Professional Documents
Culture Documents
Department of Education
JUNE 2010
This document, Individual Plan for Professional Development (IPPD) Guide
and Tools, was developed and validated in Regions VI, VII and VIII, Divisions of
Negros Occidental, Bohol and Northern Samar, through the AusAID-funded project
STRIVE (Strengthening the Implementation of the Basic Education in Selected
Provinces in the Visayas), in coordination with the EDPITAF (Educational
Development Project Implementing Task Force), and in consultation with the
TEDP-TWG (Teacher Education Development Program-Technical Working Group)
and the NEAP (National Educators Academy of the Philippines).
Table of Contents
ATTACHMENTS
A: Session Guide for the 2-day Orientation of ES-I/PSDS and School Heads
for the SPPD, p38
B: Budget Template, 42
Acknowledgement …………………………………………………………………………………………………………………44
School Plan for Professional Development (SPPD)Guide
I Meaning and Purpose of the SPPD
Professional development is the process of improving the competencies and work performance of
personnel through the provision of a wide range of opportunities for personal and professional growth in
knowledge, skills and attitudes. Professional development focuses on improving the competencies of
personnel in line with their mandated roles and responsibilities in order for them to achieve expected
standards.
To bring about real change in the school personnel’s level of competency it is essential that the entire
school community share the responsibility of providing a systematic, collaborative and continuous
professional development. Moreover, it is important that professional development opportunities are
provided for all and that strong leadership is demonstrated to motivate the teachers and staff to
participate in these opportunities.
One way of providing leadership and a systematic approach to the provision of professional development
is by crafting a School Plan for Professional Development (SPPD). The SPPD is developed to ensure that
the professional development needs of all teaching and non-teaching personnel in the school are
addressed.
A School Plan for Professional Development (SPPD) is the major blueprint that directs and influences all
activities related to professional development of the school’s teaching and non-teaching staff over a
given period. THE SPPD sets out the school’s professional development goal and identifies a series of
objectives and activities to support its’ achievement. The SPPD goal is focused on addressing the learning
needs of the students and the schools’ development priorities through the training and development of
the teachers and non-teaching personnel.
The SPPD describes prioritized development programs and activities to address identified professional
competencies. It contains necessary details such as objectives, expected outputs, i.e. enhanced
competencies as a result of the program, and program content, processes, budgetary requirements and
time frame required for implementation. It also identifies the specific resources needed for
implementation and the strategy or mechanism to secure the funds necessary for the delivery of the
programs.
The SPPD is accomplished to enable a school to plan and prioritize their professional development
activities. It allows the teachers and staff in systematically addressing their professional development
needs individually and as a group and ensures that all staff are provided with ongoing opportunities to
progressively develop higher levels of expertise.
The SPPD further identifies the specific details of the professional development activities, which will take
place to achieve the development goals of the school. It serves as the major guide for professional
activities for the whole calendar year, with a certain degree of flexibility as reviewed every quarter and
the end of the year.
In the development of a School Plan for Professional Development the following guiding principles are
considered:
1. Professional development plans and programs focus on improved learning outcomes and
consider the development priorities of the school and the division.
2. All teaching and non-teaching personnel are provided equal opportunities to participate in
ongoing and continuous professional development in order to enhance their current level of
competency.
3. Effective strategies are utilized to increase participation and involvement of teaching and non-
teaching personnel in their professional growth
4. Professional development plans are the result of a collaborative process by all or with
representation from all concerned.
5. Professional development is formative, cyclical, and accurately collects and analyzes data to
improve future activities.
6. The SPPD efforts are aligned in a unified approach to the national and local thrusts/goals for
professional development.
7. Although the SPPD outlines professional development activities for a year, it is flexible enough to
incorporate emerging priorities.
The accomplishment of the SPPD requires a collaborative approach. To ensure ownership and
commitment to the SPPD it is necessary for people to work together and actively contribute to its
development..The development of the SPPD is the major responsibility of the entire school community
with the leadership of the School Head and the school’s Training and Development (T&D) team. The
accomplishment process is conducted by the School Head, with the technical assistance of the ES/PSDS
who should have been earlier oriented on SPPD during a Division or Cluster orientation. The conduct of
SPPD process is guided and monitored by the Division PDP-WG involving the ES and PSDS.
