Republic of the Philippines

Department of Education
Region VI – Western Visayas
Division of Bacolod City
MANSILINGAN AGRO-INDUSTRIAL HIGH SCHOOL
Mathematics Department

DEPARTMENT PLAN FOR

PROFESSIONAL
DEVELOPMENT

SPPD Guide and Tools 1

 DEPARTMENT PLAN FOR PROFESSIONAL DEVELOPMENT (DPPD)
for Calendar Year 2022
Name of School:
MANSILINGAN AGRO-INDUSTRIAL HIGH SCHOOL – MATHEMATICS DEPARTMENT
Region/Division:  Date SPPD is accomplished:
 
1. Used strategies for providing timely, accurate and constructive
Functional Competency Priority feedback to improve learner performance
Programs 2. Participated in professional networks to share knowledge and to
enhance practice

I. The Context
A. Mathematics Department Development Goals for Human Resource Development
In time of pandemic, teaching Mathematics has a lot of challenges to face. Even during before the
pandemic, Mathematics is regarded as a boring and difficult subject. To enhance the teachers’ knowledge and
skills in terms of assessing students’ task through constructive feed backing LAC sessions will served as window
for development of the said aspect of learning. Also, a departmentalized style of webinar to introduce new
trends of tools and instruments in teaching Mathematics will be created to cope up with the problem on the
participation in professional networks to share knowledge and to enhance practice.

B. Data Analysis of Needs

The above table shows the result of RPMS-PPST 2020-2021, the top most priority need is PPST Objective 6,
which is the “used strategies for providing timely, accurate and constructive feedback to improve learner
performance.” This will be the first priority of the department and it will be intervened by a LAC session.

C. Data Analysis of target personnel’s professional development needs

1. Used strategies for providing timely, accurate and constructive feedback to improve learner performance
2. Participated in professional networks to share knowledge and to enhance practice

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 II. Professional Development Goal and Objectives

A. Overall Goal:
In accordance with the K to 12 goals, which is professional development of teachers thru LAC sessions,
improving teachers’ standards in assessment and engaging in professional development, thus, this DPPD will
provide opportunities to teachers in the following:
- enhancement of direct and constructive feedback to students’ outputs
- strengthen the participation of teachers to professional networks.

B. Specific Objectives for each target personnel

Derive the objectives from the overall goal and state them here per target personnel. Use the chart developed
below:
Example:

Client Priority Learning Specific Objectives Target Group No. of

Group Needs Competencies paxs
1. All Teacher
teachers competencies in:

a) PPST Objective Developing strategies Develop and further Math Teachers 10

6 for providing timely, enhance - knowledge of
accurate and different feedbacking
constructive feedback tools/strategies
to improve learner
performance

B) PPST Objective Participated in Sharing of best practices Math Teachers 10

10 professional networks during the 1st quarter of
to share knowledge SY 2021-2022
and to enhance
practice

III. Program Content/ Process, Professional Development activities per Target Groups

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)

Objective 1: Enhance KSAs in assessing student learning with appropriate strategies

Objective 2:
Objective3:

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 End of Program Output(s): Prototype/Sample tests of various types for learning assessment; Goal Chart and
professional development guide for Application of Skills in student learning assessment; JEL Contract

Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs: Demonstrated skills in
assessing authentic learning (AAL) in own class’ teaching-learning process; Practice of Peer Coaching on AAL
using professional development guide

Program Title General Content (refer to NCBTS Delivery Mode Target

KSAs) Time Frame
Prog1: Assessment of Authentic Learning Assessment 10 Teachers to join April 2009
Authentic (Theory/Concept, Tools Division Scheduled
Learning(AAL) Development and Demonstration); Training x 2-days
Traditional and Alternative
Strategies for Learning
Assessment;
Prog2: Teachers’ Using AAL in the classroom; One semester LAC November 2009 -
Sharing of Surfed (School Demonstration, Feedback sessions (at least 1- March 2010
materials on AAL and Refinement of Tools hour x 10 sessions)
developed,

