NEAP Recognition of Professional Development Programs

NEAP RECOGNITION OF
PROFESSIONAL DEVELOPMENT
PROGRAMS AND COURSES FOR
TEACHERS AND SCHOOL LEADERS
May 12, 2021

8:00 -10:00 A.M.
Objectives
• Align program/course training proposals

on DepEd professional development
priorities for SY 2020-2023 per DM No.
050, s. 2020 in support to the
Department’s goal of upskilling and
reskilling of teachers and school leaders.
Objectives
• Be familiarized with the program
proposal outline and design, and the
criteria for evaluation as stipulated in
DO No. 001,s.2020
• Widen perspective on how a certain
program/course/training or any activity
can be crafted, implemented and
monitored in this time of pandemic
Outline
I. Discussion on NEAP Recognition Policy
(DO No. 001, s. 2020), NEAP-Priority
Development Programs (DM 050, s. 2020)
& Call for Proposals (DM 048, s. 2020)
II. Outline of Program/Course Proposals
III. Criteria in Evaluating Proposals and the
required templates
IV. Evaluation Process
V. Preparation for Other Training Initiatives
VI. Target Outputs
Guidelines for NEAP Recognition of
Professional Development Programs and
Courses for Teachers and
School Leaders
DepEd Order No. 001, s. 2020

January 23, 2020
NEAP RECOGNITION POLICY
January 23, 2020
“appropriate professional
development programs or courses
that address their development needs
using various platforms and
modalities that include formal training
and workplace learning, shall be
made available at all levels”
January 23, 2020
The quality of professional development
programs and courses shall be assured
through a Recognition System that requires
• alignment to professional
development standards for teachers
and school leaders,
January 23, 2020
The quality of professional development
programs and courses shall be assured
through a Recognition System that requires
• responsiveness to identified
professional development priorities,
promotion of dynamism, innovation, and
application at the classroom level, and
transparency and consistency.
January 23, 2020
“Guidelines for NEAP Recognition of

Professional Development Programs
and Courses for Teachers and
School Heads”
Background and Rationale
• Transformation of the National Educators

Academy of the Philippines (NEAP)
through the issuance of DO No. 11, s.
2019 (Implementation of the NEAP
Transformation)
• DO No. 11, s. 2019 highlights the

ecosystem approach
ecosystem approach
i.e. involving relevant internal and external
stakeholders in the development and
implementation of programs and courses
whether as expert consultants, resource
persons, learning facilitators or Learning
Service Providers
• Transformation of NEAP
“Letter of Instructions No. 1487 issued on
December 10, 1985 (Institutionalizing a
Revitalized Program of Teacher In-Service
Training in the Public Schools) and Administrative
Order No. 282 issued on May 27, 1992
(Renaming the National Educational Learning
Center as the National Educators Academy of the
Philippines and for Other Purposes)”
• Through the NEAP Transformation,

professional development for teachers and
school leaders in DepEd shall be more
strategic, integrated and programmatic,
within a unified governance system where
there will be greater accountability in the
programs.
• Recognition process should be put in

place to ensure that all programs and
courses, whether internally or
externally provided, are aligned and
integrated in the wider NEAP
professional development program
• Requirements and the processes for

the Recognition by NEAP, and
consequent inclusion in DepEd’s
overall professional development
programs for its teachers and school
leaders
Scope
• This Guidelines shall cover all in-service

professional development programs and
courses intended for DepEd teachers and
school leaders.
Scope
• DepEd Bureaus/Services/Units, Regions

and Schools Division shall submit any
proposed professional development
program and/or course for teachers or
school leaders to NEAP for Recognition
and consequent inclusion into the NEAP
professional development program.
Scope
• All non-DepEd entities seeking to offer a
professional development program or
course for teachers or school leaders, as
part of technical assistance, partnership,
or individual paid enrollment basis, shall
first apply for Authorization as Learning
Service Providers before they can submit
their proposed program or course for
NEAP Recognition.
Definition of Terms
Authorization
Formal NEAP evaluation of non-DepEd
entities applying to become a provider of
recognized professional development
programs and/or course for teachers and
school leaders.
Definition of Terms
Authorized Learning Service Providers
Non-DepEd providers that have been
awarded formal, fixed-term Authorization
by NEAP to provide professional
development to teachers and/or school
leaders within DepEd.
Definition of Terms
Philippine Professional Standards for
School Heads (PPSSH)
The official document that articulates what

constitutes school head quality. The
PPSSH describes the increasing levels of
knowledge, practice and professional
engagement expected of school heads.
Definition of Terms
Philippine Professional Standards for
Teachers (PPST)
The official document that articulates what