The procedures for the accomplishment of the SPPD have been identified and are set out in the section,
Steps for Accomplishing a School Plan for Professional Development. In general, the process involves
representatives from the different personnel groups and key stakeholders working collaboratively to
identify the school’s overall professional development goal for the period covered by the plan. Where the
school has only a few teachers and non-teaching personnel, it may be advisable to include all of them in
the planning. In cases of big schools, appropriate and proportional representations of all groups may be
done to compose a manageable group size, e.g. 10-15 group representatives to include subject area
coordinators/grade chairperson/representative in the elementary level and department heads for the
secondary level for a planning session.
The structural process flow outlines the roles and responsibilities of those involved in the development of
the SPPD at the division and school levels.
Accomplishment of SPPD:
ES1/PSDS provides theHead,
School schools
withwith
thetechnical
technicalassistance
assistancefor
of SPPD development
the PSDS and supported by selected school planners, leads
ES1/PSDS monitors SPPD development
Upon the issuance of a memorandum from the SDS, the ES/PSDS and School Head attend the orientation
meeting for the accomplishment of the SPPD. The orientation program basically focuses on the following:
Meaning and Purpose of the SPPD, Guiding Principles in completing the SPPD
Presentation of the SPPD Manual and the accompanying Template and M&E tools
Understanding the process flow for the SPPD and study the roles and responsibilities for its
accomplishment
Planning for the accomplishment of the SPPD
A Session Guide for the 2-day conduct of the orientation for the ES-I/PSDS and School Heads is suggested
in the attachment part of this Guide.
The steps outlined below are basically followed in accomplishing the SPPD:
1. Consolidated NCBTS-TSNA Results for teachers: Lowest and highest scoring domains/strands
2. Summary of IPPD’s: Priority domains/strands targeted by teachers
3. NAT and other achievement test results: the MPS data by subject area and by grade/year
level; percentage of pupils with mastered and unmastered learning competencies
4. Results of the Philippine Informal Reading Inventory (Phil-IRI): Number of students by level
of reading comprehension (Frustration, Instructional, Independent)
5. TDNA results for non-teaching personnel, if they are part of the planning
In conducting the planning process, the Session Guide (see Attachment A) used for the orientation of
School Heads and ES-I/PSDS may be used for school level planning. The steps outlined below are basic to
the process for completion of the SPPD and are delivered through the structured activities or group
workshop strategies such as those in the session guide:
Before accomplishing the SPPD it is important to have a clear understanding of the purpose of
the SPPD and to identify the personnel groups in the school who will be covered by the SPPD.
Elicit the need for continuing professional development for all personnel in the school
organization to help address the changing demands and for better student learning and improved
school performance.
Recall the meaning of the Professional Development, the significance of the IPPD that they have
developed earlier, and how these relate to the SPPD they are about to accomplish.
Explain the meaning of SPPD, its purpose and the guiding principles. (Refer to the first page of
the Guide and Tools, Section 6.2.
Explain that the accomplishment of the School Plan for Professional Development is the joint
responsibility of all personnel groups who will be affected by the plan.
Analyze the national context for the SPPD: It is essential to have an understanding of the
national reform agenda and analyze its thrust for human resource development in the context of
School-Based Management requirements and the NCBTS’ demands for effective teaching.
Have the groups recall the essential directions for human resource development contained
in official documents such as the following or similar current documents:
a. Basic Education Sector Reform Agenda (BESRA) Program Implementation Plan
b. National Competency-Based Teacher Standards (NCBTS) framework rationale and context
c. Other related documents
As a result of the analysis, list down key phrases which summarize the national goals and
thrusts and the schools’ priorities related to Human Resource Development in the next chart:
Key Phrases summarizing the national context relating to Human Resource Development
Develop a narrative based on the analysis above and write this in Section 1a of the SPPD
template.
