Human Resource Development Section (HRDS)

GAD PLAN Marilene G. Ramos, LPT, MAT NEAP UPDATES

GEDSI Senior Education Program Specialist L & D PROPOSAL
 Conducting a
training needs
analysis is your first
step to developing a
successful training
program.

•A TNA IS THE PROCESS TO DETERMINE WHETHER TRAINING TO

ADDRESS A PERFORMANCE GAP IS NECESSARY.
Training might be appropriate when the
performance issue is a “can’t do” issue:
Poor performance (resulting from a knowledge or skill
deficiency)
Lack of basic skills (reading, writing, technology, math
skills)
Legislation or policies requiring new knowledge or skills
New technology
Higher performance standards
New jobs/ position
When Is Training NOT the Best Intervention?

•Training is not the best intervention when the

performance issue is a result of:
>Recruiting, selection, or compensation problems
>Policies and procedures issues
>A lack of coaching and feedback
>Insufficient tools, equipment, or resources
>Physical setting
>A lack of motivation (job-person fit; person-org fit);
a “won’t do” issue
TRAINING
NEEDS
ANALYSIS
METHODS
 TRAINING NEEDS
ASSESSMENT (TNA)
TEACHERS
 0 TO 3 YEARS OF TEACHING
EXPERIENCE IN THE PUBLIC SCHOOL

Career Stage 1 or Beginning Teachers have gained the

qualifications recognized for entry into the teaching
profession. They have a strong understanding of the
subjects/areas in which they are trained in terms of
content knowledge and pedagogy. They possess the
requisite knowledge, skills and values that support the
teaching and learning process. They seek advice from
experienced colleagues to consolidate their teaching
practice.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 1 OR BEGINNING TEACHERS

1.1.1 Demonstrate content knowledge and

its application within and/or across
curriculum teaching areas.

2.3.1 Demonstrate knowledge of managing

classroom structure that engages learners,
individually or in groups, in meaningful
exploration, discovery, and hands-on
activities within the available physical
learning environments.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 1 OR BEGINNING TEACHERS

3.1.1 Demonstrate knowledge and

understanding of differentiated teaching
to suit the learners' gender, needs,
strengths, interests and experiences.

4.1.1 Prepare developmentally sequenced

teaching and learning process to meet
curriculum requirements.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 1 OR BEGINNING TEACHERS

5.1.1 Demonstrate knowledge of the design,

selection, organization and use of
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.

6.3.1 Demonstrate awareness of existing

laws and regulations that apply to the
teaching profession, and become familiar
with the responsibilities specified in the Code
of Ethics for Professional Teachers.
PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 1 OR BEGINNING TEACHERS

7.2.1 Demonstrate behaviors that uphold the dignity of

teaching as a profession by exhibiting qualities such as caring
attitude, respect and integrity.
 TEACHERS I - III, 4 YEARS & UP OF TEACHING
EXPERIENCE IN THE PUBLIC SCHOOL

Career Stage 2 or Proficient Teachers are

professionally independent in the application of skills vital
to the teaching and learning process. They display skills
in planning, implementing, and managing learning
programs. They are reflective practitioners who
continually consolidate the knowledge, skills and
practices of Career Stage 1 teachers.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 2 OR PROFICIENT TEACHERS

1.3.2 Ensure the positive use of ICT to

facilitate the teaching and learning process.

2.5.2 Apply a range of successful strategies that

maintain learning environments that motivate
learners to work productively by assuming
responsibility for their own learning.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 2 OR PROFICIENT TEACHERS

3.1.2 Use differentiated, developmentally

appropriate learning experiences to
address learners' gender, needs,
strengths, interests and experiences.

4.1.2 Plan, manage and implement

developmentally sequenced teaching and
learning process to meet curriculum
requirements and varied teaching contexts.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 2 OR PROFICIENT TEACHERS

5.1.2 Design, select, organize and use

diagnostic, formative, and summative
assessment strategies consistent with
curriculum requirements.