constitutes school head quality. The
PPSSH describes the increasing levels of
knowledge, practice and professional
engagement expected of school heads.
Definition of Terms
Professional Development Credit
The units of credit that NEAP assigns to

course, that is recognized within DepEd
processes including for career
progression and promotion.
Definition of Terms
Recognition
A quality assurance process intended
to uphold the learning and
development standards in the
development and delivery of
professional development programs
and courses provided to DepEd
teachers and school leaders through
an evaluation mechanism.
Policy Statement
DepEd is committed to the

professional growth and lifelong
learning of its teachers and school
leaders as a key foundation to the
upgrading of the quality of basic
education.
Policy Statement
The quality of professional

development programs and
courses shall be assured through
a Recognition System
Policy Statement
Only Recognized programs and

course shall be implemented in
DepEd as officially part of the
DepEd professional development
program.
NEAP Professional Development Framework
• Adheres to a philosophy of standards-

based professional learning based on
research and best practice
• Shall provide a goal-oriented focus and
direction to the provision of professional
development for teachers and school
leaders
• Takes a ‘professional learning

ecosystem’ approach that values the
contribution of all stakeholders
Designed to:
a. support teachers and school leaders in
their professional learning throughout their
career, especially as it related to strategic
directions of DepEd;
b. ensure that high quality professional
development programs are provided to
teachers and school leaders;
c. recognize and value prior learning and
existing skills and knowledge;
Designed to:
d. encourage all teachers and school leaders
to take responsibility to improve their
professional practice and to continue to
learn;
e. utilize a wide range of modalities including
Formal Learning, possibly with Job-
Embedded Learning (JEL), Learning
Action Cell, relationship and discussion-
based learning;
Designed to:
f. promote a wide range of delivery platforms
including online, face-to-face, and blended
learning delivery;
g. ensure immediate and effective
translation of professional development
into classroom application and
innovations for education quality; and
Designed to:
h. ensure transparency, consistency,
credibility and fairness in the evaluation of
Learning Service Providers and
professional development programs.
Professional Development Priorities
The NEAP, DepEd Central Office Bureaus

and Services, and Regional Offices shall
agree on periodic three-year professional
development priorities informed by
institutional data, document review,
competency assessment, research, strategic
alignment, emerging trends and stakeholder
input
Priorities shall be matched with the

corresponding domains, strands and
indicators of the PPST, PPSSH and PPSS.
Shall constitute the three-year Professional
Development Priorities for the period.
DepEd Memorandum No. 050, s. 2020 (NEAP

Professional Development Priorities)
Priorities shall allow flexibility for specific

local needs, priorities, and emerging
developments in teacher and school leader
professional development.
Recognition of Programs and Courses
All DepEd Central Office Bureaus, Services

and Units, Regional Offices, Schools
Division Offices, and Authorized Learning
Service Providers may submit proposals for
professional development programs or
courses for Recognition during the period of
call for submission as announces by NEAP
DepEd Memorandum No. 048, s. 2020
(Call for Proposals for NEAP Recognition)
Program/Course Profile
(DepEd Memorandum No. 001, s. 2020)
i. Title of the program/course

ii. Rationale
iii.Program or course description
iv. Professional development priorities
v. Professional standards covered (PPST,
PPSSH or PPSS domain/s, strand/s,
indicator/s)
vi. Target participant profile (Career stage,
Grade level, Learning area)
vii. Number of hours (face-to-face instruction

and/or online learning, and classroom
application (if applicable)
viii. List of resource persons/Learning
facilitators supported by CVs
ix. Modality (Formal Learning, possibly with
Job-Embedded Learning (JEL), Learning
Action Cell (LAC), relationship and
discussion-based learning, others, others)
x. Delivery Platform (online,face-to-face and

blended delivery)
xi. Indicative date of implementation
xii. Professional Regulation Commission
(PRC) Program Accreditation No. if
applicable
Program/Course Design
i. Objective/s / Outcome/s
ii. Detailed program or course matrix
iii. Modules and learning resources to
be used
i. Assessment plan
Program/Course Implementation Plan
i. Schedule of activities
ii. Budget requirements
iii. Funding source
iv. Monitoring and evaluation
FORM 2020R.1
Professional Development Program/
Course Recognition Application Form
Program/Course Evaluation Process
NEAP-CO and NEAP-RO shall form NEAP

Recognition Evaluation Committees (RECs)
to evaluate the proposals.
REC shall come from

