PPST 7.

3 Professional links with colleagues

Module 8: Professional
Links with Colleagues

Written by:

Dr. Henelsie B. Mendoza

PNU Academic Year 2021 - 2022
 Priority Strand Training Module for PPST 7.3

INTRODUCTION
The module focuses on PPST Domain 7: Personal Growth and Professional Development, particularly on
Priority Strand 7.3: Professional links with colleagues. The training content centers on examining challenges
in active engagement in professional collaborations and leadership. The goal is to set goals for both shared
and personalized professional learning.
Readings and discussions cover career stage-specific topics. Career Stage 2 participants explore peer-to-peer
collaboration models (e.g., lesson study) toward improving classroom practice. Career Stage 2 participants
reflect on leadership roles as teacher experts. Thorough and insightful discussions will be facilitated to guide
participants in coming up with personalized professional goals. The Job-Embedded Learning task for
Proficient Teachers is preparing a lesson study observation plan. Highly Proficient Teachers are expected to
set mentoring goals.
Thorough and insightful discussions situated in contexts of practice will be facilitated to inform the Job-
Embedded Learning task specific to PPST Career Stages 2 and 3. Proficient Teachers are expected to identify
teachers’ personal professional development needs through lesson study, while Highly Proficient Teachers
are tasked to design a teacher and community-oriented professional development plan.

TRAINING OUTCOMES

1. Demonstrate an insightful understanding of the wider educational context through examining

current trends and issues in teaching and learning.

2. Determine practicable measures in addressing problems that concern learner achievement,

teaching-learning environments, and assessment strategies.

3. Enrich professional development through strengthening linkages and reflecting on personal growth

Mendoza, HB (2022)

2
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

PRIORITY STRAND
Domain PPST Domain 7: Personal Growth and Professional Development

Priority Strand Strand 7.3: Professional links with colleagues

MODULE OBJECTIVES
The participants are expected to:

1) identify concerns and challenges in carrying out professional networking activities:

a) CS2: peer-to-peer collaboration
b) CS3: leadership role as expert teacher; and
2) propose strategies and opportunities that can be explored to support active participation in professional
networks.

JOB-EMBEDDED LEARNING OUTPUT

Career Stage 2: Create a lesson study after conducting needs analysis of personalized
teacher’s professional development.

Career Stage 3: Professional development plan that is teacher and community oriented
entitled “Mentoring Moments” that capture both short and long-term
professional goals. This may include the following:
a. Teacher Learning Groups
b. Co-Teaching
c. Collaborative Action Research
d. Professional Sharing (Resource Speaker/Trainer)
e. Professional Networking Online

Mendoza, HB (2022)

3
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

LEARNING EXPERIENCES
READ Foundational Knowledge
How do we provide professional and personalized learning experiences to teachers?
“Professional development plans still consist of one-time workshops and top-down mandates that
don’t integrate the components of personalization teachers are working to incorporate into their
own classrooms” (Rodman, 2018, p. 14).
“Many systems invest significant sums in PD programs but do so as a habit, tending to offer the
same set of training courses each year without regard for how they might fit into a comprehensive
program or how effective they are—even when teachers complain that some of the courses are
not useful (Mckinsey, 2012).”
This is the status quo that needs to be reimagined. Massive amounts of financial resources and
human capital are devoted to professional development that have a minimal impact on teacher
professional learning and student achievement. Here are some results of recent studies:
• Only 29% of teachers are highly satisfied with their current professional development
learnings (K-12 Education Team, 2015).

• Despite spending $18,000 annually per teacher and teachers spending 150 hours (10% of
the school year), only 40% reported that the PD was beneficial. However, upon observation,
teacher’s skills did not improve much from year to year.
What makes an effective teacher learning?
Professional learning can only be deemed effective if it improves teaching and student learning
(Jensen, Sonnemann, Roberts-Hull, & Hunter, 2016). Also, effective teacher professional learning is
recurring, job-embedded, and collaborative (Darling-Hammond, Wei, Andree, Richardson, &
Orphanos, 2009).
• First, effective teacher learning is grounded in day-to-day teaching practices and, preferably,
embedded in teachers’ specific subject areas (Cravens & Wang, 2017).
• Second, peer-to-peer networking and support are indispensable to effective teacher
learning.
• Third, effective teacher learning explicitly recognizes expert teachers and grants them both
the opportunity and responsibility to develop professional networks throughout the school
and beyond.
Asian Development Bank has also outlined the following:
• It has been pointed out that existing TPD programs did not account for years of teaching
experience, leading some to argue that different types of programs need to be formed
according to the teaching experience (Louws et al. 2017).