6.2.2 Build relationships with parents/guardians

and the wider school community to facilitate
involvement in the educative process.
PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 2 OR PROFICIENT TEACHERS

7.2.2 Adopt practices that uphold the dignity of teaching as

a profession by exhibiting qualities such as caring
attitude, respect and integrity.
 MASTER TEACHERS I - II

Career Stage 3 or Highly Proficient Teachers

consistently display a high level of performance in their
teaching practice. They manifest an in-depth and
sophisticated understanding of the teaching and learning
process. Career Stage 3 Teachers work collaboratively
with colleagues and provide them support and mentoring
to enhance their learning and practice.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 3 OR HIGHLY PROFICIENT TEACHERS

1.3.3 Promote effective strategies in the

positive use of ICT to facilitate the teaching
and learning process.

2.3.3 Work with colleagues to model and share

effective techniques in the management of
classroom structure to engage learners,
individually or in groups, in meaningful
exploration, discovery, and hands-on activities
within a range of physical learning environments.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 3 OR HIGHLY PROFICIENT TEACHERS

3.1.3 Work with colleagues to share

differentiated, developmentally appropriate
opportunities to address learners'
differences in gender, needs, strengths,
interests and experiences.

4.1.3 Develop and apply effective strategies in the

planning and management of developmentally
sequenced teaching and learning process to meet
curriculum requirements and varied teaching
contexts.
 PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 3 OR HIGHLY PROFICIENT TEACHERS

5.1.3 Work collaboratively with

colleagues to review the design,
selection, organization, and use of a
range of effective diagnostic, formative
and summative assessment strategies
consistent with curriculum requirements.

6.3.3 Discuss with colleagues teaching and

learning practices that apply existing codes,
laws, and regulations that apply to the teaching
profession, and the responsibilities specified in
the Code of Ethics for Professional Teachers.
PPST STRAND WITH A HIGH NEED FOR TRAINING FOR
CAREER STAGE 3 OR HIGHLY PROFICIENT TEACHERS

7.1.3 Manifest a learner-centered teaching philosophy in various

aspects of practice and support colleagues in enhancing their own
learner-centered teaching philosophy.
 MASTER TEACHERS III-V

Career Stage 4 or Distinguished Teachers embody

the highest standard for teaching grounded in global
best practices. They exhibit exceptional capacity to
improve their own teaching practice and that of
others. They are recognized as leaders in education,
contributors to the profession and initiators of
collaborations and partnerships. They create lifelong
impact in the lives of colleagues, students and others.
 TRAINING NEEDS
ASSESSMENT (TNA)
SCHOOL HEADS
 TIC, OIC, HEAD TEACHERS
Career Stage 1
Career Stage 1 School Heads (aspiring school heads)
have acquired the prerequisite qualifications for the
school head position.
They demonstrate basic knowledge and understanding of
the authority, responsibility, and accountability expected
of school heads as described in the Philippine
Professional Standards for School Heads.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 1

1.4.1 Identify relevant research findings

from reliable sources in facilitating data-
driven and evidence-based innovations
to improve school performance.

2.2.1 Demonstrate knowledge and

understanding of policies, guidelines
and issuances in managing finances
such as allocation, procurement,
disbursement and liquidation aligned
with the school plan.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 1

3.2.1 Demonstrate knowledge and

understanding of teaching standards and
pedagogies within and across learning
areas to provide technical assistance to
teachers to improve their teaching
practice.

4.3.1 Seek opportunities to improve

one’s practice as a school leader
through professional networks.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 1

5.1.1 Demonstrate skills in dealing with authorities, colleagues,

parents and other stakeholders to encourage an enabling and
supportive environment for learners.
 PRINCIPAL I & II

Career Stage 2
Career Stage 2 School Heads apply the required knowledge
and understanding of the authority, responsibility, and
accountability expected of them as described in the Philippine
Professional Standards for School Heads.
They are professionally independent in performing their
functions as instructional leaders and administrative managers.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 2

1.4.2 Utilize relevant research

findings from reliable sources in
facilitating data-driven and
evidence-based innovations to
improve school performance.

2.6.2 Manage emerging

opportunities and challenges to
encourage equality and equity in
addressing the needs of learners,
school personnel and other
stakeholders.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 2

3.1.2 Assist teachers in the

review, contextualization and
implementation of learning
standards to make the
curriculum relevant for
learners.

