T&D System Operations Manual-Volume 3 The PD Planning System 76

Republic of the Philippines

Department of Education

SCHOOL PLAN FOR

PROFESSIONAL
DEVELOPMENT

School _Francisco Oringo Sr Elementary School________

Division: _General Santos City________Region: _XII__

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SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT (SPPD)
for Calendar Year __2013_________
Name of School: Francisco Oringo Sr Elementary School
Region/Division: Date SPPD is accomplished:
XII – General Santos City November, 2013

Professional Development 1. Use of ICT in teaching-learning process

Priority Programs: 2. Creative and appropriate instructional plan
3. learning processes as well as unique processes of individual
A. For teaching Personnel learners
B. For Non-Teaching personnel N/A

I. The Context
A. National Thrust and School Development Goals for Human Resource Development
Education Secretary Armin Luistro said that ICT education is an important aspect as they formulate an
effectively enhanced K to 12 BEC curriculum. ICT plays a very important role in administrative functions as
well as in the teaching and learning process.
The new DepEd mission also caters the learners-centered curriculum, so as the need to know different
teaching approaches and strategies suitable various learners as well as the use of various learning
experiences and resources.
All of these, are the priority needs of the school to gauge the teachers for learning .

B. Data Analysis of Student Learning Needs

MPRE 2013 consolidated Result on PHIL_IRI

Non-Reader Accomplishment Readers The data shows that

English Filipino Engl % Fil % there is a need to
Ii 18.95 18.9 3.10 3.10 decrease the number of
29 29 9 9
% 5% % % Non-Readers in the
III 2.81 100 school
8 4.94% 5 8 5 100%
% %
IV 0 0 0 0 0 0 0 0
V 0 0 0 0 0 0 0 0
VI .76
1 .76% 1 0 0 0 0
%

2013 NAT RESULT\

FILIPINO MATH ENGLISH SCIENCE HEKASI TOTAL
82.39 87.80 87.12 86.83 77.09 83.02
The Result in shows that there is a need to improve the Result in HEKASI.
OVERALL RESULT
DOMAINS & STRANDS MEAN % COMPETENCY
LEVEL
SCORE SCORE
Recognizes general learning processes as well as unique processes
of individual learners 3.18 79.46% Experienced
Demonstrates skills in the use of ICT in teaching and learning 2.39 59.82% Developing
Develops and utilizes creative and appropriate instructional plan 3.16 78.98% Experienced

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

To enhance the Result of the NAT and the PHIL-IRI the listed competencies must be achieved

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II. Professional Development Goal and Objectives
A. Overall Goal:
In line with the National Thrust and School Development Goals for Human Resource Development,
it is the goal of this SPPD to provide opportunities to train and enhance professional competencies of the
teachers
o All teachers in the domains of curriculum and social regard for learning
o Developing teachers in in the use of ICT in teaching and learning

B. Specific Objectives for each target personnel

Client Priority Learning Specific Objectives Target Group No. of
Group Needs (NCBTS Competencies (NCBTS performance paxs
Domains) (NCBTS Strands) indicators)

1. All Teacher
teachers competencies in:
Demonstrating skills in
the use of ICT in
a) curriculum teaching and learning Demonstrates skills in All Ts in the 18 paxs
the use of ICT in school whose
teaching and learning T&D priority is
on assessment
- Developing and
utilizes creative and - Develops and utilizes
appropriate creative and appropriate
instructional plan instructional plan 8 paxs

Recognizing general Recognizes general

learning processes as learning processes as All Ts in the
well as unique well as unique processes school whose
b) social regard processes of individual of individual learners T&D priority is
for learning learners on assessment 11 paxs

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

Target group: All teachers in the school (who have identified this as a priority need

Objective 1:Train teachers in the use of ICT in teaching and learning

Objective 2:Enhance general learning processes as well as unique processes of individual learners
Objective3:Improve creative and appropriate instructional plan

Program Title General Content (refer to NCBTS Delivery Mode Target

KSAs) Time Frame

Prog1: ICT in teaching Demonstrates skills in the use January 24-25,

and learning of ICT in teaching and learning 18 Teachers to attend 2014
School hands-on
training
x 2-days

Prog2: Methods of Develops and utilizes creative and

teaching for various appropriate instructional plan
learners One semester LAC January 2014 -
Recognizes general learning
processes as well as unique
processes of individual learners
sessions (3:30-4:30PM March 2014

every Fridays)

End of Program Output(s)

1. Lesson plan using the ICT
2. Demo teaching using learned skills from ICT
3. Sample report using ICT
4. Powerpoint presentation for reports
5. Accomplishment report of the training
6. Portfolio from the training

Expected Final Outcome:

At the end of the program, teachers will be able to
1. Use computers in their lesson planning, teaching and making reports
2. Develops and utilize creative and appropriate instructional plan
3. Recognizes general learning processes as well as unique processes of individual learners

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IV. Budgetary Requirements

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

Example
Program Estimated Source of Additional R. M source Program
Reference Cost available Funds Schedule
funds Required
Target Group1
Prog1 10,000 10,000 from none
January 24-25,
MOOE 2014
5, 000 from
Prog2 5, 000 school canteen none January 2014 -
March 2014

TOTALS 15,000.00 15,000.00

SPPD SPPD Planners:

Planners

Sig.ELILANIE B. SALES Group

Represented:Master Teacher

Sig. MILA JESSICA A, CABANOG Group

Represented:__Grade V Chairman__

Sig._ARLENE S. GARCIA___ Group Represented:___ Grade IV Chairman _

Sig. _GODOFREDA D. MANLUNAS______ Group Represented:___ Grade III Chairman

Sig._GEMALYN N. REFUELO______ Group Represented:__ Grade II Chairman _

School Head: MA. ANGELICA E. FIGUEROA

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Monitoring and Evaluation (M&E) for the SPPD

M&E tools are provided to support the School Plan for Professional Development (SPPD) process.
The following tools are available:

Tools for SPPD

T&D-M&E Form 1: Individual Profile Template SPPD-
M&E Form 1: Process Observation Guide for SPPD
SPPD-M&E Form 2: End of SPPD Planning Evaluation
SPPD-M&E Form 3: SPPD Debriefing Guide Checklist
SPPD-M&E Form 4: Review Tool for Accomplished SPPD
SPPD-M&E Form 5: Summary Template for Schools’ Professional Development Priority Programs
Based on SPPDs at District Level
IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPD/SPPD
IPPD/SPPD- M&E Form 7: Region Tracking Form for Accomplished IPPD/SPPD

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

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

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

SPPD-M&E Form 5: Summary

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

IPPD/SPPD-M&E Form 6: Division

Tracking Form for Accomplished
IPPDs/SPPD

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

Observation Guide for SPPD Observation Guide for SPPD

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

Profile Template

Resource Materials Checklist for

SPPD incorporated into the
SPPD Guide

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Monitoring and Evaluation of the SPPD process

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

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

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

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

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

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

All SPPDs submitted SPPDs Priority SPPD-M&E District Upon submission ES1/PSDS consolidates the 3
at the District Level Programs will Form 5: ES/PSDS of the SPPDs at priority programs for
be consolidated Summary the District level professional development
Template for listed in each SPPD. The
Schools’ accomplished Template will
Priority be submitted with a cover
Professional report to the Division T&D
Development Chair through the PDP-WG.
Programs based
on SPPDs at
District Level

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

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

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

I PERSONAL DATA
Name:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable):

Sex: Male Female
Date of Birth:
Home Address:
Contact #: e-mail address:
Region: Division: District:
Office/School: Address:
Other
Current Position: Designations:
Highest Educational Attainment:

II. WORK EXPERIENCE

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

Use additional sheet if necessary.

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III. TRAINING ATTENDED OVER THE LAST THREE YEARS

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

Training Focus Training Management Level of Training

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

Resource Materials
Development

Planning

Management

Policy Development

Research

Other, please specify

______________

IV. SIGNIFICANT EXPERIENCES

Identify which of the following areas you consider to be your area(s) of expertise:
School Based Management
Quality Assurance Monitoring and Evaluation
Access Education Subject Specialization: _____________)
Education Planning Policy Development
Learning Resource Materials Development ICT
Delivery of Training Other, please specify ________________

List your significant experiences in the identified areas

Use additional sheet if necessary.

V. TRAINING AND DEVELOPMENT EXPERIENCES

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

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Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training

List your significant experiences in the identified areas

Use additional sheet if necessary.

I certify that the information I have given to the foregoing questions are true, complete, and correct to the
best of my knowledge and belief.

