development Needs Assessment Working Group (TDNAWG)
Organization and technical operations of the TDNA system
Provision of technical orientation and administration of organizational and
individual TDNA, e.g. NCBTS-TSNA, TDNASH, Organizational TDNA for Region
or Division
Consolidation and reporting of TDNA results
Technical assistance for the utilization of TDNA results in the SIP/AIP,DEPP and
REDP
Coordination with the resource mobilization group to support TDNA activities
Monitoring and evaluation of the TDNA system and use of the TDIS
Submission to concerned officials the recommendations based on monitoring
and evaluation results of the TDNA System operations
8.4.2 Professional Development Planning Working Group (PDP-WG)
Organization and technical operations of the PDP system
Preparation/development of needs-based Individual Plans for Professional
Development (IPPDs), School Plans for Professional Development Plans
(SPPDs) and Master Plans for Professional Development (MPPDs) for the
Division and Region
Technical assistance in the implementation of IPPDs , SPPDs, MPPDs
Review, and updating of IPPDs, SPPDs and MPPDs
Quality Assurance/Monitoring and Evaluation of the PDP System and use of
the TDIS
and evaluation results of the PDP System operations
8.4.3. Program Designing and Resource Development Working Group
(PDRD-WG)
Page 41
Organization and technical operations of the PDRD system

Review, updating and/or development of program designs and resource
packages/materials
Technical assistance in the development and review of program designs and
resource packages
Coordination with Learning Resource Management and Development (LRMD)
Unit for possible uploading of Program Designs and Resource Packages into
the LRMDS Portal
Quality assurance/Monitoring and Evaluation of the PDRD System and use of
the TDIS
and evaluation results of the PDRD System
8.4.3 Program Delivery Working Group (PDy-WG)

Organization and technical operations of the PDy System that includes three
components: Program Management, Formal Face-to-Face (F3) Program and
Job-embedded Learning (JEL) activities
Technical Assistance in the operations of PDy System
Documentation of the proceedings of all training/development activities
Monitoring and Evaluation of the PDy System and use of the TDIS
and evaluation results.
8.5. The
T&D Information System (TDIS) Officer(s)-in-Charge

Creating and editing of data and documents related to the TDIS
Assist the T&D personnel in searching for information on TDIS
Printing of reports generated by the TDIS upon request of T&D Chief/Chair
Page 42
9.0 Monitoring and Evaluation of the T&D System
Page 43
T&D System Monitoring and Evaluation General Framework
9.1. M&E Framework and Standards
A. T&DtoNeeds
Assessment
(TDNA) (T&D)
System
Integral
the Training
& Development
System is its monitoring and evaluation
System
Regional
Division Level
School
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Systematic
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4 and 5. A separate document, Monitoring
T&D and Evaluation (M&E) Framework and Tools
for
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T&D
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pertinent
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Page 44
Input
region and division

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implement program implementation plans for the T&D System. Regional training
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Page 46
PDRD System-Vol. 4,
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stay in touch with the
realities of the school situation where their clients (e.g. pre-service students) will
eventually be
based. policies,
Enabling
Enabling policies,
Enabling policies,
standards, and
standards, and
standards, and
processesand SUCs forged
processes
The DepED processes
NEAP-R and selected TEI-COTs
a Memorandum of
Understanding (MOU) in support of the operations of, but not limited to, Training and
Development (T&D) as a core service area of NEAP-R in Regions VI and VIII. The MOU
Page 48
serves as a facilitating document toward establishing a partnership to provide an

exchange of supportive services between the DepED Region and the Teacher
Education Institution Centers of Training (TEI-COTs) and SUCs located in the Region,
with an aim to sustain the Department of Education regional operations of the Training
and Development System. The MOU also allows the Schools Division Superintendent
(SDS) of the Divisions where the partner SUCs are located, to enter into contracts or
agreements involving specific activities with said TEIs (See Appendix D for a copy of the
pre-signed MOU.)
11.2. Advocacy
The T&D System Framework aims to bring about changes to current practices and to
remove barriers that currently exist in relation to access and participation in quality
professional development. The successful introduction, utilization and sustainability of
the T&D system will require a sustained community advocacy program, which will
explain to stakeholders the changes that are being promoted by the system and how
these will ultimately benefit them.
An Advocacy Plan (See sample in Appendix E) will necessarily be developed to support
the adoption of the T&D system with the following considerations:
The plan considers how it will introduce the various features of the system to
stakeholders so that all educational personnel are fully aware of the changes that
are being implemented, and the implications of these to their own practices.
Once people are familiar with the T&D system, advocacy efforts will need to
focus on ensuring that people know how to make full use of the various
components of the system and how to access professional development
opportunities, which address their learning needs. Advocacy measures will also
be required to ensure the system is sustained and strengthen to cater for
ongoing and emerging needs.
During each of the work phases of the T&D system, the advocacy plan identifies
key messages that will target specific audiences explaining the innovations and
benefits of the T&D system. These messages would outline details relating to
current T&D policies, the different components described within the system, and
the range of resources and processes in place to support the provision of
relevant, quality professional development.
A range of strategies should be identified in the plan to ensure the advocacy
messages on to the T&D System reaches a maximum number of people in a way
that clearly relays the necessary information. Champions will need to be found
to advocate at the central, regional division and school level adopting advocacy
strategies such as soliciting meetings with stakeholders, providing progress
reports on developments and achievements, using local channels, radio
broadcast, and newspapers, and facilitating conferences between and among the
educational stakeholders.
A comprehensive advocacy plan will ensure the T&D System is widely accepted
by all stakeholders and well accessed by users. It will facilitate collaborative
partnership and will create new opportunities for genuine engagement and
dialogue among educational stakeholders resulting in a concerted effort to
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improve the quality of, and access to, effective professional development.
12.0 Sustainability
The sustainability of the T&D system is essential if the goals of BESRA are to be
achieved and the education system is to be strengthened. A vibrant and functional T&D
system is needed if human resources are to be continuously developed in order to
support the ever-changing demands of the society.
The identification of organizational structures, the establishment of processes, the
development of tools, and the setting up of a T&D Information System to support each
of the T&D systems across all levels provide a strong foundation for the sustainability of
the system. The incorporation of the M&E and quality assurance processes within each
of the T&D subsystems further strengthens its sustainability through the mechanisms
for ongoing review and refinement.
A suggested calendar for the implementation of the major critical processes of the T&D
System is found in Appendix F. It provides a picture of a 5-year plan towards full
operations of the TDNA, PDP, PDRD and the PDy Systems at the school, division and
regional levels.
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Appendices
Appendix A. NCBTS Framework and

Standards
NATIONAL COMPETENCY-BASED
TEACHER STANDARDS (NCBTS)
A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS
September 2006
-ExcerptsGENERAL INTRODUCTION TO THE NCBTS
What is the NCBTS?
The NCBTS is an integrated theoretical framework that defines the different dimensions of
effective teaching, where effective teaching means being able to help all types of students learn
the different learning goals in the curriculum.
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Why Do We Need the NCBTS?