• a pool of NEAP personnel that have
undergone training and qualification for
the evaluation of proposals
•subject matter experts from the field or from
non-DepEd partners
Criteria for Evaluation of Proposals
a. Alignment with the NEAP Professional

Development Priorities
b. Mapping to the PPST, the PPSSH, or the
PPSS
c. Articulation of objectives/outcomes
d. Alignment of the objectives/Intended
Learning Outcomes (ILOs), Content and,
if applicable, Assessment with the
professional standards for teachers or
school leaders
Criteria for Evaluation of Proposals
e. Soundness of methodology
f. Mechanisms to determine whether the
objectives/ILOs have been met
g. Strength of research base
h. Use of principles of adult learning
i. Use of recognized best practice
j. Intended classroom-level application and
innovation
k. Credentials/expertise of resource
person(s) and learning facilitator(s)
l. Budget and costing
DepEd Professional
Development Priorities for
Teachers and School Leaders
for SY 2020-2023
DM No. 050, s. 2020
May 4, 2020
DM No. 050, s. 2020
May 4, 2020
The three-year PD Priorities shall be

drawn from the PPST, while the PD
Priorities for school leaders-school
heads and supervisors-shall be
drawn from the PPSSH and PPSS,
respectively.
DM No. 050, s. 2020
May 4, 2020
The policy states that PD Priorities

shall allow flexibility for specific local
needs, priorities, and emerging
developments in teacher and school
leader professional development.
DM No. 050, s. 2020
May 4, 2020
Aside from the provided list of PD
Priorities, professional development
programs or courses directly
supporting the effective
operationalization of DepEd’s
Learning Continuity Plan (LCP) in
light of COVID 19, shall be given
priority for SY 2020-2021.
DM No. 050, s. 2020
May 4, 2020
The NEAP shall assign appropriate

Professional Development Credit to a
Recognized professional
development program or course.
Data Capture of Individual Professional Development
DM No. 050, s. 2020
May 4, 2020
A Certificate of Completion shall be

awarded to a teacher or school leader
who has successfully completed and
obtained a passing mark in a full
course, indicating the corresponding
professional development credit for the
program or course.
DM No. 050, s. 2020
May 4, 2020
The Certificate of Completion and

Certificate of Participation shall
indicate, as applicable, the following:
• Title of the Program/Course,

Recognition Number
• Date and Venue of the Training
activity if face-to-face learning
• Number of hours of training
DM No. 050, s. 2020
May 4, 2020
The Certificate of Completion and

Certificate of Participation shall
indicate, as applicable, the following:
• The specific Domains, Strands
and/or Indicators covered by the
Program/Course
• Professional Development Credit
Units
• PRC Credit Units, if applicable
Grounds or Causes for Suspension, Cancellation or
Non-Renewal of NEAP Program/Course Recognition
DM No. 050, s. 2020
May 4, 2020
• Non-compliance with any of the

prescribed requirements
• Substantial deviations from the
approved program/s or course/s
• Charging of unreasonable fees
and/or adding any other substantial
fees not approved by NEAP
Grounds or Causes for Suspension, Cancellation or
Non-Renewal of NEAP Program/Course Recognition
DM No. 050, s. 2020
May 4, 2020
• Misrepresentation, such as but not

limited to, submission of false
completion reports, issuance of false
statement/s including qualification/s
as a Learning Service Provider
• Other analogous violations
May 4, 2020
May 4, 2020
• Shall support the realization of the

Department’s goal of continuous
upskilling and reskilling of teachers
and school leaders that will result in
better learning outcomes
May 4, 2020
• Shall be drawn from the PPST for

Teachers, PPSSH for school leaders,
and PPSS for the supervisors
• Shall allow flexibility for specific local
needs, priorities, and emerging
developments in teacher and school
leader professional development
May 4, 2020
• NEAP may consider proposals not

under the priority list, provided their
importance or urgency is established
in the application.
May 4, 2020
• NEAP may consider proposals not

under the priority list, provided their
importance or urgency is established
in the application.
Professional Development Priorities for Teachers
(SY 2020 to 2023)
PPST PPST Moving to Moving to Highly Moving to
Domain Strand Proficient Proficient Distinguished
Teacher Teacher
Domain 1 1.1 Applying knowledge of Modelling effective Modelling exemplary
content within and applications of content practices to improve
Content across curriculum knowledge within and the applications of
Knowledge teaching areas across curriculum content knowledge
and teaching areas within and across
Pedagogy curriculum teaching
areas
1.4 Using a range of Evaluating with Modelling a

teaching strategies that colleagues the comprehensive
enhance learner effectiveness of selection of effective
achievement in literacy teaching strategies that teaching strategies that
and numeracy skills promote learner promote learner
achievement in literacy achievement in literacy
and numeracy and numeracy
Special Topic: Financial Literacy Education