Date: Signature:

Please submit completed form to Training and Development Division/Unit. Information will be incorporated
into the T&D Information System Database.

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

SCHOOL OBSERVED:_________________________________________________
NAME OF PROCESS OBSERVER: _____________________________________
DATE: ______________________
VENUE: _____________________
PARTICIPANTS NAME & DESIGNATION: (Attached Attendance Sheet)

DIRECTION: Observe the process involved in the activities associated with the development of the
SPPD. If the activity is accomplished, write YES in the appropriate column, if not, write NO. Rate
the level of collaboration between participants in completing the various activities using the rating
scale below:

RATING SCALE: (1) Low (2) Moderate (3) Average (4) High

ACTIVITIES LEVEL OF
ACCOMPLISHED
COLLABORATION
Yes or No
1 2 3 4
I. Development of an understanding the SPPD and its purpose
a. Conduct of a warm up activity to form personnel groups

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

develop themselves as professionals to improve school
performance
c. Presentation of the objective of the SPPD workshop and
explanation of the meaning of SPPD, its purpose and
guiding principles.
d. Explanation regarding the accomplishment of the SPPD
being the joint responsibility of all stakeholders and
personnel groups who will be affected by the plan.

II. Completion of the SPPD

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

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identified in the SPPD

k. Estimation of the budgetary requirements for each program
l. Identification of sources of funds for each program
m. Review of the SPPD
n. Signing of the SPPD

Do you have any comments regarding the SPPD process?

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

SPPD process?

Process Observer:

___________________________________
Signature Over Printed Name

___________________________________
Designation

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

Name of SPPD Planner: ___________________________ Sex: Male Female

Personnel Group Represented: _______________________________

Please rate how you feel the SPPD team faired relative to the following processes involved in
the accomplishment of the SPPD. Please tick the appropriate column for your rating using the
scale below.

Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

SPPD Accomplishment Rating Scale

To what extent do you feel: 1 2 3 4

1 the following documents were used in the analysis and development of the context
of the SPPD?
a. BESRA PIP
b. SIP/AIP
c. NCBTS Framework
d. Consolidated TSNA Results
e. Consolidated Teachers IPPD
f. Consolidated Non-Teaching TDNA
g. Student Performance Data
2 the formulation of SPPD overall goal was based on the results of the analysis of
the current context relating to Human Resource Development?
3 the SPPD goal was taken into consideration in formulating the objectives?

4 the formulation of program objectives was based on the professional development

needs of the different personnel groups?
5 decisions about the content of the programs were based on the objectives to be
achieved and the competencies to be enhanced?
6 the following were considered in identifying the delivery modes for the different
programs?
a. Specific Context
b. Target Participants
c. Effective Modes of Learning
d. Available Resources
7 the following were considered in estimating the budget for the different
programs?
a. Cost associated with Program Pre-Implementation
b. Cost associated with Program Implementation

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8 the various funding sources were identified to support the implementation of

the different programs?
9 the following were considered in setting the timeframe for the different programs?
a. Development Priorities
b. Cumulative Nature of the Programs
c. One-Year Coverage of the SPPD
10 you have been capacitated through your involvement in the planning process?

11 you will be able to apply the learning gained in planning for future
similar activities?
12 you are able to transfer the technology learnt to others?

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

SPPP process?

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

This form has been developed to guide the facilitators debriefing meeting following the completion of the
School Plan for Professional Development (SPPD). The T&D Chair /ES1/PSDS/School Head should manage
the debriefing meeting and ensure a record is kept of the discussions. The information from this meeting
should inform future SPPD activities and the Program Completion Report.
------------------------------------------------------------------------------------------------------------
DATE: ______________________
VENUE: _____________________

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

Directions: Discuss each of the questions below as a group and reach a consensual answer. Check the
appropriate column that corresponds to your group response. Write comments to support your response.
QUESTIONS YES NO COMMENTS
1. Were all targeted participants
present?

2. Were all the necessary

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

4. Were the steps/processes

outlines in the session guide
properly followed by the
facilitators?
5. Was sufficient time provided for
participants to seek
clarification on the various
steps involved in the SPPD
process?
6. Was there sufficient time to
thoroughly conduct all the
planned activities?
7. Were the participants able to
successfully accomplish the
SPPD? If not, was a strategy
developed to ensure the SPPD
will be completed in a timely
manner?

8. Were all the objectives

achieved?

9. What suggestions/recommendations can you make that will improve the conduct of the SPPD?
___________________________________________________________
___________________________________________________________

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___________________________________________________________
___________________________________________________________
___________________________________________________________
10. General comments on the conduct of the activity:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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

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

This form has been developed to support a review process of the accomplished School Plan for
Professional Development (SPPD). The T&D Chair/ES1/PSDS should review the SPPD to evaluate
the extent standards were followed in its accomplishment.

Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

Use the scale above to evaluate the extent to which the accomplished SPPD adheres to the following
standards:

To what extent …….. 1 2 3 4

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

5. is the SPPD part of a formative and cyclical process where data from previous
planning experiences are analyzed and used to improve the process?
6. does the SPPD reflect a unified approach in improving human resource
development by taking into consideration the national goals and thrusts?
7. does the SPPD provide for alternative programs for professional development
to incorporate emerging priorities?

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________

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SPPD-M&E Form 5: Summary Template of School Professional Developme

Based on SPPDs at District Level

(Note: This Form is for one clientele group only, e.g. Teachers group. For non-teaching
personnel, a separate sheet sh

Direction: Write the name of school and respective priority programs. Then, check the
appropriate column that repre priority program listed.
Summary of the Schools’ Professional Development Priority Programs based on SPPDs
D
Dom 1 Dom 2 3 Dom 4
S S S S S S S5 S S S S3 S4 S S
Schools SPPD Priority Programs
1 2 1 2 3 4 1 1 2 5 6
A.. 1.

2.

3.

B. 1.

C. 1

3
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D. 1

E.

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

E/PSDS Name and Signature:_________________________________________ Date

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

IPPDs/SPPDs (electronic version available)

Division: Date:
_________________________ __________________

No. of No. of Teacher School Head SPPD

Districts School Name Teachers IPPDs IPPDs Completed Comments
accomplished accomplished
District 1 1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Sub Total
District 2 11
12
13
14
15
16
17
18
19
20
Sub Total
District 3 21
22
23
24
25
26
27
28
29
30
Sub Total
TOTALS
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IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished

IPPDs/SPPDs (electronic version available)
Region:
____________________________ Date: _______________________
No. of No. of No. of No. of School No. of
Divisions District Name Schools Teachers Teacher Head IPPDs SPPDs Comments
IPPDs accomplished Completed
accomplished
Division 1.
1 2.
3.
4.
5.
6.
7.
8.
9.
10
Sub Total
Division 11
2 12
13
14
15
16
17
18
19
20
Sub Total
Division 21
3 22
23
24
25
26
27
28
29
30
Sub Total
TOTALS
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ATTACHMENT A: SESSION GUIDE for

The Development of the SPPD

Orientation of School Heads and ES/PSDS on the Conduct of SPPD (Note: Can also be used for School
level SPPD Orientation)

Duration of Two days

Program
 Professional development is the process of improving the competencies and work
Key performance of personnel through the provision of a wide range of opportunities for
Understandings personal and professional growth in knowledge, skills and attitudes.
to be  A School Plan for Professional Development (SPPD) is the major blueprint that directs
Developed and influences all activities related to professional development of the school’s
teaching and non-teaching staff over a given period.
 The SPPD sets out the school’s professional development goal and identifies a series of
objectives and activities to support the achievement of the goal.
 The SPPD serves as the major guide for professional activities for a one year period,
with a certain degree of flexibility.
 There are standards and guiding principles considered in process of developing the
SPPD.

1. Explain the concepts of Professional Development, School Plan for Professional

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

Resources Handouts: SPPD Guide and Tools

Power Point Presentation
Meta strips
Permanent marker

o SPPD Guide and tools, and template

o NCBTS-TSNA School Consolidated Results School Consolidation of Teachers’ IPPD
o NAT Results
o Phil-IRI results
 After preliminary greetings and introductions, encourage “sharing of IPPD
Activity 1 experiences and SPPD expectations” that is helpful to facilitate understanding of
(30 minutes) the purpose of the orientation.

9-10 AM  Allow individual participants to respond to the following questions on meta strips.
Assign a different color of meta strip for each question.
(to be
conducted 1. Based on the consolidated IPPDs of your teachers, what have you identified to
after a brief be the 3 most urgent needs of your teachers in terms of NCBTS competencies?