Present the analysis made in the preparatory activity regarding the data on Learner performance
and needs assessment results: In order to plan programs relevant in addressing the learners’ and
organizational development needs, it is important to provide data-based information that will
guide the development of plans and programs for capability-enhancement.
Write the data using this data chart in section 1b of the SPPD to develop an accompanying
narrative that explains the implications of the data on student learning priorities.
Data Sources Strengths Priority Learning Needs Priority Training Areas for
Teachers
NAT Subject area/Mastered learning Subject are/least mastered 1.Teaching Math
T
competencies: learning competencies: 2.
(Filipino) (Math) 3.
Other Data
Sources
raining and development needs assessment results are available from a range of sources and it is
recommended that as a minimum, the following documents should be considered:
a. Consolidated NCBTS-TSNA Results for teachers,
b. Summary of IPPD’s
c. TDNA results for non-teaching personnel (administrative staff), if any
For each of the personnel groups to be covered by the SPPD, list down the school’s current
strengths and learning needs as reported by the professional needs assessment results.
These may relate to specific domains/service areas.
Data Source Strengths Learning Needs/ Specific
Competencies
Consolidated
Teachers NCBTS-
SPPDTSNA
Guide and Tools 6
Consolidated IPPD
priorities
After analyzing the information from the two charts above, reflect and identify the priorities for
professional development in your school in consideration of your need to improve the school and
the learners.
Write the entries made in the last column also in the box “Priority Training and Development
Needs” in the SPPD Template
Use the information you have written in the charts above in completing section 1c of the SPPD
template to develop an accompanying narrative that explains the implications of the data.
Using the data gathered from the analysis, formulate the overall goal for the SPPD taking into
consideration the current national directions and development goals of the school, the priority
learning needs of the students and the professional development needs related to human
resource development. See the example below.
(For teachers’ groups, it may be helpful to refer to the NCBTS Domains in formulating the overall
goal.)
Overall Goal In line with BESRA’s thrust in improving school and learners’ performance within the
context of SBM, and the School’s development goal to raise the standard for
teaching-learning practice in the areas of ……., it is the goal of this SPPD to provide
opportunities to enhance professional competencies of the target personnel:
a. All teachers in the domains of curriculum, assessment, and in teaching
diverse learners
b. Grade 1-3 teachers in competencies for teaching beginning reading
c. Beginning teachers in the domain of diversity of learning
d. Non-teaching staff in ICT competencies
(Note: It may be good at this point and onwards to have several groups work according to their personnel
group. Consideration may also be given to grouping together those who have common learning needs
and strategies written in their IPPDs. It may be useful to make a study of the IPPD’s summary of targeted
competencies to be enhanced focusing on the STRANDs. Refer to sample in the attachment: “Alignment
of IPPD and SPPD”.)
Teachers’ groups may find it helpful to refer also to the NCBTS Strands and performance indicators listed
in the NB+CBTS-TSNA Tool during the formulation of the objectives.
The table below should be completed and included as part of Section 3 of the SPPD Template.
Personnel Priority Learning Specific Objective Target No. of
Group Needs Competencies (e.g. NCBTS Group paxs
(e.g NCBTS (e.g. NCBTS performance
Domains) Strands) indicators/KSAs
1.
2.
3.
Prog2:
Prog3:
f a single program only is required, write the objectives to address the identified priority
competencies that will be addressed. Identify the end of program outputs and outcomes. Give the
program a title and outline the content focus which you expect to be covered during the program.
If the achievement of the objectives and competencies will require a series of programs you need
to logically group related competencies and arrange them into a sequence of programs that will
inform how the achievement of the objective will be addressed. Give each program a title and
identify the end of program outputs and outcomes.
Work through this process for each objective you have formulated for all the personnel groups.
Once you have described the specific programs, it is necessary to consider what would be the most
appropriate and effective learning mode to adopt.