Filipino teachers often get mixed signals about what it means to be an effective teacher. For
example, they may have been taught definitions of good teaching by teacher educators in their
pre-service education that seem to be different from what their principals and supervisors
expect in their schools. Or teachers are taught new teaching approaches that seem inconsistent
with the Performance Appraisal System. What is worse is when teachers who have the
reputation of being ineffective teachers are promoted to higher ranks. The NCBTS provides a
single framework that shall define effective teaching in all aspects of a teachers professional life
and in all phases of teacher development. The use of a single framework should minimize
confusion about what effective teaching is. The single framework should also provide a better
guide for all teacher development programs and projects from the school-level up to the national
level.
Who Should Use the NCBTS?
Anyone who is interested in improving teaching practices should refer to the NCBTS. Thus,
teacher education institutions shall use the NCBTS to design and implement effective preservice teacher education curricula. The PRC shall refer the NCBTS in designing the Licensure
Exam for Teachers. Organizations and agencies that implement in-service education for teachers
(INSET) shall refer to the NCBTS in developing their interventions. Award-giving bodies shall refer
to the NCBTS in defining their criteria for outstanding teachers. The DepED shall use the NCBTS
in formulating its hiring, promotion, supervision, and other policies related to the teaching
profession. It shall also use the NCBTS to guide its INSET programs for teachers.
Most important, individual teachers in all the public elementary and high schools all
over the country shall use the NCBTS for their professional development activities.
How Should Teachers Use the NCBTS?
Teachers can use the NCBTS in many ways:
As a guide to reflect on their current teaching practices
As a framework for creating new teaching practices
As a guidepost for planning for professional development goals
As a common language for discussing teaching practices with other teachers
The best way to begin using the NCBTS is to use the competency-based framework as the guide
for thinking critically about whether the teachers current practices are helping students attain
the learning goals in the curriculum.
A teacher can use the various elements of the NCBTS to determine whether their different
actions and strategies as teachers are effective in helping their students learn the desired
curriculum objectives. Thus, the NCBTS can be used as a self-assessment tool.
It is most likely that in using the NCBTS, a teacher will see herself as demonstrating some
dimensions of effective teaching, but not others. As all teachers aim to be more effective
facilitators of student learning, the NCBTS can then serve as a framework for revising current
practices or for developing new teaching practices that would make teaching more effective. In
other words, the NCBTS can cue the teacher about what she should be doing, in case she finds
her current practice less than ideal.
This self-assessment can help teachers plan for their professional develop in the short-term and
in the long-term. For example, using the NCBTS the teacher can be aware of her strengths as a
teacher and ensure that she becomes more consistent in demonstrating her strengths. At the
same time, she can plan on professional development strategies so that she can improve on her
weaknesses.
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Thus, the NCBTS can help each Filipino teacher become a better teacher, and assist each
teacher to continuously think about improving professional to become even better and better as
facilitators of student learning.
With the NCBTS all Filipino teachers also share a common vocabulary for discussing their
teaching practice, for defining their ideals as teachers, for negotiating and creating strategies to
improve their practice, and for addressing their various stakeholders regarding the improvement
of the teaching profession.
Is the NCBTS New? How Similar or Different is it?
Many of the specific items under the NCBTS are not new. This is because many ideas about good
teaching have been practiced for some time now. But what is new about the NCBTS is that
these ideas have been integrated into a singular integrated framework.
In addition, there are actually relatively new ideas that the NCBTS is emphasizing. For
example, the idea of competency-based standards is a relatively new idea in teacher
development in the Philippines, which is being emphasized in the NCBTS.
What Does Competency-Based Mean?
Basically, competency-based means that the standards or criteria for characterizing good
teaching are defined in terms of what the teacher is competent to do. So instead of defining
good teaching practice in terms of the teachers credentials, LET scores, grades in graduate
school, degrees, personality traits, and so on, we look at what the teacher can do competently.
In the NCBTS, good teaching is being defined in terms of those practices that help students learn
better. So the NCBTS is concerned with whether teachers are competent in helping students
learn.
How Were These Competencies Chosen? How Was the NCBTS Decided?
The competencies in the NCBTS were derived from (a) educational theories and empirical
research on characteristics learning environment and teaching practices that lead to effective
student learning, and (b) documented successful practices and programs of schools, divisions,
regions, and educational reform projects in different parts of the country. A technical working
group was set up to study what types of classroom learning experiences were associated with
high levels of student learning in the Philippines. Then the teaching practices associated with
these learning experiences were defined. These practices were then organized and then
presented in a series of national, zonal, and sectoral consultations for validation and finalization.
The bulk of the participants in the consultation were teachers and master teachers, so we can
be sure that actual classroom teachers validated these competencies. But there were also
school heads, principals, supervisors, superintendents and other division officials, regional
directors and other regional officials, representatives from academe, teacher education
institutions, NGOs and other government agencies like the CHED, PRC, CSC, and NEDA, among
others.
Is the NCBTS Just A List of Competencies? Or is there A Theory or Framework That

Integrates All These Competencies?
The NCBTS does not adhere to a single educational theory. Indeed, it is a balanced framework
that adopts assumptions of different educational theories. But underlying this framework is a
core set of assumptions about teaching that is significantly different from the traditional
conceptions of teaching. For example, the NCBTS articulates a view of ideal teaching that is
closely linked to new paradigms about effective learning. So the qualities of the good teacher
are not defined in an abstract technical sense, because teaching is not viewed as a technical
process. Instead, the NCBTS defines a new paradigm of teaching where the teacher is viewed as
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a knowledge professional who is responsible for facilitating learning in variety of learners and
learning environments.
This view also emphasizes the technical knowledge of teacher, but more important, it
emphasizes the essential link between teachers knowledge and students learning. Therefore,
teachers knowledge and skills are meaningful, useful, and effective only if they help students
learn within their learning environment. This makes the process of teaching essentially complex
and problematic in that it has to be suited to varieties of learners and learning environments. So
teaching is not a one-strategy-fits all undertaking. Instead, it means choosing among a variety of
strategies and maybe even creating new strategies, all with the goal of helping learners learn.
Therefore, good teaching requires the teachers active involvement in designing, redesigning,
and evaluation of the learning experiences of students. Thus, the image of the good teacher is
one who is constantly reflecting about how best to help different types of learners learn. The
teacher is not a mere implementer of pre-defined or prescribed sets of actions. Instead, the
teacher is an active agent engaged in higher level thinking about how to help the students learn.
This high level thinking processes involved in teaching necessarily refer to factors in the learning
context. So the definition of good teaching needs to be closely linked to the contexts in which
they will be agents of learning in students. Teaching processes never occur in a vacuum; that
teachers will always aim to be effective within their actual contexts; and the contexts can
provide constraints as well as opportunities for effective student learning.
We can say express the theme of this new paradigm of teaching as follows:
Teaching involves the reflective acquisition and application of complex and
problematic technical knowledge to facilitating student learning in actual contexts.
We can summarize this new paradigm by comparing it to the traditional views, as shown in the
following table:
Table 1. Contrasting the Paradigms of Teaching
The Traditional View
The NCBTS View
Teaching is a technical process, and the good Teaching is facilitating learning, and the
qualities of this technical process are well
qualities of good teaching are defined in
defined.
terms of whether students learn or not.
Teacher knowledge is technical knowledge
Teacher knowledge is essentially complex
applicable to all learners and contexts.
and problematic; applicability varies across
learners and contexts.
Teaching involves consistent application of
Teaching involves reflective and flexible
technical knowledge.
application of technical knowledge in ways
that best bring about student learning.
Effective application of teacher knowledge
Effective teaching is determined within the
dependent on prerequisite inputs in teaching limits and opportunities found in the learning
environment.
environment.
Does the NCBTS Make Teaching More Difficult?
Actually, NO. Teachers have always been expected to help all their students learn given the
constraints in the learning environment. So theres nothing new here. The NCBTS has simply
articulated this expectation so that it is clear to all concerned.
What If the Teachers Cannot Do This Type of Teaching?

The NCBTS is not just a standard against which teachers will be evaluated. More important, the
NCBTS is a guide for helping teachers become more effective teachers or more effective
facilitators of student learning. In other words, the NCBTS takes a developmental perspective
about teaching standards. The framework provides concrete guideposts to help teachers
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become better and better.

