Volume 3 Professional Development Planning System PDF

Republic of the Philippines
Department of Education
Training and Development

System
OPERATIONS MANUAL
A FIVE-VOLUME COMPILATION OF THE

STANDARDS, PROCESSES AND TOOLS FOR IMPLEMENTING
THE TRAINING AND DEVELOPMENT SYSTEM
IN THE DEPARTMENT OF EDUCATION
VOLUME 3
PROFESSIONAL DEVELOPMENT PLANNING
(PDP) SYSTEM
JUNE 2010
T&D System Operations Manual-Volume 3 The PDP System i
VOLUME 3
PROFESSIONAL DEVELOPMENT
PLANNING (PDP) SYSTEM
The Training and Development (T&D) System Operations Manual, in five volumes, was
developed and validated in Regions VI, VII and VIII, Divisions of Negros Occidental,
Bohol/Tagbilaran and Northern Samar, through the AusAID-funded project STRIVE
(Strengthening the Implementation of Basic Education in Selected Provinces of the
Visayas), in coordination with the EDPITAF (Educational Development Project
Implementing Task Force), and in consultation with the Teacher Education
Development Program-Technical Working Group (TEDP-TWG), and the
National Educators Academy of the Philippines (NEAP).
The five volumes of the T&D System Operations Manual are:
Volume 1 – The Training and Development System Framework

Volume 2 – The Training & Development Needs Assessment (TDNA) System
Volume 3 - The Professional Development Planning (PDP) System
Volume 4 – The Program Designing and Resource Development (PDRD) System
Volume 5 – The Program Delivery (PDy) System
T&D System Operations Manual-Volume 3 The PDP System ii
Table of Contents
Section 1.0. ....................................................................................................................... 1

Overview of the Training and Development (T&D) System Framework ............................... 1
Section 2: .......................................................................................................................... 5
The Professional Development Planning (PDP) System………… ………………………………………………5
2.1.What is Professional Development?, p5
2.3. What is a Professional Development Plan (IPPD, SPPD and MPPD)?, p6
2.4. Standards for Professional Development Plan, p9
2.5. Structure, Functions, Roles and Responsibilities, 10
2.6. PDP System Monitoring & Evaluation Framework, p12
Section 3: ........................................................................................................................ 13
General Description of the Individual Plan for Professional Development (IPPD) ...…… ...... 13
3.1. The IPPD) Process, p13
3.2. The IPPD Guide, p13
3.3. The IPPD Templates, p13
3.4. Monitoring & Evaluation for IPPD, p14
Section 4: ........................................................................................................................ 14
General Description of the School Plan for Professional Development (SPPD) ................... 14
4.1. The SPP D Process, p14
4.2. The SPPD Guide, p15
4.3. The SPPD Template, p14
4.4. M&E for SPPD, p15
Section 5: ........................................................................................................................ 16
General Description of the Master Plan for Professional Development (MPPD) ................. 16
5.1. The MPPD Process, 16
5.2. The MPPD Guide, p17
5.3. The MPPD Template, p17
5.4. The M&E for MPPD, p18
Section 6.0 The PDP System Guides and Tools……………………………………………………………… ... 19

6.1. The IPPD Guide and Tools ................................................................................... 19
Guide for the IPPD, p20
Form A: IPPD for Teachers, p30
Form B: IPPD for School Heads, p41
M&E Tools for the IPPD, p52
6.2. The SPPD Guide and Tools ................................................................................... 61

Guide for the SPPD, p64
SPPD Template, p75
M&E Tools for the SPPD, 81
6.3. The MPPD Guide and Tools ......................................................................... 106

Guide for the MPPD, p106
MPPD Template, p123
M&E Tools for the MPPD, p129
Acknolwledgement……………………………………………………………………………………………..………….142
T&D System Operations Manual-Volume 3 The PDP System iii
GLOSSARY OF ACRONYMS
AIP Annual Implementation Plan
BEAM Basic Education Assistance for Mindanao
BESRA Basic Education Sector Reform Agenda
CBTS Competency- Based Teacher Standards
CO Central Office
COT Center of Training
DEDP Division Education Development Plan
DepED Department of Education
DO Division Office
ELMP Education Leadership and Management Program
EDPITAF Educational Development Project Implementing Task Force
ES Education Supervisor
F3 Formal Face-to-Face
FGD Focus Group Discussion
GCA Group Consensual Assessment
HRD-SDD Human Resource Development – Staff Development Division
HRM Human Resources Management
HRTD Human Resource Training and Development
ICT Information Communication Technology
ICT4E Information Communication Technology for Education
INSET In-Service Education and Training
IRR Implementing Rules and Regulations
IPPD Individual Plan for Professional Development
JEL Job-embedded Learning
KRT Key Results Thrust
KSA Knowledge, Skills and Attitudes
LAC Learning Action Cells
LEAP Learning Enhancement Action Program
LGU or LGA Local Government Unit or Local Government Authority
LOC Level of Competency
LOI Level of Importance
LRMDS Learning Resource Management and Development System
MOOE Maintenance and Other Operating Expenses
MPPD Master Plan for Professional Development
T&D System Operations Manual-Volume 3 The PDP System iv
M&E Monitoring and Evaluation

NCBS-SH National Competency- Based Standards for School Heads
NCBTS National Competency-Based Teacher Standards
NEAP National Educators Academy of the Philippines
NGO Non-Government Organization
NSHPI National School Heads Performance Indicators
OPS Office of Planning Service
PCR Program Completion Report
PDM Professional Development Materials
PDP Professional Development Planning
PDRD Program Designing and Resource Development
PDy Program Delivery
PSDS Public School District Supervisor
PTA Parents and Teachers Association
QA Quality Assurance
QAA-M&E Quality Assurance and Accountability - Monitoring and Evaluation
RA 9155 Republic Act 9155: Governance Act for Basic Education, 11 Aug 2001
REDP Regional Education Development Plan
RO Regional Office
RMSPP Resource Mobilization and Special Programs and Projects
SBM School-Based Management
SEDIP Secondary Education Development Improvement Project
SH School Head
SIP School Improvement Plan
SLE Structured Learning Episode
SLEL School Leadership Experience Level
SLEP School Leadership Experience Portfolio
SPPD School Plan for Professional Development
STRIVE Strengthening the Implementation of Basic Education in Selected Provinces in the Visayas
T&D Training and Development
TDIS Training and Development Information System
TEC Teacher Education Council
TEDP Teacher Education Development Program
TEI Teacher Education Institute
TDNA Training and Development Needs Assessment
TOT Training of Trainers
TSNA Teachers Strengths and Needs Assessment
T&D System Operations Manual-Volume 3 The PDP System v
UIS Unified Information System