1.5
1.6
(SY 2020 to 2023)
Teacher Teacher
Domain 2 Establishing safe and Exhibiting effective Applying comprehensive
secure learning strategies that ensure knowledge
Learning 2.1 environments to safe and secure
Environment enhance learning learning environments
through the consistent to enhance learning
implementation of through the consistent
policies, guidelines and implementation of
procedures policies, guidelines and
procedures
Special Topics:
• Child Protection Policy
• Anti-bullying Policy
2.6
(SY 2020 to 2023)
Teacher Teacher
Domain 3 Using differentiated, Working with colleagues Leading colleagues to
developmentally to share differentiated, evaluate differentiated
Diversity of 3.1 appropriate learning developmentally strategies to enrich
Learners experiences to address appropriate teaching practices that
learners’ gender, needs, opportunities to address address learners’
strengths, interests and learners’ differences in differences in gender,
experiences gender, needs, needs, strengths,
strengths, interests and interests and
experiences experiences
Special Topic:
• Socio-emotional learning
3.3
(SY 2020 to 2023)
Teacher Teacher
Domain 3
Diversity of 3.4
Learners
Special Topics:
• Children-at-risks and children in conflict with the law
• Reproductive health and early pregnancy
•Increasing adversity quotient
•Mental health in the school setting
3.5
(SY 2020 to 2023)
Teacher Teacher
Domain 4
Curriculum 4.1
and Planning
4.2
4.5
Domain 5
Assessment 5.1
and Reporting 5.2
(SY 2020 to 2023)
Teacher Teacher
Domain 6
Community 6.1
Linkages and 6.2
Professional
Engagement 6.3
6.4
Domain 7
Personal 7.2
Growth and 7.3
Professional
Development 7.5
Professional Development Priorities for
School Heads (SY 2020 to 2023)
PPST PPST Moving to Moving to Moving to Moving to
Domain Strand Career Stage Career Stage Career Stage Career Stage
1 2 3 4
Domain 1 1.1
Leading 1.2
Strategical
ly 1.7
Domain 2
Managing 2.1
School 2.2
2.3
2.4
2.5
Special Topic: Disaster Preparedness
2.6
Domain Stran Career Stage Career Stage Career Stage Career Stage
d 1 2 3 4
Domain 3 3.1
Focusing 3.2
on
Teaching
and 3.3
Learning
3.4
3.5
3.6
3.8
Domain 4 4.4
Developin 4.5
g Self and
Others 4.6
Domain Strand Career Stage Career Stage Career Stage Career Stage
1 2 3 4
Domain 5
Building 5.5
Connectio
ns
“Most success depends on
colleagues, on the team.
People at the top have large
egos, but you must never say
‘I’: it’s always ‘we’.”
~ Frank
Lampl

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NEAP Recognition of Professional Development Programs

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NEAP RECOGNITION OF

May 12, 2021

• Align program/course training proposals

DepEd Order No. 001, s. 2020

“Guidelines for NEAP Recognition of

• Transformation of the National Educators

• DO No. 11, s. 2019 highlights the

• Through the NEAP Transformation,

• Recognition process should be put in

• Requirements and the processes for

• This Guidelines shall cover all in-service

• DepEd Bureaus/Services/Units, Regions

The official document that articulates what

The official document that articulates what

The units of credit that NEAP assigns to

DepEd is committed to the

The quality of professional

Only Recognized programs and

• Adheres to a philosophy of standards-

• Takes a ‘professional learning

The NEAP, DepEd Central Office Bureaus

Priorities shall be matched with the

DepEd Memorandum No. 050, s. 2020 (NEAP

Priorities shall allow flexibility for specific

All DepEd Central Office Bureaus, Services

i. Title of the program/course

vii. Number of hours (face-to-face instruction

x. Delivery Platform (online,face-to-face and

NEAP-CO and NEAP-RO shall form NEAP

REC shall come from

a. Alignment with the NEAP Professional

The three-year PD Priorities shall be

The policy states that PD Priorities

The NEAP shall assign appropriate

A Certificate of Completion shall be

The Certificate of Completion and

• Title of the Program/Course,

The Certificate of Completion and

• Non-compliance with any of the

• Misrepresentation, such as but not

• Shall support the realization of the

• Shall be drawn from the PPST for

• NEAP may consider proposals not

• NEAP may consider proposals not

1.4 Using a range of Evaluating with Modelling a

Special Topic: Financial Literacy Education

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