Actually, the NCBTS assumes that teachers themselves are interested in improving their
practice. It disagrees with the stereotype that Filipino teachers are not interested or motivated
to change and improve their teaching.
How Can the NCBTS Help Teachers Improve Their Teaching?
First, the NCBTS makes certain assumptions about improving teaching. In particular, the NCBTS
assumes that:
Individual teachers have various types and levels of motivation to improve their teaching
in ways that better enhance student learning.
Individual teachers have different capabilities to constantly improve their teaching for
better student learning.
Individual teachers have diverse ranges of opportunities to pursue their motivations and
raise their capabilities to teach better, in whatever situations they are.
The process of improving teacher is an individual process, but this is sustained and
enhanced when the efforts are collaborative and synergistic among communities of
teachers.
Individual teachers may develop improved teaching practice for enhanced student
learning, but the full impact on student learning is best achieved by integrated and
cumulative improved efforts of many teachers.
The qualities of good teaching for enhanced student learning are found in individual
teachers, but such qualities are strengthened and valued more when it is supported by
communities of teachers and educators.
These assumptions point to the understanding that teachers themselves are the most important
agents in the improvement of their teaching. But their personal efforts are enhanced when
groups of teachers work together to improve their teaching and when the immediate and larger
work environment supports the efforts of the teachers.
Therefore, the NCBTS shall ensure that all the stakeholders in the teachers work environment
(i.e., the principal/school head, supervisors, superintendents, community, parents, etc.) would
marshal all their efforts to support the improvement of the teachers practices to be in better
alignment with the NCBTS.
How Does the NCBTS Define Good Teaching?
The competency-based teacher standards are organized hierarchically. The basic level
categories of the standards are seven domains. A domain is defined as a distinctive sphere of
the teaching-learning process, and is also a well-defined arena for demonstrating positive
teacher practices. Each domain is defined in terms of a principle of ideal teaching associated
with enhanced student learning.
Under each domain, there are strands. Strands refer to more specific dimensions of positive
teacher practices under the broad conceptual domain.
At the lowest level of the hierarchical organization, under the strands, specific indicators are
defined. These indicators are concrete, observable, and measurable teacher behaviors, actions,
habits, actions, routines, and practices known to create, facilitate, and support enhanced
student learning.
The domains, strands, and indicators may be characterized in terms of the following dimensions:
Nature/quality: This dimension refers to question, How well are the essential qualities or
critical features demonstrated/observed in the positive teacher practices?
Frequency, consistency and appropriateness: This dimension refers to the questions,
How often is the ideal teaching practice demonstrated?, Is the demonstration
appropriate to the particular teacher-learning process?, and Is the teacher consistent in
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demonstrating this ideal?

Self-awareness: This dimension refers to the question, Is the teacher aware or mindful of
the premises, rationale, nature, and effects of the demonstrated teacher-learning
process?
What Are These Seven Domains?
The seven domains are:
1) social regard for learning
2) learning environment
3) diversity of learners
4) curriculum
5) planning, assessing, and reporting
6) community linkages
7) personal growth and development
Each domain will be defined in greater detail in the later parts of this guide. But it is important
to know that the seven domains are closely connected to each other in very meaningful ways,
and that the seven domains is best understood a constituting an integrated whole as shown in
the figure below.
To understand how the seven domains comprise an integrated whole, it would help to see the
seven domains as falling under two broad categories. The middle domains 2, 3, 4, 5, and 6 [the
shaded areas] represent standards referring to The Teacher as Facilitator of Learning,
whereas the two outer domains 1 and 7 [the unshaded areas] represent standards referring to
The Teacher as Learner.
The middle domains can further be divided into two sub-categories. The innermost domains 3, 4,
and 5 [the darker shaded areas] represent the specific teacher practices related to the technical
aspects of the teaching-learning processes, whereas the other domains 2 and 6 [the lighter
shaded areas] represent the specific teacher practices that embed the learning process in
appropriate contexts.
We can discuss the integration of the seven domains from the inside going out. At the center of
the series of domains [the dark shaded areas] are the technical aspects of the teaching-learning
process. The domains of The Diversity of Learners (3), Curriculum (4), and Planning, Assessing,
and Reporting (5) refer to what may be called good teaching strategies, and are very closely
related to each other. These domains express the new paradigm on teaching shown in the
Diagram below.
The diagram also explains the links between the next to outer domains [the light shaded areas]:
The Learning Environment (2) and Community Linkages (6). The two domains refer to the
teaching practices that attempt to situate or at least link the teaching-learning process to
appropriate contexts: the immediate physical, psychological and the social context of the
classroom, and the larger socio-cultural, economic, political, and historical context of the
community. In other words, Domains 2 and 6 provide the context for Domains 3, 4, and 5.
Domains 2 and 6 can either constrain or expand the options for Domains 3, 4, and 5.
DOMAIN 1: SOCIAL REGARD
FOR LEARNING
DOMAIN 2: THE LEARNING
ENVIRONMENT
DOMAIN 3: THE DIVERSITY
OF LEARNERS
DOMAIN 4: CURRICULUM
DOMAIN 5: PLANNING,
ASSESSING & REPORTING
DOMAIN 6: COMMUNITY
T&D Operations Manual_Volume 1: LINKAGES

T&D Systems Framework
DOMAIN 7: PERSONAL
GROWTH & PROFESSIONAL
DEVELOPMENT
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Together, Domains 2, 3, 4, 5, and 6 represent the full range of teacher practices that relate to
effectively facilitating learning.
On the other hand, the two outermost domains [the unshaded areas] represent the important
teacher practices that relate to the teacher as learner. Domain 1 represents the ideal that the
teacher serves as a model of all the positive values associated with learning, and Domain 7
represents the behaviors that demonstrate the teachers actual aspirations to continue learning
as a professional teacher. These two domains are not distinct and separate from those five
domains related to facilitating learning. Instead, the teachers personal demonstration of the
values and activities of learning make the teachers more credible and effective facilitators of
learning in students. Indeed, Domains 1 and 7 can be the domains that fuel and drive teacher
development in the other five domains.
NCBTS Domains, Strands and Performance Indicators:
NCBTS Domain 1- SOCIAL REGARD FOR LEARNING
Strand 1.1 Teachers Actions Demonstrate Value for Learning
Indicators:
1.1.1 Implements school policies and procedures
1.1.2 Demonstrates punctuality
1.1.3 Maintains appropriate appearance
1.1.4 Is careful about the effect of ones behavior on students
Strand 1.2
Demonstrate that Learning is of Different Kinds and from
Different Sources
Indicator:1.2.1 Makes use of various learning experiences and Resources
NCBTS Domain 2- LEARNING ENVIRONMENT
Strand 2.1 Creates an Environment that Promotes Fairness
Indicators: 2.1.1 Maintains a learning environment of courtesy and respect for
different learners (e.g. ability culture, gender)
2.1.2 Provides gender-fair opportunities for learning
2.1.3 Recognizes that every learner has strengths
Strand 2.2
Indicators:
Makes the Classroom Environment Safe and Conducive to Learning

2.2.1 Maintains a safe and orderly classroom free from distractions
2.2.2 Arranges challenging activities in a given Physical environment
2.2.3 Uses individual and cooperative learning activities to improve
capacities of learners for higher learning
Strand 2.3
Communicates Higher Learning Expectations to Each Learner
Indicators: 2.3.1 Encourages Learners to Ask Questions
2.3.2 Provides Learners with a Variety of Learning Experiences
2.3.3 Provides Varied Enrichment Activities to Nurture the Desire for Further
Learning
2.3.4 Communicates and Maintains High Standards of Learning Performance
Strand 2.4 Establishes and Maintains Consistent Standards of Learners
Behavior
Indicators: 2.4.1 Handles behavior problems quickly and with Due respect to
Childrens Rights
2.4.2
Gives timely feedback to reinforce appropriate Learners
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behavior
2.4.3 Guides individual learners requiring development of appropriate social
and learning behavior
2.4.4 Communicates and enforces school policies and procedures for
appropriate learner behavior
Strand 2.5 Creates a Healthy Psychological Climate for Learning
Indicators: 2.5.1 Encourages free expression of ideas from Learners
2.5.2 Creates stress-free environment
2.5.3 Takes measure to minimize anxiety and fear of the teachers and/or
subject
NCBTS DOMAIN 3- DIVERSITY OF LEARNERS
Strand 3.1 Determines, Understands and Accepts the Learners Diverse
Background Knowledge And Experience
Indicators: 3.1.1 Obtains information on the learning styles, multiple intelligences and
needs of learners
3.1.2 Designs or selects learning experiences suited to different kinds of
learners
3.1.3 Establishes goals that define appropriate Expectations for all learners
3.1.4 Paces lessons appropriate to needs and Difficulties of learners
3.1.5 Initiates other learning approaches for learners whose needs have not
been met by usual Approaches
3.1.6 Recognizes multi-cultural background of Learners when providing
learning opportunities
3.1.7 Adopts strategies to address needs of Differently-abled learners
3.1.8 Makes appropriate adjustments for learners of different socio-economic
backgrounds
NCBTS DOMAIN 4- CURRICULUM
Strand 4.1
Indicators:
Demonstrates Mastery of the Subject

