PROFESSIONAL DEVELOPMENT

AND HUMAN RESOURCE

MANAGEMENT
NQUESH

Danilo K. Villena, Ph.D.

Program Coordinator, Graduate Studies,
PNU, Manila
 NQUESH Competencies
• Creating a professional learning school
community for academics ( teaching)
and non-teaching personnel
• Facilitating the induction program of
new hired
• Collaborating, designing and
implementing professional
development programs
• Aligning his/her career development
needs as a leader and learner
• Modeling and implementing the School,
Learning Management Program
• Participating in the recruiting and
hiring of teachers
• Conducting the performance review
meetings regularly
• Applying/Recommending appropriate
rewards based on performance
A. Creating a Professional
Learning School
community for Academic
and Non-Teaching
Personnel
 The Concept of Learning Community
• Extending classroom practice into the
community
• Bringing community personnel into the
school to enhance the curriculum and
learning tasks for students
• Engaging students, teachers and
administrators simultaneously in
learning, and others.
The Professional Community of Learners

• Consists of learners, teachers and

administrators in a school who continuously
seek and share learning and then act on what
they learn.
• The goal of their actions is to enhance their
effectiveness as professionals so that
students benefit
• Termed as communities of continuous inquiry
and improvement ( Astuto and Colleagues,
1993)
 What is a Professional Learning
Community?
• It’s an ethos that infuses every single aspect
of a school’s operation, thus making
everything in the school looks different that
it did before (Andy Hargreaves, 2004)

• Seen as a powerful staff development

approach and a potent strategy for school
change and improvement
• PLC’s operate under the assumption that the
key to improve learning for students is
continuous, job embedded learning for
educators

• Educators are committed to working

collaboratively in ongoing processes of
collective inquiry and action research in order
to achieve better results for the students they
serve.
 The Power of Professional Learning
Communities
• The most promising strategy for sustained ,
substantive school improvement is building
the capacity of school personnel to function
as professional learning community.

• The path to change in the classroom lies

within and through professional learning
communities.
Milbrey Mclaughlin
 Characteristics of Professional Learning
Community
• Shared mission, vision, values and goals
• Collaborative teams focused on learning
• Collective inquiry into best practices and
current reality
• Action orientation and experimentation
• Commitment and continuous
improvement
• Results orientation
 The Big Ideas of a PLC
• We accept learning as the fundamental
purpose of our school and therefore, are
willing to examine all practices in the
light of their impact on learning.

• We are committed to working together

to achieve our collective purpose
• We cultivate a collaborative culture
through development of high
performing teams

• We assess our effectiveness on the basis

of results rather than intentions.
Individuals, teams, and schools seek
relevant data and information and use
that information to promote continuous
development
B. Facilitating
the Induction
of New Hires
• Once a teacher is hired by either the
public of private school, he/she must
undergo an Induction Training given for
new hires.

• The entry to Teacher Education begins

with pre-service training given by
CHED/TEI’s Schools, the completion of
which qualifies the pre-service teacher
to take the Licensure Examination for
Teachers administered by PRC.
• PRC license qualifies the teacher to
enter the teaching profession through
appropriate recruitment and hiring
policies of the school he/she prefers to
teach. DepEd hired teachers are
provided with clear cut guidelines and
procedures spelled out in both DepEd
and Civil Service Commission Teacher
Human Resource Planning and
Recruitment and Recognition System.
• A newly hired teacher is given an
Induction Training provided by DepEd
and once in the service, he/she is given
in-service training and Professional
Development by either the DepEd or
CHED/TEI’s.
 C. Collaborating,
Designing, and
Implementing
Professional Development
Programs
 Domain No. 7 of NCBTS is on Personal
Growth and Professional Development

• This domain emphasizes the idea

that teachers value having a high
personal regard for the teaching
profession, concern for professional
development and continuous
improvement as teachers.
 Strands of Desired Teaching Performance
Under NCBTS Domain 7

7.1. Takes pride in the nobility of teaching

as a profession
7.1.1. Maintains stature and behavior
that upholds the dignity of teaching
7.1.2. Allocates time for personnel 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 such
as enthusiasm, flexibility and caring

7.1.4. Articulates and demonstrates

ones personal philosophy of teaching
7.3. Reflects on the extent of the attainment of
professional development goals.
7.3.1. Reflects on the quality of his/her own
teaching
7.3.2. Improves teaching performances based on
feedback from students, peers and superiors and
cooperating teachers.
7.3.3.Accepts personal accountability to learners
achievement and performance
7.3.4. Uses self-evaluation to recognize and
enhance one’s strength and correct one’s
weakness
 Professional Development
• Research has shown educator quality to
be the most important influence upon
student achievement;