Target Group:
Objective 2:
End of Program Output(s):

Expected Final Outcome/Success Indicator

Program Title General Content (refer to NCBTS Delivery Mode Target

KSAs) Time Frame

Continue table for other programs here. Use more space as necessary…

IV. Budgetary Requirements

Summarize the costs of each program here:
Use Budget Template to develop the budget breakdown for each program and included as an attachment

Example
Program Reference Estimated Cost Source of Additional R. M source Program
available funds Funds Required Schedule
Target Group1
Prog1 10,000 10,000 from none - Sem 1 2009
MOOE
Prog2 No Cost - -

TOTALS 10,000 10,000

Continue Table… for other Target Groups. Use more space as necessary. Compute the grand total required for
the 1-yr plan.

SPPD SPPD Planners:

SPPD Guide and Tools 4

 Planners

Sig._________________________________ Group Represented:____________________

Sig. _________________________________ Group Represented:____________________

Sig._________________________________ Group Represented:____________________

Sig. _________________________________ Group Represented:____________________

Sig.________________________________ Group Represented:____________________

School Head: _________________________________________

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Monitoring and Evaluation (M&E) for the SPPD
M&E
M&E tools are provided to support the School Plan for Professional Development (SPPD)
process. The following tools are available: for
SPPD
Tools for SPPD
T&D-M&E Form 1: Individual Profile Template
SPPD-M&E Form 1: Process Observation Guide for SPPD
SPPD-M&E Form 2: End of SPPD Planning Evaluation
SPPD-M&E Form 3: SPPD Debriefing Guide Checklist
SPPD-M&E Form 4: Review Tool for Accomplished SPPD
SPPD-M&E Form 5: Summary Template for Schools’ Professional Development Priority Programs Based on
SPPDs at District Level
IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPD/SPPD
IPPD/SPPD- M&E Form 7: Region Tracking Form for Accomplished IPPD/SPPD

System M&E Tools for Regional Level M&E Tools for Division/Cluster M&E Tools for School Level
Level Level

Output SPPD-M&E Form 3: SPPD De- SPPD-M&E Form 2: End of

IPPD/SPPD-M&E Form 7: briefing Guide Checklist SPPD Planning Evaluation
Region Tracking Form for
Accomplished IPPDs/SPPD SPPD-M&E Form 4: Review Tool
for Accomplished SPPD

SPPD-M&E Form 5: Summary

Template for Schools’ Priority
Professional Development
Programs based on SPPDs at
District Level

IPPD/SPPD-M&E Form 6:
Division Tracking Form for
Accomplished IPPDs/SPPD

Process SPPD-M&E Form 1: Process SPPD-M&E Form 1: Process

Observation Guide for SPPD Observation Guide for SPPD

Input T&D-M&E Form 1: Individual

Profile Template

Resource Materials Checklist

for SPPD incorporated into
the SPPD Guide

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 Monitoring and Evaluation of the SPPD process

What is How it is M&E tool to Who is When does the How are results used
monitored monitored be used responsible monitoring take
for the place
monitoring
The membership All members T&D-M&E School Head During the PDP -WG analyzes
of the teams of planning Form 1: formation of profiles to ensure teams
responsible for teams are Individual planning teams are well represented by
the development asked to Profile the various personnel
of SPPD in relation provide a Template groups and have
to: personal members with relevant
profile experiences.
- The experiences outlining Recommendation based
which individuals their work on the analysis is made
bring to the team experiences to improve future team
- The level of and membership and
representation of qualifications. included in the Program
the different Completion Report
personnel groups
on the team

The process A process SPPD-M&E School PDP- During the SPPD ES1/PSDS consolidates
followed in observation is Form 1: WG process at the results from observations
accomplishing the completed Process school level from their cluster and
SPPD and the Observation Divisions PD prepare a report for
level of Guide for – WG submission to the
collaboration SPPD (represented Division T&D Chair. T&D
between team by Chair identifies key
members ES1/PSDS) recommendations and
include in Program
Completion Report for
the conduct of the SPPD.