4.1.1 Delivers accurate and updated content knowledge using
appropriate methodologies, approaches and strategies
4.1.2 Integrates language, literacy and quantitative skill development and
values in her/his subject area
4.1.3 Explains learning goals, instructional procedures and content clearly
and accurately to students
4.1.4 Links the current content with past and future lessons
4.1.5 Aligns with lesson objectives the teaching methods, learning activities
and instructional materials or resources appropriate to learners
4.1.6 Creates situations that encourage learners to use high order thinking
skills
4.1.7 Encourages and sustains learners interests in the subject by making
content meaningful and relevant to them
4.1.8 Integrates relevant scholarly works and ideas to enrich the lesson as
needed
4.1.9 Integrates content of subject area with other disciplines
Strand 4.2 Communicates Clear Learning Goals for the Lessons that are
Appropriate for Learners
Indicators: 4.2.1 Sets appropriate learning goals
4.2.2 Understands the learning goals
Strand 4.3
Indicators:
time
Make Good Use of Allotted Instructional Time

4.3.1 Establishes routines and procedures to maximize instructional
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4.3.2 Plans lessons to fit within available instructional time

Strand 4.4
Selects Teaching Methods, Learning Activities and the
Instructional Materials or Resources Appropriate to the Learners and
Aligned to Objectives of the Lesson
Indicators: 4.4.1 Translate learning competencies to Instructional objectives
4.4.2 Selects, prepares, and utilizes Technology and other instructional
materials appropriate to the learners and the learning objectives
4.4.3 Provides activities and uses material which fit the learners learning
styles goals and culture
4.4.4 Uses a variety of teaching approaches and techniques appropriate to
the subject matter and the learners
4.4.5 Utilizes information derived from assessment to improve teaching
and learning
4.4.6 Provides activities and uses materials which involve learners in
meaningful learning
Strand 4.5 Recognizes General Learning Processes As Well As Unique
Processes of
Individual Learners
Indicator:
4.5.1 Designs and utilizes teaching methods that take into account the
learning process
Strand 4.6
Indicator:
Strand 4.7.
Indicator
Promotes Purposive Study

4.6.1.Cultivates good study habits through appropriate activities
Demonstrates skills in the use of ICT in teaching and learning
4.7.1 Utilizes ICT to enhance teaching and learning
NCBTS DOMAIN 5: PLANNING, ASSESSING AND REPORTING

Strand 5.1
Develops and Utilizes Creative and Appropriate Instructional

Plan
Indicators:
5.1.1 Shows proofs of instructional planning
5.1.2 Implements instructional plan
5.1.3 Demonstrates ability to cope with varied teaching milieu
Strand 5.2 Develops and Uses A Variety Of Appropriate Assessment
Strategies To Monitor And Evaluate Learning
Indicators: 5.2.1 Prepares formative and summative tests in line with the curriculum
5.2.2 Employs non-traditional assessment techniques (portfolio, journals,
rubric, etc.)
5.2.3 Interprets and uses assessment results to improve teaching and
learning
5.2.4 Identifies teaching-learning difficulties and possible causes and takes
appropriate action to address them
5.2.5 Uses tools for assessing authentic learning
Strand 5.3
Monitors Regularly and Provides Feedback on Learners

Understanding of Content
Indicators:
5.3.1 Provides timely and accurate feedback to learners to encourage
them to reflect and monitor their own learning growth
5.3.2 Keeps accurate records of grades/ Performance levels of learners
Strand 5.4 Communicates Promptly and Clearly to Learners, Parents and
Superiors about Progress of Learners
Indicators:
5.4.1 Conducts regular meetings with learners and parents to report
learners progress
5.4.2 Involves parents to participate in school activities that promote
learning
NCBTS DOMAIN 6: COMMUNITY LINKAGES
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Strand 6.1
Establishes Learning Environment That Respond to the Aspiration

of The Community
6.1.1 Involves community in sharing accountability for learners
Indicators:
achievement
6.1.2
6.1.3
6.1.4
6.1.5
achievements
6.1.6
Uses community resources (human, material) to support learning

Uses the community as a laboratory for learning
Participates in community activities that promote learning
Uses community networks to publicize school events and
Encourages students to apply classroom learning to the community
NCBTS DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

Strand 7.1
Takes Pride in the Nobility of Teaching As A Profession
Indicators:
7.1.1 Maintains stature and behavior that upholds the dignity of
teaching
7.1.2 Allocates time for personal and professional development through
participation in Educational seminars and workshops, reading
educational materials regularly and engaging in Educational research
7.1.3 Manifests personal qualities like enthusiasm, flexibility and
caring attitude
7.1.4 Articulates and demonstrates ones personal philosophy of teaching
Strand 7.2 Builds Professional Links with Colleagues to Enrich Teaching
Practice
Indicators: 7.2.1 Keeps abreast with recent developments in education
7.2.2 Links with other institutions and organizations for sharing best
practices
Strand 7.3 Reflects on the Extent of the Attainment Of Professional
Development
Indicators:
7.3.1 Reflects on the quality of his/her own teaching
7.3.2 Improves teaching performance based on feedback from the mentor,
students, peers, superiors and others
7.3.3 Accepts personal accountability to learners achievement and
performance
7.3.4 Uses self-evaluation to recognize and enhance ones strength

and correct ones weaknesses
Appendix B.
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NATIONAL COMPETENCY BASED STANDARDS FOR SCHOOL HEADS (NCBSSH)

(Enclosure to DepED Order No. 32, s. 2010)
Key Domains of School Heads Competencies

Based on the Core Principle and a review of literature on principal performance, the following
domains of practice were identified as important for school heads to be effective.
School Leadership
Effective leadership is the core of every successful school. This domain emphasizes that
effective school leaders collaboratively create a vision and establish a climate for teachers, nonteaching personnel and learners to reach their highest level of achievement. They follow the
leadership framework of a transformational leadership of owning, co-owning and co-creating.
They use data-base and analysis of best practices in education, society and country in order to
be responsive and proactive in changing schools to prepare children for the future in which they
will live.
Instructional Leadership
Education reforms have created an urgent need for strong emphasis on the development of
instructional leadership skills. This domain covers those actions in instructional leadership (e.g.
assessment for learning, development and implementation, instructional supervision and
technical assistance that school heads take or delegate to others to promote good teaching
and high level learning among pupils/students.
Creating a Student-Centered Learning Climate

The domain requires that effective school leaders set high standards and create high
expectations for learners at the same time recognizing their achievements. It also includes
creating opportunities to make learners functionally literate. They create a learner centered,
safe and healthy environment that supports continuous learning and sharing of knowledge.
HR Management and Professional Development

Effective school leaders develop the skills and talents of those around them. This domain
includes the nurturing and supporting of a learning community that recruits teachers based on
NCBTS and promotes the continuous growth and development of personnel based on IPPD and
SPPD. They recognize individual talents and assign responsibility and authority for specific tasks
and appraise the staff based on competency standards..
Parent Involvement and Community Partnership
Effective school heads engage in shared decision making with the community in achieving
universal participation, completion and functional literacy. This domain covers parent and other
stakeholders involvement to raise learners performance. This also includes responsibility for
promoting positive image of the school thereby establish sustainable linkages with other sectors.
School Management and Operations
This domain covers the critical role school heads play in managing the implementation and
monitoring of their schools improvement plan/annual implementation plan. They are responsible
for the generation, mobilization and are accountable for the utilization of funds and other
resources. They also use ICT in the management of their daily operations.
Personal
and
Effectiveness
Professional
Attributes
and
Interpersonal
Effective school leaders are models of professionalism and ethical and moral leadership. This domain
includes the development of pride in the nobility of the teaching profession. School leaders also
project integrity by promoting and supporting an environment where teachers, non-teaching staff and
learners adhere to do what is right. They also express themselves clearly and possess effective
writing and presentation skills
Page 61
Key Domains and Competency Strands