• High quality professional development is

essential to increase educator’s
knowledge, skills, attitudes and beliefs so
that they may enable all students to learn
at high levels.
 Professional Development
• Professional development that is most
effective in improving educators practice is
results-oriented, data driven, constructivist in
nature and job embedded.
• Quality professional development has the
power to increase educators knowledge of
academic content and teaching skills, and can
transform schools into places in which all
adults and students are deeply engaged in
learning and making meaning of their lives.
 Other human resource and professional
development activities of SHs:
• Analyze and assess the needs and interests
of teachers and other school personnel
• Ensure that the School Plan for
Professional Development emerges from
the Individual Professional Plan for
Development (IPPD) and other identified
needs of school personnel included in the
SIP/AIP.
• Include the SPPD and the SIP/AIP
• Monitor and conclave employees and
facilitates the induction of new ones
• Recognize potentials of staff and provide
opportunities for professional development
• Ensure that the objectives of the School
Development Plan are supported with
resources for training and development
programs
• Prepare, implement and monitor school
based INSET for all teaching staff based on
IPPDs
• Monitor and evaluate school based INSETs
In establishing a continuing program for career
and professional development, the DepED will:
a. Prepare a comprehensive annual training
and development plan based on periodic
assessment of organizational needs and
skills/knowledge inventory of the workforce
taking into consideration the various levels
and categories of jobs in the agency and the
urgency of such skills, knowledge and work
attitudes required to deliver effective basic
services to the public; and
• Design, implement and evaluate in-
service training development programs
solely or in coordination with the CSC
and/or other government agencies and
institutions.
 DepED Special Programs
• There are government mandated thrusts
and programs on peace, gender and
development, human rights and graft
and corruption prevention to enhance
the value system and contribute to the
holistic development of teachers,
admini9strators, supervisors, student
leaders and parents.
 Study Grants and Scholarship
• There is an organized scholarship
committee at the division and
regional levels composed of both
representatives from the
elementary and secondary levels to
screen and pre-elect nominees for
specific scholarship programs
 D. Aligning Career
Development Needs as
Leader and Learner
• R. A. 9155 says that one of the
responsibilities of School Head is to
encourage and enhance staff development .
• In performing this responsibility, he/she
should consider the career development
needs of the teaching and non-teaching staff.
• He/she should also plan his/her own
development as a leader and learner by
aligning whatever personal development
plan he/she would have for his/her own
personal and professional development
Identify your Development Needs
1. Identify what skills, knowledge and
behaviors are required for you to do
your job well. What new or different
skills, knowledge and behaviors will
you need? Make a list of current
and future skills, knowledge and
behaviors that you need.
2. Look at the skills, knowledge and
behaviors you actually have now.
Look at the list that you produced
and ask how effectively you match
the two.

3. Compare “actual” with “required”

to identify that gaps. These gaps
represent your development needs.
E. Participating in the
Recruitment and
Hiring of Teachers
 Recruitment Procedures
(Starting School Year 2015=2016)

1. Submission of written application together

with all the required documents to the head
of elementary or secondary school where
there is a teacher shortage. Documents to
submit include the following:
- CSC Form 212 (Revised 2005) with 2
copies of 2x2 photo
- certified photocopy of PRC identification
card
- copies of service records, performance
rating, and school clearance for those with
teaching experience
- certificate of specialized training, if any
- certified copy of the Voter’s ID and/or any
proof or residency as deemed acceptable
by the School Screening Committee
- NBI clearance
- Omnibus certification of authenticity and
veracity of all documents submitted,
signed by the applicant
2. The School Screening Committee shall
verify all the documents and issue a
certification to the applicant
3. The applicant assumes full
responsibility and accountability on the
validity and authenticity of the
documents submitted
 Evaluation and Selection
1. The Schools Division Superintendent
shall issue an Order organizing and
designating the members of the
following committees:
a) School Screening Committee
b) Division Selection Committee
2. The committees shall have the
following functions:
2.1 School Selection Committee

a. the committee at the elementary

level shall be chaired by the School
Head with four (4) Teachers as members
b. the committee at the secondary
level shall be chaired by the School
Head, the department head concerned
and the three teachers from different
learning areas as members
c. For small secondary schools that do
not have department heads, the School
Head acts as Chair with four subject
teachers as members
d. Committee members shall be
identified by the School Head using the
specifications mentioned and shall
submit the composition to the Schools
Division Superintendent for the issuance
of official Designation Order.
 Functions
a. Ensures that the updated lists of vacancies are
regularly posted at conspicuous places, and/or
at the websites of schools and teacher
education training institutions at all times.
b. Receives applications and documents
c. Verifies documents as to completeness and
authenticity
d. Submits the list of applicants with
corresponding documents to the Division
Selection Committee for elementary and
secondary levels
 Applicants shall be evaluated using the
following criteria:
Criteria Points

