SUBSYSTEM 4:

LEARNING AND DEVELOPMENT PROGRAM DESIGNING

FOR TEACHER PROFESSIONAL DEVELOPMENT (TPD)
A. Definition

L&D Program Designing (LDPD) for TPD is the subsystem for

conceptualizing and mapping out the elements of the specific
program or intervention1 that will address a set of identified
enabling objectives in the L&D plan in response to unique and
common learning and non-learning needs of teachers.
B. Purpose

The subsystem provides processes for formulating and

ensuring comprehensiveness and coherence of various
design elements: target learners, enabling objectives,
outputs, content, methodologies, and resources needed for
implementation. The subsystem also ensures accessibility
and participation of teachers in various programs or
interventions that are responsive to their context regardless
of age, gender, civil status, ability, interest, difficulty,
disability, ethnicity, religion, civil status, work assignment or
other diverse needs, and personal, family, and work-related
circumstances.
The subsystem’s outputs are:

 Intervention design which serves as the blueprint for

developing learning resource packages, implementing the
intervention, and establishing follow-through
mechanisms to ensure learning application.
1
A program can be composed of a single intervention or a series of interventions. A separate design is prepared for each
L&D intervention. For brevity, “intervention” will be used throughout the chapter, instead of “program or intervention,”
except when referring to the title of the subsystem (L&D Program Designing) and to the Program Management Team
(PMT).

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  Reviewed M&E Plan that was initially formulated during
the annual L&D planning.

C. General Guidelines

1. LDPD standards and processes apply to all L&D

modalities (JEL, RDL, LAC, formal training).

2. Intervention design in all L&D modalities shall contain

the following key elements:

 Performance Objectives/Enabling Objectives

 Task Activities

 Inclusive Dates

 Output
 Support Needed

3. Formal Learning and LAC designs shall contain the

following elements:
 Title of the Program / Intervention
 Background and Rationale Objective/s / Outcome/s
 Program / Intervention Description
 Professional Development Priorities
 Professional Standards Covered (PPST, PPSSH or PPSS
domain/s, strand/s, learning domains or indicator/s)
 Target Participant Profile (Career Stage, Grade Level,
Learning Area, Assignments or Designations in the
School

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  Number of Hours (Face-to-Face Instruction and/or
Online/Blended Learning, and
 Classroom Application (if applicable)
 Detailed Program or Course Matrix
 List of Resource Persons/Learning Facilitators
Supported by CVs
 Modules and Learning Resources to be Used

- Budgetary Requirements
- Delivery Platform (Online, Face-to-Face and
Blended Delivery)
- Indicative Date of Implementation
- Professional Regulation Commission (PRC)
Program Accreditation No. if Applicable
- Assessment Plan ( or Expected Outputs)
- Support Needed

4. LDPD processes are collaborative, involving the school

head, the PDC, and the assigned LDPD PMT (or Design
Team), subject matter experts, and where feasible and
practicable, a sampling of target learners and/or their
leaders. At the minimum, design should be validated
with offices where target learners are coming from.

5. Intervention design ensures equal access of female and

male teachers to context -responsive learning and
development opportunities, resources, and benefits.

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6. LDPD ensures women empowerment by actively
involving female teachers, making them equal with
male teachers, in the L&D program designing process for
TPD.

7. L&D designs may build on existing designs and may be

applied if these are fully aligned to the enabling
objectives of the unique and common learning needs of
the target teachers.

8. Designs of L&D interventions that are rolled out by

higher governance level to the field may be
contextualized and aligned to the enabling objectives of
the target teachers.

9. LDPD ensures inclusive and active participation through

the provision of reasonable accommodation (e.g.
learning platform, equipment) and/or elimination of
constraints, barriers and various forms of difficulty or
disability and gender-based discrimination with respect
to women’s access and their other context-related
considerations.

10. L&D design is competency-based:

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  L&D design is based on the result of competency-
based L&D needs assessment and planning to
address unique and common learning needs.
 Competencies for development are used as basis
for determining the design elements, particularly
learning objectives, outputs, content areas, and
methodologies.

11. Intervention learning objectives are relevant and

responsive to the competencies for development.

 All learning objectives are stated in behavioral

terms, and aligned with the behavioral indicators of
the competencies for development.
 All learning objectives (terminal, enabling, and
session) are stated from the learners’ point of
view.
 Terminal objective is directly aligned with
competency identified in the Workplace
Development Objectives (WDO).
 Session objectives are small enough to be covered
in a learning unit, relevant, sufficient to contribute
towards achieving the enabling and terminal
objectives and specify what learners can
realistically do by the end of a learning unit or
session.

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  Terminal and session outputs are relevant to the
competencies for development, and can be
realistically produced by learners within available
time.

12. Content areas support achievement of learning

objectives.

13. Content areas are prioritized and organized in a logical

sequence, using most appropriate structure.

14. All needed learning resource materials, supplies, and

equipment to support delivery of learning sessions are
identified and appropriate for the requirements of
diverse learners.

15. The JEL, WAP, RDL or LAC can be realistically completed

within six months using available resources in the
workplace.

16. Funding support, if needed, is available to implement

the WAP.

17. The JEL, WAP, RDL or LAC is approved by the immediate

supervisor/s where learners are based.

D. LDP Key Processes

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Designing L&D interventions takes inputs from the L&D
planning subsystem and follows the following process:

1.The school head/PMT takes the list of unique and common

learning and development interventions for individuals
and groups.

2.School head/PMT works with teachers/department heads

in designing the intervention to respond to unique
needs/learning objectives.

2.1. Job-embedded Learning

 School Head/ PMT identifies the doable activity

that can meet the learning objective of the
teacher following the description and program
structure in (Annex A)
 School Head/PMT uses form proposed in Annex A
to document the agreed on activity.

2.2. Relationship- and Discussion-based Learning

 School head/PMT identifies a coach for the

teacher (if SH is not the coach).
 School head discusses the teacher’s learning
objective with the coach.
 School head/PMT and coach uses form in Annex
A to document the details of the coaching
activity.

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3.School Head works with PMT on the interventions
addressing common needs:

I.1.Formal Training

3.1.1. Review and finalize detailed L&D intervention

design.

 Check if the elements of the Detailed L&D

Intervention Design Template are complete,
specifically: Time, Session Objectives, Outputs,
Content Areas, Methodology, Learning Team,
and Resources.
 Review detailed intervention design for
coherence and completeness.
 Identify and/or finalize follow-through JEL,
WAP, RDL, and LAC and ensure that either of
these will:
- contribute to the achievement of
Workplace Development Objectives; and
- contribute to learners’ IPCRF targets and
their unit’s OPCRF objectives
 Provide adequate opportunities for learners to
demonstrate new behaviors and generate
sufficient data for assessing the acquisition of
competencies and learning transfer.