Team Members Team SPPD-M&E School PDP- Following the End of Program
perception of the members Form 2: End WG accomplishment Evaluations are collated
extend they complete an of SPPD of the SPPD by the PDP-WG and
successfully End of Planning reviewed to identify how
completed the Program Evaluation the processes can be
SPPD planning Planning improved.
process Evaluation A summary of the results
are included in the
Program Completion
Report and
recommendations
incorporated into future
processes

The SPPD process A debriefing SPPD-M&E School PDP- Following the Key finding and
meeting will Form 3: SPPD WG (led by accomplishment recommendations to be
be conducted De-briefing SH) of the SPPD at include in Program
involving all Guide the school level Completion Report and
those Checklist will inform future
involved in conduct of the SPPD
facilitating
the SPPD

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 process

The accomplished SPPDs will be SPPD-M&E Division Following the ES1/PSDS/ASDS

SPPD reviewed Form 4: PDP-WG completion of consolidates key finding
Review Tool (represented the SPPD and prepares a report for
for by submission to the
Accomplished ES1/PSDS) Division T&D Chair. T&D
SPPD Chair identifies key
recommendations and
include in Activity
Completion Report for
the conduct of the SPPD

All SPPDs SPPDs SPPD-M&E District Upon ES1/PSDS consolidates

submitted at the Priority Form 5: ES/PSDS submission of the 3 priority programs
District Level Programs will Summary the SPPDs at the for professional
be Template for District level development listed in
consolidated Schools’ each SPPD. The
Priority accomplished Template
Professional will be submitted with a
Development cover report to the
Programs Division T&D Chair
based on through the PDP-WG.
SPPDs at
District Level

The number of A Division IPPD/SPPD- Division Following the Results will be included
SPPDs Tracking M&E Form 6: PDP-WG accomplishment in Division Program
accomplished by Form will be Division of the SPPD by Completion Report and
schools within the completed Tracking Form schools in each inform future SPPD
division listing the for division policy
number Accomplished
schools who IPPDs/SPPDs
have
accomplished
SPPDs

The number of A Region IPPD/SPPD- Region PDP- Following the Results will be included
SPPDs Tracking M&E Form 7: WG accomplishment in Region Program
accomplished in Form will be Region of the SPPD by Completion Report and
each division completed Tracking Form schools in each inform future SPPD
within the region listing the for division policy
number of Accomplished
schools who IPPDs/SPPDs
have
accomplished
SPPDs across
all divisions

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 T&D-M&E Form 1: Individual Profile Template

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I PERSONAL DATA
Name:
                     
(Surnam (First Name) (Middle Name)
e)
Employee Number (If Applicable):   Sex:   Male Female
Date of Birth:                    
Home Address:                    
Contact #:         e-mail address:
Region:   Division:       District:          
Office/School:         Address:
Current Position: Other Designations:
   
Highest Educational Attainment:
           

II. WORK EXPERIENCE

(List from most current.)
LEVEL e.g. Elem/Sec/ALS
MAIN AREA OF RESPONSIBILITY e.g. INCLUSIVE
POSITION school, district, division,
subjects taught, level supervised PERIOD
region
                       
                       
                       
                       
                       

Use additional sheet if necessary.

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III. TRAINING ATTENDED OVER THE LAST THREE YEARS

Please check training focus and management level for all training attended over the last three
years.

Training Focus Training Management Level of Training

attended Central Region Division Cluster School
over last 3
years ()
Curriculum

Resource Materials
Development

Planning

Management

Policy Development

Research

Other, please specify

______________

IV. SIGNIFICANT EXPERIENCES

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

Certified Trainers by NEAP Central NEAP-Region TEI

SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----

List your significant experiences in the identified areas

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Use additional sheet if necessary.