• For example, learning requirements for early career teachers could relate to concerns they
experience in practice. Mid-career teachers could be supported with growth opportunities
in curriculum and instruction and broader responsibilities in their job. Late-career teachers

Mendoza, HB (2022)

4
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

need learning opportunities about new developments such as technological innovations. By

inquiring after teachers’ learning needs and differentiating learning opportunities, a school
leader or other facilitator of teacher learning is better able to support individual teacher
learning and provide teachers with opportunities that match their needs.

How is this done?

A) Turning Expert Teachers to Leaders—China
In China, such systems are built around cadres of successful expert teachers who extend their
teaching expertise among peers as leaders of schoolwide professional learning. Drawing on the
teacher learning policies and practices in China, this article focusses on three key interrelated
arguments:
• Effective professional learning must improve classroom teaching.
• Expert teachers need to be empowered to lead their own and their peers’ professional
learning.
• A set of enabling system-level conditions are necessary to support expert teachers to
meaningfully apply their leadership to teacher professional learning

The most widely adopted teacher learning activity in China is comprised of iterative cycles of
collaborative lesson planning, peer observations, feedback and revision. A typical process (as
illustrated in Figure 1) involves the collaborative and comparative “peer decoding” of expert
teachers’ practices, that is:

• The expert teacher leads a group of peers and chooses a specific topic from the textbook, and
the whole group works on lesson plans.
• The expert teacher delivers one lesson, which is observed by the peers.

Mendoza, HB (2022)

5
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

• One to two of the peer/mentee teachers also teach the same lesson, observed by the expert
teacher and other peers.
• The group meets and “decodes” the expert teacher’s lesson based on observations, and
compares the results with the other versions that have been delivered.
(Cravens & Wang, 2017)

In this classroom-based model of teacher learning, it is evident that expert teachers play a critical
role.

B) Personalizing Professional Learning—Philadelphia

Before asking how to personalize professional development, it is important to identify the 4
attributes of Personalized Learning. This includes:
1) amplifies learner voice,
2) offers opportunities for codesign,
3) considers social construction, and
4) encourages self-discovery

Incorporating Teacher’s Voice

Conducting needs assessment can help leaders hone in on the topics, formats, schedules, and
resources that will best meet teacher learners’ needs. Leaders should use this data as a compass
to guide the codesign of a professional learning
plan, asking themselves:

a) What trends emerge?

b) How does what teachers are asking for in professional learning opportunities differ from
current practice?
c) What constraints must be considered and overcome to provide the desired learning?
d) Are there outliers whose needs may need to be met in a different way?
e) How can we work as a team to make it happen?

Teachers as Codesigners
Experiences should be viewed as makerspaces rather than a lecture by an outside expert. What
happens after a face-to-face session or online collaboration is just as important—at times more
important—than teacher engagement during the session itself. Here are questions that need to
be answered:

• How will the performance indicators (of learning) be demonstrated in classrooms?

• What are the teacher’s next steps? What coaching or resources are needed to support
teachers?

Meaningful experiences to transfer learning might include journaling and self-reflection,

examining student work and analyzing achievement data to see whether new strategies a teacher
is attempting are improving learning, observing in classrooms, and audio/
Videotaping lessons or student conferences to review together later.

Mendoza, HB (2022)

6
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

Social Construction
School leaders need to design learning spaces that better support the complete learning
loop—spaces in which participants are not just consumers but also producers, co-constructing
exceptional instructional designs together. Any colleague who pushes our thinking in new ways is
qualified for a leadership role—regardless of experience. The challenge will be moving beyond
monitoring a space that houses easy-to-produce, easy-to-consume materials to co-constructing a
space that helps teachers exchange their most results-oriented, innovative ideas.