A range of suggested learning modes such as those indicated in the teachers’ IPPDs may be considered
for the SPPD. These include supported independent study such as on-line learning, individual action
research, personal or structured professional reading, supported learning such as school visits, peer
review or peer observation with a colleague, mentoring and coaching. The modes for collective action
may also be included as options such as getting involved in a professional organization, conducting group
research, or engaging in group studies (e.g. LAC/LEAP sessions); and formal programs such as on site face
to face training, cluster level/school level learning communities, distance or on-line course study, and
continuing formal education (e.g. graduate program).
Information relating to the delivery mode should be recorded in Section 4 of the SPPD Template.
A. A time frame should be established for the conduct of the various programs identified in the
SPPD. The SPPD should indicate the time period over which the specific programs are expected to
be implemented identifying start up and completion dates e.g. April-June 2009. In deciding on
the timeframe for all programs within the SPPD consideration should be given to:
- Prioritizing programs to ensure the most urgent needs are addressed in the early stages of
the plan
- Sequencing related programs for specific personnel groups in a logical progression so any
learning from initial programs is built upon in succeeding programs
The timeframe for each program should be recorded in the appropriate column in the SPPD Template.
The next step in the process of accomplishing the SPPD is to develop an estimate of the costs
associated with conducting the professional development activities. When developing the budget
estimation consideration should be given to the costs associated with:
- the preparation of the program (e.g. will existing program designs and resources be used or
will new ones need to be developed)
- the implementation of the program (e.g. this depends on the learning mode recommended)
and need to consider such things as the costs associated with the participants (travel,
accommodation, meals etc), materials and resources and number of participants
A Budget Estimate Template (See Attachment B) has been provided to assist in the development of the
budget .
- After arriving at a budget estimate, consideration needs to be given to the source of the
funds to support the programs. It should be indicated in the SPPD where the funds to support
specific programs are to be sourced e.g. from the school’s existing budget for Human
Resource development and INSET Funds or it will require the mobilization of additional
resources from various sources such as LGU, SEF.
The Table below should be completed for all programs and included in Section 5 of the SPPD Template.
Prog1
Prog2
Prog3
TOTALS
It is necessary to review the completed SPPD. It may be possible that a core group is assigned to
refine the SPPD further after the planning session and to see to it that the entire content meets
the standards for a quality SPPD.
Before reviewing the SPPD, it should be checked that sufficient time was given to complete the
document in good form. The completion of the SPPD should be given adequate time but not to
exceed one month.
The SPPD-M&E Form 4: Review Tool for Accomplished SPPD is used for this purpose. The Division
PDP-WG in charge of the M&E will also use this for further review for SPPD.
Note: When satisfied with the SPPD, make sure that it is signed by the SPPD planners and by the School
Head as leader of the SPPD Team, and submitted to the ES-I/PSDS. The ES-I/PSDS will review each school’s
SPPD using SPPD-M&E Form 4 and will accomplish a summary report using the Summary Template f,
SPPD-M&E Form 5, or this purpose. The Summary Report will be submitted to the SDS through the
Division T&D Chair.
The approval process aims at gaining consent for the overall goals and objectives of the SPPD as well as
seeking a commitment and authorization that sufficient funds will be made available to support the
designing of the various programs as well as the actual implementation of the professional development
activities.
Approval of the SPPD therefore acts as a trigger for a number of activities. Once approved, it is essential
that the SPPD is communicated to all stakeholders. Stakeholders need to be made aware of the
professional development focus for the school to gain their support and so that all efforts can be directed
towards the successful implementation of the plan.
The mobilization of resources should commence once the SPPD is approved, and in line with the
timeframe for the implementation of programs. The SPPD, which clearly identifies the funds required to
fully implement the plan, is submitted to the SDS through the Division T&D Chair for the approval of
MOOE funds that will be used for the programs. The PDP_WG also need to monitor the progress in
securing the funds and consider the implications of any delays on the implementation of the programs.
Upon approval of the plan, the School Head commences the process of designing the professional
development activities in line with the SPPD timeline and availability of funds. This may be done by
adopting or adapting existing program designs and resources. Volume 4: The Program Designing and
Resource Development System should guide this process.