V. TRAINING AND DEVELOPMENT EXPERIENCES

Identify which of the following specific areas you consider to be your area(s) of expertise:

Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training

List your significant experiences in the identified areas

Use additional sheet if necessary.

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.

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 SPPD-M&E Form 1: Process Observation Guide for SPPD

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

b. Discussion on how the school’s personnel can further develop

themselves as professionals to improve school performance

c. Presentation of the objective of the SPPD workshop and

explanation of the meaning of SPPD, its purpose and guiding
principles.
d. Explanation regarding the accomplishment of the SPPD being
the joint responsibility of all stakeholders and personnel groups
who will be affected by the plan.

II. Completion of the SPPD

a. Analysis of the national and regional/division context for the
SPPD based on the recommended documents and/or other
relevant available documents.
b. Development of a narrative based on reviewed documents for
inclusion in Section 1a of the SPPD.
c. Analysis of the data on student performance
d. Analysis of data on needs assessment results for the different
personnel groups
e. Formulation of the SPPD goal
f. Formulation of the objectives from the goal by reviewing the
list of priority needs and the specific competency areas
g. Identification of the target group for each of the objectives
formulated
h. Decision on the content for all programs identified in the SPPD
for each target group
i. Identification of the mode of delivery for each program
j. Establishment of the timeframe for the various programs
identified in the SPPD
k. Estimation of the budgetary requirements for each program
l. Identification of sources of funds for each program

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 m Review of the SPPD
.
n. Signing of the SPPD

Do you have any comments regarding the SPPD process?

Do you have other comments/suggestions/recommendations for the improvement of the SPPD process?

Process Observer:

___________________________________
Signature Over Printed Name

___________________________________
Designation

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 SPPD-M&E Form 2: End of SPPD Planning Evaluation

Name of SPPD Planner: ___________________________ Sex: Male Female

Personnel Group Represented: _______________________________

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 Rating Interpretation Description
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

SPPD Accomplishment Rating Scale

To what extent do you feel: 1 2 3 4

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?

4 the formulation of program objectives was based on the professional development needs
of the different personnel groups?
5 decisions about the content of the programs were based on the objectives to be achieved
and the competencies to be enhanced?
6 the following were considered in identifying the delivery modes for the different
programs?
a. Specific Context
b. Target Participants
c. Effective Modes of Learning
d. Available Resources
7 the following were considered in estimating the budget for the different programs?
a. Cost associated with Program Pre-Implementation
b. Cost associated with Program Implementation
8 the various funding sources were identified to support the implementation of the different
programs?
9 the following were considered in setting the timeframe for the different programs?
a. Development Priorities
b. Cumulative Nature of the Programs
c. One-Year Coverage of the SPPD

SPPD Guide and Tools 15

10 you have been capacitated through your involvement in the planning process?
11 you will be able to apply the learning gained in planning for future similar activities?
12 you are able to transfer the technology learnt to others?

Do you have other comments/suggestions/recommendations for the improvement of the SPPP process?

SPPD Guide and Tools 16

 SPPD-M&E Form 3: SPPD Debriefing Guide Checklist

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: _____________________

Facilitating Team MEMBERS present at the debriefing: (Attached Attendance Sheet)

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?

2. Were all the necessary materials

organized in advance and made
available during the activity?
3. Was the venue conducive to the
development of the SPPD?

4. Were the steps/processes

outlines in the session guide
properly followed by the
facilitators?
5. Was sufficient time provided for
participants to seek clarification
on the various steps involved in
the SPPD process?

6. Was there sufficient time to

thoroughly conduct all the
planned activities?
7. Were the participants able to
successfully accomplish the
SPPD? If not, was a strategy
developed to ensure the SPPD
will be completed in a timely
manner?
8. Were all the objectives
achieved?

