Professional Documents
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SPPD Guide and Tools V2010
SPPD Guide and Tools V2010
SPPD Guide and Tools V2010
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.
Division/Cluster Orientation on
SPPD:
SDS/ASDS, Div T&D orient the
ES1/PSDS and School Heads within their
respective districts/ clusters, with technical
assistance from the Regional T&D
Accomplishment of SPPD:
ES1/PSDS provides the schools with School Head, with the technical assistance
technical assistance for SPPD development of the PSDS and supported by selected
ES1/PSDS monitors SPPD development school planners, leads the preparatory
activity and the actual development of
SPPD
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
based on data analyzed
National priorities/thrusts in 1.
BESRA
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
competencies: learning competencies: 2.
(Filipino) (Math) 3.
Other Data
Sources
Training 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.
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
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.
o Review the list of the priority learning needs and the specific competency areas, which have been
identified as requiring improvements. For each personnel group formulate objectives that will
address the achievement of the identified learning needs and support the accomplishment of the
overall goal of the SPPD. For each objective identified, further refine the specific competencies (the
knowledge, skills and attitudes) which are to be enhanced. This is where you may require input
from people with subject expertise relating to the specific content areas.
o For each of the objectives formulated, it will be necessary to identify the specific target group who
will participate in the corresponding professional development activity.
o The number of participants who will be targeted for professional development should also be
indicated. This will be dependent on factors such as:
- the number of people who have identified this specific area as a priority learning need
- the availability of funds to support professional development activities as setout in the SIP/AIP
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:
If 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
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:
SPPD -M&E Form 1: Process Observation Guide for SPPD
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 ____________________________________________
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
teachers competencies in:
-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):
Example
Program Estimated Source of Additional R. M source Program
Reference Cost available Funds Schedule
funds Required
Target Group1
Prog1 10,000 10,000 from none - Sem 1 2009
MOOE
Prog2 No Cost - -
Continue Table… for other Target Groups. Use more space as necessary. Compute the grand total
required for the 1-yr plan.
Sig._________________________________ Group
Represented:____________________
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 planning teams represented by the various
development of provide a Template 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: PDP-WG process at the results from observations
accomplishing the completed Process school level from their cluster and
SPPD and the level Observation Divisions PD prepare a report for
of collaboration Guide for SPPD – WG submission to the Division
between team (represented T&D Chair. T&D Chair
members 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’ accomplished Template will
Priority be submitted with a cover
Professional report to the Division T&D
Development Chair through the PDP-WG.
Programs
based 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
accomplished by will be Division of the SPPD by Completion Report and
schools within the completed Tracking Form schools in each inform future 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 of the SPPD by Report and inform future
each division within completed Tracking Form schools in each SPPD policy
the region listing the for division
number of Accomplished
schools who IPPDs/SPPDs
have
accomplished
SPPDs across
all divisions
I PERSONAL DATA
Name:
Please check training focus and management level for all training attended over the last three years.
Resource Materials
Development
Planning
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
COLLABORATION
Yes or No
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.
Orientation of School Heads and ES/PSDS on the Conduct of SPPD (Note: Can also be used for School
level SPPD Orientation)
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?
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
- 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.
Present the SPPD concepts through a PowerPoint presentations per topic highlighting
items that the participants have identified/written in the previous activity.
End the session with a fitting quotation on planning or attaining one’s dream.
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
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.
Other Data
Sources
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. See matrix
below.
Consolidated
IPPD priorities
After 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 &
development
Teachers’ Needs based on NCBTS-TSNA 1.
and IPPD priorities 2.
Learners’ school performance 3.
Based from the given data, what are the strengths and the priority learning needs
of the school 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.
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)
Start the day with a recall on the simulated developed matrix by revisiting them.
Introduce the task for the day. Always call their attention to the process and to the
Day 2 sample SPPD’s sections that are pertinent to the groups’ outputs.
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
8AM -2:30 PM the 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:
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.
PD2
PD 3
TOTALS
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
Prepared by:
Prepared by:
Prepared by:
to
Jonathan F. Batenga