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Opening 2. How do you think is the teachers’ IPPDs may connect to the development of the
Program) SPPD?
3. What do you think will be the benefits of the school having a SPPD?
4. What do you expect to learn from this orientation for SPPD?

 Group the participants into four groups. Let each participant submit his/her
accomplished meta strip assigned to the following:

- Group A – to summarize responses to Question 1

- Group B – to summarize responses to Question 2
- Group C – to summarize responses to Question 3
- Group D – to summarize responses to Question 4

 Let each Group leader report briefly the summary of each set of responses.
 Present and explain the objectives and program schedule of the program
orientation.

Activity 2 Using the same groups as for Activity 1.

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

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

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

Preparation for the Facilitator and Co-Facilitator:

Print the following questions on a half sheet of manila paper and have these posted on
the designated stations’ walls.
Station 1: What is professional development? What are its types?
Station 2: What is a School Plan for Professional Development? What are its parts?
Station 3: Why is there a need to develop a SPPD? Give 3-5 reasons.
Station 4: What are the roles of the ES-I/PSDS, the School Head and the teachers in the
development and implementation of the SPPD?

Process the participants’ insights and learning from the activity:

- Ask a representative from each group to present the key responses of

their output in the plenary.
- Clarify vague items during the presentation.

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Present the SPPD concepts through a PowerPoint presentations per topic highlighting
items that the participants have identified/written in the previous activity.

- What is Professional Development?

- What is School Plan for Professional Development?
- Why accomplish SPPD?
- What are the principles in developing SPPD?
- Who are responsible in preparing SPPD?
- What is the SPPD Structural Process Flow followed?
-
Review key understandings developed and refer to objectives.

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

Activity 3
Introduce the steps in accomplishing the SPPD:
1:00-3:00 PM
A. Analyze the national and regional/division context for the SPPD

1. Group participants into 4 clusters. Grouping takes into consideration that School
Heads and ES/PSDS in charge of the school belong to the same group,
participants from the elementary school level can be grouped into two if the
group is big, and that secondary school participants should be in the same group.
Each group is assigned to simulate a group of subject area teachers.

2. Each group will choose a chair to facilitate the sharing of their personal
experiences related to their professional development in a brainstorming activity.
The rapporteur of each group takes down important points shared relative to
professional development.

3. Instruct the participants to answer the following questions individually using

the meta strips of four different colors

 What do you think is the national goal/thrust for professional development? 


 How do you demonstrate transformational leadership and high degree of
 professionalism in providing access to quality and relevant education for all? 
  What is the goal/thrust for human resource in the division/region? 
 What is the goal/thrust for human resource in the school? 

4. Have each group post their responses on designated spaces and have a
representative to report the group output.

5. Process the output to connect it to the context of SPPD by segregating the

common responses of each group, post them according to their levels (national,
region/division, school), and summarize the information. Explain to the
participants that this is intended for the first section of the SPPD Template.

B. Analysis of data on student performance and needs assessment results

to formulate the Overall SPPD Goal

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Present sample school consolidation of NCBTS-TSNA and accomplished table on

Alignment of the IPPD Priorities to the SPPD Goal.

1. Let group members share about their schools’ performance such as the
NAT, Phil-IRI, based on the Matrix provided to each group.
2. Let each group write their responses on the second and third column of the
matrix.
3. At the last column, each group decide on the priority training areas for
teachers.

Data Strengths Priority Learning Needs Priority Training Areas

Sources for Teachers
NAT Subject area/Mastered Subject are/least mastered 1.Teaching Math
learning competencies: learning competencies: 2.
(Filipino) (Math) 3.

Phil-IRI Independent level Frustration level Grade 1 Teachers training in

20% Grade 1 70% Grade 1 Teaching Beginning Reading

Other Data
Sources

C. Analysis of data on Teachers’ NCBTS-TSNA (and non-teaching personnel) results to

formulate the Overall SPPD Goal

For each of the personnel groups to be covered by the SPPD, list down the
school’s current strengths and learning needs as reported by the professional
needs assessment results. These may relate to specific domains/service areas. See
matrix below.

Data Source Strengths Learning Needs/ Specific

Competencies
Consolidated
Teachers TSNA

Consolidated
IPPD priorities

After analyzing the information from the two charts above, let them reflect and identify
the priorities for professional development in their respective schools in consideration of
their need to improve the school and the learners. Use matrix below.
BASIS Identified priorities for training &
development
Teachers’ Needs based on NCBTS-TSNA 1.
and IPPD priorities 2.
Learners’ school performance 3.

Non-Teaching Personnel Training Needs

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Based from the given data, what are the strengths and the priority learning needs of the
school personnel?

 Explain in narrative the implications of the data developed for their SPPD and place
 this in section 1c of the SPPD template. 
 Call the attention of the participants to the sample SPPD. 

 Explain that the goals formulated be integrated as one goal to form an overall
professional development goal. 

B. Formulation of the Objectives from the Goal of the SPPD

 Each subject area or grade level group is instructed to simulate work on the matrix
 below and identify their group in the first column. 
 The priority needs elicited from the previous activity be written in the second
column. 

Personnel Priority Learning Specific Objectives Target No. of

Group Needs Competencies Groups Pax

 Direct participants’ attention to column 3 of the matrix and discuss how this should
be filled. Let them refer to the SPPD guide. Present in a Power Point presentation
the necessary instructions that go with each column. Give participants time to
complete the column. Do the same steps for the rest of the columns in the matrix.
Call their attention to the section of the SPPD Template where this matrix is found. 

(T&D Facilitators join the group and provide technical assistance in the completion of
the output)

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

Start the day with a recall on the simulated developed matrix by revisiting them.
Introduce the task for the day. Always call their attention to the process and to the
Day 2 sample SPPD’s sections that are pertinent to the groups’ outputs.

Activity 3 C. Decide the Content of the Programs for Each Target Group
Tell the participants to refer to the Guide and Tools and Template in simulating the
8AM -2:30 PM completion of the matrix below. A Power point presentation is useful in facilitating
the filling-up of this matrix.

Explain the difference of Output and outcome. See examples in the Guide and in
the sample SPPD.

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Target group:
Objectives:
End of Program Output(s):
Expected Final Outcome/Success Indicator in terms of demonstrated change in
KSAs:
Program General Content Delivery Mode Target
Title Time Frame
PD1
PD2:
PD3:

Let participants walkthrough and simulate the section on Estimating Budgetary

Requirements and Identifying Sources

1. Instruct the group that in every program, a separate budget estimates with
its total cost be filled in column 2 of the matrix below.
2. Refer to the manual on how to come-up with the information for columns
3,4,5 and 6.

Program Estimated Source of Additional R. M Program

Reference Cost available Funds source Schedule
funds Required
Target Group1
PD1

PD2

PD 3

TOTALS

Review the SPPD

Guide the participants in a simulation on the review of the output, which is
the completed SPPD using the SPPD-M&E Form 4: Review Tool for
Accomplished SPPD
SPPD checklist found in the Guide.

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

which is used in the review of the plan.

Present in powerpoint to discuss all the other important sections of the Guide
and Tools and SPPD template such as the approval process of the SPPD and its
implementation, and the M&E process and tools to be used.

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Activity 4

Action
Planning Action Planning for SPPD at school level

2:30- 4:30 PM  Discuss the purpose and importance of the Action Plan. 

● Distribute the Next Steps/Action Plan Matrix

Activity Date Objective People Involved/

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

Conduct of the
SPPD:
Activity 1
Activity 2
Activity 3
Activity 4

Post SPPD
workshop
1.Refinements
2. Approval

- Discuss the parts of the matrix and demonstrate how it is used using a power
point presentation.

- Let the group by cluster prepare their SPPD action plan using the matrix.

- Ask volunteers to present their Action Plan for sharing purposes.

- Review the key understanding developed.