9. What suggestions/recommendations can you make that will improve the conduct of the SPPD?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
10. General comments on the conduct of the activity:
___________________________________________________________

SPPD Guide and Tools 17

 ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Name: ____________________________
(Signature Over Printed Name)
T&D Chair /ES1/PSDS/School Head

SPPD Guide and Tools 18

 SPPD-M&E Form 4: Review Tool for Accomplished SPPD

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:

To what extent …….. 1 2 3 4

1. does the SPPD focus on improving student learning and consider the development
priorities of the school, national goals and thrusts?
2. does the SPPD outline opportunities for all personnel groups to participate in continuous
professional development programs to increase their current level of competencies?
3. are the strategies identified in the SPPD proven to be effective in increasing participation
of personnel in professional development and in the implementation of new learning
into work practices?
4. does the SPPD reflect the collaborative undertakings of all personnel groups?

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: _______________________________________

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 SPPD-M&E Form 5: Summary Template of School Professional Development Priority Programs
Based on SPPDs at District Level

(Note: This Form is for one clientele group only, e.g. Teachers group. For non-teaching personnel, a separate sheet should be used.)
Direction: Write the name of school and respective priority programs. Then, check the appropriate column that represents the domain/strand related to the each priority program
listed.
Summary of the Schools’ Professional Development Priority Programs based on SPPDs
Dom 1 Dom 2 D3 Dom 4 Dom 5 D6 Dom 7
Schools SPPD Priority Programs S S S S S S S S S S S S S S S S S S S S S S S
1 2 1 2 3 4 5 1 1 2 3 4 5 6 7 1 2 3 4 1 1 2 3
A.. 1.

2.

3.

B. 1.

C. 1

D. 1

SPPD Guide and Tools 20

 3

E.

(Continue the list to enter all the School’s data.)

E/PSDS Name and Signature:______________________________________ Date Accomplished: __________________________

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 IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)

Division: _________________________ Date: __________________

No. of No. of Teacher School Head SPPD

Districts School Name Teachers IPPDs IPPDs Completed Comments
accomplished accomplished
District 1 1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Sub Total
District 2 11
12
13
14
15
16
17
18
19
20
Sub Total
District 3 21
22
23
24
25
26
27
28
29
30
Sub Total
TOTALS

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 IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)

Region: ____________________________ Date: _______________________

No. of No. of No. of No. of School No. of

Divisions District Name Schools Teachers Teacher Head IPPDs SPPDs Comments
IPPDs accomplished Completed
accomplished
Division 1.
1 2.
3.
4.
5.
6.
7.
8.
9.
10
Sub Total
Division 11
2 12
13
14
15
16
17
18
19
20
Sub Total
Division 21
3 22
23
24
25
26
27
28
29
30
Sub Total
TOTALS

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 ATTACHMENT
Orientation of School Heads A: SESSION
and ES/PSDS on the Conduct GUIDE
of SPPD (Note: for
Can also be used for School level SPPD
Orientation)
The Development of the SPPD

SPPD Guide and Tools 24

Duration of Two days
Program
 Professional development is the process of improving the competencies and work
Key performance of personnel through the provision of a wide range of opportunities for
Understandings personal and professional growth in knowledge, skills and attitudes.
to be  A School Plan for Professional Development (SPPD) is the major blueprint that directs and
Developed 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 the achievement of the goal.
 The SPPD serves as the major guide for professional activities for a one year period, with a
certain degree of flexibility.
 There are standards and guiding principles considered in process of developing the SPPD.