At the School level, three areas are monitored and evaluated related to the SPPD and are the
responsibility of the School PDP-WG. These are (a) the process followed in accomplishing the SPPD: (b)
Planning Team’s perception of the level they successfully completed the SPPD planning process; and (c)
the accomplished SPPD. There are M&E Tools that have been prepared and are suggested to be used for
each of these areas:
It is deemed necessary that Division as well as the Regional PDP-WG closely monitor the development of
SPPDs. The tools used by the PDP-WG in-charge of the M&E are the same Tracking Forms used for
tracking the completion of IPPDs.
IPPD/SPPD M&E Form 5: Division Tracking Form for Accomplished IPPDs/SPPDs
IPPD/SPPD M&E Form 6: Region Tracking Form for Accomplished IPPDs/SPPDs
The M&E Matrix and the tools are found in the last section of the SPPD Guide and Tools, Section 6.2.
School ____________________________________________
B. For Non-Teaching
personnel
I. The Context
A. National Thrust and School Development Goals for Human Resource Development
(Develop here an introductory narrative that outlines the current national priorities, demands or
thrusts in relation to human resource management. Include the priority goals for human resource
development indicated in your School Improvement Plan (SIP and Annual Development Plan (AIP).
Refer to key phrases you have inputted in Step A 1 to 3.)
A. Overall Goal:
Formulate the overall goal for Professional Development here based on the context presented above.
(Align your overall Professional Development goal to your student learning goals and to professional
competency goals to the SIP development goal.)
Example:
In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM,
and the School’s development goal to raise the standard for teaching-learning practice in the areas of
assessment, curriculum and diversity of learners, it is the goal of this SPPD to provide opportunities to
enhance professional competencies of the teachers and non-teaching staff:
o All teachers in the domains of curriculum, assessment, and in teaching diverse learners
o Grade 1-3 teachers in competencies for teaching beginning reading
o Beginning teachers in the domain of diversity of learning
o Non-teaching staff in the use of information communication technology competencies
Derive the objectives from the overall goal and state them here per target personnel. Use the chart
developed below:
Example:
1. All Teacher
teacher competencies in:
s
a) assessment of Developing Develop and further All Ts in the 15 paxs
learning appropriate enhance - knowledge of school whose
assessment strategies different assessment T&D priority is
to monitor and tools/strategies on assessment
evaluate learning
- skills in formulating and
using assessment tools
-appreciation of non-
traditional assessment
b) curriculum
c) diversity of
learners
Decide on the content and process of the professional development for each target group. Note: It
may be good to have teachers who have common learning needs to plan together.
Example:
Target group: All teachers in the school (who have identified this as a priority need)
Target Group:
Objective 2:
End of Program Output(s):
Expected Final Outcome/Success Indicator
Program Title General Content (refer to Delivery Mode Target
NCBTS KSAs) Time Frame
Continue table for other programs here. Use more space as necessary…
Example
Program Estimated Source of Additional R. M Program
Reference Cost available Funds source Schedule
funds Required
Target Group1
Prog1 10,000 10,000 from none - Sem 1 2009
MOOE
Prog2 No Cost - -
Sig._________________________________ Group
Represented:____________________
Sig.________________________________ Group
Represented:____________________
M&E tools are provided to support the School Plan for Professional Development (SPPD) process.
The following tools are available:
System M&E Tools for Regional M&E Tools for M&E Tools for School
Level Level Division/Cluster Level Level
What is monitored How it is M&E tool to be Who is When does the How are results used
monitored used responsible monitoring take
for the place
monitoring
The membership of All members of T&D-M&E Form School During the PDP -WG analyzes profiles
the teams planning teams 1: Individual Head formation of to ensure teams are well
responsible for the are asked to Profile Template planning teams represented by the various
development of provide a personnel groups and have
SPPD in relation to: personal profile members with relevant
outlining their experiences.