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

Closing T&D Team facilitates an appropriate closing activity

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

Activity :________________________ Level: Region

Venue :________________________ Division
Date :________________________ Cluster
School

Please fill or shade corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

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

# REQUIRED
Cost per Total #
ITEM OF EXPENDITURE (e.g. # of pax / Amount
Unit/Hour of days
units / sets / hr)
A. Pre Implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea

Sub-total Pre Implementation

B. Implementation
Live-IN:
Accommodation & Food
Live-OUT:
Food
Training materials
Equipment Rental (Specify)

Streamer/ Banner
Reproduction Cost
Allowance

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Per Diems
Honoraria

Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel

Sub-total Implementation

Total A & B

Contingency 10%

GRAND TOTAL

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6.3. The MPPD Guide and Tools

Guide for the MPPD

M&E for MPPD

MPPD Template

Attachments

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Republic of Philippines
Department of Education

For Regions and Divisions

DepED-EDPITAF-STRIVE2
June 2010

MPPD Guide and Tools

 Table of Contents

Meaning and Purpose of the MPPD

What is Professional Development?
What is a Master Plan for Professional Development?
What is the purpose of accomplishing the MPPD?
Whose professional development needs are addressed by the MPPD?
Guiding Principles in developing the MPPD

Roles/ Responsibilities and Structural Process Flow

Roles and Responsibilities at the Regional, Division
MPPD Structural Process Flow

Preparatory Activities for the MPPD of the Region and the Division
Start-up Meeting of the Region T&D Chief and PDP-WG
Orientation of the Division T&DWG by the Region PDP-WG
Session Guide for the Orientation of Division PDP-WGs on the MPPD

Monitoring and Evaluating the MPPD Process

PDP-WG’s Role in Monitoring and Evaluating the MPPD Process

Approval and Implementation of the MPPD

Steps for Accomplishing a Master Plan for Professional Development

The MPPD Template

Review of the Plan

M&E Tools for MPPD

Attachment A: Budget Template

 Master Plan for Professional Development (MPPD) Guide
Meaning and Purpose of a MPPD

What is Professional Development?

Professional development is the process of improving the competencies and work performance of personnel
through the provision of a wide range of opportunities for personal and professional growth in knowledge,
skills and attitudes. Professional development focuses on improving the competencies of personnel in line
with their mandated roles and responsibilities in order for them to achieve expected standards.

To bring about real change in people’s level of competency, it is essential that a systematic and continuous
approach is adopted in the provision of professional development. It is important that professional
development opportunities are provided for all and that strong leadership provided to support and assist
people to participate in these opportunities.

One way of providing leadership and a systematic approach to the provision of professional development is
through the development of Master Plans for Professional Development (MPPD). MPPDs can be developed
at both the region and division level ensuring that the professional development needs of all teaching and
non-teaching personnel at these levels are addressed

What is a Master Plan for Professional Development?

The word “Master” connotes something intended to operate on the broadest level and having control or
influence of the operation of everything or of all others, events or other things. As the term suggests, a
Master Plan for Professional Development (MPPD) is the major blueprint that directs and influences all
activities related to professional development that need to be conducted for identified target personnel
over a given period of time.

The MPPD sets out the region or division’s overall professional development goal and identifies a series of
objectives to support its achievement. The MPPD goal is based on a review of data that identifies the
training needs of the various personnel groups as well as national and regional priorities and thrusts.

Prioritized programs, which address specific competencies, are described in the MPPD and outcomes are set
to identify what is to be expected when a program has been successfully completed. A timeframe for the
completion of the different programs is also established along with a budget estimate.

The MPPD specifically focuses on the provision of professional development to the various personnel groups
and provides the necessary details e.g. objectives, competencies, program content, processes, and
budgetary requirements, required for implementation. Identifying the specific resources needed for
implementation and the strategy or mechanism to secure the funds necessary are major processes of the
MPPD as it ensures that professional development programs can be delivered.

The equivalent to the MPPD at the school level is the School Plan for Professional Development (SPPD) and
is developed following parallel steps as the MPPD for Region and Division are accomplished. The MPPD
Guide and Tools outlines the standards, processes and M&E tools for use in the implementation of the MPPD
component of the PDP System.
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What is the purpose of accomplishing the MPPD?

The MPPD is accomplished to enable a region or division to plan and prioritize their professional
development activities over a period. It allows them in systematically addressing the professional
development needs of their various personnel groups and to ensure that all personnel are provided with
ongoing opportunities to progressively develop higher levels of expertise.

The MPPD identifies the specific details of the professional development activities, which will take place to
achieve the development goals for the Region/Division. It serves as the major guide for professional
activities for a three- year period, with a certain degree of flexibility and is reviewed annually. The planning is
in conjunction with the accomplishment and regular review of the Regional/Division Education Development
Plan (REDP/DEDP), done every six years with a mid-term review.

Whose professional development needs are addressed by the MPPD?

The MPPD is developed to address the professional development needs of all teaching and non-teaching
personnel who are the responsibility of the region or the division. The specific personnel groups covered by
an MPPD at the various levels would include:

- Regional level: Regional Education Leaders (Chiefs/Assistant Chiefs of different functional

divisions/sections ), ES II, ESI ( from across the divisions who have common needs),
Regional/Division Trainers, Regional Office Non-teaching personnel

- Division Level: ES I, PSDS, School Heads (Head Teacher, Principal, TIC), Teachers (with common needs
from elementary, secondary, ALS), Division Office Non-teaching personnel, School/Cluster Trainers

Guiding Principles

Guiding Principles in developing the MPPD

 Professional development plans and programs focus on improved student learning and consider the
development priorities of the school, division, region and central office. 

 All personnel groups are provided with opportunities to participate in ongoing and continuous
professional development in order to increase their current level of competency. 

 Effective strategies are utilized to increase participation and involvement of education personnel in
professional learning 

 Professional development plans are the result of a collaborative process with representation from all
concerned. 

 Professional development is formative, cyclical, and accurately collects and analyzes data to improve
future activities. 

 The MPPD efforts at the central, regional, division and school levels provide a unified approach to
professional development 

 The MPPD, while outlining the professional development plans for a period, is flexible enough to
incorporate emerging priorities. 

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Roles and Responsibilities at the Region and Division Levels

The accomplishment of the MPPD requires a collaborative approach. To ensure ownership and commitment
to the MPPD it will be necessary for people to work together and actively contribute to its development.

Under the leadership of the T&D Chief/Chair, a working group (PDP-WG) will be formed to oversee the
MPPD process at the Region/Division level. The Region PDP-WG will be responsible for facilitating key
regional personnel in the accomplishment of the MPPD. They will also have a role in orienting Division PDP-
WGs on the MPPD process to be completed at the division level. It is suggested that the Division MPPD is
accomplished prior to the completion of the Regional MPPD. In this way, the Division MPPDs can inform the
prioritization of needs in the Region’s MPPD.

The procedures for the accomplishment of the MPPD are identified and are set out in Steps for
Accomplishing a Master Plan for Professional Development. In general, the process involves
representatives from the different personnel groups and key stakeholders working collaboratively to identify
the regions’ overall professional development goal for the period covered by the plan.

The suggested composition of the Regional team responsible for the accomplishment of the plan include the
RD/ARD/NEAP-R Executive Director, T&D Chief, Chiefs/Assistant Chiefs, personnel recipients represented by
ES 2 (representing different functional divisions/sections), SDS/ASDS/Division T&D Chairs.

The Regional T&D is responsible for orienting the Division Team on the MPPD. The guide is outlined in the
next section related to the Orientation for Divisions of the MPPD Process. Representatives from all Divisions
T&D are invited to a central location for the orientation. The procedures for supporting the accomplishment
of the Division MPPD are discussed by the Regional PDP-WG.

The process for accomplishing the MPPD at the Division level is the same as that at the regional level. The
suggested composition of the Division team responsible for the accomplishment of the plan includes:

 SDS/ASDS, Division T&D Chair, ES I (representing the different functional units) Administrative
Officer, PSDS, Teacher Representative, Principal Representative, Medical Officer, HRM Officer,
Planning Officer, Budget Officer, Division T&D WG Members 

The Division PDPWG is responsible for ensuring that the ASDS, ES1/PSDS are prepared to orient School
Heads and their PDP-WG within their respective districts/ clusters on the accomplishment of the School Plan
for Professional Development (SPPD).

The structural process flow below outlines the roles and responsibilities of those involved in the
development of the MPPD at the various levels.