a. Education 20
b. Teaching Experience 15
c. LET/PBET Rating 10
d. Experiential Learning Course 5
e. Specialized Training and Skills 5
f. Interview 10
g. Demonstration Teaching 20
h. Communication 15
Skills
Total 100
 Conducting the Performance
Review Meeting
• The Meeting is simply a more structured
opportunity to provide performance
feedback and to set goals for the future
• Before the Meeting
- notify your staff a week or so in advance of
the performance review meeting. Set a time
and date that will be mutually convenient.
- Let them know the purpose of the meeting
- Set aside an hour of your time to
devote to your staff without
interruptions such as ringing
telephones or drop-in-visitors. The
appraisal should be conducted in
your office or some other room
where the two of you can talk in
private without being disturbed.
Four Steps to a Successful Meeting
1. Tell the teacher exactly what you hope to
accomplish
2. Present the results of the evaluation
3. Ask for general comments about the
evaluation
4. A good performance review discusses what
can be done more than what was done. Keep
the focus on what is possible, and move on to
a discussion of goals for the future.
 Your Role in the Discussion
• Your most effective role is performance
counselor, not judge. You can keep the
discussion positive by focusing on:
1. Performance rather than personality
2. Insight rather than indictment
3. Development rather than discipline
4. Discussion rather then presentation
 Applying/Recommending Appropriate
Rewards Based on Performance
• The Civil Service Omnibus Rules
Implementing Book V.E.O. 292 and other
Pertinent Civil Service Laws in Rule X on
Employee Suggestions and Incentive Awards
System provides that each agency of
government shall establish its own Agency
Employee Suggestions and Incentive Award
System in accordance with Rule X and
submit the same to the CSC for approval
• The system is designed to encourage
creativity, innovativeness, efficiency,
integrity, and productivity in the public
service by recognizing and rewarding
officials and employees, individually or
in groups, for their suggestions,
inventions, superior accomplishment,
and other personal efforts which
contribute to the efficiency, economy or
other improvement in government
operation.
• Under the system (Section 4), any of the
following types of contributions shall be entitled
to an award:
1. Idea type contribution- an idea, suggestion,
invention for improvement to effect economy in
the operation
2. Performance type contribution- refers to
- performance of an extraordinary act or service
- Outstanding community service or heroic acts
- Sustained work performance for a minimum
period of one year
• Awards under the system (Section 5) shall
consist of honor awards and incentive
awards
• Honor awards shall consist of the following:
a. Presidential or Lingkod Bayan Awards
b. Civil Service Commission or PAGASA
Award
c. Department Award of the “Kapwa” Award
d. Outstanding Public Official/Employee
Award or “Dangal ng Bayan” AWard
• The Incentive awards shall consist of, though not
limited to the following:
a. performance Incentive
b. Length of Service Incentive
c. Productivity Incentive
d. Most Courteous Employee Award
e. Loyalty Award
f. Retirement Award
g. Year End Benefits or Thirteenth Month Bonus
Plus One Thousand Cash Gift
h. Monetary Award
• Granting of Performance Based Bonus for
DepED Employees ( DepED Order No. 33,
s.2014
• Executive Order No. 80, s. 2012 on the
adoption of Performance Based Incentive
System (PBIS) for government employees is
based on the principle that by linking
personnel incentives to the bureau or
delivery units, and by recognizing and
rewarding exemplify performance will foster
team work and meritocracy resulting to
improved delivery services
• PBIS consists of:
1. P5000.00 across the board Productivity
Enhancement Incentive and
2. Top – up Performance and Support Services
All schools shall be ranked based on:
a) % of learners who scored average and better in
NAT or its equivalent
b) simple drop out rate
c) % of liquidation of school MOOE from January to
December of precious school year and timeliness of
submission of liquidation reports as of the 5th
working day of the succeeding month.
 Managing Performance of Teachers
• Assigns teachers and personnel to their area of
competence
• Assists teachers and staff in setting and
resetting performance goals
• Monitors and evaluates performance of
teaching and non-teaching personnel vis-vis
targets
• Delegates specific tasks to help manage the
performance of teaching and non-teaching
personnel
• Coaches department staff as needed on
managing performance
• Creates a functional school-based
performance appraisal committee
• Assists and monitors the development
of IPPD of each teacher.
 H A NK
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