1. Explain the concepts of Professional Development, School Plan for Professional Development,
Learning Principles and structural flow.
Objectives 2. Explain the significance/importance of SPPD and its target users
3. Appreciate the value of SPPD in professional development for teaching and non-teaching
personnel
4. Become familiar with the steps in accomplishing a needs-based SPPD
5. Develop an action plan in implementing and undertaking monitoring and evaluation of the
SPPD

Resources Handouts: SPPD Guide and Tools

Power Point Presentation
Meta strips
Permanent marker

o SPPD Guide and tools, and template

o NCBTS-TSNA School Consolidated Results School Consolidation of Teachers’ IPPD
o NAT Results
o Phil-IRI results
 After preliminary greetings and introductions, encourage “sharing of IPPD experiences
Activity 1 and SPPD expectations” that is helpful to facilitate understanding of the purpose of the
(30 minutes) 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 the 3
after a brief most urgent needs of your teachers in terms of NCBTS competencies?
Opening 2. How do you think is the teachers’ IPPDs may connect to the development of the SPPD?
Program) 3. What do you think will be the benefits of the school having a SPPD?
4. What do you expect to learn from this orientation for SPPD?

 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.

Activity 2 Using the same groups as for Activity 1.

SPPD Guide and Tools 25
 ● Explain the meaning of the term “SURFING” and give the mechanics of the
10-12:00NN “SURFING GAME”.

1. Each group is assigned to a station as the group’s starting point.

2. In each station, there is a question which each group needs to answer. Group members
think, share, and discuss ideas to answer the question.
3. Each group records the answers to questions on meta strips using different color per
group.
4. Paste the meta strips on the manila paper adjacent to the question.
5. When done, fold the manila paper covering your answers but not the question.
6. When the Facilitator says SURF, each group moves to the next station.
7. Answer the next question before reviewing and discussing the answers recorded by the
previous group.
8. Let the group repeat steps 2-7 until after all the station have been visited.
9. Time limit for each station is 5 minutes.

Preparation for the Facilitator and Co-Facilitator:

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?

Process the participants’ insights and learning from the activity:

- 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.

- What is Professional Development?

- What is School Plan for Professional Development?
- Why accomplish SPPD?
- What are the principles in developing SPPD?
- Who are responsible in preparing SPPD?
- What is the SPPD Structural Process Flow followed?

Review key understandings developed and refer to objectives.

End the session with a fitting quotation on planning or attaining one’s dream.

SPPD Guide and Tools 26

 Activity 3 Introduce the steps in accomplishing the SPPD:

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.

B. Analysis of data on student performance and needs assessment results to formulate the
Overall SPPD Goal
Present sample school consolidation of NCBTS-TSNA and accomplished table on
Alignment of the IPPD Priorities to the SPPD Goal.
1. Let group members share about their schools’ performance such as the NAT, Phil-
IRI, based on the Matrix provided to each group.
2. Let each group write their responses on the second and third column of the matrix.
3. At the last column, each group decide on the priority training areas for teachers.

Data Strengths Priority Learning Needs Priority Training Areas C. Analysis of

Sources for Teachers data on
NAT Subject area/Mastered Subject are/least 1.Teaching Math Teachers’
learning competencies: mastered learning 2. NCBTS-TSNA
(Filipino) competencies: 3.
(and non-
(Math)
teaching
Phil-IRI Independent level Frustration level Grade 1 Teachers
20% Grade 1 70% Grade 1 training in Teaching personnel)
Beginning Reading results to
formulate the
Other Data Overall SPPD
Sources Goal

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.
Data Source Strengths Learning Needs/ Specific Competencies
After
SPPD Guide and Tools
Consolidated 27
Teachers TSNA

Consolidated
IPPD priorities
 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 & Based from the

development given data, what
Teachers’ Needs based on NCBTS-TSNA and 1. are the strengths
IPPD priorities 2. and the priority
Learners’ school performance 3. learning needs of
the school
Non-Teaching Personnel Training Needs 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.
 Explain that the goals formulated be integrated as one goal to form an overall
professional development goal.
D. Formulation of the Objectives from the Goal of the 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.

Personnel Priority Learning Specific Objectives Target No. of

Group Needs Competencies Groups Pax

 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)

Thank the participants for the cooperation in the days’ undertakings.