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MPPD Structural Process Flow

Region Level: Division Level:

 RD issues a Memorandum to  SDS issues a Memorandum to commence the
commence the development of the development of the MPPD of the Division
MPPD of the Region and Division, and School SPPD, specifying among
specifying among others, structure, others, structure, functions, and general
functions, and general processes, processes, resources and responsibilities
resources and responsibilities
 T&D Chair convenes the Division PDP-WG for
 T&D Chief convenes the Region PDP- the preparatory activities for the
WG for the preparatory activities for development of the Division MPPD and the
the development of the Reg-MPPD. orientation for the ES/PSDS and School
Heads on the SPPD process.
 Regional T&D PDP-WG provides
technical assistance to Division and  SDS/ASDS,ES 1,PSDS are oriented on the
SPPD process and their role at school level
undertakes M&E for the Regional
and Division MPPD process 
 SDS/ASDS, ES1/PSDS orient School Heads
 within their respective districts/ clusters and
 PDP-WG led by the T&D Chief provide them technical assistance to develop
facilitates planning sessions on the their SPPDs and undertake M&E for SPPD
development of the Reg-MPPD with
RD/ARD/NEAP-R Executive Director,
ES 2 (representing the different
functional divisions/sections),  SDS/ASDS, supported by the T&D Chair
SDS/ASDS/Division T&D Chairs, and PDP-WG, facilitates planning
representative for ES1, sessions on the development of the Div
representative SHs and teachers  MPPD (SDS/ASDS,ES1,PSDS, Medical
Officer, Division Admin Officer, HRMO,
Division Planning Officer, Budget Officer,
 RD /Mancom approves the Reg-MPPD
Representatives for Teachers, SHs,)
 Div SDS approves the MPPD 




 Reg- MPPD communicated to
the stakeholders 
 Resource mobilization plans begin   Div-MPPD communicated to the
 Program designs are developed  stakeholder, including Region 
 Resource mobilization plans begin 
 Program designs are developed 

Preparatory Activities: Start-up Meeting of the Region/Division PDP-WG

Upon the issuance of a memorandum from the RD/SDS, the T&D Chief/Chair and the PDP-WG members
meet to plan the process for managing the accomplishment of the MPPD at the Region and Division levels.
The meeting basically focuses on the following:

  Walkthrough of the MPPD Guide and the accompanying Template and M&E tools 
 Understanding the process flow for the MPPD and careful study of the roles and responsibilities for
 its accomplishment 
  Planning for the accomplishment of the MPPD- This should consider: 
- Identification of personnel to be involved in the process ensuring the leadership and
participation of the RD/ARD and Chiefs (Regional) and the SDS/ASDS (Division) among the
expected planners
- Schedule for the accomplishment of the MPPD
- Roles and responsibilities of the PDP-WG members during the accomplishment of the MPPD

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- Reproduction of materials for use during the accomplishment of the MPPD

- Coordinating the monitoring and evaluating of the process
- Administrative tasks associated with the accomplishment of the MPPD e.g. writing and
communicating memos
- Identifying the Region’s role in monitoring and evaluating process of the Division
Accomplishment of the MPPDs and the Division’s role in the M&E of the Schools’ SPPD process

 Studying the Session Guide for conducting the MPPD workshop found in the latter part of the MPPD
Guide. 

Steps for Accomplishing the Master Plan for Professional Development

The MPPD Template is a tool for the completion of the MPPD and is included as part of this MPPD Guide. An
electronic version of the MPPD Template is also available. Planners are encouraged to use the electronic
template for the MPPD as it is a more efficient guide in encoding the information needed to complete the
MPPD. The final copy of the MPPD that is submitted for approval should be developed electronically as much
as possible.
Samples of accomplished MPPDs may be accessed for use by PDP-WGs through the TDIS which is an element
of the Enhanced Basic Education Information System (EBEIS) at http://beis.deped.gov.ph/. It Is necessary to
decide on the strategy for the accomplishment of the MPPD and how this may best be facilitated. Possible
options include conducting a two to three-day Planning Workshop for Professional Development, the main
objective being to accomplish the MPPD for the Region/Division.
It is also advisable to identify the Region/Division Officials who will facilitate the sessions for the completion
of the MPPD using the suggested Session Guide. The following steps for accomplishing the MPPD will guide
the Session Facilitators with the support of the PDP-WG.

Resources should be reviewed prior to the accomplishment of the MPPD to ensure that all necessary
documents required to support the development of the MPPD have been located and are available for use.

Resources Division Region

1 BESRA PIP √ √
2 SBM Framework and NCBS-SH √ √
3 NCBTS Framework √ √
6 Organizational TDNA results of the Division/Region √ √
7 Consolidated Division /Region TDNASH results √ √
8 Consolidated Division/Region NCBTS -TSNA results √ √
9 Division /Region Administrative Staff TDNA results √ √
10 Other Documents relating to Staff Development √ √
11 Student Performance Data (Reg/DIv Consolidated Results) √ √
12 Details of Budget Allocation for T&D activities √ √
13 MPPD Guide √ √
14 MPPD Template √ √
15 Budget Template √ √
16 MPPD from all Divisions √
17 Organizational TDNA Results of all Divisions √
18 Summary of SPPD Professional development priorities from all √
Schools in the Division

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Understanding the MPPD and its purpose

Before accomplishing the MPPD it is important to have a clear understanding of the purpose of the MPPD
and to identify the personnel groups who will be covered by the MPPD.
1. Elicit the need for continuing professional development for all personnel in the
organization to help address the changing demands and for better student learning and
improved school performance.

2. Present the objective of the MPPD and explain the meaning of Professional Development
and MPPD, its purpose and the guiding principles. (Refer to the first page of the Guide).
3. Explain that the accomplishment of the Master Plan for Professional Development is the joint
responsibility of all stakeholders and personnel groups who will be affected by the plan.

Start the Completion of the MPPD

Analyze the national and regional/division context for the MPPD: It is essential to have an
understanding of the national reform agenda and analyze its thrust for human resource
development in the context of School-Based Management requirements and the NCBTS’ demands
for effective teaching. Additionally, the Region and Division development priorities for human
resource development will also be important to analyze as they give significant directions for
capability-building efforts. The following documents are necessary inputs to the context for human
resource development:

1. Recall the essential directions for human resource development contained in the following
documents:
o Basic Education Sector Reform Agenda (BESRA) Program Implementation Plan
o National Competency-Based Teacher Standards (NCBTS) framework rationale and
context
o SBM Framework and NCBS-SH
o Other documents related to Human Resource Development

2. As a result of the analysis, list down key phrases which summarize the national goals and
thrusts and the Region’s/Division’s priorities related to Human Resource Development

Key Phrases summarizing conditions relating to Human

Resource Development based on data analyzed
National 1.
priorities/thrusts

Regional (REDP) 2.

Division (DEDP) 3.

3. Develop a narrative based on the analysis above and write this in Section 1a of the MPPD.

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Analyze the data on student performance and needs assessment results:

1. In order to plan programs relevant in addressing the learners’ and organizational development
needs, it is important to provide data-based information that will guide the development of
plans and programs for capability-enhancement.

2. Data relating to student learning performance are available from a range of sources. It is
recommended that as a minimum, the following documents should be considered:
a. NAT results: Study the Mean Percentage Score (MPS) data by subject area and by
grade/year level and identify which sets of data represent the Region/Division
strength and priority needs of the learners.
- No. of pupils who reached Grade 4 who mastered learning competencies at levels (by
subject area) –
- No. of pupils who reached Grade 4 with unmastered learning competencies at levels
(by subject area) -

b. PHIL-IRI Assessment Results : Study the data on the following:

- No. of students by level of reading comprehension( frustration, instructional,
independent)

Data Strengths Priority Learning Needs

Sources
NAT Subject area/MPS: Subject area/MPS:

Other a. independent level a. frustration level

data e.g.
Functional
Literacy
(Elem)
b. Subject area(s) with b. Subject area(s) with unmastered
mastered learning learning competencies at G4
competencies at G4

Use this data chart in section 1b of the MPPD to develop an accompanying narrative that
explains the implications of the data on student learning priorities.

3. Training and development needs assessment results are available from a range of sources and it
is recommended that as a minimum, the following documents should be considered:

o For the Region MPPD: (1) Organizational TDNA Results of the Region (2) Organizational TDNA
results of the Divisions, (3) TDNA results for non-teaching personnel (admin staff)

o For the Division MPPD:(1) Consolidated TDNASH Results, (2)Consolidated NCBTS-TSNA

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Results, (3) Organizational TDNA results of the Division ; (4) TDNA results for non-teaching
personnel (e.g. admin staff), if any;(5) Others (e.g. Teachers Test on English Proficiency Test)

For each of the personnel groups to be covered by the MPPD, list down the region’s/division’s
current strengths and learning needs as reported by the needs assessment results . These may
relate to specific domains/service areas.

Regional Level Example

Personnel Data Sources Strengths Learning Needs/ Specific

Group Competencies
Regional 1. Organizational
Leaders TDNA Results
(Regional Educ.
Leaders)

Division 2. Organizational
Leaders TDNA Results
(Division Educ.
Leaders)

Admin Staff 3. Admin TDNA

Results

Division Level Example

Personnel Data Sources Strengths Learning Needs/

Group Specific Competencies
Division 1. Organizational
Leaders TDNA Results (Div
Educ. Leaders)

School Heads 2. Consolidated

TDNASH Results
(School Heads)

Teachers 3. Consolidated
NCBTS-TSNA
(Teachers)

Admin Staff 3. Admin TDNA

Results

Use this data chart in section 1c of the MPPD to develop an accompanying narrative that explains
the implications of the data.