The NCBS-SH is an integrated theoretical framework that defines the different dimensions of
being an effective school head. An effective school head is one who can implement continuous
school improvement, who can produce better learning outcomes among its pupils/students and
who can help change institutional culture among others.
The NCBS-SH Domains are distinctive areas which will guide school heads to be effective. Each
domain is based on the functions expected of school heads,
Under each domain are
competency strands and the competency strand is broken down into a number of performance
indicators.
Performance indicator points to the abilities, attitudes and underpinning knowledge
which lead to competent performance.
The Figure below shows the schematic presentation of the Integrated Domains with the
competency strands under each domain.
Domain 1
Domain 7
PERSONAL &
PROFESSIONAL
ATTRIBUTES and
INTERPERSONAL
EFFECTIVENESS
Professionalism
Communication
Interpersonal Sensitivity
Fairness and Integrity
Domain 6
SCHOOL
MANAGEMENT AND
DAILY OPERATIONS
Managing Daily Operations
Fiscal Management
Use of technology in the
Management of Operations
SCHOOL LEADERSHIP
Developing & Communicating Vision,
Mission, Goals, and Objectives
(VMGO)
Data-based Strategic Planning
Conflict management
Building High Performance Teams
Coordinating the Work of Others
CORE PRINCIPLE
School heads are
competent, committed
and accountable in
providing access to
quality and relevant
education for all through
transformational
leadership and high
degree of
professionalism
Domain 5
PARENT INVOLVEMENT
AND COMMUNITY
PARTNERSHIP
Parental Involvement
External Community Partnership
Domain 2
INSTRUCTIONAL
LEADERSHIP
Assessment for Learning
Developing Programs &/or
Adapting Existing Programs
Implementing Programs for
Instructional Improvement
Domain 3
CREATING A STUDENT
CENTERED LEARNING
CLIMATE
Setting high social & academic
expectations
Creating school environments
focused on the needs of the
learner
Domain 4
HR MANAGEMENT AND
PROFESSIONAL
DEVELOPMENT
Creating a Professional Learning
Community
Recruiting and Hiring
Instructional Supervision
Managing Performance of teachers
and Staff
Page 62
Guiding Principles in the Framing of the NCBS -SH

The following are the principles which guided the framing of the
NCBS-SH.
Function - based. The competencies are based on school head functions as stated in RA
9155, related laws and DepEd policies.
Responsive. Competencies are applicable in any range of context: big or small school,
city or rural school, culturally divergent groups.
Impartial. These are applicable to any school head regardless of position item, gender,
age, experience and other personal circumstances
Coherent. These are clear and logical.
Valid. All performance indicators are research-and experience-based.
CORE PRINCIPLE
School heads are competent, committed and accountable in providing access to quality
and relevant education for all through transformational leadership and high degree of
professionalism.
DOMAINS AND
COMPETENCY
STRANDS
DOMAIN 1. SCHOOL
1.A. Developing
&
Communicat
ing Vision,
Mission,
Goals, and
Objectives
(VMGO)
1.B.
Data-based
Strategic
Planning
1.C.
Problem
Solving
1.D.
Building
High
Performance
Teams
INDICATORS
LEADERSHIP
Involves internal and external stakeholders in the drafting of the
school vision, mission, goals and objectives for co-ownership
Expresses ownership and personal responses to the identified
issues
Aligns goals and objectives with the school vision and mission
Communicates the school VMGO clearly
Explains the school vision to the general public
Revisits and ensures that school activities are aligned with the
school VMGO
Establishes BEIS/SIS and baseline data of all performance
indicators
Involves all internal and external stakeholders in developing
SIP/AIP
Utilizes data, e.g. BEIS/SIS, SBM assessment, TSNA, and strategic
planning in the development of SIP/AIP
Aligns the SIP/AIP w/ national, regional and local education thrusts
and policies
Communicates effectively SIP/AIP to internal and external
stakeholders
Resolves problems at the school level
Assists teachers and students to understand the problem and
identify possible solutions
Assists concerned parties in choosing solutions through a dialogue
Addresses the causes of the problem rather than the symptoms
Explores several approaches in handling problems
Involves stakeholders in meetings and deliberations for decision
making,
Provides opportunities for growth to develop members to be team
players
Defines roles and functions of each committee
Page 63
CORE PRINCIPLE
professionalism.
Monitors and evaluates accomplishment of different
committees/teams
Gives feedback on the teams performance using performance
1.E.
Coordinating
with Others
1.F.
Leading &
Managing
Change
based assessment tool

Establishes a system for rewards and benefits for teachers and
staff
Collaborates with concerned staff and other stakeholders on the
planning and implementation of programs and projects
Ensures proper allocation and utilization of resources (time, fiscal,
human, IMS, etc.)
Provides feedback and updates to stakeholders on the status of
progress and completion of programs and projects
Mobilizes teachers/staff/stakeholders in sustaining a project
Assists teachers to identify strengths and growth areas through
monitoring and observation
Introduces innovations in the school program to achieve higher
learning outcomes
Monitors and evaluates the implementation of change programs
included in SIP/AIP
Observes and applies multi-tasking in giving assignments
Advocates and executes plans for changes including culture
change in the workplace
Empowers teachers and personnel to identify, initiate and
manage changes
DOMAIN 2. INSTRUCTIONAL LEADERSHIP

2.A.
Assessment Manages the processes and procedures in monitoring student
for Learning
achievement
Ensures utilization of a range of assessment processes to assess
student performance
Assesses the effectiveness of curricular/co-curricular programs
and / or instructional strategies
Creates & manages a school process to ensure student progress is
conveyed to students and parents/guardians regularly
2.B.
Developing
Uses research, expertise, and/or other vehicles to assist in
Programs
developing and implementing a coherent and responsive school&/or
wide curriculum
Adapting
Addresses deficiencies and sustains successes of current
Existing
programs in collaboration with the teachers. Learners and
Programs
stakeholders
Develops a culture of functional literacy
2.C.
Implementin Manages the introduction of curriculum initiatives in line w/
g Programs
DepEd policies (e.g. BEC, Madrasah)
for
Works with teachers in curriculum review
Instructional Enriches curricular offerings based on local needs
Improvemen
Manages curriculum innovation and enrichment with the use of
t
technology
Organizes teams to champion instructional innovation programs
toward curricular responsiveness
Page 64
CORE PRINCIPLE
professionalism.
2.D.
Instructional
Supervision
Prepares an instructional supervisory plan

Conducts Instructional Supervision using appropriate strategy
Evaluates lesson plans as well as classroom and learning
management
Provides timely, accurate and specific feedback in a collegial
manner to teachers regarding performance

Provides technical assistance / expertise and instructional support
to teachers
DOMAIN 3. CREATING A STUDENT - CENTERED LEARNING CLIMATE
3.A.
Setting high Benchmarks school performance
social &
Establishes and models high social and academic expectations for
academic
all
expectation
Creates an engaging learning environment
s
Participates in the management of learner behavior within the
school and other school related activities done outside the school
Supports learners desire to pursue further learning
Recognizes high performing learners and teachers and supportive
parents and other stakeholders
3.B.
Creating
school
environmen
ts focused
on the
needs of the
learner
Creates and sustains a safe, orderly, nurturing and healthy
environment
Provides environment that promotes use of technology among
learners and teachers
DOMAIN 4. HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT

4.A.
Creating a
Builds a community of learners among teachers
Professional Assesses and analyzes the needs and interests of teachers and
Learning
other school personnel
Community
Aligns the School Plan for Professional Development (SPPD) with
the Individual Plan for Professional Development (IPPD) and
identified needs of other school personnel
Includes the SPPD in the SIP/AIP
Mentors and coaches employees and facilitates the induction of
new ones
Recognizes potential of staff and provides opportunities for
professional development
Ensures the school development plan objectives are supported
with resources for training and development programs
Prepares, implements, and monitors school-based INSET for all
teaching staff based on IPPD
Monitors and evaluates training efficiency and effectiveness
4.B.
Recruitment Utilizes the basic qualification standards and adheres to pertinent
& Hiring
policies in recruiting and hiring teachers / staff
Creates a School Selection and Promotion Committee and trains
its members
Recommends better ways and means to improve recruitment,
hiring and performance appraisal of teachers
4.C.
Managing
Assigns teachers and other personnel to their area of competence
Performance Assists teachers and staff in setting and resetting performance
Page 65
CORE PRINCIPLE
professionalism.
of Teachers
and Staff
goals
Monitors and evaluates performance of teaching and non-
teaching personnel vis-a-vis targets

Delegates specific tasks to help manage the performance of
teaching and non-teaching personnel

Coaches deputized staff as needed on managing performance
Creates a functional school-based performance appraisal
committee
Assists and monitors the development of of IPPD of each teacher
DOMAIN 5. PARENT INVOLVEMENT & COMMUNITY PARTNERSHIP

5.A.
Parental
Establishes school and family partnerships that promote student
Involvement
peak performance
Organizes programs that involve parents and other school
stakeholders to promote learning
Conducts dialogues, fora, training of teachers, learners and
parents on the
welfare and performance of learners
5.B.
External
Promotes the image of the school through school summit, State
Community
of the School Address (SOSA) cultural shows, learners project
Partnership
exhibits, fairs, etc.
Conducts dialogues and meetings with multi-stakeholders in
crafting programs and projects
Participates actively in community affairs
Establishes sustainable linkages / partnership with other sectors,
agencies and NGOs through MOA/ MOU or using Adopt a School
Program policies
DOMAIN 6. SCHOOL
6.A.
Managing
School
Operations
6.B.
Fiscal
Managemen
t
MANAGEMENT AND OPERATIONS

Manages the implementation, monitoring and review of the
SIP/AIP and other action plans
Establishes and maintains specific programs to meet needs of
identified target groups
Takes the lead in the design of a school physical plant and
facilities improvement plan in consultation with an expert/s
Allocates/prioritizes funds for improvement and maintenance of
school physical facilities and equipment
Oversees school operations and care and use of school facilities
according to set guidelines
Institutionalizes best practices in managing and monitoring school
operations thereby creating a safe, secure and clean learning
environment
Assigns / hires appropriate support personnel to manage school
operations
Prepares a financial management plan
Develops a school budget which is consistent with SIP/AIP
Generates and mobilizes financial resources
Manages school resources in accordance with DepEd policies and
accounting and auditing rules and regulations and other pertinent
guidelines
Accepts donations, gifts, bequests and grants in accordance with
Page 66
CORE PRINCIPLE
professionalism.
RA 9155
Manages a process for the registration, maintenance and
6.C.
Use of
Technology
in the
Managemen
t of
Operations
replacement of school assets and dispositions of non-reusable

properties
Organizes a procurement committee and ensures that the official
procurement process is followed
Utilizes funds for approved school programs and projects as
reflected in SIP/AIP
Monitors utilization, recording and reporting of funds
Accounts for school fund
Prepares financial reports and submits / communicates the same
to higher education authorities and other education partners
Applies Information Technology (IT) plans for online
communication
Uses IT to facilitate the operationalization of the school
management system
(e.g. school information system, student tracking system,
personnel information system)
Uses IT to access Teacher Support Materials (TSM), Learning
support Materials (LSM) and assessment tools in accordance with
the guidelines
Shares with other school heads the schools experience in the use
of new technology
DOMAIN 7. PERSONAL AND PROFESSIONAL ATTRIBUTES AND INTERPERSONAL

EFFECTIVENESS
7.A
Manifests genuine enthusiasm and pride in the nobility of the
.
teaching profession
Professionalis
m
Observes and demonstrates desirable personal and professional
(RA 6713 & Code of Ethics RA 7836) behaviors like respect,
honesty, dedication, patriotism and genuine concern for others at
all times
Maintains harmonious and pleasant personal official relations with
superiors, colleagues, subordinates, learners, parents and other
stakeholders
Recommends appointments, promotions and transfers on the
bases of merit and needs in the interest of the service
Maintains good reputation with respect to financial matters such
as the settlement of his/her debts, loans and other financial
affairs
Develops programs and projects for continuing personal and
professional
development including moral recovery
and values formation among teaching
and non-teaching personnel
7.B
Communicates effectively both in speaking and writing to staff
.
Communicati
and other stakeholders
on
Listens to stakeholders needs and concerns and responds
appropriately in consideration of the political, social, legal and
cultural context
7.C Interpersonal Interacts appropriately with a variety of audiences
.
Sensitivity
Page 67
CORE PRINCIPLE
professionalism.
Demonstrates ability to empathize with others
Appendix C. Architectural Design of

the Unified Information System (UIS)
Page 68
Appendix D.
Memorandum of Understanding on DepED and

TEI Partnership to Support the Operations of
the T&D
MEMORANDUM OF UNDERSTANDING
KNOW ALL PERSONS BY THESE PRESENTS:

This Memorandum of Understanding (MOU) is executed by and between:
Department of Education (DepED) Regional Office VIII represented by the Regional Director, and
State Universities and Colleges with accredited Teacher Education Programs, represented by
their Presidents
WITNESSETH
WHEREAS, this Memorandum of Understanding (MOU) serves as a facilitating document toward
establishing a partnership to provide an exchange of supportive services between the DepED
Region VIII, Eastern Visayas, and State Universities and Colleges with accredited Teacher
Education Programs located in the Region, with an aim to sustain the operations of the DepED National Educators Academy of the Philippines (NEAP-Region VIII), with Training and
Development (T&D) as its initial core service area;
WHEREAS, all of the provisions of this MOU are subject to mutual agreement of the parties, to
the availability of appropriate resources at the DepED and at each institution, and to review by
the Regional Office Director of DepED and by the Heads of the SUCs who are signatories of this
MOU. Parties to this MOU have the right to any future addendum or revision by informing the
partner in writing six months prior to intended implementation of agreed change;
WHEREAS, the SUCs with accredited Teacher Education Programs are deeply committed to
DepED Region VIII in providing support to activities related to human resource development of
in-service personnel.
Partners Background:
DepED Region VIII
Through RA 9155, Governance Act of Basic Education, the DepED Regional level is mandated to
be responsible in the implementation of programs for the professional development office of all
regional personnel pursuant to the national policies and standards and to implement and
manage region-wide staff development programs.
The DepED Region VIII, enabled by DepED Orders 30, 32 and 111, all with series 2009, is
currently intensifying the improvement of competencies and work performance of its human
resource with the establishment of the National Educators Academy of the Philippines in the
Region (NEAP-Region VIII). The establishment of NEAP in the Region aims to provide a
decentralized system of human resources development and management that serves as a hub
for quality assurance and accountability to address the peculiar and diverse cultural learning
needs at the region and its target clientele resulting in the maximization of resources.
The NEAP-Region VIII has for its initial core service area the operations of a functional and
Page 69
integrated T&D System guided by a set of standards, structures, processes, and tools for quality
outcomes.
The SUCs with accredited Teacher Education Programs
The SUCs with accredited Teacher Education Programs have a mandate to assist DepED Region
VIII in its human resource training endeavors for quality outcomes. These institutions carry out
professional upgrading and accreditation of their undergraduate and graduate degree programs
including in-service training programs for teachers, school managers and educational leaders, to
assure quality professional continuing education.
The SUCs with accredited Teacher Education Programs, through their programs in instruction,
research, extension services and community linkages, have continuously demonstrated social
responsibility by sharing their physical resources and human expertise for the continuing
professional development of in-service education personnel.
Long Term Objective:
To formally establish ongoing collaboration between the DepED Region VIII and the SUCs with,
accredited Teacher Education Programs, both parties agree in this joint endeavor to support the
operations of the NEAP-Region VIII, with the T&D system as its core service area particularly the
critical processes described in the Operations Manuals relating to the major components of the
T&D system as follows:
:
Training & Development Needs Assessment (TDNA) System
Professional Development Planning (PDP) System
Program Designing and Resource Development (PDRD) System
Program Delivery (PD) System
and to support the development and operations of the other service areas of the NEAP-Region
VIII as follows:
Competency Assessment
Quality Assurance-Monitoring & Evaluation and Accreditation (QA-ME-A)
Research and Development
Succession Planning and Programming
Production of Professional Development Materials (PDMs)
Proposed Collaborative Partnership Activities:

By formalizing this collaborative partnership, initially through this memorandum of
understanding, formal additional agreements for specific activities shall be done by both parties.
Signed agreements/contracts shall contain more specific and permanent basis for expected
outputs such as Terms of Reference (TOR) for individuals/groups involved and necessary
entitlements for the following but not limited to, proposed projects/activities:
TDNA and Competency Assessment:

- Data Gathering, M&E and Research on T&D Needs and Competency Assessment for
Teachers, School Heads, and Regional and Division Education Leaders and non-teaching
personnel
PDP and Succession Planning and Programming:

- Conduct and Review of Professional Development Plans at the region, division and school
levels, including succession planning and programming
PDRD and Production of PDMs:

- Development/Production and Review of Training Program Designs and Resource
Packages/Materials for trainers, teachers, school heads, educational leaders and nonteaching personnel
Page 70
PD and Research:
- Conduct of and research on pre-service and in-service teacher training and development
activities that are school-based, e.g. job-embedded learning (JEL); field-study courses
- Conduct of and research on delivery of needs-based formal training programs for various
clientele
- Conduct and evaluation of scholarship programs, short-term in-service trainings including
post-training activities
- Advising/Mentoring trainees of job-embedded learning (JEL)
Quality Assurance- Monitoring & Evaluation and Accreditation of T&D programs/ activities
By this presents the Regional Director of the DepED Region VIII hereby authorizes the Schools
Division Superintendent (SDS) of the Divisions where the partner SUCs are located, to enter into
contracts or agreements involving specific activities mentioned above with said SUCs.
Sustainability of Partnership
To ensure a continuous partnership between and among the parties concerned, there will be a
meeting of the DepED and TEIs officials every quarter or as often as necessary, to set
directions, deliberate and evaluate collaborative activities. A designated key person of each
institution shall be involved, in a more or less permanent capacity, to represent the institution
head and/or participate in such meetings.
The DepED Regional Director (RD) or Assistant Regional Director (ARD) shall initiate the calls for
the meetings through the T and D Division Chief. The meeting shall be presided by
RD/ARD/NEAP-Regional Executive DIrector and in their absence by the T and D Division Chief.
The Regional T&D Division Chief and T&D Center Chair, being the key persons in the NEAPRegional T&D operations shall be expected to always attend the meetings.
The President of each SUC shall designate the Vice-President for Academic Affairs or Dean of
College of Education as the permanent alternate in his/her absence to represent the institution.
The parties hereto may agree to accept other SUCs with accredited Teacher Education Programs
interested in joining the partnership as stipulated in this MOU.
Effectivity
This MOU shall take effect upon signing by all the Parties concerned and shall continue to be in
effect until the parties mutually decide to terminate this understanding.
IN WITNESS HEREOF, the Parties have voluntarily signed this Memorandum of Understanding on
_______ in ________.
_____________________________
President, Visayas State University
Baybay, Leyte
Date: _______________2010
______________________________
President, Leyte Normal University
Tacloban City, Leyte
____________________________
President, University of Eastern
Philippines
Catarman, Northern Samar
Date: _______________2010
___________________________
President, Naval State University
Naval, Leyte
Page 71
Date: _______________2010
Date: _______________2010
__________________________
President, Samar State University
Technology
Catbalogan Samar
Date: _______________2010
_____________________________
President, Palompon Institute of
Palompon, Leyte
Date: _______________2010
____________________________
President, Eastern Visayas State
University
Sogod, Southern Leyte
__ _____________________________
President,Southern Leyte State
University Tacloban City, Leyte
Date: _______________2010
Date: _________________2010
____________________
Regional Director
Region VIII
Date: _________________
Signed in the presence of:

________________________________
________________________________
NOTARY ACKNOWLEDGEMENT
BEFORE ME, A NOTARY PUBLIC for and in the Province of _________________,

personally appeared the following with their Residence Certificates:
Name
Res. Cert. No.
__________________
___________
__________________
___________
__________________
___________
__________________
___________
__________________
___________
__________________
___________
__________________
___________
Known to me and to me known to be the same
instrument, and they acknowledged to me that
deed of the entities they respectively represent.
Issued at
Issued On
________
_________
________
_________
________
_________
________
_________
________
_________
________
_________
________
_________
persons who executed the foregoing contract
the same is their free and voluntary act and
This instrument relates to a Memorandum of Understanding (MOU) consisting of _____ pages

having been signed by all the parties and witnesses.
Page 72
WITNESS MY HAND AND SEAL on the date, year, and place above written.
_________________________
NOTARY PUBLIC
Doc. No. __________
Page No. __________
Book No. __________
Series of ________
Appendix E.
Advocacy Plan for the NCBTS and the T&D

System Framework Adoption (2007-2009)
(Developed during the Joint Workshop of the TEDP-TWG, NEAP and STRIVE T&D
Component on November 7 December 1 2008 at the Kimberly Hotel, Manila)
Page 73
INTRODUCTION
The Advocacy Plan for the NCBTS and the T&D System Adoption is a guide to information
dissemination regarding the reforms in Pre and In-Service programs of DepED to specific types
of audiences at different phases of the development initiatives.
The development initiatives, while
primarily address development of teachers (pre and inservice), include the formation of a unified standards-based training and development system
that will be able to address capability building requirements of DepEDs human resource.
Thus, the Advocacy Plan supports both the adoption of the NCBTS and the unified standardsbased training and development system.
The Advocacy Plan had been structured following the development phases of the T&D systems
requirements to the period when the appropriate policy cover is issued to institute the
application of NCBTS with the associated unified standards-based training and development
system.
ASSUMPTIONS:
Curren
t
Situati
on:
Currently, DepED is pursuing reforms both in policies and systems to install NCBTS
and a unified T&D System to improve/influence the pre-service and in-service
programs. These reforms on teacher development are pursued to address the
current situation such as:
I.
Application of teacher standards

Very slow progress in the adoption of NCBTs across levels
II. System and procedures:

Weak coordination and collaboration among relevant DepED units and
various training providers in developing a unified T&D program. This also
implies an absence of a central coordinating unit responsible for T&D.
Absence of :
a) An appropriate and standard structure for T&D
b) The capability building opportunities for managers and implementers
of the T&D systems and programs
c) A Continuous Professional Development Program that is strategic and
based on NCBTS-TSNA results
d) Follow-up mechanism to ensure application of learning from training
III. Support for NCBTS and T&D:
Minimum management support to implement NCBTS as indicated by slow
progress of NCBTS adoption in the field (E.g. Non-issuance of policies /
guidelines re: the application of NCBTS ; allocation of regular funds that
promotes application of NCBTS)
Inadequate technical assistance and support from central/ region/division
management relevant to the application of NCBTS through the T&D
activities
(E.g. Coaching of teachers by supervisors in applying the NCBTS in daily
instruction; Technical assistance of the Region to the division in applying
NCBTS in instructional supervision)
Inadequate resource support from external and internal stakeholders
(External: School boards/LGUs; NGOs; Civic organizations/individuals;
Academic institutions. Internal: PTAs; Teachers themselves; School
officials)
Page 74
Desire
d
Results
:
Given the current situation and the call for reform, the aim of advocacy
therefore is to have the NCBTS fully accepted, utilized as a basis for the
provision of quality continuing professional development by stakeholders
which will result to improved learning outcomes.
Specifically, the advocacy should be able to;
I.
Application of teacher standards