Encouraging Self-discovery

Self-reflection is an integral component of high-quality professional learning. Kallick and Zmuda

say learners should “reflect on the development of ideas, skill sets, knowledge, and performances
. . . this helps them envision what might come next as well as what they might do next, explore
next, create next” (2017, p. 4).

“Personalized professional learning affords teachers the opportunity to take ownership

of their growth. This ownership is ultimately what sparks creativity, ignites teachers’ passion, and
creates lasting change.”

After learning from other school’s experiences, let us now look into what can be considered as
effective professional learning/development. Below are different ways of seeing its
characteristics:

Characteristics of Effective Professional Learning (Rodman, 2018)

1) A focus on improving student outcomes is vital.
2) It should be personalized and practical.
3) The quality of content of professional learning is important.
4) The learning activities and processes involved are critical.
5) Consideration of sustainability needs to be integrated from the outset.

Characteristics of Effective TPD (Darling-Hammond et al., 2017)

Recent discussions are focused on how to design learning experiences of TPD, which has an
impact on teachers’ knowledge and practices. In this regard, seven characteristics of effective TPD
proposed by Darling-Hammond and colleagues (2017) provide useful insights for planning and
constructing new TPD models.

Effective TPD
(i) is content-focused;
(ii) incorporates active learning, utilizing adult learning theory;
(iii) supports collaboration, typically in job-embedded contexts;
(iv) uses models and modeling of effective practice;
(v) provides coaching and expert support;
(vi) offers opportunities for feedback and reflection; and

Mendoza, HB (2022)

7
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

(vii) is of sustained duration.

For school leaders, the features of effective professional learning for teachers are also appropriate
for school leaders’ professional learning. However, two main additional considerations have been
identified:

• The need to develop school leaders’ ability to promote and participate in teacher learning and
development.

• The potentially even greater need for school leaders to access expertise and networks beyond
their own school building to enhance their professional learning opportunities.

Measures of success was done in five research-informed principles for professional learning to be:
coherent; attentive to adult learning styles; goal-oriented; sustainable;
and evidence-informed.

Reflective Questions:

• What research-informed principles are integrated in the forms of professional learning available
in your context at the system, school, group or individual level for teachers and school leaders?

• Do educators have opportunities to engage in a range of professional learning that is

personalized and practical, has high quality content, uses a variety of learning activities and
processes, focuses on valued student outcomes, and considers sustainability from the outset?

Best Practices

1) System-wide support for professional learning combined with individual and collective
opportunities for educators’ self-directed professional learning.
2) Teachers as leaders of their own and peers’ collaborative professional learning.
3) Teachers leading their own and others’ professional learning.
a. Developing teachers’ leadership practices
b. Sharing professional knowledge and spreading changes in practice

Insights

We have learned from Ontario’s TLLP that teachers value the opportunity to identify a topic or
practice of particular concern for them, to engage in their own professional learning, to
contribute and collaborate for professional learning with other teachers, to learn leadership
by doing it, to develop approaches to sharing their learning, and to create and provide
tangible resources that can be applied in other classrooms and schools.

Download copy of the text from the PST for Teachers Resource Folder.

Mendoza, HB (2022)

8
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

References
Hai Yan, Q. & Walker, A. (2020). Expert teachers as drivers of teacher professional learning, AEL 42
(2), pp. 29-32.

Rodman, A. (November, 2018). On their Own. Learning Together, Learning. pp. 1-18.
https://www1.ascd.org/el/articles/learning-together-learning-on-their-own

Campbell, C. (2014). Teachers as leaders of teachers’ professional learning. AEL 37 (3), pp. 16-20.

Contextualized Topic
What are the concerns and challenges in promoting an effective professional development plan for
teachers in the Philippines?

“The quality of an education system cannot exceed the quality of its teachers (Mckinsey, 2007).”

What problems do Filipino teachers face in their professional development that has an impact to
overall quality of the education system?

The World Bank Annual Report 2014 outlines problems on this regard:

• Professional development opportunities currently offered to teachers frequently fail to

meet even minimum levels of quality and fall short of what teachers want and need.
• Systems at the school level to support teachers and identify their professional
development needs are not working well.
• Utilization of budget allocated for human resource training and development is often low,
amounting to only 57 percent of the budget in 2014.