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Formulate the MPPD GOAL

1. Using the data gathered from the analysis, formulate the overall goal for the MPPD, which
captures the current directions and development goals of the Region/Division, keeping in
mind the priority learning needs of the students and the development needs related to human
resource development.
2. See the example below.

Overall Goal for Professional Development:

In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and
the Region’s development goal to raise the standard for teaching-learning practice in the areas of ……., it
is the goal of the Region’s MPPD to provide opportunities to develop professional competencies of the
target personnel:
o ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of
curriculum, assessment, and in teaching diverse learners
o School Heads in Instructional Leadership, School Management and Daily Operations,
Professional Development & HR Management Regional Educational Leaders in Educational
Planning and Monitoring and Evaluation

Formulate Objectives from the Goal

(Note: It is suggested that at this point and onwards groups work according to their personnel group.)
o Review the list of the priority learning needs and the specific competency areas which have
been identified as requiring improvements. For each personnel group formulate objectives that
will address the achievement of the identified learning needs and support the accomplishment
of the overall goal of the MPPD. For each objective identified, further refine the specific
competencies (the knowledge, skills and attitudes) which are to be enhanced. This is where
you will require input from people with subject expertise relating to the specific content areas.

For each of the objectives formulated, it will be necessary to identify the specific target
group who will participate in the corresponding professional development activity. The
description of the participants should include details such as type of personnel: ES1
(subject area, elementary/secondary), PSDS, Teachers (Elementary, Secondary, Mobile,
TIC, Master Teachers, Multi-grade), School Heads (Head Teacher, Principal, TIC)

o The number of participants who will be targeted for professional development should also
be indicated. This will be dependent on factors such as:
- the number of people who have identified this specific area as a priority learning need
- the availability of funds to support professional development activities as set out in
REDP/DEDP

The table below seen in Section 3 of the Template should be completed based on the previous
process odne above.

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Personnel Priority Learning Objectives Target Group No. of

Group Needs Specific paxs
(competencies listed Competencies (KSAs)
under a service area)
1. ES-2s EX. K- explain the Regional 33
Ex. Educational - preparing clear principles of Educational
Planning statements that strategic planning Leaders
describes a course
- Strategic planning of action in terms S-conduct
of identified goals environmental
and objectives scanning;
draft a sample of
SP

A-manifest
positive attitude
for participatory
planning
2.

3.

Decide the Content of the Programs for Each Target Group

In this section, you will need to plan programs to address each target group’s objective and set of
corresponding competencies. This will require the identification of the end of the program output and
outcome. The matrix below is seen in Section 4 of the Template and is completed as follows:

1. Make a decision about how the competencies can be organized to form an effective professional
development program. Decisions need to be made about the achievement of the objective and the
identified competencies and if these can be met through a single program or if it will require a series
of programs.

2. If a single program only is required, write a brief description of the program that identifies how you
envisage the objectives and competencies will be met. Give the program a title and identify the end
of program outputs and outcomes. Outline the content expected to be covered during the program.
At this stage you should also make reference to any existing programs that you are aware of that
may support the development of the program. The TDIS and the LRMDS Portal helps in the location
of existing resources.

3. If the achievement of the objectives and competencies requires a series of programs, logically group
related competencies and arrange them into a sequence of programs that will inform how the
achievement of the objective is addressed. Once you have organized the competencies into a series
of programs, write a description of each program that identifies how you envisage the objective and
competencies are met and the content to be covered. Give each program a title and identify the
end of program outputs and outcomes. Note any pre-requisite programs.

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Target group: Elementary and High School Teachers (who have identified this as a priority need),
School Heads (from the teachers schools) & PSDS who support these schools

Specific Objective 1:
Specific Objective 2:
Specific Objective 3:

End of Program Output(s):

Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs:
Program Title General Content (based on Delivery Mode Target
specific objectives) Time Frame

4. Work through this process for each objective that is formulated for all the personnel groups.

Identify the Mode of Delivery

Once the specific programs are described, it is necessary to consider what would be the most appropriate
and effective learning mode to adopt. This decision should be based on a review of:
- the specific context
- the target participants
- effective modes of learning
- resources available, including current budget allocation

A range of suggested learning modes include supported independent study such as on-line learning,
individual action research, personal or structured professional reading; supported learning such as
region/division visits, peer review or peer observation with a colleague, mentoring and coaching; collective
action such as getting involved in a professional organization, conducting group research, or engaging in
group studies; and formal programs such as on site face to face training, region level/division level learning
communities, distance or on-line course study, and continuing formal education (e.g. graduate program)

Information relating to the delivery mode should be recorded in Section 4 of the MPPD Template.

Set the Time Frame

B. A period should be established for the conduct of the various programs identified in the MPPD.
The MPPD should indicate the period over which the specific programs are expected to be
implemented identifying start up and completion dates e.g. April-June 2009. In deciding on the
timeframe for all programs within the MPPD consideration should be given to:
- Prioritizing programs to ensure the most urgent needs are addressed in the early
stages of the plan
- Sequencing related programs for specific personnel groups in a logical progression so any
learning from initial programs is build upon in succeeding programs
- Spreading the programs across the years covered by the MPPD (e.g. Year 1, Year 2, Year3)
and ensuring programs are scheduled in line with the DepED calendar e.g. programs requiring
teachers to attend training away from their school are conducted during the

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summer period
- Allowing sufficient time for the designing of programs and the preparation of
the necessary resource
- Ensuring all personnel groups are provided with opportunities for
professional development during each year covered by the plan.
- Ensuring the time frame is realistic and achievable

The timeframe for each program should be recorded in Section 4 of the MPPD Template.

Estimate Budgetary Requirements and Identify Sources

The next step in the process of accomplishing the MPPD is to develop an estimate of the costs
associated with conducting the professional development. When developing the budget estimation,
consideration should be given to the costs associated with:

- Developing new program designs or modifying existing program designs and resources
- the implementation of the program (e.g. this will depend on the learning mode
recommended) and need to consider such things as the costs associated with the
participants (travel, accommodation, meals etc), materials and resources and number
of participants
- monitoring and evaluating the program

A Budget Estimate Template (Attachment A) is provided to assist in the development of the budget.

After arriving at a budget estimate, consideration will need to be given to the source of the funds to
support the programs. It should be indicated in the MPPD where the funds to support specific programs are
to be sourced e.g. from the Region’s existing budget for Human Resource Development or it will require the
mobilization of additional resources from various sources such as Local Government Unit (LGU), Special
Education Fund (SEF).

The Table below should be completed for all programs and included in Section 5 of the MPPD Template.

Program Estimated Source of Additional R. M Program

Reference Cost available Funds source Schedule
funds Required
Target
Group1

PD1

PD2

PD 3

TOTALS
Review of the Plan

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 It is necessary to review the completed MPPD. It may be possible that a core group is assigned to
refine the MPPD further after the planning session and to see to it that the entire content meets
the standards for a quality MPPD. 

 Before reviewing the MPPD, it should be checked that sufficient time was given to complete the
document in good form. The completion of the MPPD should be given adequate time but not to
exceed one month. 

 The MPPD-M&E Form 4: Review Tool for Accomplished MPPD is used for this purpose. The
Division PDP-WG in charge of the M&E will also use this for further review for MPPD. 
Note: When satisfied with the MPPD, make sure that it is signed by the MPPD planners and submitted to the
RD/SDS. The Region/Division PDP-WG will review the MPPD using Form 4 and will accomplish a summary
report using the Summary Template for this purpose.

Monitoring and Evaluating the MPPD Process

PDP-WG’s Role in Monitoring and Evaluating the MPPD Process

During the MPPD process it is necessary for the PDP-WG to monitor the various stages and establish if
the accomplishment was carried out in line with the set guidelines and procedures. The M&E process will
involve:
- A review of the profiles of people involved in the MPPD process to ensure they have suitable
experience/background and that they are qualified to represent their specific personnel group
- An observation of the process involved in accomplishing the MPPD and the level of
collaboration between team members
- An analysis of participants’ feedback on the accomplishment of the MPPD to gauge if
processes were followed and to identify what changes can be made to improve the process
- A debriefing guide to use at the end of the MPPD process at the region/division level to
improve future processes

The following Monitoring and evaluation tools have been developed to support the M&E process. The M&E
Matrix and complete tools are found at the end of this Guide.