3.1.2. Prepare and review Intervention Design and

Proposal Package (see Annex B)

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  Determine the proposed budget based on
resource requirement
 Determine proposed Continuing Professional
Development credits
 Prepare full write-up of the intervention
design following the quality standards
 Submit Intervention Design and Proposal
Package to approving authority for review and
approval.
(Please refer to L&D Manual Appendix V-E for
Intervention Design and Proposal Package
Template.)

I.2. Learning Action Cell

3.2.1. School Head meets with PMT and members of

the group that will undergo the LAC to achieve
their learning need.
3.2.2. School Head/ PMT and LAC members
representative plan out the LAC activity and
documents this using a LAC planning form (See
Annex C and D)

Below is a simplified process to guide program designing.

Figure 6. Simplified Process of L&D Program Designing

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 Annex A
Learning Modalities, Templates and Structures

Learning and Development Modalities

An integral part of the L&D/TPD program designing

subsystem is selecting the most appropriate blend of
modalities to address the unique and common learning
needs of teachers. L&D/TPD planning and designing sub
systems ensure that teachers regardless of age, gender,
civil status, ability, interest, difficulty, disability, ethnicity,
religion, civil status, work assignment or other diverse
needs or work-related, personal or family circumstances
are able to fully access and participate in the selected
interventions.

The structure and template for each modality are also

presented below. The structure illustrates the school
personnel involved in each modality and the reporting and
working relationships among them. The template, on the

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other hand, outlines the learning objectives, tasks, and
outputs, among others, of each learning modality a teacher
or teachers will engage in and will serve to document the
agreement between teacher and school head to undertake
the learning and development activity when signatures are
affixed.

A. Job-Embedded Learning (JEL)

Job-embedded learning (JEL) includes activities that

support teachers’ learning and development while they
are in their schools or learning centers. JEL can be used
when the delivery mode can be integrated into the
teacher’s instructional practices, either as distinct or
supplementary intervention after a Learning Action Cell
(LAC) or a formal training. The use of JEL is more
effective when supplemented by coaching, reflective
thinking, and processing of teacher’s learning.

The teacher’s direct supervisor, i.e., department

head/chair/coordinator, has the primary responsibility
for planning and designing, developing learning resource
materials (including job aids), implementing, monitoring,
and evaluating the intervention and the teachers’
learning progress. The supervisor collaborates with the
school head for the review and approval of the
intervention design, provides feedback on progress, and
submits completion report at the end of the
intervention. (See Box 1 below.)

Box 1. Typical Program Structure for

JEL
School Head

Department Head/Chair/ Coordinator 11 | P a g e

Common delivery Modes for JEL are the following:

1. Committee work

Committees are small groups usually organized in the

school to perform specific functions or service, for
example, Enrolment Committee, Recognition Rites
Committee, Brigada Eskwela Committee. Assignment
in committees can develop competencies such as
self-management, team work, professional ethics,
results-based orientation, customer service
orientation, leadership, management, problem
solving, decision making, and communication skills.
For Committee Work, the school head coordinates
with the committee chair for a briefing on the
objective of the teacher’s assignment to the
committee, and to get feedback on the teacher’s
performance. The committee chair supervises and
coaches the teacher on matters related to committee
work. The school head also coaches the teacher, as
necessary, and facilitates processing of the teacher’s

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 experience during and after the assignment. (See Box
2.)

Box 2. Program Management Structure for

Committee Work

School Head Committee Chair/

Coordinator

Teacher

The template below has to be filled out to document the activity design with
appropriate signatories.

Table 1. Committee Work Template

Committee Purpose of Role Learning/ Tasks/ Inclusive Outputs Support
the Enabling Activities Dates Needed
Committee Objective/s

2. Job Expansion (Vertical or Horizontal)

Job expansion, either vertical or horizontal expansion,

provides additional challenge to teachers. This can
be used to develop the teacher’s potential to perform
higher positions. Vertical job expansion or job
enrichment is giving a teacher additional duties and
responsibilities that can develop leadership,
management skills and teacher’s competencies
depending on the nature of added duties and
responsibilities. Horizontal expansion or job
enlargement is adding tasks that are at the same level
of skill and responsibility of the teacher. Assigning a
teacher as Officer-in-Charge of a department or a

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 Teacher-in-Charge of a school is an example of a
vertical job expansion or job enrichment while
assigning a teacher to be a demonstration teacher in
LAC sessions or in formal training programs is an
example of a horizontal expansion.
The template below has to be filled out to document
the activity design with appropriate signatories.
Table 2. Job Expansion Template
Additional Learning/ Tasks/Activities Inclusive Dates Outputs Support
Duties/ Enabling Needed
Responsibilities Objective/s

1. Job Shadowing

Job shadowing is partnering a teacher with a more

proficient teacher to enable the former to observe
and learn how the partner performs functions related
to instruction. In the process, the teacher also gets
insights into the organizational context and
challenges related to the teacher-partner’s job. This
may be used to develop leadership, management,
interaction, functional or job-related competencies
depending on the partner’s job or role in the school.
An example of this mode is assigning a beginning
teacher to partner with a highly proficient or
distinguished teacher or a master teacher.
Box 3. Program Management Structure for Job Shadowing

School Head Teacher (Model)

Teacher (Shadow)

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 The template below has to be filled out to document the activity design with
appropriate signatories.

Table 3. Job Shadowing Template

Partner Learning/Enabling Tasks/Activities Inclusive Dates Outputs Support
Objective/s Needed

2. Job Rotation

Job rotation or cross-training provides opportunities

for teachers to be assigned to different areas in the
school on a temporary basis to gain deeper
understanding of the core business and operations of
the school. The teachers maintain their job titles but
are designated to perform functions and
responsibilities of other positions. Depending on its
design, job rotation can be effective in broadening
organizational perspectives and developing
organizational sensitivity, functional and personal
effectiveness competencies, such as adaptability and
flexibility. This is done by giving teachers temporary
assignments to enhance their competencies. For
instance, a grade 2 teacher may be assigned as a
grade 3 teacher or a teacher-adviser of the Students
Publication may be assigned to be the teacher-
adviser of the Students Organization for Community
Extension.
Box 4. Program Management Structure for Job Rotation

School Head Department Head/Area Coordinator

Teacher

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 The template below has to be filled out to document the activity design with
appropriate signatories.

Table 4. Job Rotation Template

Previous Additional Learning/ Tasks/Activities Inclusive Outputs Support
Assignment Temporary Enabling Dates Needed
Assignment Objective/s

3. Special Projects

Assigning employees to special projects can provide

teachers great learning and development
opportunities in the areas of planning and organizing,
analysis, collaboration and partnership. A teacher
may be assigned as a team member or team lead of
Job Fair, Students’ Cultural Event or Exhibit, or other
special school projects.

The template below has to be filled out to document

the activity design with appropriate signatories.

Table 5. Special Projects Template

Project Purpose Role Learning/ Tasks/Activities Inclusive Outputs Support
Enabling Dates Needed
Objective/s

Stretch Assignments Stretch assignment entails

giving teachers a project or task that is beyond their
demonstrated current competency level and outside
of their comfort zone.2 This can help tap and develop
competencies of teachers with high potentials to take
on bigger or more complex responsibilities, usually in
2
Harrison, G. (n.d.). Using Stretch Assignments to Develop Leadership Talent. Retrieved 16 April 2018 from:
http://www.sigmaassessmentsystems.com/stretch-assignments/

16 | P a g e
 leadership roles. Examples of stretch assignments are
designations of teachers as acting as officer-in-charge
of a department, in-charge of the school canteen or
wellness center, school supply officer, school
librarian, or leading the planning, organizing, and
execution of a school event such as Recognition Rites
of education partners, hosting a District or Division
Management Committee meeting.
4.

The template below has to be filled out to document the activity design with
appropriate signatories.

Table 6. Stretch Assignments Template

Project Role/ Learning/ Tasks/Activities Inclusive Outputs Support
Assignment Enabling Dates Needed
Objective/s

5. Informal JEL Activities

Informal job-embedded learning activities are other

school activities that provide opportunities for
learning and development. These are usually
embedded in the performance of the teachers’
functions. School heads, department heads or master
teachers just need to be aware that these activities
can contribute to honing teacher’s proficiency in
specific competency areas, as follows:

a.Developing material displays or organizing

bulletin boards
b.Writing articles for posting or publication
c. Observing conduct of lessons
d.Analyzing students’ performance

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 e.Giving presentations in meetings, LAC, or
conferences
f. Sharing learning from attendance in conferences
and seminars
g.Serving as a peer evaluator
h.Preparing reports
i. Accomplishing self-assessment
j. Conducting research by surfing the Internet,
viewing video materials, listening to podcasts or
reading journals, educational magazines, and
books to improve performance of tasks
k.Exploring functionalities of software application
for possible use in performing work tasks
l. Doing self-study, including independent reading
and participation in online courses

The template below has to be filled out to document the activity design with
appropriate signatories.

Table 7. Informal JEL Activity Template

Informal JEL Learning/ Tasks/Activities Inclusive Dates Outputs Support
Activity/ies Enabling Needed
Objective/s

B. Relationship and Discussion-Based Learning

This L&D modality is also sometimes referred to as social

or exposure learning. This provides opportunities for
teachers to interact with their school head, department
heads, supervisors, peers, and colleagues in education.
The discussion that happens become the springboard
for learning.

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The typical JEL program management structure applies if
the immediate supervisor is the coach or the mentor. In
cases when another person is identified as the coach or
mentor, the supervisor collaborates with this person to
ensure that the purpose of the intervention is clear and
to get feedback on the learning progress of the teacher
as the coachee or mentee. (See Box 5.)
Box 5. Program Management Structure for Coaching and Mentoring

School Head Mentor or Coach

Teacher

Common Delivery Modes

1. Coaching

Coaching is an L&D modality that helps coaches gain

clarity about what they want to achieve and how to
achieve it. It is a solution-focused and an action-
oriented intervention that aims to enhance the
coachees’ performance. The essence of coaching is
to inspire awareness, responsibility, and independent
thinking. Thus, the effectiveness of coaching hinges
on the coaches’ belief on the capability of the
coachees to find the best solutions for themselves as
well as the coaches’ competence in listening and
asking powerful questions. Supervisors, school
heads, department heads, co-teachers and even
external stakeholders can be coaches of teachers,
provided that there is a coaching contract or

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agreement (either formal or informal) between the
coach and the coachee approved by the school head.

The template below has to be filled out to document

the activity design with appropriate signatories.
Table 8. Coaching Activity Template (This is to be accomplished by the teacher-
coachee who will be engaged in this learning modality.)
Coach Enabling Activities Inclusive Dates Outputs
Objective/s

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 Table 9. Coaching Design Template (This is to be accomplished by the coach who will
be engaged to develop the learning need of the teacher/s in this learning modality
which is like a session guide for LAC or formal training.)

Terminal Objective: (State what coachee will be able to do by the end of the entire coaching
intervention.)

Coaching Plan:

Session/ Session Means of Topic/Content Process Resources

Time Objectives Verification Highlights

Indicate State what Indicate specific List down topics Indicate List down
start and coachee will output that to be covered in specific equipment,
end time be able to do coachee is each session. methodolog technologie
for each by the end of expected to ies that will s, supplies,
coaching each session. produce or be delivery and
session. behavior to be employed learning
demonstrated during materials,
(if any) by end coaching and other
of each session. session; resources
e.g., one- needed
on-one during
discussion; coaching.
guided
activity; etc.

Session 1

Session 2

Session 3

Signature Signature
Coach Name Coachee Name
Position and Office Position and Office

2. Mentoring

Mentoring is an L&D approach that is applied for both

the personal and professional development of
teachers. It is a collaborative learning relationship
between two or more individuals who share mutual
responsibility and accountability for helping the
mentee work towards achievement of clearly defined
learning goals. Mentoring often involves skillful
coaching, as well as the use of other L&D
opportunities like job shadowing, attendance to
meetings, etc. Mentoring is highly process-oriented

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 and can focus on broader and intangible learning
goals (e.g., understanding organizational culture) as
well as on more tangible goals (e.g., developing
teachers’ competencies). Unlike coaching where
coaches may come from outside the organization,
mentors usually come from within the organization.3
The template below has to be filled out to document the activity design with
appropriate signatories.

Table 10. Mentoring Template

Mentor Learning/ Activities Inclusive Dates Outputs Support
Enabling Needed
Objective/s
1. Mentoring
Activities

2. Other JEL
Delivery Modes

3. Peer-Assisted Learning

As an L&D modality, peer-assisted learning (PAL) is

characterized by reciprocity of learning among
teachers with equal status, such as co-grade 1
teachers, co-science teachers and others in a school.
In this modality, two teachers agree to help each
other achieve their common learning objectives. It
may involve regularly scheduled sessions focusing on
collaborative discussion and sharing, rather than
teaching.4
Box 6. Program Management Structure for Peer-assisted Learning

School Head
3
Zachary, L. (2005). Creating a Mentoring Culture. San Francisco, California: John Wiley and Sons
4
Adapted from: Peer Assisted Learning. Retrieved 16 April 2018 from https://www.york.ac.uk/students/studying/develop-
your-skills/study-skills/pal/
Dept. Head/ Chair/ Coordinator

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Teacher B Teacher A
 The template below has to be filled out to document the activity design with
appropriate signatories.

Table 11. Peer-Assisted Template

Peer Learning/ Activities Inclusive Dates Outputs Support
Enabling Needed
Objective/s

4. Communities of Practice (CoP)

A community of practice is a group of people within

the teaching community who share a common
passion, a common concern, a set of problems, or an
interest in a topic for the purpose of creating better
solutions, sharing or advancing their professional
practice and fulfilling the individual and group goals.
CoPs often focus on sharing best practices and
creating new knowledge to advance a domain of
professional practice. Interaction on an ongoing basis
is an important part of a CoP.

A Community of Practice (COP) that is exclusive to a

school will also have the supervisor or a designated
program manager. However, since teachers may join
COPs that are outside of the school, the supervisor or
a designated person may perform the role of a
learning facilitator who will process, monitor, and
evaluate the teachers’ learning as a result of their

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 participation in COPs.
The template below has to be filled out to document the activity design with
appropriate signatories.

Table 12. Communities of Practice Template

Group Learning/ Activities Inclusive Outputs Support
Composition Enabling Dates Needed
Objective/s

5. Class (Teaching-Learning) Observation

Coaching or mentoring may be used during the post-class observation activities.

The template below has to be filled out to document the activity design with
appropriate signatories.

Table 13. Class Observation Template

Observer Enabling Activities Inclusive Outputs
(SH/DH/MT Objective/s Dates

Pre-Class Observation

Actual Class Observation

Post-Class Observation

C. Formal Learning Activities

Formal learning interventions like training courses,

conferences, seminars, etc. have a more defined program
management structure, owing to the multiple tasks that
need to be accomplished especially if these are to be
implemented in-house in a face-to-face setting.

Box 7 shows a typical program management structure for

training courses, seminars and conferences. The team
composition may be adjusted depending on the coverage
of the intervention and number of learners. (For example,
the roles of Logistics Officer and Welfare Officer may be

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 performed by one person; the Project Manager may also
take on the role of a Learning Manager; or the
documentation may be performed by the secretariat, if
the intervention has a short duration and small number of
learners.)
Box 7. Program Management Structure for Face-to Face Training Courses, Seminars
and Conferences

D. Learning Action Cell (LAC)

LAC aims to develop and support successful teachers by

nurturing their knowledge, attitudes, and competencies
in terms of curriculum, instruction, and assessment in
their work stations. In the LAC, a group of teachers
engages in collaborative learning sessions to address
common learning needs or solve shared challenges
encountered in the school facilitated by the school head
or a designated LAC leader. LAC will become the school-
based COPs that are positive, caring, and safe spaces.

There are four delivery modes for LAC: group learning,

one-on-one learning, supported self-managed learning,
and multi-school learning activities.

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 Below is the LAC composition for group learning or
multi-school learning activities.
Box 8. Composition of a Learning Action Cell

For the roles and responsibilities of LAC members as well as the implementation process of LAC in
schools, refer to Annex 2 of DO No. 35, s. 2016.

Annex B
TEMPLATE FOR FORMAL TRAINING DESIGN

L&D PROGRAM/INTERVENTION DESIGN AND PROPOSAL PACKAGE TEMPLATE

<Title of L&D Intervention>

I. Proposal Brief
 Name of office /school
Program/Intervention Proponent
 Name of head of office/school
 Name of office /school
Program Owner
Name of head of office/school
 Offices and positions
Target Learners
 Total number

Number of Batches and  Number of batches

Proposed Implementation Date  Proposed implementation date(s)
 Name of Venue
Proposed Venue1/
 Address of Venue
 Proposed budget
Total Proposed Budget2/
 Funding source
Proposed Continuing Professional
Education credit units (if any)

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 Registration Fee (if any)3/
1/
Describe amenities and services that will be required of the venue. Attach photo of venue facilities, accommodation,
amenities, etc. where applicable (Attachment G)
2
/ Attach the detailed budget estimate for the intervention clustered into pre-implementation, implementation, and post-
implementation. (Attachment H)
3
/ Attach details of the determination of Registration Fee in accordance with existing policy on breakdown of expenses for
trainings. (Attachment I)

II. L&D Program/Intervention Background and Rationale. Answers the questions: Why is there a
need to design and implement this particular L&D intervention? How will it support achievement of
DepEd’s vision, mission and strategic goals?

III. L&D Program/Intervention Description. Answers the question: What is the intervention all
about?

IV. Target Learners’ Description Answers the question: How were learners selected? What is the
profile of target learners?

V. Workplace Development Objectives (WDO). Answers the question: What are the expected
results from the L&D intervention?

VI. L&D Intervention Learning Objectives. Answers the question: What will learners be able to do by
the end of the L&D intervention?

VII. Workplace Application Project or Job-Embedded Learning. Answers the question: How will
learners apply their newly acquired competencies back on the job?

VIII. Detailed Intervention Design. Answers the question: How will learning sessions be
implemented to help learners achieve learning objectives?

DETAILED L&D INTERVENTION DESIGN TEMPLATE

Terminal Objective: (State what learners will be able to do by the end of the L&D intervention.)

Enabling Objectives: (List down what learners will be able to do by the end of each major learning block
or module.)

Day/ Session Output/s Topic/ Methodo- PMT Members/ Resources

Time Objectives Content logy LSP
Highlights
(Indicate (State what learners (Indicate specific (List down (Indicate (Identify Program (List down
start will be able to do by output/s that topics to be specific Management Team equipment,
and end the end of each learners are covered in methodology members and/or technologies,
time for session.) expected to each session.) that will be Learning Service supplies,
each produce by the employed in Providers delivery and
session.) end of each delivering responsible for learning

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 Day/ Session Output/s Topic/ Methodo- PMT Members/ Resources
Time Objectives Content logy LSP
Highlights
session.) each managing/ materials,
session.) conducting each and other
session.) resources
needed to
conduct each
session.)

AM COFFEE BREAK

LUNCH BREAK

PM COFFEE BREAK

Annex C
LAC Planning Template

Republic of the Philippines

Department of Education
Region VII, Central Visayas
NAME OF SCHOOL
ADDRESS
Contact number:
Email address:

LEARNING ACTION CELL (LAC) IMPLEMENTATION PLAN

Terminal Objectives (Skills / Competencies):

Enabling Objectives: Outputs

LAC Group Members:

(Internal, Resource Speaker) (External Resource Person / Speaker)
(Internal, Resource Speaker (Documenter)

Members

28 | P a g e
Topic Session GEDSI LAC Delivery Materials/ Source of Date and
Objectives Considerations Facilitator Platform Resources Fund Time
(F2F, (Planned)
OnLine)

29 | P a g e
 Annex D
Sample LAC Plan

LAC IMPLEMENTATION PLAN (1st Quarter of Cycle 1)

Teachers’ Common Learning Needs Teachers common learning needs for improvement include preparation of Lesson Plans that incorporate higher order thinking skills (HOTS)
Being Addressed (LDNA Report): objectives, responsive lesson delivery strategies, and alignment of formative and summative assessments that recognizes preferences/learning styles
of diverse learners.
Outcome: Improved competencies of teachers to develop, deliver, and assess lesson plans utilizing model lesson plans in Mathematics.
Terminal Objectives (Skills/ Outputs Indicators Means of Verification (MOVs)
Competencies):
Learnings: Pre-Conference Assessment Report of School
 Teachers know how to design HOTS activities, questions, and assessment. Head/Master Teacher
By the first quarter of SY 2020-2021,
five (5) Grade 6 Mathematics  Teachers have the skills to align inclusive formative and summative assessments with
Multiple Intelligences Assessment Report
teachers would have prepared lesson lesson plan objectives.
Classroom Observation Tool: Qualitative
plans that incorporate higher order New Behaviors:
Documentation
thinking skills  Teachers design HOTS activities, questions, and assessment in their lesson plans.
1st Quarter learners’ test item analysis report
 Teachers formulate inclusive formative and summative assessments of HOTS.
Kirkpatrick’s Levels of Evaluation
Result:
M&E Report
 Learners are able to answer and ask HOTS questions.

Enabling/Session Sub Output/s Topic/Activity LM Resource Source of Fund Month 1 Month 2 Month 3
Objectives Materials MOOE Others Total W W W W W W W W W W W W
1 2 3 4 1 2 3 4 1 2 3 4
Session 1 LAC members’ Session 1: Face- Curriculum
LAC members… assessment of Introductions to-face Guide and
 Clarify expectations on the type of (F2F) Teacher’s
the LAC sessions questions asked Guide, 300 300
Lesson
Plans,
Snacks
Expectation
Settings
Orientation on the
scope of the LAC
session
 Accept responsibility Questions that Developing HOTS Video on
as teachers for develop and HOTS
developing HOTS of assess the
learners (A) learner’s higher
 Explain the importance order thinking
of HOTS skills

30 | P a g e
Enabling/Session Sub Output/s Topic/Activity LM Resource Source of Fund Month 1 Month 2 Month 3
Objectives Materials MOOE Others Total W W W W W W W W W W W W
1 2 3 4 1 2 3 4 1 2 3 4
 Differentiate HO from
lower order (LO)
thinking skils (K)

Session 2 (2 hrs) HOTS Activities Session 2

 Design HOTS activities Designing activities
(S) that develop HOTS
Session 3 (2 hrs) HOTS Session 3
 Formulate HOTS Questions Formulating
questions (S) questions that
develop HOTS
Session 4 (2 hrs) HOTS Session 4
 Develop formative Assessment Developing
assessment (S) techniques for
assessing HOTS
Session 5 (2 hrs) Sharing Session 5 Online, 300 300
 Sharing of teachers’ experiences and Sharing of overall F2F
experiences in learning learning and insight
implementing the new
skills and commitment Action plan to
to develop HOTS and reinforce the habit
reflections on what of developing HOTS
else needs to be
developed.
Total 1,200 3,600 4,800
Note: 1. The PMT facilitates for a consensus agreement favorable to all participants regarding ground rules, e.g., bias free-language, venue, time, lighting, seating arrangement, ventilation, social distancing, etc.
2. Ideally Month 1 (May) shall be allocated for the preparation of model lesson plans to be pilot tested on the first quarter (June to August) of the school year (SY).

Facilitator(s): LAC Members: Resource Person/s:

Session 1: JD and TPD Coach Session 4: Lorna LAC Leader
Session 2: Rita Session 5: Laine Teacher 1 Jesus del Pilar Teacher 4 Jen Garcia
Session 3: Opay Teacher 2 Jose Manuel Rizal Teacher 5 Gerardo Mata
Teacher 3 Beth Bartolome
LAC Documenter: Mel

Prepared by LAC Leader: Reviewed by: Approved By:

31 | P a g e
Master Teacher PMT Chairperson School Head

32 | P a g e
 SUBSYSTEM 5:
LEARNING AND DEVELOPMENT
RESOURCE PACKAGE DEVELOPMENT FOR
TEACHER PROFESSIONAL DEVELOPMENT (TPD)
A. Definition

Learning and Development Resource Package Development

(LDRPD) for TPD is the subsystem for preparing gender-
sensitive and teacher context-responsive iinstructional
delivery5 and TPD materials6 that will support the
implementation of L&D interventions to facilitate teachers’
acquisition of knowledge, skills, and attitudes, and
application back on the job.

B. Purpose

The subsystem provides processes for identifying,

conceptualizing, producing, and evaluating quality and
responsive learning resource packages based on the L&D
intervention design.

Outputs of this subsystem are resource packages for the

different learning modalities.

C. LDRPD General Guidelines

1. Process
5
Instructional delivery materials refer to facilitator’s session guide and related references, presentation materials, non-
print materials (e.g., video and other multi-media materials), activity materials, monitoring and evaluation tools (pre and
post-test questionnaire and post-intervention evaluation form). These may vary depending on the L&D modality.
6
TPD materials are handouts and brochures, worksheets and templates, manuals or tool kits, activity materials (e.g., case
studies, structured learning exercises, etc.), learning journal or diary, and job aids. These also vary based on the L&D
modality that will be used.

33 | P a g e
 1.1.LDRPD processes and standards apply to all L&D
modalities.
1.2.LDRPD is a collaborative process involving the
school head, program management team, subject
matter experts, and program owner (for LAC and
formal training).
1.3.Learning resource packages may be adapted or
adopted if they fully meet the requirements of the
L&D intervention based on the design and are
compliant with all quality standards.
1.4.L&D resource packages that are developed and/or
rolled out by the Central Office to the field may be
customized and/or enhanced to suit specific
needs of target teachers.
1.5.All L&D resource packages pass content evaluation
by subject matter experts and language, and
format evaluation and validation by technical
experts.

2. Content

A complete L&D resource package contains the

2.1.

following: a) approved intervention design as main

reference material (See Annex A in LDD for Sample
Intervention Design Templates), b) instructional
delivery materials, and c) TPD materials. (See
Annex A for Commonly Used Learning Resource
Materials)
2.2. The types and combination of materials (e.g., projected
slides for presentation, worksheets and templates for
34 | P a g e
workshops, etc.) in the learning resource package are
appropriate to and supportive of various learning and
development modalities.

35 | P a g e
 2.3. The content of the learning resource package
contributes to the achievement of learning
objectives, is up-to-date, accurate and authority-
based.7
2.4. Learning resource package adheres to DepEd
branding guidelines contained in the Service Marks
and Visual Identity Manual, 2018 Edition, which
includes the use of DepEd’s seal and logo, official
fonts and typography guidelines, among others.
2.5. Learning resource package follows the DepEd
Manual of Style and the Learning Resource
Referencing Guide, which adopt the 17th Edition of
the Chicago Manual of Style.
2.6. Learning resource package is compliant with the
provisions of Republic Act (RA) 8293, “An Act
Prescribing the Intellectual Property Code of the
Philippines,” having passed the assessment using
the “Guidelines and Checklist to support
Intellectual Property Rights Management”
developed by the Bureau of Learning Resources.8
2.7. Learning resource package observes gender
sensitivity, equality, equity, non-violence against
women and their children and uses gender-fair
language. (DepEd Order 32 s. 2017)
2.8. In using materials involving aspects of indigenous
peoples culture, such as producing publications,
videos, and other related materials, using outputs
of community members such as pictures and
7
Cites credible sources of information (e.g., Department Orders and other government issuances, books, journals, etc.),
supported by research when necessary, and incorporates promising or good practices
8
Permission from the original creator and copyright owner is secured, and free stock photos and quality Creative
Commons images are used.
36
 artworks and before taking pictures or videos or
using artifacts or community symbols for learning
resource package, appropriate permission is
sought in accordance with the indigenous
community protocols, standards and attributed
meanings. (DepEd Order 51 s. 2014)
2.9. Learning resource package adheres to the
principles of good writing (observes correct
spelling, grammar, and word usage).
2.10. Learning resource package format is easily
customized to suit specific learning needs and
diversity of target learners.
2.11. Learning resource package is fully accessible to
target individual learners regardless of their
circumstances and their school location.
(See Annex B for Evaluation Tool for Content of DepEd-developed Learning Resources)

3. Format and Style

3.1. Learning resource package uses appropriate

technologies whenever available and is cost-
effective.
3.2. Printed learning resource materials are readable,
organized, and well laid-out.
 Easy-to-read font styles and size with 11–13
points for body text and two points larger for
headings; three font styles, at most, per
document for a clean and unified look

 DepEd’s Service Marks Manual recommended

font styles for body text:
37
  Appropriate, clear, properly labeled or
captioned, and colored (when necessary)
Illustrations, images, graphs, and tables
 Good quality printing (i.e., no broken letters or
images, correct alignment, and even print
density). Please refer to Appendix VI-B
(Guidelines in Preparing Printed Learning
Resource Materials) in the L&D System Manual.
3.3.Presentation slides use cohesive design elements.

38
  Easy-to-read font styles using sans serif fonts
(e.g., Arial, Calibri, Century Gothic, Helvetica,
Lucida Sans, Tahoma and Verdana)9
 Type size 28 for text; minimum of 32 for slide
heading; and minimum of 40 for presentation
title
 Well laid-out slides which contains one idea per
slide; uses key words and phrases only;
observes 7x7 rule (maximum of 7 lines per
slide, maximum of 7 words per line); and uses
contrasting colors for text and background (i.e.,
light text on dark background; dark text on light
background)
 Relevant and good quality Illustrations and
images
3.4.Non-print materials observe the following technical
specifications: 10
 Audio
à Clear and easily understood speech and
narration (uses correct pacing, intonation,
and pronunciation)
à Concept appropriate music and sound
effects
à Synchronized with the visuals
 Visuals
à With accurate representation of the
concept discussed

9
University of Southern California. “Serif vs. Sans Serif? What is the difference for print materials? May 2011. Accessed 8
June 2018, http://teamlab.usc.edu/learn/serif-vs-sansserif.html
10
Bureau of Learning Resources (March 2009). Guidelines and Processes for LRMDS Development and Production
System. Retrieved from https://lrmds.deped.gov.ph/docs/LRMDSProduction.pdf.
39
 à Uncluttered, easy-to-read, and aesthetically
pleasing screen displays (text)
à Clear and easy-to-interpret non-text visual
presentations
à Highly interesting
 User support material with adequate and clear
instructions
 Highly compatible with all platforms using the
following minimum system requirements:11
Operating System Microsoft Macintosh
- Windows 7 - 10.10 Yosemite
- Windows 8 - 10.11 E1
- Windows 10 - Capitan
- 10.12 Sierra
- 10.13 High Sierra
- 10.14 Molave
Office Applications MS Office 7, 10, 13, 16 and 19
File System Format Portable Document Format (PDF)
Multimedia - Video: MPG4
type/Format - Audio: MP3
- Graphics: JPG and PNG

4. Session guide steers and facilitates delivery of L&D

intervention, as designed. (See Appendix III for Session
Guide Template in the Main L&D Manual.)
4.1.Is aligned with the L&D intervention design and
covers all session objectives focused on the
development of teachers’ cognitive, affective and
psychomotor development
4.2. Provides for application of learning in the teachers’

professional and personal lives

4.3. Provides adequate discussion of each methodology
11
National Educators Academy of the Philippines (email from Mr. Roy P. Benson, Information Technology Officer I, dated
24 July 2018).
40
 4.4. Has clear and adequate instructions to users (See
Appendix VI-D for Sample Session Guide)
(See Annex C for Evaluation Tool for Layout and Design)

D. LDRPD Key Processes

Developing learning resource packages is initiated and
managed by the PMT and supported by internal and/or
external subject matter or technical experts.12

The following processes guide the learning resource package

development:

1. Prepare the resource package for unique needs with support from the PMT.
2. Identify available learning resource materials and make a decision to adopt, customize, or develop a
new resource package.
3. Based on the review process, make a decision to:
3.1. adopt the existing resource package,
3.2. adapt the existing resource package and align it to current intervention requirements, or
3.3. develop a new resource package.
4. If existing resource package will be adopted, evaluate and validate the package.
5. If existing resource package will be adapted or modified, evaluate and validate the package, and
finalize based on evaluation results.
6. Submit for final review and approval of the school head.

Below is the simplified process flow of resource package development.

Figure 7. L&D Resource Package Development Process Flow

Input Process Output

 Filled out JEL and RDL

PMT supports school head in Resource packages to address
forms for unique
preparing resource packages for unique learning needs
needs
unique needs

 Intervention designs PMT identifies available learning resource

12
DepEd List of resource
Order No. 32, s. 2011, Policies and Guidelines on Training and Development (T&D) Programs materials
and Activities.
for LAC and formal materials and makes a decision to adopt,
Retrieved from http://www.deped.gov.ph/sites/default/files/order/2011/DO_s2011_32.pdf. identified and evaluated for
customize, or develop a new resource
training for common § Adoption,
package
needs 41 § Customization, or
§ Development

PMT validates and PMT customizes or develops

evaluates resource a new resource package
 Annex A
Commonly Used Learning Resource Materials

1. Handouts

Handouts are printed materials usually given to learners

during or after a lecture or presentation. Following are
common types of handouts:13

a. Full lecture or presentation notes – provides full

copy of the lecture or presentation, including
images, graphs, etc. This is the most complete form
of a handout, and is intended as a takeaway
reference for the learner.
b. Summarized notes of lecture – provides bullet
points of the main topics. This is useful for
emphasizing a few critical points. This may be given
during the lecture so learners can use it for taking
notes while listening to the lecture.
c. Copies of slides and diagrams – provides a
framework for learners to follow a presentation.
Usually prepared with blank spaces for note taking of
learners during the presentation.

2. Templates

Templates are formatted learning tools provided to

learners to guide and facilitate accomplishment of tasks
or preparation of outputs. Common types of templates
are:

13
Mikits, J. (n.d.). The Use of Classroom Handouts. https://www.usma.edu/cfe/Literature/Mikits_09.pdf (accessed
19March2018)

42
 a. Form – ready to fill up material where learners
supply data to questions or headings. Examples:
Participant Information Form and Post Training
Program Evaluation Form
b. Worksheet – usually contains questions or headings
to guide learners in performing a task and record
work progress. Examples: Problem Analysis
Worksheet and Training Activity Plan Template
c. Checklist – contains a comprehensive list of
important items to be considered (e.g., when
assessing something) or actions to be taken when
completing a task. Examples: L&D Design Quality
Checklist and Training Logistics Checklist

3. Activity Materials

These are usually developed to support the

administration of learning activities. Common types:

a. Structured learning exercise materials – contain

activity scenarios and instructions for learners
b. Case study materials – contain narrative or
description of scenarios and problems designed to
trigger critical analysis and identification of problem
causes and proposed solutions

4. Manuals
Sometimes referred to as handbook or toolkit, these
contain guidelines and instructions on how to carry out a
particular function or task. Usually given for learners’ use
during the actual conduct of the L&D activity, as well as a
43
 job aid to facilitate learning transfer on the job. Example:
Learning Action Cell Management Toolkit
5. Electronic media
Common electronic media learning resources include
video recordings, audio recordings, multimedia
presentations, slide presentation, CD-ROM and online
content. Although electronic media can be in either
analog or digital format, most new media are now
digital.14
6. Session Guide
A session guide outlines the detailed process and
content that the learning facilitator will follow to achieve
each learning session objective. It also contains time
allocation and learning resource materials needed to
deliver each session. The session guide is developed
based on the detailed L&D activity plan.
(Please refer to Appendix VI-C for Session Guide
Template, Main L&D System Manual.)

Print media versus electronic media. https://targetstudy.com/articles/print-media-vs-electronic-media.html (accessed 19

14

March 2018).
44
 Annex B
Evaluation Tool for Content
DepEd-developed Learning Resources

Learning Area : _____________________________________Grade Level:___________

Title: ___________________________________________________

Instructions:
1. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance to standards
indicated in the criterion items under the six (6) factors below.
2. Put a check mark () in the appropriate column beside each criterion item. If your answer is NO, cite
specific pages, briefly indicate the errors found, and give your recommendations in the attached
Summary of Findings form.
3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
4. Based on the number of criterion items marked “YES” under each factor, mark the appropriate column to
indicate if the LR complied or not to the standards.
5. For factors with items marked Not Applicable, count the total applicable criterion items and multiply this
with 75% to determine the cutoff for compliance.

Standards / Criterion Items Yes No

Factor I. Intellectual Property Rights Compliance
1. The learning resource has no copyright violations.
2. The copyrighted texts and visuals used in the LR are cited.
3. The copyrighted materials used in the LR are accurately cited.
4. The references are properly cited in the Bibliography.
Complied Not
Note: At least 3 criterion items must be marked YES to indicate compliance to this Complied
factor.

Factor II. Learning Competencies

Content is consistent with the targeted DepEd Learning Competencies (LCs) intended for
the learning area and grade level.
Complied Not
Note: The item must be marked YES to indicate compliance to this factor. Complied

Factor III. Instructional Design and Organization

1. The LR contributes to the achievement of specific objectives of the learning area and
grade level for which it is intended.
2. Sequencing of contents and activities within each lesson facilitates achievement of
objectives.
3. Content is suitable to the target learner’s level of development, needs, and
experience.
4. Content reinforces, enriches, and / or leads to the mastery of the targeted learning
competencies intended for the learning area and grade level.
5. Content is logically developed and organized throughout the material.
(Lessons/activities are arranged from simple to complex, from observable to
abstract).

45
 Standards / Criterion Items Yes No
6. The LR contains useful introductions, reviews, summaries, and other devices that
facilitate smooth progression from one lesson to another.
7. Development of lessons allows for review, comparison, and integration with
previous lessons.
8. Motivational strategies (e.g., overviews, advance organizers, puzzles, games, etc.)
are provided.
9. The LR uses various teaching and learning strategies to meet individual differences/
learning styles. (if applicable)
10. The LR develops higher cognitive skills (e.g., critical thinking skills, creativity, learning
by doing, problem solving) and 21st century skills.
11. The LR enhances the development of desirable values and traits such as: (Mark the
appropriate box with an “X” applicable for values and traits only)
11.1 Pride in being a Filipino 11.2 Scientific attitude and reasoning

11.3 Striving for excellence 11.4 Love for country

11.5 Helpfulness, teamwork, 11.6 Unity
cooperation
11.7 Desire to learn new things 11.8 Honesty & trustworthiness
11.9 Ability to know right from wrong 11.10 Respect

11.11 Critical and creative thinking 11.12 Productive work

11.13 Others (Please specify) ____________________________
Complied Not
Note: At least 8 criterion items must be marked YES to indicate compliance to this Complied
factor.

Factor IV. Instructional Quality

1. Content and information are accurate.
2. Content and information are up-to-date.
3. The LR is free from any social content violations.
4. LR is free from factual errors.
5. LR is free from computational errors (if applicable)
6. LR is free from grammatical errors.
Complied Not
Note: At least 5 criterion items must be marked YES to indicate compliance to this Complied
factor.

Factor V. Assessment
1. The LR provides useful measures and information that help the teacher evaluate
learner’s progress in mastering the target competencies.
2. Assessments are aligned with the specific objectives and content.
3. The LR provides “self-checks,” ready-made achievement tests, and/or review
activities.
4. The LR provides variety of assessment types.
5. Assessments have clear demonstration / examples, instructions, and/or rubrics to
serve as guide on how these will be used.
6. Variety of activities within the LR are utilized to ensure active engagement of the
learners.
Complied Not
Note: At least 5 criterion items must be marked YES to indicate compliance to this Complied
factor.

46
 Standards / Criterion Items Yes No
Factor VI. Readability
1. Vocabulary level is adapted to target users’ experience and understanding.
2. Length of sentences is suited to the comprehension level of the target user.
3. Sentences and paragraph structures are varied and appropriate to the target user.

4. There is logical and smooth flow of ideas within a lesson and from lesson to lesson.
5. There is consistently good use of transition devices to focus on the main topics and
signal a change of topic.
6. Lessons, instructions, exercises, questions, and activities are clear to the target user.
Complied Not
Note: At least 5 criterion items must be marked YES to indicate compliance to this factor. Complied

Recommendation: (Please put a check mark ( ) in the appropriate box.)

 Minor revision. This material is found compliant to the minimum requirements in all six factors.
Revision based on the recommendations included in the Summary of Content Findings form and
LR with marginal notes must be implemented.

 Major revision. This material is non-compliant to the requirements in one or more factors.
Revision based on the recommendations included in the Summary of Content Findings form and
LR with marginal notes must be implemented.

 For field validation. This material is found compliant to all factors with NO corrections.

I certify that this evaluation report and the recommendation(s) in the summary report are my own and have
been made without any undue influence from others.
Evaluator: _______________________________

Signature: ______________________________
Date accomplished: ___________________________

47
 Summary of Content Findings for DepEd-developed Learning Resources

Title of LR:______________________________________________ Grade Level:_________

Paragraph / Line / Brief description of Errors/ Findings/ Specific recommendations

Page number (in Observations for improving the identified
chronological order) criterion

Prepared by: Date accomplished:

________________________________________ _______________________________
Signature over printed name

Annex C
Tool for Layout and Design
DepEd-developed Learning Resource

Learning Area :________________________________________Grade: _______________

48
 Title : ________________________________________________
Instructions:
1. Carefully read the learning resource (LR) page by page to evaluate the LR for compliance to standards
indicated in the criterion items under the four (4) factors below.
2. Put a check mark () in the appropriate column beside each criterion item. If your answer is NO, cite
specific pages, briefly indicate the errors found, and give your recommendations in the attached
Summary of Findings, Corrections, and Review form.
3. Write Not Applicable (NA) for criterion items that does not apply in the LR evaluated.
4. Based on the number of criterion items marked “YES” under each factor, mark the appropriate
column to indicate if the LR complied or not to the standards.
5. For factors with items marked Not Applicable, count the total applicable criterion items and multiply
this with 70% to determine the cutoff for compliance.

Standards / Criterion Items Yes No

Factor I. Physical Attributes
A. Cover Page
1. Cover art is appropriate, relevant, and interesting.
2. Cover elements are correct and complete. (i.e., w/ grade indicator & learning
area, book title & type (LM, TG), cover art, DepEd text entries, spine entries, back
cover entries)
B. Front Matter Pages
1. All necessary elements are complete (e.g., title page, copyright page, table of
contents, and introduction / preface (optional)).
2. Page numbers are set in lowercase roman numerals; centered at the bottom of
the page; no page numbers on the title and copyright pages.
C. Inside Pages
1. Beginning page of the LR consistently falls on the right-hand page.
2. Pagination is set in Arabic numerals and centered at the bottom of the page.
3. Spaces between letters, words, and paragraphs facilitate reading.
4. Page endings do not end with a hyphenated word or an awkward page turn. (i.e.,
there are at least two lines of text below a text head at the foot of a page.)
5. There is a maximum of only three consecutive hyphenated words in a paragraph.
6. Pages have no bad breaks which affect readability.
D. Back Matter Pages
1. Has useful back matter pages (e.g., glossary, bibliography, index, appendix, etc.)
Complied Not
Note: At least 8 criterion items must be marked YES to indicate compliance to this Complied
factor.

Factor II. Design and Layout

1. Consistency of elements (i.e., main heads, subheads, sections, and subsections
are consistently classified)
2. Simple (i.e., does not distract the attention of the reader)
3. Attractive and pleasing to look at
4. Adequate illustrations in relation to text
5. Harmonious blending of elements (e.g. Illustrations & text)
6. Suitable to the target users
Note: At least 4 criterion items must be marked YES to indicate compliance to Complied Not
Complied

49
 Standards / Criterion Items Yes No
this factor.
Factor III. Typographical Organization (e.g., size of letters, choice of font, use of
boldface and italics, etc.)
1. Size of letters is appropriate for the target user.
2. Font styles used are appropriate for the target user and easy to read.
3. Size of letters and choice of font enable the target users to easily identify
themes / ideas and rank them in order of importance.
4. The use of boldface and italics are relevant and appropriate to the text.
Complied Not
Note: At least 3 criterion items must be marked YES to indicate compliance to this Complied
factor.

Factor IV. Visuals (e.g., illustrations, photographs, maps, tables, graphs, etc.)
1. Supplement the text
2. Clarify the concept / topic and facilitate comprehension
3. Consistently clear in content and detail
4. Relevant to the learner’s age, culture, and life situation
5. Sustain interest and do not distract the learner’s attention
6. Appropriately placed in the page and proportionately drawn in size
7. Properly labelled / captioned (if needed)
8. Artistically appealing, simple, and easily recognizable
9. Realistic and use appropriate color (optional) where needed
10. Colored visuals are set in greyscale for black-and-white reproduction
11. Line drawings are not shaded to avoid poorly and blotchy printed pages
12. Illustrations of animals and people are facing inside the page
13. Illustrations of a process involving separate steps or actions have individual
pictures or frames
Complied Not
Note: At least 9 criterion items must be marked YES to indicate compliance to this Complied
factor.

50
Recommendation: (Please put a check mark ( ) in the appropriate box.)
Minor revision. This material is found compliant to the minimum requirements of all four
factors. Revision based on the recommendations included in the Summary of Findings,
Corrections, and Review form and LR with marginal notes must be implemented.

Major revision. This material is non-compliant to the requirements in one or more factors.
Revision based on the recommendations included in the Summary of Findings, Corrections,
and Review form and LR with marginal notes must be implemented.

For field validation. This material is found compliant to all factors with NO corrections.

I / We certify that this evaluation report and the recommendation(s) in the summary report are my / our
own and have been made without any undue influence from others.

Evaluators(s): _______________________________
_______________________________

Signature(s): _______________________________
_______________________________

Date accomplished:___________________________

51
 Summary of Layout and Design Findings for DepEd-developed Learning Resources

Title of LR:______________________________________________ Grade Level:_________

Paragraph / Line / Brief description of Errors/ Specific recommendations

Page number (in Findings/Observations for improving the identified
chronological order) criterion

Prepared by: Date accomplished:

________________________________________ _______________________________
Signature over printed name

52