ADB (2021)

• According to the 2019 Global Partnership for Education report, the major challenges that
many developing countries face in supporting teacher development include:
(i) weak subject content and pedagogical knowledge, and classroom skills;
(ii) poor quality pre- and in-service teacher training and inadequate standards,
certification, and accreditation procedures; and
(iii) a lack of ongoing support from head teachers, schools, and districts.

• In other words, it is necessary to acquire new knowledge, skills, attitude—and even

wisdom—according to social changes and changes in teaching and learning methods
through TPD programs, and to increase the professionalism of teachers through

Mendoza, HB (2022)

9
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

continuous efforts. By failing to provide teachers with broad access to effective TPD,
teachers’ effectiveness, sense of purpose, and career advancement opportunities will
stagnate (Garcia and Weiss 2019).

Meng-Chung Chin et al. (2022)

• The first emerging TPD barrier pertains to teachers’ lack of financial support and time
constraints. In the absence of compensation, teachers may not be able to cover their basic
expenses. As a result, teachers may experience economic difficulties. Some studies report
that a lack of financial support can increase teachers’ feelings of stress and adversely
impact children’s learning experiences in the classroom. Having less time to teach can also
be associated with the effects of the lack of funding.
• Lack of motivation and logistical support from teachers is the next emerging TPD
barrier from the qualitative findings. Studies show that developing a supportive climate is
one of the predictors of motivation [140,141]. Teachers tend to be highly motivated in
institutions where administrative support is present. This support includes, but is not
limited to, clear communication, training, reduced workload, social, financial, and
logistical. Various insights were provided by these findings in conceptualizing teachers’
needs, which are initially limited from a quantitative perspective.
• Lastly, infrastructure issues such as unfavorable learning conditions and inadequate
internet service pose barriers to teachers working remotely. In order to deliver quality
education, it is imperative to understand the agencies that evolve in online learning.
Online learning is characterized by accessibility to technology, infrastructure to conduct
classes, and safe interaction between students and teachers [142]. In the absence of
adequate access to these services, formal education will be quite limited during the
COVID-19 pandemic.

Here are some data to ponder on:

Mendoza, HB (2022)

10
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

From the survey of in-service teachers, the following were the comments/remarks showing some
of the issues/challenges they face regarding professional development:

a) “Lack of time for professional learning (e.g. attending graduate studies) to enhance
teaching practice due to accomplishments of reports and other tasks.”

b) “Teachers were not fully trained in the changes of curriculum to meet its requirement. A
one-week seminar is not enough.”

c) “Not all teachers are given opportunities to attend training seminars especially like us that
are in the far-flung areas.”

d) “Getting into seminars, etc. is difficult because we are expected to be at school to teach
and guide students at all times. Taking units for MA or attending training will mean that
students will be left unattended as there is no system to cover for teachers who aren't
around for official business.”

e) “The teacher should attend seminars and workshops to everyone and be cooperative with
the others. It just hard for me to attend some trainings because of financial problems.”

f) “Findings noted the lack of support across both financial and logistical fronts that may have
contributed to a decline in teacher motivation. Moreover, some students were also unable
to access education due to unfavorable learning conditions and poor internet connectivity
in some parts of the country. These factors have caused stress among teachers, which has
negatively affected their performance. It should be noted that this is an initial report based
on data from the National Capital Region for teachers engaging in online instruction and that
it may not be representative of the entire country.”

Mendoza, HB (2022)

11
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

Sociopolitical context of PD (Versoza et al., 2017)

Teachers are often implicated for poor student performance. A description of teachers’
perceptions of how PD opportunities are contextualized in local realities is also important.
Likewise, there are continuing, but at times sporadic, efforts to address poor … performance.
Thus, much work needs to be done in terms of systematically planning PD programs.

A main area of concern is the apparent lack of mastery of [content] among future and in-service
teachers, and the limited opportunities for developing mathematical pedagogical knowledge.
Another pressing need is to curb the extent to which prohibitive macrostructures constrain
professional growth. In the context of poverty, professional development is only one of many
elements of improving education. Indeed, when an empty stomach is a more obvious learning
obstacle, the provision of basic services should be included in any discussion about raising
performance.