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

 MPPD-M&E Form 1: Process Observation Guide for the Division/Region 
  MPPD-M&E Form 2: End of MPPD Planning Evaluation-Division/Region 
  MPPD-M&E Form 3: Division/Region MPPD De-briefing Guide Checklist 
 MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region 

Approval and Implementation of the MPPD

Upon completion, the MPPD is to be submitted to the RD/SDS for approval. The approval process aims at
gaining consent for the overall goals and objectives of the MPPD as well as seeking a commitment and
authorization that sufficient funds are made available to support the designing of the various programs as
well as the actual implementation of the professional development activities.

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Approval of the MPPD therefore acts as a trigger for a number of activities. Once approved, it is essential
that the MPPD is communicated to all stakeholders. Stakeholders need to be made aware of the
professional development focus for the region/division so that all effort can be directed towards the
successful implementation of the plan.

The processes for mobilization of resources commence once the MPPD is approved, and in line with the
period for the implementation of programs. The MPPD, which will clearly identify the additional funds
required in fully implementing the plan, will be presented to the RD/SDS for approval. The T&D Chief/Chair
also needs to monitor the progress in securing the funds and consider the implications of any delays on the
implementation of the programs.

The region/division team responsible for the development of specific programs, upon approval of the plan,
and following directions from the T&D Chief/Chair, commences the process of designing the professional
development activities in line with the MPPD timeline and availability of funds. This may be as simple as
adopting existing program designs and resources or it may require the development of very new materials.
Procedures and tools for the development of program designs can be found in The T&D System Operations
Manual Volume 4, The Program Designing and Resource Development (PDRD) System.

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MASTER PLAN FOR PROFESSIONAL DEVELOPMENT (MPPD)

Three Year Development Plan For Calendar Years: 20__ to 20__

Region/Division: Date MPPD is accomplished:

1. The Context

a. National Thrust and Regional/ Division Development Goals for Human Resource Development

(Develop here an introductory narrative that outlines the current national priorities, demands or thrusts in relation to human resource
management. Include the priority goals for human resource development indicated in your Regional/Division Education Development
Plan. Refer to key phrases you have inputted in Step A 1 to 3.)

b. Data Analysis of Student Learning Needs

Develop here a presentation of data gathered on:

1. Student Learning Needs (based on the NAT, and other student performance reports).

c. Data Analysis of target personnel professional development strengths and needs

Develop Data Analysis of target personnel professional development strengths and needs

1. Teachers’ Competencies to be enhanced to improve student learning (based on NCBTS-TSNA results)

2. School Heads Competencies to be enhanced to improve school and learners’ performance
3. Educational leadership competencies to be enhanced to support improvement of schools and student performance

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2. Overall Professional Development Goal for the Region/ Division

a. Overall Goal

Formulate the overall goal for Professional Development here based on the context presented above.
(Align your overall Professional Development goal to the Region/Division Long-term goal, to your student
learning goals and to professional competency goals).

Example:

In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and the Region’s
development goal to raise the standard for teaching-learning practice, it is the goal of the Region through the MPPD to provide
opportunities to develop professional competencies of the target clientele:

o ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of curriculum,
assessment, and in teaching diverse learners
o Trainers for School Heads in Instructional Leadership, Planning, and in Financial management
o Regional Educational Leaders in Educational Planning and Involving Stakeholders
o …

b. Specific Objectives for each target personnel

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

Personnel Priority Learning Needs General Specific Objectives Target Group No. of
Group (Based on Objective paxs
Domain/Service Area) (Based on (Based on
Strand/ indicators) KSA
competencies)
1. Division Technical Skills in
Supervisors providing assistance to
teachers in:

a) assessment of learning Developing Develop and All ES1 in the 100

appropriate further enhance - divisions paxs
assessment knowledge of where
strategies to different Assessment
monitor and assessment is a priority
evaluate learning tools/strategies for teachers

- skills in
formulating and
using assessment
tools

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-appreciation of
non-traditional
assessment

b) curriculum
c) diversity of learners

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

Decide on the content and process of the Professional Development for each target group.

Example for Division MPPD:

Target group: Elementary and High School Teachers (who have identified this as a priority need),
School Heads (from the teachers schools) & PSDS who support these schools

Specific Objective 1: Enhance KSAs in assessing student learning with appropriate strategies (this is sources
from the Division Objectives for this target group)
Specific Objective 2:
Specific Objective 3:
End of Program Output(s): Updated pedagogical knowledge on Assessment of Authentic Learning(AAL);
Enhanced skill on developing various test types including alternative modes

Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs: Demonstrated skills
in AAL applied in own class’ teaching-learning process; Practiced Peer Coaching on AAL

Program Title General Content (based on Delivery Mode Target

specific objectives) Time Frame
PD1: Foundations for Authentic Learning Assessment 10 batches of 30 pax April -June 2009
Assessment of (Theory/Concept, Tools for 3 days (including
Authentic Development and Demonstration); ES/PSDS in-charge)
Learning(AAL) Traditional and Alternative
Strategies for Learning Division Lead face to
Assessment; face training

PD2: Application of Using AAL in the classroom; Structured 1 day July 2009-
AAL (School Demonstration, Feedback School-based Learning February 2010
and Refinement of Tools Circle & 1 week
Prerequisite: PD1 developed, Peer Coaching and Classroom
Collaboration) Demonstration-with
technical assistance
from ES/PSDS-

PD3: Action Research Collaborative Research Designing 10 School Clusters December 2009 -
on AAL Data Gathering, Analysis and collaboration led by March 2010
Reporting and Utilization of Division Research
Prerequisite: PD1 & findings Team

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PD2 (Proposal for resource mobilization

to be prepared to fund Division
training for Research Teams)

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

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

Example
Program Reference Estimated Cost Source of Additional R. M. source Program
available funds Funds Required Schedule
Target Group1
PD1 300,000 300,000 from none - Sem 1 2009
MOOE
PD2 No Cost - -

PD 3 60,000 40,000 20,000 from SEF Sem 2, 2009

MOOE

TOTALS 360,000 340,000 20,000

Continue Table… for other Target Groups. Use more space as necessary. Compute the totals for each year
and the grand total required for the 3-year plan.

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MPPD Planners:
MPPD
Planners Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

Sig._________________________________ Group Represented._____________________

APPROVAL
Recommending Approval:

________________________
Regional/Division T&D Chief/Chair

APPROVED:

___________________________
Regional Director/SDS

Date: ______________________

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Monitoring and Evaluation for the MPPD

M&E tools are provided to support the Master Plan for Professional Development (MPPD)
process. The following tools are available:

Tools for MPPD

T&D-M&E Form 1: Individual Profile Template
MPPD-M&E Form 1: Process Observation Guide for Division/Region MPPD
MPPD-M&E Form 2: End of MPPD Planning Evaluation Division/Region
MPPD-M&E Form 3: Division/Region MPPD Debriefing Guide Checklist
MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

B. Professional Development Planning (PDP) System

B.3. MPPD
System M&E Tools for Regional M&E Tools for M&E Tools for School
Level Level Division/Cluster Level Level

Output MPPD-M&E Form 4: Review Tool MPPD-M&E Form 2: End of MPPD

for Accomplished MPPD for Planning Evaluation-Division/Region
Division/Region
MPPD-M&E Form 3: Division/ Region
MPPD-M&E Form 3: MPPD De-briefing Guide Checklist
Division/Region MPPD De-briefing
Guide Checklist

MPPD-M&E Form 2: End of MPPD

Evaluation-Division/Region

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

Observation Guide for Observation Guide for Division /
Division/Region MPPD Region MPPD

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

Template Template

Resource Materials Checklist for Resource Materials Checklist for

Regional MPPD incorporated into Division MPPD incorporated into the
the Region MPPD Guide Division MPPD Guide

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Monitoring and Evaluation of the MPPD process

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

The process followed in A process MPPD-M&E PDP- WG During the Results are reviewed by the PDP-
accomplishing a MPPD observation is Form 1: at the MPPD at the WG and recommendations
and the level of completed Process Region and division/ region developed to improve processes
collaboration between Observation Division level and included in the Program
team members Guide for the Completion Report
Division/
Region

Team Members Team MPPD-M&E PDP- WG Following the End of Program Evaluations are
perception of the extent members Form 2: End of accomplish- collated by the PDP-WG and
they successfully complete an MPPD ment of the reviewed to identify how the
completed the planning End of Planning Program processes can be improved.
process Program Evaluation Planning Recommendations are included in
Planning Division/ process at the the Program Completion Report
Evaluation Region region and
division level