1.1. Secure the DepED Order for the nationwide roll-out of the NCBTS
1.2. Promote awareness in the utilization of NCBTS
1.3. Encourage teachers to apply the standards in their teaching practice
II. Fragmented system and procedures:

2.1. Establish the NCBTS as the unifying framework for all continuous and
strategic professional development activities for teachers
2.2. Create appropriate structure and capability building for T&D
implementers
2.3. Enhance coordination and collaboration of the bureaus and various
providers of T&D programs
2.4. Install the Job-embedded learning mechanism to ensure application of
learning from training
III. Support for NCBTS and T&D
3.1. Secure the DepED Order for the nationwide roll-out of the NCBTS
3.2. Gain adequate support from and engagement of external internal
stakeholders
3.3. Develop positive attitude through in-depth orientation of internal/external
stakeholders
3.4. Guide educational leaders in assisting teachers in the application of the
standards for improved teaching practices
GENERAL ADVOCACY CHANNELS / STRATEGIES
The advocacy strategies provided in this plan were identified based on the type of audience and
the advocacy agenda at each phase, from development of the T&D Systems to actual roll-out
and adoption of the NCBTS. This is to ensure that messages are packaged in the language that
can be best understood by each audience type and consequently gain the attention required.
Generally, the advocacy program will employ the use of appropriate advocacy channels to
advocate NCBTS to the various stakeholders and beneficiaries. The following table provides the
general approaches in dealing with specific sectors:
I.
Internal Audience
Typ e of Aud ie nce

DepED Central: (Entire DepED)
DepED Secretary
Undersecretary and Assistant Secretary
for Programs & Projects
Under Secretary for Regional Operations
USEC and ASEC for Finance
Directors of all 3 Bureaus
HR / Personnel Department
NEAP
OPS
Regional key personnel
St rat e g y / Channe ls
Solicit the participation of the Bureau
Directors, the NEAP in a consultative
meeting
Presentations during ManCom, ExeCom,
FinCom, ProgCom,
Invite Regional key personnel in Design
Workshops
Periodic updating of the RD and ARD re:
progress of work which includes
submission of progress reports
Page 75
Page 76
Year 1
Jan
Quarter 1
Feb
Division
TDNASH
IPPD Q2
Review
Conduct of F3
(INSET) programs
June
IPPD Q2
Review
SPPD
Q2
July
Quarter 3
August
School
Level
Program Designing
and Resource
Development
April
Quarter 2
May
October
NCBTSTSNA
Region
Year 2
School
Level
March
JobEmbedded Learning
Activities
(Year-round)
Review
Division
Div-Organizational
TDNA
Region
Reg-Organizational
TDNA
Year 3
School
Level
Division
Region

Development
IPPD Q3
Review
SPPD
Q3
Review

Development
Conduct
of F3
(INSET)
program
s
Quarter 4
Nov.
Dec
IPPD
SPPD (For
(For YrYr-2)
2)
IPPD
(For Yr3)
SPPD (For
Yr-3)
Conduct of F3 & TOT programs

Conduct of F3 & TOT programs
In Full operations with the SAME SCHEDULE as in Year 2

JEL Activities and
Advising (Yearround)
JEL Activities and
Advising (Yearround)
Year 4
School
Level
Conduct of F3 &
TOT programs
Conduct of F3 &
TOT programs
MPPD
Mid-Year
Review
MPPD
Mid-Year
Review
IPPD
SPPD (For
(For YrYr-4)
4)
Technical Assistance and Monitoring and Evaluation (Year-round)
Technical Assistance and Monitoring and Evaluation
(Year-round)
In Full operations with the SAME Activities as in Year 2
Division
NCBTSTSNA
IPPD
(For Yr5)
SPPD (For
Yr-5)
IPPD
(For Yr6)
SPPD (For
Yr-6)
In Full operations with the SAME Activities as in

TDNASH
Year 2 plus Year 3
In Full operations with the SAME Activities as in Year 2 plus Year 3
Region
Year 5
School
Level
Division
Division MPPD
( For Yr. 3-5
Training)
Regional MPPD
(For Yr. 3-5
Training)
Sept
Div-Organizational
Division MPPD
Page 77
TDNA
Region
Reg-Organizational
TDNA
( For Yr. 6-8

Training)
Regional MPPD
(For Yr. 6-8 Training)
Page 78
Acknowledgements
to
Region VI
Corazon Polohan, Div. Chief
Violenda Gonzales, AO-V
Editha Segubre, ES-II
Gabriel Pintor, P-III
Region VII
Region VIII
Milagros Villanueva, ES-II
Alejandra Lagumbay, P-II
Flordeliza Sambrano, ES-II
Rita Dimakiling, ES-II
Churchita Villarin, ES-II
Adelma Rabuya, PSDS
Belen Zanoria, ES-I
Ma. Lita Veloso, P-I
Grecia Bataluna, ES-I
Jovena Amac, HT-III
Nimfa Bongo, P-III
Negros Occidental
Bohol/Tagbilaran
Northern Samar
Marsette Sabbaluca, ES-I
Debra Sabuero, P-I
Nimfa Graciano, ES-I
Michell Acoyong, ES-I
John Ariel Lagura, P-I
Cristito Eco, P-III
Zorahayda Albayda, P-III
Lilibeth Laroga, P-I
Imelda Valenzuela, P-III
Nelson Bedaure, P-II
Ma. Lileth Calacat, P-I
Carlos Balanquit, PSDS
Regie Sama, P-II
Helconida Bualat, P-1
Nedy Tingzon, P-I
Eulalia Gargaritano, HT IV
Rosanna Villaver, P-I
Noe Hermosilla, P-I
Susan Severino, HT-IV
Remigio Arana, MT-I
DepED- EDPITAF T&D Coordinator
Jonathan F. Batenga
Project STRIVE T&D Technical Advisers
Louise A. Quinn
International Technical Adviser
Twila G. Punsalan
National Technical Adviser
The Project STRIVE 2 Training and Development

Component Members who developed the standards, processes and tools
of the T&D System Framework & Operations Manual, Volume 1
Page

Volume1 - T&D System Framework V10 2010

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Republic of the Philippines

The Training and Development (T&D) System

T&D Operations Manual_Volume 1: T&D Systems Framework

3.0 Mandated Functions of DepED Related to Human Resource Development

T&D Operations Manual_Volume 1: T&D Systems Framework

T&D System Framework Development and Validation

May 2630 2008

TEDP TWG and

July 2129 2008

T&D Operations Manual_Volume 1: T&D Systems Framework

Workshop for PPD

TAs of T&D and

T&D Teams and

Refine the M&E

T&D Teams and

Incorporate the NEAP-R

Include refinements for

T&D Operations Manual_Volume 1: T&D Systems Framework

Refine and Finalize

Annual Implementation Plan

Basic Education Assistance for Mindanao

Basic Education Sector Reform Agenda

Competency- Based Teacher Standards

Division Education Development Plan

Education Leadership and Management Program

Educational Development Project Implementing Task Force

Focus Group Discussion

Group Consensual Assessment

Human Resource Development Staff Development Division

Human Resources Management

Human Resource Training and Development

Information Communication Technology

Information Communication Technology for Education

In-Service Education and Training

Implementing Rules and Regulations

Individual Plan for Professional Development

Key Results Thrust

T&D Operations Manual_Volume 1: T&D Systems Framework

Knowledge, Skills and Attitudes

Learning Action Cell

Learning Enhancement Action Program

Local Government Unit or Local Government Authority

Learning Resource Management and Development System

Maintenance and Other Operating Expenses

Master Plan for Professional Development

Monitoring and Evaluation

National Competency- Based Standards for School Heads

National Competency-Based Teacher Standards

National Educators Academy of the Philippines

National School Heads Performance Indicators

Office of Planning Service

Program Completion Report

Professional Development Materials

Professional Development Planning

Program Designing and Resource Development

Public School District Supervisor

Parents and Teachers Association

Quality Assurance and Accountability - Monitoring and Evaluation

Regional Education Development Plan

Resource Mobilization and Special Programs and Projects

Secondary Education Development Improvement Project

School Improvement Plan

Structured Learning Episode