- The experiences work Recommendation based on
which individuals experiences the analysis is made to
bring to the team and improve future team
- The level of qualifications. membership and included in
representation of the Program Completion
the different Report
personnel groups
on the team
The process A process SPPD-M&E School During the SPPD ES1/PSDS consolidates
followed in observation is Form 1: Process PDP-WG process at the results from observations
accomplishing the completed Observation school level from their cluster and
SPPD and the level Guide for SPPD Divisions prepare a report for
of collaboration PD – WG submission to the Division
between team (represente T&D Chair. T&D Chair
members d by identifies key
ES1/PSDS) recommendations and
include in Program
Completion Report for the
conduct of the SPPD.
Team Members Team SPPD-M&E School Following the End of Program Evaluations
perception of the members Form 2: End of PDP- WG accomplishment are collated by the PDP-WG
extend they complete an SPPD Planning of the SPPD and reviewed to identify how
successfully End of Evaluation the processes can be
completed the SPPD Program improved.
planning process Planning A summary of the results are
Evaluation included in the Program
Completion Report and
recommendations
incorporated into future
processes
The SPPD process A debriefing SPPD-M&E School Following the Key finding and
meeting will be Form 3: SPPD PDP-WG accomplishment recommendations to be
conducted De-briefing (led by SH) of the SPPD at include in Program
involving all Guide Checklist the school level Completion Report and will
those involved inform future conduct of the
in facilitating SPPD
the SPPD
process
All SPPDs submitted SPPDs Priority SPPD-M&E District Upon submission ES1/PSDS consolidates the
at the District Level Programs will Form 5: ES/PSDS of the SPPDs at 3 priority programs for
be Summary the District level professional development
consolidated Template for listed in each SPPD. The
Schools’ Priority accomplished Template will
Professional be submitted with a cover
Development report to the Division T&D
Programs based Chair through the PDP-WG.
on SPPDs at
District Level
The number of A Division IPPD/SPPD- Division Following the Results will be included in
SPPDs Tracking Form M&E Form 6: PDP-WG accomplishment Division Program Completion
accomplished by will be Division of the SPPD by Report and inform future
schools within the completed Tracking Form schools in each SPPD policy
division listing the for division
number Accomplished
schools who IPPDs/SPPDs
have
accomplished
SPPDs
The number of A Region IPPD/SPPD- Region Following the Results will be included in
SPPDs Tracking Form M&E Form 7: PDP-WG accomplishment Region Program Completion
accomplished in will be Region Tracking of the SPPD by Report and inform future
each division within completed Form for schools in each SPPD policy
the region listing the Accomplished division
number of IPPDs/SPPDs
schools who
have
accomplished
SPPDs across
all divisions
I PERSONAL DATA
Name:
(Surname) (First Name) (Middle Name)
Employee Number (If Applicable): Sex: Male Female
Date of Birth:
Home Address:
Please check training focus and management level for all training attended over the last three
years.
Resource Materials
Development
Management
Policy Development
Research
Identify which of the following areas you consider to be your area(s) of expertise:
School Based Management Monitoring and Evaluation
Quality Assurance Subject Specialization: _____________)
Access Education Policy Development
Education Planning ICT
Learning Resource Materials Development Other, please specify ________________
Delivery of Training
SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----
I certify that the information I have given to the foregoing questions are true, complete, and correct to the
best
of my knowledge and belief.
Date: Signature:
Please submit completed form to Training and Development Division/Unit. Information will be incorporated into
the T&D Information System Database.
SCHOOL OBSERVED:_________________________________________________
NAME OF PROCESS OBSERVER: _____________________________________
DATE: ______________________
VENUE: _____________________
PARTICIPANTS NAME & DESIGNATION: (Attached Attendance Sheet)
DIRECTION: Observe the process involved in the activities associated with the development of
the SPPD. If the activity is accomplished, write YES in the appropriate column, if not, write NO.
Rate the level of collaboration between participants in completing the various activities using the
rating scale below:
RATING SCALE: (1) Low (2) Moderate (3) Average (4) High
ACTIVITIES LEVEL OF
ACCOMPLISHED COLLABORATIO
Yes or No N
1 2 3 4
I. Development of an understanding the SPPD and its purpose
a. Conduct of a warm up activity to form personnel groups
Process Observer:
___________________________________
Signature Over Printed Name
___________________________________
Designation
Please rate how you feel the SPPD team faired relative to the following processes involved in the
accomplishment of the SPPD. Please tick the appropriate column for your rating using the scale
below.
Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way
1 the following documents were used in the analysis and development of the context
of the SPPD?
a. BESRA PIP
b. SIP/AIP
c. NCBTS Framework
d. Consolidated TSNA Results
e. Consolidated Teachers IPPD
f. Consolidated Non-Teaching TDNA
g. Student Performance Data
2 the formulation of SPPD overall goal was based on the results of the analysis of the
current context relating to Human Resource Development?
3 the SPPD goal was taken into consideration in formulating the objectives?
This form has been developed to guide the facilitators debriefing meeting following the completion of the
School Plan for Professional Development (SPPD). The T&D Chair /ES1/PSDS/School Head should manage
the debriefing meeting and ensure a record is kept of the discussions. The information from this meeting
should inform future SPPD activities and the Program Completion Report.
------------------------------------------------------------------------------------------------------------
DATE: ______________________
VENUE: _____________________
Directions: Discuss each of the questions below as a group and reach a consensual answer. Check the
appropriate column that corresponds to your group response. Write comments to support your response.
QUESTIONS YES NO COMMENTS
1. Were all targeted participants
present?
9. What suggestions/recommendations can you make that will improve the conduct of the SPPD?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Name: ____________________________
(Signature Over Printed Name)
T&D Chair /ES1/PSDS/School Head
This form has been developed to support a review process of the accomplished School Plan for
Professional Development (SPPD). The T&D Chair/ES1/PSDS should review the SPPD to
evaluate the extent standards were followed in its accomplishment.
Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way
Use the scale above to evaluate the extent to which the accomplished SPPD adheres to the following
standards:
5. is the SPPD part of a formative and cyclical process where data from previous
planning experiences are analyzed and used to improve the process?
6. does the SPPD reflect a unified approach in improving human resource
development by taking into consideration the national goals and thrusts?
7. does the SPPD provide for alternative programs for professional development to
incorporate emerging priorities?
Name: _____________________________________
Position: ____________________________________
Date: _______________________________________
2.
3.
B. 1.
C. 1
E.
9-10 AM Allow individual participants to respond to the following questions on meta strips.
Assign a different color of meta strip for each question.
(to be
conducted 1. Based on the consolidated IPPDs of your teachers, what have you identified to be
after a brief the 3 most urgent needs of your teachers in terms of NCBTS competencies?
Opening 2. How do you think is the teachers’ IPPDs may connect to the development of the
Program) SPPD?
3. What do you think will be the benefits of the school having a SPPD?
4. What do you expect to learn from this orientation for SPPD?
Group the participants into four groups. Let each participant submit his/her
accomplished meta strip assigned to the following:
- Group A – to summarize responses to Question 1
SPPD Guide and Tools 38
- Group B – to summarize responses to Question 2
- Group C – to summarize responses to Question 3
- Group D – to summarize responses to Question 4
Let each Group leader report briefly the summary of each set of responses.
Present and explain the objectives and program schedule of the program orientation.
Print the following questions on a half sheet of manila paper and have these posted on the
designated stations’ walls.
Station 1: What is professional development? What are its types?
Station 2: What is a School Plan for Professional Development? What are its parts?
Station 3: Why is there a need to develop a SPPD? Give 3-5 reasons.
Station 4: What are the roles of the ES-I/PSDS, the School Head and the teachers in the
development and implementation of the SPPD?
- Ask a representative from each group to present the key responses of their output in
the plenary.
- Clarify vague items during the presentation.
End the session with a fitting quotation on planning or attaining one’s dream.
Activity 3 Introduce the steps in accomplishing the SPPD:
1:00-3:00 PM A. Analyze the national and regional/division context for the SPPD
1. Group participants into 4 clusters. Grouping takes into consideration that School
SPPD Guide and Tools 40
Heads and ES/PSDS in charge of the school belong to the same group, participants
from the elementary school level can be grouped into two if the group is big, and
that secondary school participants should be in the same group. Each group is
assigned to simulate a group of subject area teachers.