The MPPD process at A debriefing MPPD-M&E PDP-WG Following the Results from the de-briefing are
the region and division meeting Form 3: accomplishmen incorporated into Region/Division
level involving all Division/ t of the MPPD Program Completion reports and
those Region MPPD at the region used by the T&D Chief/Chair to
involved in De-briefing and division improve future processes
facilitating the Guide level
MPPD Checklist
process

The accomplished Completed MPPD-M&E Following Regional PDP- Results from the review of MPPDs
MPPD MPPD’s will Form 4: the WG members are incorporated into
be reviewed Review Tool completion for both the Region/Division Program
at the region for of the Region and Completion reports and used by
and division Accomplished MPPD at Division MPPD the T&D Chief/Chair to improve
level MPPD for the region future processes
Division/Regio and division
n level

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MPPD-M&E Form 1: Process Observation Guide for Division/Region

MPPD

LEVEL OF PLAN: REGION DIVISION

NAME OF PROCESS OBSERVER: _____________________________________

DATE: ______________________ VENUE: _____________________

PARTICIPANTS NAME & DESIGNATION: (Attached Attendance Sheet)

DIRECTION: Observe the process involved in the activities associated with the development of the MPPD.
If the activity is accomplished, write YES in the appropriate column, if not, write NO. Rate the level of
collaboration between participants in completing the various activities using the rating scale below:
RATING SCALE: (1) Low (2) Moderate (3) Average (4) High

ACTIVITIES ACCOMPLIS LEVEL OF

HED COLLABORATION
Yes or No 1 2 3 4
I. Development of an understanding the MPPD and its purpose

a. Conducted a warm-up activity to form personnel groups

b. Discussion on how the region/division personnel can further develop
themselves as professionals to improve performance
c. Presentation of the objective of the MPPD workshop and explanation of the
meaning of MPPD, its purpose and guiding principles.
d. Explanation regarding the accomplishment of the MPPD being the joint
responsibility of all stakeholders and personnel groups who will be affected by
the plan.
II. Completion of the MPPD
a. Analysis of the national and regional/division context for the MPPD based on
the required other available documents.
b. Development a narrative based on reviewed documents for inclusion in Section
1a of the MPPD
c. Analysis of the data on student performance
d. Analysis of data on needs assessment results for the different personnel
groups
e. Formulation of the MPPD goal
f. Formulation of the objectives from the goal by reviewing the list of priority
needs and the specific competency areas
g. Identification of the target group for each of the objectives formulated
h. Decision on the content of the MPPD for each target group
i. Identification of the mode of delivery for each professional development
activity
j. Establishment of the timeframe for the various program identified in the MPPD
k. Estimation of the budgetary requirements for each professional development
activity
l. Identification of sources of funds for each professional development activity
m. Review of the MPPD
n. Signing of the MPPD

Process Observer: Designation_____________________

___________________________________
Signature Over Printed Name

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MPPD-M&E Form 2: End of MPPD Planning Evaluation –

Division/Region

Name of MPPD Planner:________________________ Sex: Male Female

Client Group Represented: ________________________

Please rate how you feel the MPPD team faired relative to the following processes involved in
the accomplishment of the MPPD. Please tick the appropriate column for your rating using the
scale below.

Rating Guide:
Numerical Rating Interpretation Description
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

MPPD Accomplishment Rating Scale

To what extend do you feel ……. 1 2 3 4
1 the following documents were used in the analysis and development of the
context of the MPPD?
a. BESRA PIP
b. SBM Framework
c. NCBTS Framework
d. REDP/DEPD
e. Regional/Division Master Training Plan
f. Student Performance Data
g. TDNA Results
2 the formulation of MPPD overall goal was based on the results of the
analysis of the context of the MPPD?
3 the formulation of the objectives were based on the professional
development needs of the different personnel groups?
4 the MPPD goal was taken in to consideration in the formulating the
objectives?
5 decisions about the content of the programs were based on the objectives to
be achieved and the competencies to be enhanced?
6 the following were taken into consideration when identifying the delivery
modes for the different programs?
a. Specific Context
b. Target Participants
c. Effective Modes of Learning
d. Available Resources

7 the following were taken into consideration when estimating the budget for

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the different programs?

a. Cost associated with Program
Designing/Resource Materials Development
b. Cost associated with Program Delivery
c. Cost associated with Program Monitoring and Evaluation
8 you were able to successfully identify various funding sources to support
the implementation of the different programs?
9 the following were taken into consideration when setting the timeframe for
the different programs?
a. Development Priorities
b. Cumulative Nature of the Programs
c. Three-Year Coverage of the MPPD
10 you have been capacitated by your involvement in the planning process?
11 you will be able to apply the learning gained in planning for future
similar activities?
12 you are able to transfer the technology learnt to others?

Do you have other comments/suggestions/recommendations for the improvement of the MPPD

process?

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MPPD-M&E Form 3: Division/Region MPPD Debriefing Guide Checklist

This form has been developed to guide the facilitators debriefing meeting following the
completion of the Master Plan for Professional Development (MPPD) at the region or
division level. The T&D Chief/Chair should manage the debriefing meeting and ensure a
record is kept of the discussions. The information from this meeting should inform future
MPPD activities and the Program Completion Report.

LEVEL OF PLAN: REGION DIVISION

DATE: ______________________ VENUE: _____________________

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

Directions: Discuss each of the questions below as a group and reach a consensual
answer. Check the appropriate column that corresponds to your group response. Write
comments to support your response.

QUESTIONS YES NO COMMENTS

1. Were all targeted participants present?

2. Were all the necessary materials organized in

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

4. Were the steps/processes outlines in the

session guide properly followed by the
facilitators?
5. Was sufficient time provided for participants to
seek clarification on the various steps involved
in the MPPD process?
6. Was there sufficient time to thoroughly
conduct all the planned activities?

7. Were the participants able to successfully

accomplish the MPPD?

8. Were all the objectives achieved?

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9. What suggestions/recommendations can you make that will improve the conduct of the
MPPD?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

10. General comments on the conduct of the activity:

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Name: ____________________________
(Signature Over Printed Name)
T&D Chief/Chair

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

Division/Region

Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Extent In a very significant way
3 High Extent In a meaningful way
2 Low Extent In a limited way only
1 Very Low Extent Not in any meaningful way

Use the scale above to evaluate the extent to which the accomplished MPPD adheres to the
following:
To what extent …….. 1 2 3 4
1. does the MPPD focus on improving student learning and consider the
development priorities of the division/region, national goals and thrusts?
2. does the MPPD outline opportunities for all personnel groups to participate
in continuous professional development programs to increase their current
level of competencies?
3. do the objectives and competencies directly relate to the overall goal of the
MPPD?
4. have related competencies been organized to form programs?
5. are related programs logically sequenced?
6. have a range of delivery modes been recommended?
7. will the output and outcomes identified provide evidence that
program objectives have been met and competencies enhanced?
8. does the budget estimate take into consideration the costs associated with the
design, resource materials development, implementation and monitoring of all
programs
9. have sources of funds been identified for the proposed programs
10. are the programs logically scheduled across the years covered by the MPPD?
11. are the strategies identified in the MPPD effective in increasing participation
and involvement of education personnel in professional learning?
12. does the MPPD incorporate formative and cyclical processes and promote
the accurate collection and analysis of data to improve future activities?
13. does the MPPD reflect a unified approach to improve human resource
development?

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________

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

Activity :________________________ Level: Region

Venue :________________________ Division
Date :________________________ Cluster
School

Please fill or shade the corresponding mode of Professional Development Delivery

Mentoring Programs Coaching Programs

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

# REQUIRED
Cost per Total #
ITEM OF EXPENDITURE (e.g. # of pax / Amount
Unit/Hour of days
units / sets / hr)
A. Pre Implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea

Sub-total Pre Implementation

B. Implementation
Live-IN:
Accommodation & Food
Live-OUT:
Food
Training materials
Equipment Rental (Specify)

Streamer/ Banner
Reproduction Cost
Allowance

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Per Diems
Honoraria

Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel

Sub-total Implementation

Total A & B

Contingency 10%

GRAND TOTAL

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Acknowledgements

to

The Project STRIVE 2 Training and Development Component

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

Region VI Region VII Region VIII

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

Jonathan Batenga

Project STRIVE T&D Technical Advisers

Louise A. Quinn Twila G. Punsalan

International T&D Technical Adviser National T&D Technical Adviser

MPPD Guide and Tools