The flawed reward system and the culture of obeisance undermine the value of education. For as
long as salary increases and promotion are based on mere certificates, then PD for teachers will
remain a farce. For as long as corruption is tolerated at the administrative level, the teachers will
see PD as a directive and not something that they could genuinely desire for their own selves.

Clearly, this has to change. Administrators need to temper expectations and relieve teachers from
the pressure of reporting success at all cost. More power needs to be devolved to the Regional or
Division offices so that PD programs can be followed up and be better suited to the local context.
Additionally, stricter standards such as renewal of teaching licenses can help develop a culture of
self-improvement and professionalization.

Perhaps due to the top-down structure of the educational system, teachers view themselves to be
passive recipients of … content and teaching strategies. Teachers must recognize that they are co-
agents of change. In turn, PD programs must develop teachers’ adaptive strategies, so that they
can be better prepared to carry out the demands of teaching in challenging situations.

Other factors that could influence PD

Is it the financial resources?

• As we noted in our earlier report How the World’s Best-Performing School Systems Have
Come Out on Top, most OECD countries doubled and even tripled their spending on
education in real terms between 1970 and 1994.
• Unfortunately, despite this increase in expenditure, student outcomes in a large number
of systems either stagnated or regressed.
• Moreover, based on the universal scale data, we find that systems with similar education
spending have widely varying levels of performance – until the USD 6,000 spend per
student (PPP) mark is reached, system performance spans the full spectrum of poor, fair,
good, and great (Exhibit 3).

Mendoza, HB (2022)

12
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

• The lack of sustained progress seen in most school systems despite their massive
investments should not be seen as the justification for abandoning the desire for
educational improvement, but we believe it does demonstrate the need for adopting a
different approach – one that will hopefully be guided by the experiences of school
systems that have succeeded in improving over the longer term.

Here are some researches done to support teacher’s claims above:

Chin, J.M.-C.; Ching, G.S.; del Castillo, F.; Wen, T.-H.; Huang, Y.-C.; del Castillo, C.D.; Gungon, J.L.;
Trajera, S.M. Perspectives on the Barriers to and Needs of Teachers’ Professional
Development in the Philippines during COVID-19. Sustainability 2022, 14, 470. https://
doi.org/10.3390/su14010470

Asian Development Bank. (2021). Teacher Professional Development Case Studies: K-12, TVET,
and Tertiary Education. https://www.adb.org/sites/default/files/publication/719856/teacher-
development-case-studies.pdf

Verzosa, D., Tulao-Fernando, M.T., & Vistro-Yu, C. (2017). Congruence Between Context and
Opportunities for Professional Development of Mathematics Teachers in the Philippines. In

Mendoza, HB (2022)

13
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

B. Kaur et al. (eds.), Professional Development of Mathematics Teachers, Mathematics

Education – An Asian Perspective, https://10.1007/978-981-10-2598-3_7

Strategies
How can an effective professional development program for teachers be designed for meaningful
teaching and learning?

Conduct a needs assessment of the current state of professional development program for
teachers in your school setting. Hunzicker (2010) describes an effective PDP as:
• Supportive
• Job-embedded
• Instructional focus
• Collaborative
• Ongoing

Ask at least 10 fellow teachers in your school to answer this survey questionnaire to assess the
effectivity of your PD programs. The results of this survey will be discussed in the plenary session.

Deadline: August 22, 2022, 10:00 PM

Google Form: https://forms.gle/6P5JfARhZ7LWUfws7

SHAR Program Plenary Session

E Draw
Contextualizing Professional Development Programs
Entry Slip
How much energy do you have at the moment?
A. C. E.
B. D.
What often consumes a teacher’s time in school?
• Meetings
• Extra Work
• Classroom Observations
• Commute
It is apparent that we have very little energy left sometimes for professional development. Energy
includes 1) physical energy, 2) mental energy, 3) motivation/drive, 4) concentration, 5) tolerance.

Mendoza, HB (2022)

14
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

Let us watch a short Tiktok video clip that has gone viral.