2. Each group will choose a chair to facilitate the sharing of their personal
experiences related to their professional development in a brainstorming activity.
The rapporteur of each group takes down important points shared relative to
professional development.
3. Instruct the participants to answer the following questions individually using the
meta strips of four different colors
What do you think is the national goal/thrust for professional development?
How do you demonstrate transformational leadership and high degree of
professionalism in providing access to quality and relevant education for all?
What is the goal/thrust for human resource in the division/region?
What is the goal/thrust for human resource in the school?
4. Have each group post their responses on designated spaces and have a
representative to report the group output.
5. Process the output to connect it to the context of SPPD by segregating the
common responses of each group, post them according to their levels (national,
region/division, school), and summarize the information. Explain to the
participants that this is intended for the first section of the SPPD Template.
For each of
the personnel groups to be covered by the SPPD, list down the school’s current
SPPD Guide and Tools 41
strengths and learning needs as reported by the professional needs assessment
results. These may relate to specific domains/service areas. See matrix below.
Consolidated
IPPD priorities
analyzing the information from the two charts above, let them reflect and identify the
priorities for professional development in their respective schools in consideration of their
need to improve the school and the learners. Use matrix below.
BASIS Identified priorities for training & Based from the
development given data, what
Teachers’ Needs based on NCBTS-TSNA 1. are the strengths
and IPPD priorities 2. and the priority
Learners’ school performance 3. learning needs of
the school
Non-Teaching Personnel Training Needs personnel?
Explain in
narrative the implications of the data developed for their SPPD and place this in section
1c of the SPPD template.
Call the attention of the participants to the sample SPPD.
Explain that the goals formulated be integrated as one goal to form an overall
professional development goal.
D. Formulation of the Objectives from the Goal of the SPPD
Each subject area or grade level group is instructed to simulate work on the matrix
below and identify their group in the first column.
The priority needs elicited from the previous activity be written in the second
column.
Direct participants’ attention to column 3 of the matrix and discuss how this
should be filled. Let them refer to the SPPD guide. Present in a Power Point
presentation the necessary instructions that go with each column. Give
participants time to complete the column. Do the same steps for the rest of the
columns in the matrix. Call their attention to the section of the SPPD Template
where this matrix is found.
(T&D Facilitators join the group and provide technical assistance in the completion
of the output)
Activity 3 A. Decide the Content of the Programs for Each Target Group
Tell the participants to refer to the Guide and Tools and Template in simulating the
8AM -2:30 PM completion of the matrix below. A Power point presentation is useful in facilitating
the filling-up of this matrix.
Explain the difference of Output and outcome. See examples in the Guide and in
the sample SPPD.
BTarget group:
Objectives:
End of Program Output(s):
Expected Final Outcome/Success Indicator in terms of demonstrated change in
KSAs:
Program General Content Delivery Mode Target
Title Time Frame
PD1
PD2:
PD3:
1. Instruct the group that in every program, a separate budget estimates with its
total cost be filled in column 2 of the matrix below.
2. Refer to the manual on how to come-up with the information for columns 3,4,5
and 6.
Conduct of the
SPPD:
Activity 1
Activity 2
Activity 3
Activity 4
Post SPPD
workshop
1.Refinements
2. Approval
- Discuss the parts of the matrix and demonstrate how it is used using a power
point presentation.
- Let the group by cluster prepare their SPPD action plan using the matrix.
- Ask volunteers to present their Action Plan for sharing purposes.
# REQUIRED
Cost per Total #
ITEM OF EXPENDITURE (e.g. # of pax / Amount
Unit/Hour of days
units / sets / hr)
A. Pre Implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
Sub-total Pre Implementation
B. Implementation
Live-IN:
Accommodation & Food
Live-OUT:
Food
Training materials
Equipment Rental (Specify)
Streamer/ Banner
Reproduction Cost
Allowance
Per Diems
Honoraria
Total A & B
Contingency 10%
GRAND TOTAL
Acknowledgements
SPPD Guide and Tools 48
to
Jonathan F. Batenga
Designation: Designation: Designation: