(Enclosure No.

4 to DM-OUHROD-2024-1576)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

SCHOOL-BASED IN-SERVICE TRAINING (INSET) PLAN

INSTRUCTIONS: Provide the details in the designated spaces as required. Indicate N/A if not applicable. DO NOT ABBREVIATE.
PROPONENT PROFILE
School Nicasio M. Alvarez II Memorial National High School School ID 303519

School Address Brgy. San Eduardo, Oras, Eastern Samar 6818

School Telephone No. School Email Address [email protected]

09651748691

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 [email protected]
Focal person Jazmin J. Jongco Email Address Mobile No. 09393968039
h

INSET PROFILE
Give an overview of your proposed PD program by providing the following details.

Title In-Service Training for Teachers (INSET) cum Midyear Performance and Program Implementation Review for Academic Year 2024-2025
Rationale
The educational landscape is always evolving amidst the varied challenges of technology and the synergy of dynamic changes and growth. To

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 meet the evolving demands of education and to ensure the best outcomes for our learners, it is essential to provide robust and targeted Professional
Development (PD) programs for teachers. In the pursuit of excellence in providing quality education that will ensure better learning outcomes,
quality professional development program for teachers and school leaders provides the conduct of the In-Service Training for Teachers (INSET) as
stipulated in the implementing guidelines on the school calendar and activities for school year 2024-2025.

INSET refers to a modality of professional development intervention organized at the school level to address and resolve areas of need
identified by the teachers of school leaders to continuously improve their competencies. INSET classes are participatory and should be offered to
small groups to maximize impact on teacher and school leader quality (DM-OUHROD-2024-0037, #2. p1).

In adherence to the MATATAG Curriculum, the Philippine Professional Standards for Teachers (PPSST), the National Reading program of
the Department of Education which are all geared towards enhancing literacy and numeracy skills of learners across the Philippines, supporting
educators with focus on teacher’s learning and development needs and on sharing information on the current DepEd policies and priority programs.

Along with the promotion of classroom based and data driven intervention and research, school management, as mandated, takes its fair share
in intensifying the conduct of mid-year performance review, assessment and evaluation, INSETs and LACs in the furtherance of the delivery of basic
quality education to clientele. By focusing on evidence-based practices and involving all stakeholders, the program seeks to create a more literate and
educated society, ultimately contributing to the overall development and progress of the nation.

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 1. Teachers’ Professional Development Needs

1.1. Identified Needs

Recent RPMS e-SAT and teacher needs assessments which were bases for crafting of the school professional development plan (SPDP) and
other SMEA results indicated that 72% of San Julian NHS teachers needs upskilling on the recent curriculum development and its implementation
which in effect have highlighted several key areas where teachers need additional support and technical assistance in the areas of:

 Curriculum Implementation: Teachers have expressed challenges in effectively implementing the MATATAG curriculum, particularly in
integrating new pedagogical strategies and adapting to the diverse needs of learners.
 Technology Integration: There is a significant gap in digital literacy and the effective use of educational technology among teachers, which
affects their ability to enhance learning experiences.
 Classroom Management: Teachers report difficulties in managing classrooms effectively, which impacts student engagement and learning
outcomes.
 Special Needs Education: With the increasing diversity of student needs, there is a growing demand for training in inclusive education
practices and specialized teaching strategies.

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 1.2. Data-Driven Insights

A study conducted by the Department of Education (DepEd) in 2023 revealed that 68% of teachers (in Eastern Visayas) feel inadequately
prepared to address the needs of diverse learners. Furthermore, 54% reported insufficient professional development opportunities that align with their
teaching challenges. School-based teacher needs assessments and quarterly SMEA contextualization likewise significantly points out to teacher
pedagogical and andragogical needs. These data points underscore the urgent need for targeted PD programs.

2. Relevant Research

2.1. Impact of Professional Development

Research consistently shows that effective PD programs lead to improved teaching practices and better student outcomes. According to a
meta-analysis by the Learning Policy Institute (2021), high-quality PD programs that are ongoing, collaborative, and content-specific significantly
enhance teachers' instructional practices and student achievement. Literature also shows that effective provision of technical assistance to teachers
such as peer coaching and mentoring, job embedded learning and collaborative information sharing and networking is believed as effective and
efficient modalities that enhances teachers individual and professional growth and development.

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 2.2. Effective PD Characteristics

The research highlights several key characteristics of successful PD programs:

 Job-Embedded Learning: Programs that incorporate practical, classroom-based strategies and real-time feedback are more effective.
 Collaboration: PD that fosters collaboration among teachers and encourages the sharing of best practices leads to more sustainable
improvements.
 Continuous Support: Ongoing support and follow-up are crucial for the long-term application of new skills and strategies.

2.3. Local Context Considerations

A study by the University of the Philippines Visayas (2022) emphasizes the need for PD programs tailored to local contexts, addressing the
unique challenges faced by teachers in Eastern Visayas. Customizing PD programs to local needs ensures relevance and effectiveness. Moreover, the
SMEA reports for the last quarter of SY 2023-2024 highlights the need for teachers for skilling-up capacity building needs anent the phase and
cascade implementation of the MATATAG Curriculum.

3. Legal Basis

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 3.1. DepEd Mandates

The Department of Education's Republic Act No. 10533 (Enhanced Basic Education Act of 2013) mandates the continuous professional
development of teachers to ensure the effective delivery of the curriculum. This act supports the provision of PD programs as part of the commitment
to improving educational quality.

3.2. National Educational Policy

The 2018 National Education Policy emphasizes the importance of professional growth for teachers as a critical component of educational
reform. It advocates for the development of PD programs that are research-based and responsive to teachers’ needs.

3.3. DepEd Order No. 42, s. 2016

DepEd Order No. 42, s. 2016, outlines the guidelines for the implementation of professional development programs for teachers. It stresses
the need for PD initiatives to be aligned with the national educational standards and tailored to address the specific needs of educators.

A key component of the proposed INSET (In-Service Training) program for schools in Eastern Visayas is the urgent need to combat illiteracy
through targeted reading interventions. Recent data indicates that literacy rates in the region remain a significant concern, with many students

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 struggling to achieve basic reading proficiency. Addressing this challenge is critical, as research shows that early and sustained reading instruction
significantly impacts students' academic success and lifelong learning capabilities. By equipping teachers with advanced strategies and tools for
effective reading instruction, the INSET program aims to enhance literacy outcomes, support struggling readers, and foster a more literate and
informed student population. This focus on improving reading skills not only addresses immediate educational needs but also aligns with national
goals to elevate educational standards and reduce educational disparities.

3.4. DepEd Memorandum No. OUHROD-2024-0037 s. 2024

The general guidelines of DM-OUHROD-2024-0037 also stipulates the conduct of Midyear break which “shall be spent for the conduct of
Performance Review and school-based INSET” and specifically spent in evaluating school performance in the implementation of programs, projects
and activities (PPAs), as well as reviewing performance of teachers and school staff to address concerns “through cooperative effort.” Including the
conduct of school based INSET activities for teacher’s “continued professional development” and the preparation of their instructional materials.

Program Description Describe briefly the proposed PD program/course highlighting its focus content and state in behavioral terms the program objectives.

Results objective: As a result of the participants’ improved competence and performance:

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 Application objective: Back in the classroom, the participants will be able to:
Terminal objective: By the end of the 3-day training, the participants will be able to:
Enabling objectives: Specifically, the participants will be able to: (state the key knowledge, skills, and attitude participants are expected to gain from
the training)

Program Focus Content:

The school-based INSET is a week-long activity done in adherence to the mandate and commitment of DepEd for continues pursuit of
excellence through “continues improvement” (CI) processes and activities in providing quality development programs for educators and “teacher
training interventions” as embodied in the basic education development plan, BEDRA and the Division Education Development Plan (DEDP). This
PD program is a five-day intensive course designed to equip teachers and school staff with effective strategies and techniques for improvement of
teaching and learning and sharing information, curriculum designs, policies and priority programs and updates.

The course content includes evidence-based remediation strategies, diagnostic tools for assessing learning challenges, and practical methods
for improving reading fluency and comprehension and literacy, MATATAG curriculum and other classroom-based and data driven innovations,
interventions and research. Emphasis is placed on developing tailored interventions to meet the diverse needs of students, teachers and staff and

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 fostering a supportive learning environment in the classroom.

Program Objectives:

 Results Objective: As a result of the participants’ enhanced KRA skills and performance, learners will demonstrate measurable gains in
literacy and numeracy and improved learning outcomes.
 Application Objective: Back in the classroom, the participants will be able to implement instructional techniques, evidence-based
assessment and remediation techniques, and adapt their instructional strategies to address individual learners learning challenges.
 Terminal Objective: By the end of the 5-day training, the participants will be able to design and execute a comprehensive learning
enhancement and intervention plan that incorporates best practices for remediation and improvement, tailored to the specific needs of their
learners.
 Enabling Objectives: Specifically, the participants will be able to:
o Knowledge: Identify and understand key results areas enhancement and instructional skills related to literacy and numeracy,
MATATAG curriculum and assessment and remediation strategies.
o Skills: Apply evidence-based instructional strategies and tools for assessing and addressing learning challenges, assessment tools,
digital literacy skills and differentiated instruction methods.
o Attitude: Develop a positive and proactive approach to attainment of their KRAs, professional development goals, digital literacy

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 skills towards the enhancement of their instructional skills, fostering a supportive learning environment and enhanced learning
outcomes.

Professional Standard PPST (for teachers) PPSSH (for school leaders)

Focus Professional Domain/s Strand/s Indicator/s
Standard with specific
1. Content Knowledge 1.2 Research-based knowledge and principles of teaching 1.2.1 Demonstrate an understanding of research-based
Domain/s, Strand/s, and
and Pedagogy and learning knowledge and principles of teaching and learning.
Indicator/s

Participants Profile:
Target Participants Specify the target participants based on their career stage, job group, position, subject area, grade level, etc.
Total number of participants, sex and age disaggregation

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 Total No. of Pax =27, (PMT = 4, teachers= 23)
MT2: Male 0, Female 2 Subtotal = 2
MT1: Male 0, Female 1 Subtotal= 1
T3: Male 1, Female 6, subtotal = 7
T2: Male 1, Female 1, subtotal = 2
T1: Male 3, Female 6, subtotal = 9
LSA: Male 1, Female 4 subtotal =5

Indicative Dates of
Delivery Platform Face to Face November 25-29, 2024
Implementation

INSET CONTENT DETAILS

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 Assessment Resource
Duration Session Objectives Topic Methodology Strategies & Tools Outputs Speaker/Subject-
Matter Expert
1 State in behavioral List content areas essential Indicate the activities Indicate the use of Identify concrete outputs (e.g., Indicate the appropriate
terms what to attaining the learning through which varied formative and recommendations, lesson resource speakers/subject-
participants will be objectives (producing the resource speaker will summative exemplars, proposals, TA matter experts who will
able to do right after a outputs). deliver content and assessments and the plan, reflection journal, deliver the session.
learning session. engage the applicable tools. instructional material, etc.)
participants. that will be produced by the
participants during and by the
Indicate the relevant
end of each session.
learning resources
that will be used to
support the delivery of
content and the
attainment of the
session objectives.

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2  Lectures and  Pre-Training  Training Pre-test:
Day 1: Presentations: Quiz: Assess Participants baseline
Overview of the  To familiarize Topic: baseline knowledge on  Basilisa M. Pecayo,
MATATAG participants with 1. Overview of the Overview and salient knowledge on MATATAG curriculum PSDS-Oras East
Curriculum and the MATATAG MATATAG features of the MATATAG District
Frequently Curriculum with Curriculum MATATAG Curriculum
Asked questions focus on the Most Curriculum
(FAQs) and the Overview and salient
Frequently Asked
Policy features of the Most Frequently  Jazmin J. Jongco,
Questions (FAQs)
Guidelines D.O. MATATAG Curriculum Asked Questions PIV. HRD Focal
and stipulations in
10 s. 2024 the Policy
Guidelines D.O. 10 Policy Guidelines:
s. 2024 Most Frequently Asked DepEd Order No. 10  Perlita T. Colico,
Questions series of 2024 PhD

Policy Guidelines:
DepEd Order No. 10

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 series of 2024
 To orient teacher
participants on the
Career Progression  Lectures and  Self-reflection  Reflection Paper:
Familiarization
and the 2. The New Career Presentations: Personal insights on
of the Career
Implementing rules Progression in Career and Personal
Progression
and Regulations DepEd Group Discussions: Professional
Implementing
and other issuance Implementing rules Development.
rules and
on RPMS PPST. Implementing rules and and Guidelines of the
Regulations and
Guidelines of the Career Career Progression
other issuances Progression in DepEd in DepEd
on RPMS PPST
(8 hours) Other Issuances relative Other Issuances
to DepEd RPMS PPST relative to DepEd
RPMS PPST
3 Day 2:

Run-through  To refresh 1. Reorientation of the  Lectures and  Strategy  Reflection Paper:  Basilisa M. Pecayo,

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 15

with the teachers with the Philippine Presentations: Application: Personal insights on PSDS-Oras East
Domains and domains and Professional Participants PPST and teachers KRA. District
Strands of the Strands of the standards for The PPST implement
Philippine Philippine Teachers (PPST) Domains and strategies in
Professional Professional and the Teachers Strands and the their daily
Standards for Standards for KRA KRA of Teachers teachers’ tasks.  Jazmin J. Jongco,
Teachers teachers PIV. HRD Focal
(PPST) and the Refresh teachers with the
 Re orient teachers
KRA of domains and strands of
with the Key
Teachers the PPST and their KRA  Perlita T. Colico,
Results Areas
as teachers PhD
(KRA)

The RPMS  Interactive  Peer  Midyear IPCRF

Cycle:  To conduct Workshops: Feedback: Results: Customized
Performance Midyear 2. Midyear
Performance Mid-year Structured peer plans for addressing
Review Performance performance reviews to gaps and identified
Review

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 16

 (8 hours) Review. Strategic group activity provide
workshop for Mid-Year Evaluation feedback on needs improvements.
Performance Review and Workshop strategy  Peer Feedback:
Evaluation. application. Collection of feedback
and TA suggestions.

4 Day 3:  To develop and 1. Preparing Nominee  Lecture  Evaluation  Sample Self-Assessed

The PRIME- refresh Portfolio for presentations: Rubric: Self- rubric: Detailed plans
HRM, PRAISE comprehensive promotion, PRAISE assessment and for implementation in Basilisa M. Pecayo,
and understanding on and “Pasidungog” The PRIME-HRM peer assessment the classroom. PSDS-Oras East District
“Pasidungog” the Merit and Awards Operations Manual of individual  Sketch list of
Program and selection, performance documents/folder to be
Components and MOV The PRAISE
Guidelines Induction and viz-a-vis the prepared for
documents for nominee “Pasidungog”  Jazmin J. Jongco,
(8 hours) promotion PRAISE “Pasidungog”
folder for evaluation Guidelines PIV. HRD Focal
mechanisms of the criteria.
towards PRAISE
HR section of the
“Pasidungog” awards
division of Eastern
Samar  Perlita T. Colico,

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  To orient teachers
on the PRAISE  Nominee PhD
guidelines and the Document
“Pasidungog” Appraisal:
awards and Sample
recognition Pasidungog
program Nominee folder.
 Run-through with a
sample nominee
folder
5 Day 4: 1. Launch Lecture Self-Reflection Activated office 0635  Basilisa M. Pecayo,
The Microsoft personal/individual Presentations individual account PSDS-Oras East
To enhance skills in office 0365 office
Office 0365 District
computer productivity suite.
Office The office 0365 Functional office 0365
technology and the
Productivity productivity suite account
use of office 0365 Explore office 0365 Self-assessment on
productivity tools in account. skills in navigating  Jazmin J. Jongco,
accordance with through office 365

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 18

 DM-OUHROD- Activity
2023-007. workshop: PIV. HRD Focal
Navigate through
office 0365  Perlita T. Colico,
To activate, launch,
productivity suite PhD
navigate and
environment and
explore office 0365
interface
accounts and
facility 2. Craft WAP Lecture Sample WAP
Presentations

To orient teacher The WAP template

Workplace trainees on the Activity Accomplished sample
Application accomplishment of workshop: WAP
Plan (WAP): WAP template.
Crafting, Craft and Self-Reflection
Utilization, accomplish sample
Craft sample WAP WAP using office

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 19

 for trainings 0365 productivity Peer feedback
attended suite

Self-assessment
Implementation
and peer
and reporting
assessment on
formulation of
WAP
6 Day 5: To re orient Cascade re-orientation Lecture Strategy  Reflection Paper:  Basilisa M. Pecayo,
HOTS PLP and teachers on the sessions on HOTS PLP Presentations Application: Personal insights on PSDS-Oras East
the National HOTS PLP and and the National Participants HOTS PLP and NMP District
Mathematics National Mathematics Program HOTS PLP and implement
Mathematics (NMP) NMP strategies in .
Program (NMP)
Program incorporating
Re-orient salient Activity HOTS PLP in their  Sample Lesson  Jazmin J. Jongco,
features of HOTS PLP workshop: teaching Exemplar PIV. HRD Focal
and the NMP program

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 20

 Craft sample lesson Self-Reflection
Scripts in learning area Craft and Sample lesson scripts on
and mathematics to Peer feedback
accomplish sample learning area and
Craft sample lesson support implementation lesson scripts in mathematics  Perlita T. Colico,
scripts to support of the NMP learning area and PhD
implementation of Self-assessment
mathematics
and peer
NMP
assessment on
formulation of
teaching exemplars

BUDGET ESTIMATE PLAN

Php600/day/Pax
SDO HRDS Funds Budget
Funding Source (lunch & 2 snacks,
for School INSET Requirements
Php300 materials
MONITORING AND EVALUATION PLAN
This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.

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 0Level of M&E Objectives Methods and Data Sources Schedule of M&E Person/s Support Needed User of M&E Data
Tools Responsible
Results What will be What methods/tools Who and/or what When will M&E Who will be What resources are Who will use the data
measured? will be used to collect documents will provide activities be undertaken? accountable needed to implement gathered?
data? data or evidence on the for ensuring M&E activities?
indicators? that M&E
activities are
done?

Behavior Assess participants  Surveys: Surveys  Follow-Up Surveys: Measure the application M&E  Follow-Up  Program
KSA on: administered 3 to 6 Surveys distributed to of learned skills and Specialist/Pro Tools: Evaluators: To
months after the participants 3 to 6 knowledge in the gram assess the real-
a. MATATAG training to collect months after the classroom setting. Evaluator: Follow-Up Survey world application
Curriculum, data on how training to assess how Responsible for Platforms: Tools for
Schedule: of the training
participants are they have monitoring the distributing and
b. RPMS-PPST, and determine
implementing the implemented the application of collecting follow-up
PRIME-HRM- strategies and tools learned strategies and  3 Months Post- learned skills surveys (e.g., Google
the effectiveness
PRAISE and Training: of the strategies

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 in their tools in their and knowledge in improving
Pasidungog classrooms. classrooms. Follow-Up Surveys: in the Forms, teaching
Guidelines,  Classroom Distribute to participants classroom SurveyMonkey). practices.
Observations: to collect data on the setting. This  School
c. Office 0365 Observations by implementation of includes: Observation Administrators:
 Documentation trained evaluators or learned strategies and Protocols: Structured
d. WAP To understand
and peers to assess the tools in the classroom. Managing the forms or checklists
implementation Observations: / application of new distribution and for classroom
how well the
Observation notes strategies and 4 to 6 Months Post- analysis of observations. training has been
e. HOTS PLP and teaching practices in Training: Follow-Up integrated into
NMP the participants’ Surveys. teaching
Observation
classroom settings. Classroom and practices and to
Observations: Conduct Coordinating Interview support ongoing
observations of and conducting Staff: professional
To gather challenges
participants' classrooms Classroom development
faced in
to assess the practical Observations. Observers: Trained needs.
implementation
application of new personnel to conduct  Policy
strategies and teaching Organizing and classroom
Makers: To
facilitating observations and
make informed

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 decisions about
practices. Interviews and record findings. future training
Focus Groups programs and
 Interviews and 4 to 6 Months Post- with Interviewers/Focus support based on
Focus Groups: Training: participants. Group Facilitators:
Teachers/ students observed
Skilled individuals to
behavior changes
Interviews and Focus conduct interviews
and focus groups.
and
Groups: Conduct
interviews or focus implementation
groups with participants Data Collection and success.
to explore changes in Analysis Tools:
teaching practices and
challenges in applying Survey and
the training content. Interview Analysis
Software: Tools like
Analysis Timeline: NVivo for qualitative
data analysis.
Within 2 Weeks Post-
Data Collection: Observation

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 Analyze data from
Follow-Up Surveys, Recording Tools:
Classroom Observations, Digital or physical
and Interviews/Focus forms for
Groups to evaluate documenting
changes in behavior and observation findings.
the effectiveness of the
training in real-world
applications.
Learning Measure participants'  Pre- and Post-  Pre- and Post- Measure the increase in Lead  Assessment  Training
immediate responses Training Tests: Training Tests: knowledge and skills Trainer/Facilit Tools: Facilitators: To
to the training Knowledge tests Assessments acquired during the ator: evaluate the
program. administered administered before training. Responsible for Test Creation Tools: effectiveness of
before and after and after the training implementing Platforms for creating
Schedule: the training in
the training to to measure and evaluating and administering
improving
measure changes knowledge gains the learning Pre- and Post-
Participant in understanding related to reading  Day 1: aspects of the Training Tests,
participants’
Satisfaction: Collect of key concepts. difficulties, M&E including question knowledge and
feedback on overall Pre-Training Test:

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  Practical diagnostic tools, and activities. This skills.
satisfaction with the Exercises and remediation Administer before the includes: banks and assessment  Curriculum
training, including Role-Playing: strategies. start of the training to templates. Developers: To
the relevance of the Performance in  Practical Exercise establish baseline Designing and refine the
content, the quality of hands-on activities Scores: Results knowledge levels. administering Quiz Software: training content
the instruction, and and role-playing from hands-on Pre- and Post- Tools for conducting
based on the
the effectiveness of scenarios to activities, role-  Day 2: Training Tests. Knowledge
the materials and evaluate skill playing, and skill Checkpoints, such as
effectiveness of
resources provided. application and demonstrations Knowledge Conducting Kahoot! or Quizizz. learning
mastery of reading during the training, Checkpoints: Conduct Knowledge outcomes.
strategies. evaluating brief quizzes or Checkpoints Practical Exercise
Engagement and participants’ ability knowledge checks to throughout the Materials:
Motivation: Assess to apply new assess understanding of training.
how engaging and techniques and key concepts covered on Activity Guides:
motivating strategies. Day 1. Overseeing Detailed instructions
participants found the  Knowledge practical and materials for
sessions, including Checkpoints: Brief  Day 3: exercises and practical exercises
their perceived value quizzes or evaluating and role-playing
of the training in knowledge checks Post-Training Test: participants’

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 26

 addressing their conducted during
professional needs. the training to gauge Administer at the end of performance. scenarios.
understanding and Day 3 to measure
retention of key knowledge gains and Evaluation Staff:
concepts in real- understanding of the full
time. training content. Assessors: Trained
staff or facilitators to
Practical Exercises: administer tests and
Assess performance in evaluate practical
hands-on activities and exercises.
role-playing throughout
Day 3 to evaluate skill  Data
acquisition. Analysis
Tools:
Analysis Timeline:
Grading Software:
 Within 1 Week Systems for scoring
Post-Training: tests and practical
Analyze results

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 27

 from the Pre-
and Post- exercises.
Training Tests
and Practical Data Analysis
Exercises to Software: Tools like
determine Excel or SPSS for
knowledge and analyzing pre- and
skill gains. post-test results.

Reaction Measure participants'  Post-Training  Post-Training Measure participants' Training  Survey and  Training
immediate responses Survey: A Survey: A immediate responses to Coordinator: Feedback Coordinators:
to the training questionnaire structured the training program. Tools: To assess
program. distributed at the questionnaire Responsible for overall
end of the training distributed to Schedule: overseeing the Survey Software:
 Participant satisfaction and
day to gauge participants at the overall Tools like Google
Satisfaction:  Day 1: engagement,
participants' end of the training execution of Forms,
Collect feedback immediate sessions to collect the M&E SurveyMonkey, or
ensuring the
on overall reactions and feedback on their End of Day 1: Distribute activities Microsoft Forms for training meets
satisfaction with satisfaction with overall satisfaction, and collect Feedback related to creating and participants'

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 28

 the training the relevance of the needs.
the training, experience. content, and the Forms to gather participant distributing Post-  Program
including the  Feedback Forms: effectiveness of the participants' immediate reactions. This Training Surveys and Designers: To
relevance of the Quick feedback instruction. reactions to the first includes: Feedback Forms. make
content, the forms that  Feedback Forms: day’s sessions.
necessary
quality of the participants fill out Short, day-end Ensuring the Paper Forms:
adjustments to
instruction, and at the end of each forms that  Day 2: distribution and Printed feedback
the effectiveness day to provide participants fill out collection of forms for in-person
improve the
of the materials insights into to provide End of Day 2: Distribute Post-Training collection. training
and resources specific sessions immediate reactions and collect Feedback Surveys and program based
provided. and activities. to specific sessions, Forms to gather Feedback Data Collection on participant
 Engagement and including their reactions to the second Forms. Staff: feedback.
Motivation: perceptions of the day's sessions.
Assess how session’s usefulness Coordinating Administrative
engaging and and engagement.  Day 3: with Support: Personnel
motivating  Session Ratings: administrative to distribute, collect,
participants found Ratings collected at End of Day 3: Distribute support staff to and organize
the sessions, the end of each and collect Post-Training manage the feedback forms and
including their session regarding Surveys to assess overall logistics of

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 29

 satisfaction with the
entire training program,
including the relevance, surveys.
quality, and feedback
effectiveness of the collection.  Data
perceived value the quality of the sessions. Analysis
of the training in presentation, Overseeing the Tools:
addressing their materials, and the Analysis Timeline: analysis of
professional instructor’s survey and Data Analysis
needs. effectiveness. Within 1 Week Post- feedback data Software: Software
Training: Analyze and to assess such as Excel or
compile feedback from participant SPSS for compiling
the Post-Training satisfaction. and analyzing survey
Surveys and Feedback results.
Forms to gauge overall
participant satisfaction
and engagement

PROPOSED PROFESSIONAL DEVELOPMENT (PD) PROGRAM DESIGN TEMPLATE 30

Declaration:
I hereby declare the information provided in this application is true and correct and there have
been no misleading statements, omission of any relevant facts nor any misinterpretation made.
I agree DepEd-National Educators Academy of the Philippines to be the co-owner of all the data
gathered and the copyright of any publication of the use of these data.
To be signed by the PD Program Proponent/s:

Program Proponent PERLITA T. COLICO, PhD

Signature
Date October 16, 2024
This Form is not valid if not signed

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