What are possibly the reasons why most teachers are no longer motivated to work on their
professional “growth”?
Post a sticky note in this Jamboard link:
https://jamboard.google.com/d/1C0yk3O1OIu0pLqGJlUkN-
4VdczlU9emhYYhCecAi1Xo/edit?usp=sharing

There is a reason why…

• some start with their MA degrees full of hope and end up getting frustrated because they
can’t finish.
• some endure 3-4 hours of a talk, lecture, seminar that are not aligned to their professional
development goals.
Reflective questions:
• What are possibly the reasons why most teachers are no longer motivated to work on their
professional “growth”?
• How do you think this will impact students’ learning?

But, what does it take to succeed in our professional development plans?

• Getting out of the comfort zone versus expanding our comfort zone are two different
concepts.
• “a body at rest will remain at rest unless an outside force acts on it, and a body in motion …
will remain in motion…unless acted upon by an outside force.” – Isaac Newton’s First Law
of Motion
• You can’t make progress by keeping still and it would not be wise as well to wait for external
forces to act on our own professional progress.
• Only to those who risk are rewards reserved for.

Interpret
Let us take a look at the result of the survey form you have fielded a few days ago. First, we need
to describe the data:

Mendoza, HB (2022)

15
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

• Number of respondents
• Profile of the respondents
Graph generated from the Google form survey will be presented where teachers will be asked to
draw their interpretation based on what they have read and known about their own teaching
context.
Reflective questions:
• What are the limitations and challenges of the current PD set-up?
• Who are accountable of the teacher’s PD?

Resolve
Discussion Question 3
How can we improve teacher’s professional development plans?
McKinsey Report
• This report looks closely at 20 school systems from different parts of the world, and from
an array of starting points, that have registered significant, sustained, and widespread
student outcome gains, and examines why what they have done has succeeded where so
many others failed.
• There is a need to level off starting points by assessing where the school is currently at…
Performance Spectrums
1 – Poor to Fair
2 – Fair to Good
3 – Good to Great
4 – Great to Excellent

• Education systems are inherently very complex and necessarily address disparate goals.

Mendoza, HB (2022)

16
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

• School system leaders, when looking for direction, are all too often told what to do from a
starting point that is different from their own.
• To understand which elements are specific to the individual system and which are of
broader or universal relevance.
• School systems that sustain improvement over the longer term have learned both how to
navigate the challenges of their context and to use their context to their advantage.
Take a look at the characteristics of an effective teacher professional development program:
Rodman (2018)
• A focus on improving student outcomes is vital.
• It should be personalized and practical.
• The quality of content of professional learning is important.
• The learning activities and processes involved are critical.
• Consideration of sustainability needs to be integrated from the outset.
Darling-Hammond et al., 2017
• is content-focused;
• incorporates active learning, utilizing adult learning theory;
• supports collaboration, typically in job-embedded contexts;
• uses models and modeling of effective practice;
• provides coaching and expert support;
• offers opportunities for feedback and reflection; and
• is of sustained duration.
Summary
• Coherent
• Attentive to adult learning styles
• Goal-oriented
• Sustainable
• Evidence-informed
For school leaders,
• The need to develop school leaders’ ability to promote and participate in teacher learning
and development.
• The potentially even greater need for school leaders to access expertise and networks
beyond their own school building to enhance their professional learning opportunities.

Mendoza, HB (2022)

17
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

Answers will be placed on the Jamboard and themes will be discussed in the main session.
Jamboard Link: https://jamboard.google.com/d/1ZbLTz5__gj-
WLGwDG6N58YYinEWOsXh6QUc8kNHaolU/edit?usp=sharing
How can we improve teacher’s professional development plans?
Criteria of Effective TPD Identify specific challenges
that are evident in your
context.
Personalized and Most of the trainings and
Practical (Rodman, 2018) seminars attended are
required. We do not get to
choose which one would be
more applicable to our skills
set and level of experience
Career Stage 2
Suggest PD strategies or methods
to address the identified challenges.
We suggest that a needs analysis be
done asking each faculty to express
what he/she thinks she needs to
become a better teacher. From the
results of the needs analysis,
administrators can group together
teachers and come up with a plan
that we hope is personalized and
practical at the same time.

Criteria of Effective TPD Identify specific challenges Career Stage 3

that are evident in your
context.
Instructional Focus A lot of students have
problems with basic literacy
and numeracy skills. It is
difficult to build on other
topics because they have a
weak foundation on these
areas.
Suggest PD strategies or methods
to address the identified challenges.
Implement small lesson study
groups among teachers and find
means on how to improve
approach and strategies in
teaching.

Explain
Discussion Question 4
How can teacher’s professional development be designed effectively?
1. Facilitator will synthesize the key points shared by the groups.
2. Selected participants will share Takeaways based on Discussion Question 4.

Career Stage Differentiation Discussion

Consider
Discussion Question 5

Mendoza, HB (2022)

18
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

What can be done to ensure that professional development programs conducted raise student
achievement and teacher quality?
In planning for a Lesson Study Program, teachers have to discuss the five areas below:
Step 1: Study and Plan
In study and plan, the group will brainstorm on the following areas:
• Identify the goals for students.
• Conduct curriculum investigation.
• Read research on classroom practices.
• Read researches related to student learning.
• Detailed lesson plan (with annotations to incorporate findings in research and curriculum
investigation)
Step 2: Teach, Observe and Debrief
Identify the steps, person-in-charge, schedule and tasks
Step 3: Revise and Reteach
Identify the steps, person-in-charge, schedule and tasks
Step 4: Reflect and Report
Identify the steps, person-in-charge, schedule and tasks
Plan for Cascading
Sample answers and the editable template can be found in this link:
https://docs.google.com/document/d/1RNhdSJq61RV6TzVy50wy5p0dfJDFUQHv/edit?usp=sharin
g&ouid=111710606831481796861&rtpof=true&sd=true

Resources:

Leong, M, Rafael, J. & Radick, R. (2021, February). Lesson Study Facilitator Guide. Education Northwest.
https://educationnorthwest.org/sites/default/files/lessonstudy-facilitator-guide.pdf
Foster, P & Whittle, S. (2012, April). Our Lesson Study Experience. UK Singapore Schools.
https://uksgschools.weebly.com/singapore-lesson-study.html

Rock, T. & Wilson, C. (2005). Improving Teaching through Lesson Study. Teacher Education
Quarterly, 32 (1), In Considering Issues of Diversity through Professional Contexts (Winter
2005), pp. 77-92

Gutierez, S. (2015). Collaborative professional learning through lesson study:

Identifying the challenges of inquiry-based teaching. Issues in Educational Research 25 (2),
pp. 118-134.

Mendoza, HB (2022)

19
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

Link: https://drive.google.com/drive/folders/18yTaKW5lLsKXvUjFSoYgExYuy9_A-1Ff?usp=sharing

Planning for PD (Career Stage 3)

In planning for a 3-year development plan, teachers have to discuss the two areas below:
Area 1: Needs Assessment
In the need’s assessment part, the participants will describe the needs, interests and long-term
career plan for the school/s that will implement this program. This can be based on the survey
that they have fielded or conduct interviews with their fellow faculty. The tool used will depend
on what they seem fit in their school setting.
Area 2: Context Description
The participants will describe the context based on the problems contemplated during the session
and the possible solution raised. Here teachers will look into a lot of elements they find necessary
to consider in implementing their three-year development plan.
Sample answers and the editable template can be found in this link:
https://docs.google.com/document/d/1t378n06VaoJzu2Sp74-
r692Q1J2g8y7i/edit?usp=sharing&ouid=111710606831481796861&rtpof=true&sd=true

Resources:
Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective Professional Development.
Language Policy Institute
Popova, A., Evans, D., Breeding, M. & Arancibia, V. (2022). Teacher Professional Development
around the World: The Gap between Evidence and Practice. The World Bank Research
Observer 37 (1), pp. 107-136. https://doi.org/10.1093/wbro/lkab006
San Antonio, D. , Morales, N. & Moral, L. (2011). Module‐based professional development for
teachers: a cost‐effective Philippine experiment, Teacher Development: An international
journal of teachers' professional development 15(2),157-169, DOI:
10.1080/13664530.2011.571496

Jayaram, K., Moffit, A. & Scott, D. (2012, January 12). Breaking the habit of ineffective professional
development for teachers. Mckinsey and Company. Available at
https://www.mckinsey.com/industries/education/our-insights/breaking-the-habit-of-
ineffective-professional-development-for-teachers

Link: https://drive.google.com/drive/folders/18yTaKW5lLsKXvUjFSoYgExYuy9_A-1Ff?usp=sharing

Transform
Go back to the challenges identified in the Discussion Table presented by the participants. Look
into how the suggested measures in the articles can address the identified context-specific
challenges.

Mendoza, HB (2022)

20
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

VALU What can be done to ensure that teachers professional development plans are effective and
E evidence-based?

Career Stage 2: Sharing of Lesson Study Program template

After sharing the LSP, we hope to answer the following questions:
• Why do we need to implement the Lesson Study Program (LSP)?
• How important is collaborative lesson planning?
• How can we carry out LSP more efficiently and effectively?

Career Stage 3: Sharing of Professional development plan that is teacher and community oriented
entitled “Mentoring Moments” that capture both short and long-term professional goals. This
may include the following:
a. Teacher Learning Groups
b. Co-Teaching
c. Modular Approach
d. Lesson Study Program
e. Evidence-based PD
f. Collaborative Action Research
g. Professional Sharing (Resource Speaker/Trainer)
h. Professional Networking Online

After sharing the PDP, we hope to answer the following questions:

• Why do we need to improve our PDPs?
• How important are Professional Learning Communities?
• How can we carry out PDPs more efficiently and effectively in our context?

PROD The insights and best practices you have gleaned from the readings and discussion in this module
UCE will be put in the context of practice through your Job-Embedded Learning task specific to PPST
Career Stages. Proficient Teachers (Career Stage 2) are expected to identify appropriate lesson
study for improving classroom practices. Highly Proficient Teachers (Career Stage 3) are tasked to
complete 3-year PD plan on intervention programs for professional development.
Career Prepare a Lesson Study with the goal of identifying specific professional development
Stage needs of teachers and addressing gaps in student outcomes. Use the Lesson Study Plan
2 you have conceptualized in the Consider part.
1. From the Lesson Study shared with the group during VALUE, prepare a lesson
study.

Mendoza, HB (2022)

21
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

2. Annotate the attached lesson plan by highlighting results in your curriculum

investigation, research on classroom practice and student learning.

3. The following questions can guide your annotation.

a. What teaching-learning needs should be addressed in the classroom?
b. In what way can the detailed lesson plan be improved to achieve the goal
for the student?
c. What areas need to be observed and evaluated during the teaching of the
lesson?
d. Based on the researches considered, which part of the lesson can be
targeted/revised/improved? How can this be done?

4. Work on the Lesson Study Template. Here is the link:

https://docs.google.com/document/d/1bMlXlEiRAOeSuGq7gDK_XM_WQ9JOPoNl
/edit?usp=sharing&ouid=111710606831481796861&rtpof=true&sd=true

5. Submit the completed Lesson Study in the assignment created in ePNU.

Career Prepare a 3-year PD plan on designing and implementing an intervention program to

Stage
address specific needs in teacher’s professional development.
3
1. From the PD plans shared with the group during VALUE and the results of the
survey conducted, draw insights to come up with intervention program ideas. The
program must address a particular concern on identifying professional
development needs.
2. The intervention program can involve innovative instructional approaches,
school-wide initiatives, teacher development activities, and/or community
involvement.
3. Use the 3-year PD template below to describe your intervention program.
Template Link:
https://docs.google.com/document/d/1cJKZFJoPfCfdgqMujnKDZBWiaEW5SZHa/e
dit?usp=sharing&ouid=111710606831481796861&rtpof=true&sd=true
PD program title:
School:
Proponents:
Needs Assessment:
Context Description:
Clusters:
Success Persons
Goal Activities Resources Timeline
indicator Involved

4. Submit the completed Lesson Study in the assignment created in ePNU.

Mendoza, HB (2022)

22
Philippine Normal University
 Priority Strand Training Module for PPST 7.3

For more reference materials, you may go to this link:

https://drive.google.com/drive/folders/18yTaKW5lLsKXvUjFSoYgExYuy9_A-1Ff?usp=sharing

Mendoza, HB (2022)

23
Philippine Normal University