WG Working Group
Meaning of Symbols/Shapes Used in the Systems Designs
Trigger (if put at the beginning): This indicates what prompts the conduct of an activity or
process.
Outcome (if put at the end): This indicates to what subsequent process or activity (which
may be to a different system) the present output is forwarded.
Document or Report: This document is required in doing a process. It could also be an
output of a process.
Process or Activity: This is a critical process or a step in a series of activities showing the
flow of the system
Process/Data Flow: This shows the direction of the process flow from one activity to
another.
Data Repository: This stores the data gathered that would be analyzed and generated by the
system’s processes.
Computer-Based System: This may be an e-tool or report of e-data analysis.
On-Page Connector: This connects one process to or from another process on the same
page. It indicates the number of the process is connects to. This is used to avoid messy lines
that may cut across other symbols in between.
Off-Page Connector: This connects one process to or from another process in a different
page. It indicates the number of the process is connects to. This is used to avoid messy lines
that may cut across other symbols in between.
Decision Box: This indicates the need for a decision as to what direction or process flow to
follow depending on required condition.
T&D System Operations Manual-Volume 3 The PDP System 1
Section 1.0.
Overview of the Training and Development (T&D) System Framework
(Volume 1 contains the details of the Framework)
1.1. Rationale
The Department of Education (DepED) is presently active in implementing fundamental reforms that include
efforts for human resource development at all levels to support quality performance of schools and learners.
The Department’s package of policy reforms known as the Basic Education Sector Reform Agenda (BESRA)
seeks “to systematically improve critical regulatory, institutional, structural, financial, cultural, physical and
informational conditions affecting basic education provision, access and delivery on the ground. These policy
reforms are expected to create critical changes necessary to further accelerate, broaden, deepen and sustain
the improved education effort already being started” (BESRA PIP, 2006).
BESRA’s vision for human resource development propels a unified system that provides for the continuing
quality professional development for in-service education personnel at all levels of the educational system.
Two of the major policy reforms under BESRA serve as the core of this present initiative for training and
development. The first policy is the National School-Based Management Framework and Standards, which is
the decentralization of decision-making authority to individual schools allowing various stakeholders to plan
and implement goals to improve school performance and student achievement. The second policy is the
Teacher Education and Development Program (TEDP), which saw the establishment of the National
Competency-Based Teacher Standards (NCBTS). This is a framework that contains “a set of competency
standards for teacher performance so that teachers, pupils and parents are able to appreciate the complex
set of behaviors, attitudes and skills that each teacher must possess in order to carry out a satisfactory
performance of their roles and responsibilities”(TEDP Final Report, 2006). Necessarily, training and
development for teachers and school heads, for instance, must be based on accepted standards of the
profession such as the National Competency-Based Teacher Standards (NCBTS) and the National
Competency-Based Standards for School Heads (NCBS-SH).
Training and Development (T&D) is defined for the purpose of this framework as the process of providing
professional development for the personnel of the Department of Education. The process is aimed at
improving competencies and work performance through the provision of a wide variety of opportunities for
individual growth in knowledge, attitudes, and skills. It is a personal and professional growth process, which
necessarily integrates the goals of the individual professional with the development goals of the school,
division and region for better student outcomes. The ultimate beneficiaries of T&D are the learners whose
rights to quality education shall be the system’s foremost consideration.
Professional Development activities range from independent study such as personal or structured
professional reading; to supported learning such as mentoring and coaching; to collective action such as
getting involved in a professional organization or conducting group research and to formal programs such as
on site face-to-face training, distance or on-line course study, and continuing formal education.
Training and Development in the education system is most successful in a learning community, which
promotes the goals of school-based management with strong leadership and support systems. It is most
likely to succeed when it is embedded in the vision, strategic plan and organizational structure of the school,
division and region. Moreover, it must be conducted through a functional and integrated system guided by
sets of standards, structures, processes, methodologies and tools for effective outcomes.
1.2. Vision
Professional Development for all, within a culture of collaborative and continuous learning, nurtured by
transformative leadership, for the achievement of educational goals
1.3. Goal
The T&D System’s goal is to establish a transforming and integrated set of operations that includes
standards, structures, processes, and tools for the provision of quality professional development for
educational leaders, teachers and non-teaching personnel that is functional at the regional, division and
school levels.
1.4.Objectives
The objectives of the T&D System are to:

1. identify priority development and learning needs of the various Human Resource through a
systematic process of competency-based needs assessment for professional
development/training
2. develop needs-based Master Plans, training designs and resource packages for identified priority
needs to support continuing professional development
3. conduct priority programs including post-training activities for professional development of

educational leaders, school heads, teachers and non-teaching staff
4. provide the information Communication Technology (ICT) and the Monitoring and Evaluation
(M&E) support operations through the T&D Information System (TDIS) for the T&D system at the
central, regional, division and school levels.
1.5. Standards and Guiding Principles
To support the effective operations of a transformative and integrated T&D system, general standards and
guiding principles are set:
Equity and Access

- All educational personnel, regardless of age, gender, creed, position, and physical abilities, have
equal access to professional development
- Effective strategies are utilized to increase participation and involvement of education personnel
for professional learning.
- Professional development endeavours, individual or collective, result to empowerment and
improved well-being across diverse groups of clientele
Sustained culture of a learning organization

- Involvement and support are maximized if both internal and external stakeholders have shared
aspirations, jointly make decisions and continuously support professional learning.
- Each member of the learning community possesses a deep sense of individual accountability for
improving self and regards professional development as a way of life.
Effective and Efficient Use of Resources

- Efficiency and effectiveness of the system are ensured through the proper utilization of resources
such as financial, physical, capital and human
Collaboration
- Collaboration is a built-in value with opportunities provided for educators to work together on a
regular basis.
- Increased student learning as the focus of collaboration facilitates attainment of professional
development goals.
- Collaborative mechanisms engage joint efforts with training and development institutions and
other educational partners for advancement programs.
Continuing and cyclical process

- Professional Development to be effective is provided with sufficient ongoing follow-up and
technical assistance.
- The entire cyclical process of Professional Development is informed by data and research findings
that incorporate innovations and new knowledge.
Sustained by Transformative Leadership