SPPD Guide and Tools 28

 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 sample SPPD’s
Day 2 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 the
8AM -2:30 PM 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 Title General Content Delivery Mode Target

Time Frame
PD1
PD2:
PD3:

Let participants walkthrough and simulate the section on Estimating Budgetary Requirements
and Identifying Sources

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.

Program Estimated Source of Additional R. M Program

Reference Cost available Funds source Schedule
funds Required Review the SPPD
Target Group1 Guide the
PD1 participants in a
simulation on the
PD2 review of the
output, which is
PD 3 the completed
SPPD using the
TOTALS SPPD-M&E Form
4: Review Tool for
Accomplished SPPD

SPPD checklist found in the Guide.

Distribute the SPPD-M&E Form 4: Review Tool for Accomplished SPPD
which is used in the review of the plan.
Present in powerpoint to discuss all the other important sections of the Guide and Tools
and SPPD template such as the approval process of the SPPD and its implementation,
and the M&E process and tools to be used.

Activity 4

SPPD Guide and Tools 29

 Action Planning for SPPD at school level
Action  Discuss the purpose and importance of the Action Plan.
Planning ● Distribute the Next Steps/Action Plan Matrix

2:30- 4:30 PM Activity Date Objective People Involved/

Responsible
ES/PSDS
Preparatory School Head
Activities:
1.Meeting with School NCBTS
Planners Coordinator
2.Doc Preparation
3.

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.

- Review the key understanding developed.

- Let each group submit a copy of their Action Plan to the management for monitoring
purposes.

Closing T&D Team facilitates an appropriate closing activity

SPPD Guide and Tools 30

 ATTACHMENT B:
BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS
(A separate electronic file in excel format is available)

Activity :________________________ Level: Region

Venue :________________________ Division
Date :________________________ Cluster
School

Please fill or shade the corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

Professional Learning Teams Peer Observation Programs
Workshop Accredited Courses
Structured Professional Reading Personal Professional Reading
Practicum/School Visit Programs On-line Learning Programs
External Consultant/Critical Friend Others: Please specify _____________________

# 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      

Travelling Expenses          
Fares: Air            

SPPD Guide and Tools 31

 Land            
Sea            
Vehicle Rental            
Terminal Fees            
Toll Fees            
Fuel            
Sub-total Implementation        

Total A & B  
Contingency       10%  
       
GRAND TOTAL

Prepared by: Prepared by: Prepared by:

Designation: Designation: Designation:

Date: Date: Date:

Acknowledgements

to

Region VI Region VII Region VIII

Violenda Gonzales, AO-V Milagros Villanueva, ES-II Alejandra Lagumbay, P-II
Editha Segubre, ES-II Flordeliza Sambrano, ES-II Adelma Rabuya, PSDS
Renato Ballesteros, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-I
Aylen Tuvilla, ES-II Belen Zanoria, ES-I Jovena Amac, HT-III
Amelita Pitalgo, ES-II Grecia Bataluna, ES-I
Negros Occidental Bohol/Tagbilaran Northern Samar
Marsette Sabbaluca, ES-I Debra Sabuero, P-I Nimfa Graciano, ES-I
SPPD Guide and Tools 32
Michell Acoyong, ES-I John Ariel Lagura, P-I Cristito Eco, P-III
Corazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-III
Regie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDS
Susan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-I
Joyce Aringo, P-II Rosanna Villaver, P-I Noe Hermosilla, P-I
Juna Flores, HT III Remigio Arana, MT-I
Cristina Zaragoza, TIC Casiana, Caberte, PSDS
DepED- EDPITAF T&D Coordinator

Jonathan F. Batenga

Project STRIVE T&D Technical Advisers

Louise A. Quinn Twila G. Punsalan

International Technical Adviser National Technical Adviser

The Project STRIVE 2 Training and Development

Component Members who developed the standards, processes and tools of the PDP System Operations Manual,
Volume 3

SPPD Guide and Tools 33