4.3.2 Participate in professional

networks to upgrade knowledge
and skills and to enhance
practice.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 2

5.5.2 Initiate partnerships with the community, such as parents, alumni,

authorities, industries and other stakeholders, to strengthen support for
learner development, as well as school and community improvement.
 PRINCIPAL III
Career Stage 3
Career Stage 3 School Heads consistently display in-depth
knowledge and understanding of the authority, responsibility,
and accountability expected of them as described in the
Philippine Professional Standards for School Heads.
They establish shared governance with the wider school
community in the efficient and effective implementation of
school policies, programs, and other initiatives towards the
attainment of institutional goals.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 3

1.4.3 Collaborate with school personnel

in the conduct of research and
utilization of findings in facilitating
data-driven and evidence-based
innovations to improve school
performance.

2.1.3 Capacitate school personnel in

managing school data and
information using technology,
including ICT, to ensure efficient and
effective school operations.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 3
3.1.3 Work with teams in the conduct
of review, contextualization and
implementation of learning standards
to assist teachers in making the
curriculum relevant for learners.
4.3.3 Engage actively in professional
networks within and across schools to
advance knowledge, skills and practice.
4.5.3 Monitor and evaluate the
implementation of professional
development initiatives in enhancing
strengths and in addressing performance
gaps among school personnel.
4.8.3 Work with school personnel to
encourage stakeholders to support the
implementation of the school rewards
system in recognizing and motivating
learners, school personnel and other
stakeholders to sustain exemplary
performance and/or continued support.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 3

5.5.3 Empower the community, such as parents, alumni, authorities,

industries and other stakeholders, to participate in addressing concerns
on learner development, as well as school and community improvement.
 PRINCIPAL IV
Career Stage 4
Career Stage 4 School Heads consistently exhibit mastery in
their application of the authority, responsibility, and
accountability expected of them as described in the
Philippine Professional Standards for School Heads.
They model the highest standards of practice in performing
their functions as instructional leaders and administrative
managers.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 4

1.4.4 Promote a culture of research to

facilitate data-driven and evidence-
based innovations to improve school
performance and foster continuous
improvement.

2.1.4 Exhibit best practice in

managing school data and
information using technology,
including ICT, to ensure efficient
and effective school operations.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 4

3.2.4 Exhibit best practice in providing

technical assistance to teachers for
them to develop exemplary practices
consistent with teaching standards
and pedagogies within and across
learning areas.

4.8.4 Institutionalize the

implementation of the school
rewards system with support
from the wider school community
in recognizing and motivating
learners, school personnel and
other stakeholders for sustained
exemplary performance and/or
continued support.
PPSSH STRAND WITH A HIGH NEED FOR TRAINING FOR CAREER STAGE 4

5.3.4 Create a culture of

inclusivity in the school and
the community through
practices, such as gender
sensitivity, physical and
mental health awareness,
and culture responsiveness,
to promote and strengthen
awareness, acceptance and
respect.

5.5.4 Lead the community, including parents, alumni, authorities,

industries and other stakeholders, in creating collaborative actions in
solving complex issues on learner development, as well as school and
community improvement.
 2022 NEAP TRAININGS
1. Values-Based Leadership
2. Supporting School Improvement thru
Evidence-Based Leadership
3. Training on Pedagogical and Andragogical
Approaches to localize learning materials
(resource design) in All Learning Areas
4. Capacity Building Seminar for Master
Teachers on Technical Assistance Provision
Relative to RPMS-IPCRF 2021-2022
5. Division Training on Teaching Beginning
Reading (Key Stage 1)
6. Division Training on Design Thinking in
Science and Mathematics Teaching
7. Optimizing School Heads’ Instructional
Leadership Skills Towards the Successful
Implementation of School Learning Recovery
Plan
NEAP REQUIREMENTS
L & D PROPOSAL
L & D PROPOSAL
GENDER EQUALITY, DISABILITY & SOCIAL INCLUSION (GEDSI)
GENDER EQUALITY, DISABILITY & SOCIAL INCLUSION (GEDSI)
P.R.A.I.S.E.
“YOU NEED TO ASSESS YOURSELF ON
A YEARLY BASIS AND SEE HOW FAR
YOU HAVE GONE AND WHAT YOU
STILL NEED TO WORK ON”

- Sunday Adelaja