- Professional Development is nurtured by transformative leaders who are competent and skilful,
open to change and results-oriented, and have a deep sense of integrity and accountability.
Integrative of individual and institutional development goals directed to better learners’ outcome
- Decisions are driven not only by individual professional aspirations but also by the development
priorities of the school, division and region.
- Professional development is always directed to learners’ quality education and welfare bearing in
mind the promotion of healthy and protective learning environment as well as fostering equality,
respect for human rights, and participation of children
Quality training content and strategies

- The quality of training and learning is dependent largely on relevance of training and learning
content and methodologies to intended professional development goals
- The utilization of research- based content and strategies ensures effectiveness of training in
improving targeted competencies.
TDNA-Based
- Professional development programs must be based on development needs of the clientele
identified through a systematic process and based on competency standards set for the
profession.
ICT-enabled
- An information management system is integral in the efficient delivery of a quality professional
development program.
- The information management system and M&E mechanism that provide disaggregated data, e.g.
sex of its clientele are essential inputs for integrating needs and experiences in planning and
development of the systems.
Quality Assured
- An effective T&D system has direct connectivity to the SBM’s active quality assurance (QA) and
effective monitoring and evaluation systems to ensure that priority learning needs inform planning
and that the DepED personnel in the field apply gains and benefits from the training.
Integrated and unified:

- T&D System that operates as a unified system that integrates professional development efforts at
the central, regional, division and school levels.
1.6. The Training and Development (T&D) System and Major Components
The T&D System, as presented in the Functional diagram below, is an integrated system for the provision of
continuing quality professional development for in-service educational personnel. It operates as a unified
system at the central, regional, division and school levels. It is envisioned that the T&D system will engage
teachers, school heads, educational leaders and non-teaching personnel in the continuous conduct and
progressive provision of training and development programs through various modalities. It defines the inter-
relationships of the different aspects of human resource development from needs assessment, program
planning, designing and resource development, and the delivery of in-service professional development
programs at the regional, division (including districts or clusters), and school levels. In effect, the T&D System
is a support mechanism to the central, region, division and school’s demand for quality capability building to
ensure best practice and outcome in the workplace.
The T&D System is composed of four major interrelated subsystems namely: the TDNA System, the
Professional Development Planning (PDP) System, Program Designing and Resource Development System
(PDRD), and the Program Delivery (PDy) System. The Program Delivery (PDy) System is the main intervention
that directly effects change in the knowledge, skills and attitudes (KSAs) of the education personnel. The PDP
system is responsible for the completion of the Individual Plan for Professional Development (IPPD), School
Plan for Professional Development (SPPD) as well as the Master Plans for Professional Development (MPPD)
of the Region and the Division. The PDRD System generates appropriate T&D program designs and resource
packages that would address the priority needs of the target personnel.
The Training and Development Needs Assessment (TDNA) system is very significant for the reason that it
informs program planning, designing and resource development. It establishes a match between the
trainees’ needs and the training programs to be conducted. The TDNA instruments and processes of the
system are guided by the current national standards and list of competencies for various educational
personnel such as the NCBTS, which articulates the essential parameters that characterize effective teaching.
The system is supported by a TDNA Consolidation Database that is the repository of results of needs
assessment done at the school, district/division and regional levels. It analyses uploaded data and generates
reports.
The T&D System has its Monitoring and Evaluation (M&E) mechanism embedded across the four
subsystems. The internal M&E mechanism of the TDNA, PDP, PDRD and the PDy Systems includes specific
processes and tools that support the overall goal and objectives of the entire system. The Quality Assurance
scheme sees to it that the outputs at the different levels are achieved based on set standards and
specifications. Moreover, the M&E results provide information on the strengths and/or weaknesses of the
Training & Development System itself and of the different sub-systems to support sustainability and
improvement.
The T&D System is ICT-enabled through the T&D Information System (TDIS) and can be accessed through the
EBEIS (Enhanced Basic Education Information System) at http://beis.deped.gov.ph/ . The TDIS is one of the
components of the Unified Integration System (UIS) that includes the enhanced BEIS and the LRMDS among
others (See Attachment C). The TDIS is incorporated as a module of the enhanced BEIS, taking advantage of
the BEIS personnel data, which has been represented in the HR module of BEIS. The TDIS is responsible for
collecting and processing data as well as creating the databases required for the analysis of results produced
by the systems. It is also responsible for storing data obtained from the Training and Development Needs
Assessment (TDNA), as well as consolidation and analysis of TDNA results based on identified variables.
The TDIS maintains as well as generates reports on training programs delivered, program management,
trainers, training personnel, training records, and training evaluation. It also provides access to T&D
documents/materials such as professional development plans, program designs and resources packages.
Professional development materials (PDMs) developed through the PDRD System are also uploaded and
accessed through the Learning Resource Management Development System (LRMDS) Portal.
Section 2:
The Professional Development Planning (PDP) System
2.1. What is Professional Development (PD)?
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 the education personnel’s level of competency it is essential that the entire
school community share the responsibility of providing a systematic, collaborative and continuous
professional development. Moreover, it is important that professional development opportunities are
provided for all and that strong leadership is demonstrated to motivate every teacher, school
head/educational leader, and non-teaching personnel 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 a Plan for Professional Development. The Plan helps ensure that the
professional development needs of all teaching and non-teaching personnel in the school, division and
region are addressed.
2.2. What is a Professional Development Plan?
A Professional Development Plan is the major blueprint that directs and influences all activities related to
professional development of the teaching and non-teaching personnel over a given period. It sets out the
personnel’s professional development goal and identifies a series of objectives and activities to support the
achievement of the goal. The goal is focused on the personnel’s professional competency enhancement
through continuous training and development for the improvement of the school and learners’
performance.
The Professional Development Plan describes prioritized development programs and activities to address
identified professional competencies. It contains necessary details such as objectives, expected outputs, i.e.
enhanced competencies as a result of the program, and program content, processes, funding
sources/requirements and time frame required for implementation.
There are four levels of systematic planning for professional development included in this volume:
individual, school, division and region levels. The planning outputs at these levels are referred to as the:
 Individual Plan for Professional Development (IPPD)
 School Plan for Professional Development (SPPD)
 Master Plan for Professional Development for the Division (Div-MPPD)
 Master Plan for Professional Development for the Region (Reg-MPPD)
2.3. The PDP System Design
2.3.1. The IPPD
The IPPD is a tool that serves as a guide for the professional’s continuous learning and development.
There are two forms developed and included in this volume: Form A for Teachers and Form B for School
Heads.
The IPPD is structured such that every professional regularly and individually prepares, implements,
monitors and updates the plan. It is based on the identified development needs revealed by the Training
Development Needs Assessment (TDNA) appropriate for the specific profession and is consistent with
the priority development goals of the school, division and region. The IPPD is accomplished by the
professionals, e.g. School Heads and Teachers, to enable them chart their goals and plan learning
activities that enhance their competencies in order for them to work better for the improvement of their
school and learners’ performance. Developing a structured IPPD allows them to practice individual
accountability for professional growth and shared responsibility for the entire organization’s
development. The IPPD system’s functional design (2.1) is seen below.
In the process of formulating the IPPD for teachers, the Individual Teacher NCBTS-TSNA Result Summary
is a major information that identifies the specific competency domain and strand to be prioritized for
training. While the TSNA data are of major importance, the process provides for equal consideration of
the learners’ achievement results and reading levels. Similarly, the process for IPPD for School Heads
considers the results of the TDNASH as well as the SBM Assessment. It also considers the learners’
achievement and reading levels. The IPPDs of the teachers are summarized and inputted into the
development of the SPPD while the IPPDs of School Heads are summarized at the district level for
purposes of district T&D activities.
2.3.2. The SPPD
The School Plan for Professional Development (SPPD) is the major blueprint that directs and influences
all activities related to professional development of the school’s teaching and non-teaching personnel
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 goal is focused on
addressing the learning needs of the students and the schools’ development priorities through the
training and development of the teachers and non-teaching personnel.
The SPPD is accomplished to enable a school to carefully plan and prioritize their professional
development activities. It allows the teachers and non-teaching personnel to systematically address their
professional development needs individually and as a group and ensures that all personnel are provided
with ongoing opportunities to progressively develop higher levels of expertise. The SPPD serves as the
major guide for professional activities for the whole calendar year, with a certain degree of flexibility as
it is reviewed at the middle of the year.
The functional diagram below (2.2. & 2.3) shows that the professional development data analysis for the
SPPD process begins just before the SIP and AIP process. The SPPD results will consequently inform the
situational analysis for staff development needs in the SIP/AIP process. Consequently, an annual SPPD
planning is integrated in the yearly adjustment of the AIP. The yearly SPPD process primarily builds on
the information indicated in the Teachers’ consolidated NCBTS-TSNA results, summary of their IPPD
priorities, development priorities for non-teaching personnel, and learners’ achievement and reading
level results. The SPPD further identifies the specific details of the professional development activities,
which will take place to achieve the development goals of the school.
2.3.3. The Regional and Division MPPD
The MPPD sets out the region’s or division’s overall professional development goal and identifies a series
of objectives to support the achievement of the goal. As shown in the same diagram above, the MPPD
goal is based on a review of data that identifies the training needs based on the TDNA results of the
various personnel groups and considers the national and regional priorities and thrusts. It is a tool that
provides the necessary details e.g. objectives, competencies, program content, processes, 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 this will help ensure that professional development programs can be delivered.
The first stage of the MPPD process, which is data analysis of the TDNA results of personnel groups
across the division/region, coincides with the situational analysis of the priority needs for the Human
Resource and Management (HRM) Plan during the planning process for the Division/Region Education
Development Plans (DEDP/REDP). The MPPD identifies the specific details of the professional
development activities, which will take place for a period of 3 years to achieve the professional
development goals for the Region/Division.
At the Regional level, the training and development programs are specified in the MPPD that address
priority needs of the Region’s organizational personnel including the top Education Leaders at the
Division Level (SDS, ASDS, and ES-1). Similarly, the identified programs for the Division MPPD are based
on the Training and Development Needs Assessment results of the organizational personnel in the
Division and the consolidated TDNA results of school heads, teachers and non-teaching personnel in the
division.
The process for the development of the MPPD at the Regional and Division levels is triggered by the
formulation of the DEDP or the REDP. It is generally based on needs identified through the consolidated
teachers’ TSNA results, TDNA of school heads, and the results of the organizational TDNA administered
to the region or division officials and personnel.
The next diagram (2.4) shows the Quality Assurance (QA)-M&E scheme for the Professional
Development Planning System at the Division and Region level. At the Division level, the T&D Team is
tasked to prepare the PDP-WG to monitor the professional development planning conducted by clusters
of schools and at the level of individual school implementation using M&E tools. The Division QA assess
the system’s compliance to standards particularly the development and quality of the accomplished
Division MPPD.
The M&E Report accomplished by the Division PDP- WG is submitted to the Division T&D Chair who will
in turn review the report with the T&D Team. QA-M&E reports are finally done by the T&D Team who
has the responsibility to inform monitored schools of the significant findings related to the professional
development plans. The Report is also used as basis for necessary adjustments to the system, if any.
At the Region level, the same process is followed for the completion of professional development plans.
The Regional T&D Chief convenes the PDP-WG whose tasks include the monitoring of the program
planning in terms of quality and processes followed. The PDP-WG reports its findings to the Regional
T&D Chief. Following any necesssary adjustments, new standards and guidelines are sent to the divisions
and schools.
2.4. Standards for Professional Development Plan
In the process of developing the Plans for Professional Development, certain considerations serve as guiding
principles:
a. The Plan must be based on:

 the mandated functions and competency standards for the profession
 results of training needs assessment

 priority development goals of the school, division, region and nation
b. The Plan’s goal focuses on improvement of school effectiveness and the promotion of learners’ right
to quality education.
c. The Plan must adhere to the following SMART standards:

 Specific and focused on learners and school priorities
 Measurable progress and accomplishments through a monitoring and evaluation scheme
 Attainable and results-oriented
 Relevant strategies appropriately connected to goals and objectives
 Time-bound within targets but flexible to afford revisions and updates
d. The Plan’s suggested methodologies adhere to the andragogical (adult learning) approach and
methodology identified to be effective in the attainment of the Plan’s goal and objectives
e. The Plan integrates the promotion of the integration of women as full and equal partners of men in
development and nation- building and for other purposes (RA 7192);
f. The process is job-embedded, i.e. inherent to the practice of the profession, and a continuing course
of action.
2.5. Structure, Functions, Roles and Responsibilities
2.5.1. Regional Level
Structure
The operations of the Professional Development Planning (PDP) System is part of the responsibilities of
the T&D Regional Chief. The T&D Chief is full time and works closely with the T&D personnel and PDP
Working Group (WG). The members of the WG are representatives from Elementary, Secondary and ALS,
Administrative/Budget and Finance who are officially designated within a given term as members for the
implementation of the PDP System operations.
Mandated Functions
The Regional T&D and PDP Working Group align their role and responsibilities with the functions of the
Regional Office in “setting standards in learning outcomes and technical assistance in the form of
training, performance evaluation, accountability processes, decentralization of functions, and budget in
terms of localization, and integration of plans and best practices” (BESRA,2006). It also plans and
manages effective and efficient use of personnel, physical and fiscal resources of the region including
professional staff development of the region (RA 9155 Rule 6: 6.1.26).
Roles and Responsibilities

The Region establishes directions for Professional Development Planning based on policy review and
implementation, setting of regional standards and conduct of the MPPD. The Regional T&D orients the
PDP Working Group of the standards, processes and tools of the PDP system and prepares for the
planning sessions to complete the Region’s Master Plan for Professional Development (Reg-MPPD). As
part of the process, the Regional T&D and PDP- WG analyze consolidated results of the needs
assessment done for various groups and Schools Divisions such as the consolidated NCBTS-TSNA,
TDNASH and results of the Organizational TDNA and data related to learners’ performance . This is done
to identify the priority training programs that will address the T&D needs of the region.
2.5.2 Division/District Level
Structure
The operations of the PDP System are part of the responsibilities of the T&D Division Chair. The T&D
Chair is full time and works closely with the T&D personnel designated to be part of the Division T&D
Team. The Team can be expanded to compose the PDP-WG. Members are representatives from
Education Supervisors of Elementary, Secondary and ALS, Admin/Budget and Finance and PSDS who are
officially designated as members for the implementation of the PDP System operations.
Mandated Functions
- The Division plans and manages the effective and efficient use of all personnel, physical and fiscal
resources of the division including professional development of staff (RA 9155 Rule 7:7.1.10).
- Prepare Division specific plans for training school heads and other school level stakeholders on SBM
(BESRA, 2006).
- Provide opportunities for broad -based capacity building for leadership to support SBM (RA 9155
Rule 9:9.1.24)
- Provide appropriate organizational support and authority to enhance their capability and
competency to carry out teachers mandated roles and responsibilities (BESRA KRT1)
- Provide professional and instructional advice and support to the SH, teachers/ facilitators (RA 9155
(8: 8.1.2)
- Provide technical assistance in the form of training programs for school heads and teachers (BESRA
KRT 1)

The Division T&D orients the PDP-WG of the standards, processes and tools of the PDP System and
prepares for the planning sessions to complete the Division’s Master Plan for Professional Development
(Div-MPPD). As part of the process, the Division T&D and PDP- WG analyze consolidated results of the
needs assessment done for various groups and schools such as the consolidated NCBTS-TSNA, TDNASH
and results of the Organizational TDNA and data related to learners’ performance. This is done to
identify the priority training programs that will address the T&D needs of the Division.
2.5.3 School Level
Structure
School PDP-WG is part of the School T&D Team chaired by the School Head and assisted by the NCBTS
Coordinator with membership from the teaching and non-teaching staff,.
Mandated Function
Initiate and sustain the regular practice of teachers using NCBTS as a guide for their personal self-
appraisal as an integral part of preparing SIP (BESRA PIP).
Allocate and utilize INSET funds at the school level to support teacher development needs identified in
SIP in accordance with SBM practice (BESRA PIP).

In the administration of the IPPD, the School Heads guide teachers in developing their IPPD. In
developing the IPPD, teachers use the data obtained from their NCBTS-TSNA and learners’ achievement
data to accomplish the IPPD tool, track the progress of their own IPPD targets and review and adjust
their IPPD at least once a year.
In developing the SPPD, the School Head leads the PDP-WG in the analysis of data related to priority
learning needs, identifying SPPD goals and objectives and identifying priority programs for professional
development to be implemented for a period of one year. The ES/PSDS is responsible in providing
technical assistance and in the monitoring & evaluation of the process and heads the review of the
quality of the SPPD.
2.6. PDP System Monitoring and Evaluation Framework
Below is the General Framework containing the standards at the input, process, output, and outcome
system levels covering the T&D operations for the PDP System at the region, division and school levels.
Professional Development Planning (PDP) System M&E Framework
Levels Regional Level Division Level School Level
Standards Standards Standards
Outcome Systematic & periodic conduct of Systematic and periodic conduct of -Systematic and periodic conduct
MPPD for the Region MPPD for the Division of IPPD/SPPD
MPPD Results serve as basis for Systematic and periodic conduct of -SPPD Results serve as basis for
Program Designing IPPD for school heads Program Designing
MPPD Results serve as basis for

Program Designing
Output Relevant and needs-based Relevant and needs-based Division Relevant and needs-based
Regional MPPD MPPD IPPD/SPPD
Updated database identifying Updated database identifying priority Updated database identifying
priority training needs across the training needs across the division priority training needs of the
region school personnel
Process Systematic and efficient conduct Systematic and efficient conduct of Systematic and efficient conduct
of Regional MPPD Division MPPD of the IPPD/SPPD
Well documented evidence of TA Well documented evidence of TA Well documented evidence of TA

provided and M&E results for the provided and M&E results for the provided and M&E results for the
conduct of Region/Division conduct of the Division MPPD and conduct of SPPD and IPPD
MPPD and Division Management SPPDs
on the conduct of SPPDs Relevant and reflective feedback
Relevant and reflective feedback provided to improve the
Relevant and reflective feedback provided to improve the Division IPPD/SPPD
provided to improve the Regional MPPD
MPPD
Input Competent and sufficient Competent and sufficient planners for Competent and sufficient planners
planners for the conduct of the conduct of the Division MPPD and for the conduct of SPPD and IPPD
Regional MPPD conduct of Cluster Orientation of
SPPD
Available and relevant support Available and relevant support Available and relevant support
resources such as the MPPD resources such as the MPPD Guide, resources such as the SPPD &
Guide, template, tools, template, tools , consolidated IPPD guides, templates, tools,
consolidated Organizational Organizational TDNA, TDNASH and consolidated TSNA Results,
TDNA results, REDP, TSNA Results, Consolidated IPPD of Consolidated IPPD for Teachers,
Student/Pupil performance, funds school heads & teachers, DEDP, SIP, Student/Pupil Performance,
Student/Pupil performance, funds funds
Complete and accurate Complete and accurate Complete and accurate

consolidation/analysis/profile of consolidation/analysis /profile of consolidation/analysis /profile of
Divisions MPPDs SPPDs IPPDs
Section 3:
General Description of the Individual Plan for Professional Development (IPPD)
3.1. The IPPD Process
Two forms of the IPPD are developed and included in this Volume, Form A for Teachers and Form B for
School Heads. Forms for other personnel groups, e.g. supervisors, non-teaching staff, may be developed by
the T&D Team following the principles and processes set therein for IPPDs.
The School Heads and Teachers accomplish the IPPD to enable them to chart their goals and plan learning
activities that enhance their competencies in order for them to work better for the improvement of their
accountability for professional growth and shared responsibility for the entire organization’s development.
The IPPD cycle takes off once the Training and Development Needs Assessment (TDNA) results are prepared.
The Division T&D Unit through the PDP-WG manages the implementation of the IPPD in all schools in the
Division preferably via cluster mode. The Division PDP-WG and district supervisors/education supervisors are
tasked to orient the School Heads in the development of their IPPD, who will in turn orient their teachers in
completing their own IPPDs.
3.2.The IPPD Guide
The IPPD Guide sets out the guidelines and procedures that are suggested for the Division and Schools to
follow in the development of IPPD for teacher and school heads. It is the responsibility of the individual
teacher and School Head to follow the instructions in completing the IPPD. The Guide contains the following
sections:
 Meaning and Purpose of IPPD
 Guiding Principles
 Roles and Responsibilities of PDP-WG
 Process Flow
 PDP-WG Start-up Meeting
 Orientation on Accomplishment of IPPD
 Session Guide for the Conduct of IPPD Orientation
 Self-Monitoring of the IPPD
 References
3.3. The IPPD Template
There are specific steps in accomplishing the Template and they are explained in the IPPD Forms. The
general steps in completing the Forms are:
 Setting the Goal
 Formulating the Goal
 Deriving Objectives from the Goal
 Deciding on the Professional Development Methods/Strategies
 Tapping Possible Resources
 Setting the Time Frame
 Identifying Success Indicators:
- For enhanced professional competence
- For improved learners’ performance
Since this is a personal professional development plan, it is the individual’s basic responsibility to monitor
his/her IPPD and to make the necessary changes or initiate the review of the plan in consultation with the
immediate head. A self-monitoring check is provided in the IPPD Form and it is recommended to be used
every quarter and at the end of the calendar year.
The immediate head contributes to the development of the IPPD by providing inputs prior to the finalization
of the plan. She/he reviews the plan to check for alignment of the objectives to the goal and objectives of
the school and the Division. She/he gives technical assistance during the progress of the IPPD
implementation by providing and suggesting professional development opportunities. Assistance is also
given in reviewing the progress achieved at acceptable intervals and at the end of the IPPD cycle.
3.4. M&E of the IPPD
At the school level, For the teachers’ IPPD, the School NCBTS Coordinator is tasked to prepare a summary of
the teachers’ IPPD Goal and Objectives using the IPPD-M&E Form 4. The School PDP-WG has the
responsibility of monitoring and evaluating the implementation of the IPPD for Teachers in their school.
M&E tools are provided for the purpose and are found in the section for IPPD Guide and Tools.
 IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers/School Heads

 IPPD-M&E Form 2: End of IPPD Planning Evaluation for Teachers/School Heads
 IPPD-M&E Form 3: Review of the Accomplished IPPD
 IPPD-M&E Form 4: Summary Template of IPPD Goal/Objectives
At the Division and Cluster level, the Division PDP-WG composed mostly of ES-I and PSDSs have the
responsibility of monitoring and evaluating the implementation of the IPPD for School Heads and Teachers.
In addition to the M&E tools listed above, the tool shown below is also provided for the Division’s purpose
of tracking the accomplishments of IPPDs of teachers and school heads.
 IPPD/SPPD-M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs
The Regional PDP-WG monitors the Division T&D’s implementation and accomplishment of Teachers’ and
School Heads’ IPPDs by using a parallel tool:
 IPPD/SPPD-M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDs
A summary matrix indicating the scheme for the M&E and the corresponding tools are found in Section 6.1.,
IPPD Guide and Tools
Section 4:
General Description of the School Plan for Professional Development (SPPD)
4.1. The SPPD Process
The accomplishment of the SPPD requires a collaborative approach. To ensure ownership and commitment
to the SPPD, it is necessary for people to work together and actively contribute to its development.
The development of the SPPD is the major responsibility of the entire school community with the leadership
of the School Head. The accomplishment process is led by the School Head, who should have been earlier
oriented on SPPD during a Division or Cluster orientation. The conduct of SPPD process is guided and
monitored by the Division PDP-WG.
In general, the process involves a planning group convened by the School Head composed of representatives
from the different teaching and non-teaching departments working collaboratively to identify the school’s
overall professional development goal for a one-year period. Where the school has only a few teachers and
non-teaching personnel, it may be advisable to include all of them in the planning process. In cases of big
schools, appropriate and proportional representations of all groups may be organized to compose a
manageable group size, e.g. 10-15 group representatives, for a planning session. Careful selection of
personnel involved in the SPPD process should ensure that members have suitable experience/background
and that they are qualified to represent their specific personnel group, especially in a big school.
4.2. The SPPD Guide
The procedures for the accomplishment of the SPPD have been identified and are set out in the SPPD Guide.
The document which is a part of the SPPD Guide contain the following:
- Meaning and Purpose of the SPPD
- What is Professional Development?
- What is a School Plan for Professional Development (SPPD)?
- What is the purpose of accomplishing the SPPD?
- Guiding Principles in developing the SPPD
- Roles and Responsibilities for the SPPD
- SPPD Structural Process Flow
- Preparatory Activitiesfor the SPPD
- Attendance of the School Head to the SPPD Orientation
4.2.The SPPD Template
The specific steps in accomplishing the SPPD Template are outlined in the SPPD Template. Steps include the
following:
- Formulation of the SPPD Goal
- Formulation of Objectives
- Deciding on the Content of the Programs for Each Target Group
- Identifying the Mode of Delivery
- Setting the Time Frame
- Estimating Budgetary Requirements and Identifying Sources
4.3. M&E for the SPPD by the Division T&D
 Part of the School PDP-WG’s task is to monitor if the accomplishment of the SPPD was carried out in
line with the set guidelines and procedures. The M&E process generally involves:
- A check on the availability of the documents needed to support the accomplishment of SPPD
- An analysis of planners’ feedback on the accomplishment of the SPPD to gauge if processes
were followed and to identify what changes can be made to improve the process
- An observation of the SPPD process to support improved facilitation
- A review of the final SPPD to rate the quality of the output
 Monitoring and evaluation tools were developed to support the M&E process. The School PDP-WG
can use the following M&E Tools:
- 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
 The Division PDP-WG represented by an ES–I or PSDS takes on the responsibility of an external M&E
and uses the following M&E Tool to review the quality of the SPPD.
- SPPD-M&E Form 4: Review Tool for Accomplished SPPD
 The Division PDP-WG uses the following M&E tool to track schools that have accomplished or not
yet accomplished the SPPD and makes a report to the Regional T&D.
- IPPD/SPPD-M&E Form 5: Division Tracking Form for Accomplished IPPD/SPPD
 The Regional PDP-WG keeps also a tracking report of the extent the divisions have implemented the
SPPD in their respective divisions and schools. The M&E tool below is used for this purpose.
- IPPD/SPPD-M&E Form 6: Region Tracking Form for Accomplished IPPD/SPPD
It is expected that the School Head completes a brief Program Completion Report which includes
recommendations on how the process can be improved in the future.
A summary matrix indicating the scheme for the M&E and the corresponding tools are attached to the SPPD
Guide and Tools found in Section 6.2.
Section 5:
General Description of the Master Plan for Professional Development (MPPD)
5.1. The MPPD Process
Under the leadership of the T&D Chief in the Region and the T&D Chair in the Division, a working group
(PDP-WG) oversees the MPPD process at the region/division level. The Region PDP-WG is responsible for
facilitating key regional personnel in the accomplishment of the MPPD. They also have a role in orienting
Division PDP-WGs on the MPPD process to be completed at the division level.
In general, the process for the Region MPPD involves representatives from the different personnel groups
and key stakeholders working collaboratively to identify the regions overall professional development goal
for the period of 3 years. 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 represented by

ES 2 representing the different functional divisions, SDS/ASDS/Division T&D Chairs
The Regional T&D is responsible for orienting the Division Team on the MPPD. The session guide is outlined
in the MPPD Guide. Representatives from all Divisions T&D Teams are invited to a central location for the
orientation. The procedures for supporting the accomplishment of the Division MPPD are discussed by the
Regional T&D Team. Basically, 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 Representative, Teacher Representative, Principal Representative, Medical Officer,
Division HRMO, Division Planning Officer, Budget Officer, Division T&D WG members
The SDS/ASDS, together with the Division T&D Chair and PDP-WG, are responsible for ensuring that the
ES1/PSDS are prepared to orient School Heads and their PDP-WGs within their respective districts/ clusters
on the accomplishment of the School Plan for Professional Development (SPPD).
5.2. The MPPD Guide
The MPPD Guide outlines basic information about the meaning and guiding principles for the development
of the Master Plan for Professional Development. The Guide contains the following:
- Meaning and Purpose of the MPPD
- Guiding Principles in developing the MPPD
- Roles and Responsibilities at the Regional, Division and School Levels
- Structural Process Flow
- Start-up Meeting of the Region T&D Chief and PDP-WG
- Session Guide for the Orientation of Division PDP-WGs on the MPPD
- Monitoring and Evaluation Process
- PDP-WG’s Role in Monitoring and Evaluating the Process
- Approval and Implementation of the MPPD
5.3. The MPPD Template

The MPPD template has been developed as a tool for the completion of the MPPD and is included as part of
this MPPD Manual. 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 required information.
The final copy of the MPPD to be submitted for approval should be developed electronically as much as
possible.
Samples of accomplished MPPDs at the Division and Region levels for reference of the T&D Teams may be
accessed from the T&D Information System (TDIS) which is an element of the Enhanced Basic Education
Information System (EBEIS) at http://beis.deped.gov.ph/. It will be necessary to decide on the strategy for
the accomplishment of the MPPD and how this may best be facilitated. One possible option includes
conducting a two to three-day Planning Workshop for Professional Development; the main objective is to
accomplish the MPPD for the Region/Division. It is also advisable to identify the Region/Division Officials
who will facilitate the session for the completion of the MPPD.
The specific steps in completing the MPPD using the Suggested Template are outlined as follows:
- Defining the context
- Setting the goal
- Formulating the objectives for specific target groups
- Identifying specific program content/process and activities, specifications, time frame and suggested
professional development materials available
- Estimating budgetary requirements
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 will be made available to support the consequent steps of program
designing and resource development for the various programs as well as the actual implementation of the
professional development activities.
Approval of the MPPD therefore acts as a trigger for a number of activities. Once approved, it is essential
that the MPPD be communicated to all stakeholders. Stakeholders need to be made aware of the
professional development focus for the region/division so that all efforts can be directed towards the
successful implementation of the plan.
Mobilization of resources to support the plan should commence once the MPPD is approved, and in line with
the timeframe for the implementation of programs. The T&D Chief/Chair will need to monitor the progress
in securing the funds or approval of budget and consider the implications of any delay on the
implementation of the programs.
Upon approval of the MPPD and following directions from the T&D Chief/Chair, the Region/Division T&D
PDRD-WG responsible for the development of program designs, should commence the orientation and work
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 totally new materials. Procedures and tools for the development of program designs can be
found in Volume 3, The T&D Program Designing and Resource Development (PDRD) System.
5.4. The M&E for MPPD
During the MPPD process, the PDP-WG monitors the various stages and establishes if the accomplishment
was carried out in line with the set guidelines and procedures. Tools are developed for this purpose and are
included in the MPPD Guide. The M&E process and tools used are:
- An observation of the process involved in accomplishing the MPPD and the level of collaboration
between team members ( MPPD- M&E Form 1)
- 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 (MPPD-M&E Form 2)
- A debriefing guide to use at the end of the MPPD process at the region/division level to improve
future processes (MPPD-M&E Form 3)
- Review of the Accomplished MPPD (MPPD-M&E Form 4)
A summary matrix indicating the scheme for the M&E and the corresponding tools are attached to the MPPD
Guide and Tools found in Section 6.3.
References:
DepED-STRIVE Training and Development Systems Framework, Volume 1. 2010
BEAM (Basic Education Assistance for Mindanao), Teachers’ Performance and Development Framework,
2006
INSET Mechanism Manual, SEDIP (Secondary Education Development and Improvement Project)
Steps to Developing a Personal Professional Development Plan, Eisenhower National Clearinghouse (ESC)
and the National Staff Development Council (NSDC); www.enc.org/pdguide
Guidelines for Reviewing, Approving, and Endorsing Individual Professional Development Plans,
Massachusetts Dept of Elementary and Secondary Education; www.mass.gov
Section 6.0. The PDP System Guides and Tools
6.1. The IPPD Guide and Tools
Guide for the IPPD
Form A: IPPD for Teachers
Form B: IPPD for School Heads
M&E Tools


For Teachers and School Heads
GUIDE and TOOLS
June 2010

TABLE of CONTENTS
IPPD Guide
 Meaning and Purpose of IPPD
 Guiding Principles
 Roles and Responsibilities of TDWG
 Process Flow
 TDWG Start-up Meeting
 Orientation on Accomplishment of IPPD
 Session Guide
 Self-Monitoring of the IPPD
 Self-Monitoring Chart
IPPD Forms
 Form A: IPPD for Teachers
 Sample of Accomplished IPPD for Teachers
 Form B: IPPD for School Heads
 Sample of Accomplished IPPD for School Heads
Monitoring and Evaluation of IPPD

 M&E Matrix
 IPPD M&E Form 1: Process Observation Guide for Teachers/School Heads
 IPPD M&E Form 2: End-of IPPD Planning Evaluation for Teachers/School Heads
 IPPD M&E Form 3: Review of Accomplished IPPD
 IPPD M&E Form 4: Summary Template of IPPD Goals/ Objectives for Teachers/School
Heads
 IPPD/SPPD M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs
 IPPD/SPPD M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDS
This document, Individual Plan for Professional Development (IPPD) Guide

and Tools, was developed and validated in Regions VI, VII and VIII, Divisions of
Negros Occidental, Bohol and Northern Samar, through the AusAID-funded project
STRIVE (Strengthening the Implementation of the Basic Education in Selected
Provinces in the Visayas), in coordination with the EDPITAF (Educational
Development Project Implementing Task Force), and in consultation with the
TEDP-TWG (Teacher Education Development Program-Technical Working Group)
and the NEAP (National Educators Academy of the Philippines).

INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) GUIDE
(The Guide is used with IPPD Templates: Form A for Teachers, Form B for School Heads)
Meaning and Purpose of IPPD
What is Professional Development?
Professional development is the process of improving competencies and work performance through the
provision of a wide range of opportunities for personal and professional growth in knowledge, skills and
attitudes. In the education setting, a personal and professional growth process necessarily integrates the
goals of the individual professional with the goals of the school, division and region for better student
outcomes. It is based on the nationally accepted standards for competencies specific to the profession.
getting involved in a professional organization or conducting group research and to formal programs
such as on site face-to-face training, distance or on-line course study, and continuing formal education.
Professional Development in the education system is most successful in an environment, which

promotes the goals of a school-based management with a strong leadership and support system. It is
most likely to succeed when it is embedded in the vision, strategic plan and organizational structure of
the school, division and region. Moreover, it must be guided by a purposeful and systematic planning
through an INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD).
What is an Individual Plan for Professional Development (IPPD)?
An IPPD is a tool that serves as a guide for the professional’s continuous learning and development. The
IPPD is structured such that every professional regularly and individually prepares, implements, monitors
and updates the plan. It is based on the identified development needs revealed by the Training and
Development Needs Assessment (TDNA) appropriate for the specific profession and is consistent with
the priority development goals of the school, division and region.
What is the purpose of accomplishing an IPPD?
The IPPD is accomplished by the professionals, e.g. School Heads and Teachers, to enable them chart
their goals and plan learning activities that enhance their competencies in order for them to work better
for the improvement of their school and learners’ performance. Developing a structured IPPD allows
them to practice individual accountability for professional growth and shared responsibility for the entire
organization’s development.

Guiding Principles
In the process of developing an IPPD, certain considerations may serve as guiding principles:
1. The IPPD must be based on:

 priority development goals for learners, school, division and region
2. The IPPD goal focuses on improvement of school effectiveness and learning outcomes.
3. The IPPD must adhere to the following SMART standards:

4. Development strategies adhere to the andragogical (adult learning) principles, approach and
methodology identified to be effective in the attainment of the IPPD goal and objectives.
5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a
continuing course of action.
Roles/ Responsibilities and Process flow
The IPPD cycle takes off from the completion of the Training and Development Needs Assessment
(TDNA) process. The Division T&D Unit or the PDP Working group (PDP-WG) manages the
implementation of the IPPD in all schools in the Division. The Division PDP-WG and district
supervisors/education supervisors are tasked to orient the School Heads in the development of their
IPPD, who will in turn orient their teachers in completing their own.
It is the responsibility of the individual Teacher and School Head to follow the standards and processes in
completing the IPPD. There are specific steps in accomplishing the document and are explained in the
accompanying IPPD Forms. Generally, the professional sets her/his goal, objectives and identifies the
professional activities to be undertaken. The target dates for accomplishing the objectives, the strategies
to be used, including possible resources and success indicators are projected in the plan. Since this is a
personal professional plan, it is the individual’s basic responsibility to monitor his/her IPPD and to make
the necessary changes or initiate the review of the plan in consultation with the immediate head. A self-
monitoring check is provided in the IPPD Form and it is recommended to be completed every quarter
and end of the calendar year.
The immediate head contributes to the development of the IPPD by providing inputs prior to the
finalization of the plan. She/he reviews the plan to check for alignment of the objectives to the priority
improvement areas of the school or division. She/he gives technical assistance during the progress of the
IPPD implementation by providing and suggesting professional development opportunities. Assistance is
also given during the quarterly self-monitoring and review of the IPPD.
For the teachers’ IPPD, the School NCBTS Coordinator is tasked to prepare a summary of the teachers’
IPPD Goal and Objectives using the IPPD-M&E Form 4. The School T&D Team or PDP-WG has the
responsibility of monitoring and evaluating the implementation of the IPPD for Teachers in their school.
M&E tools are provided for the purpose and are found in the section for IPPD Guide and Tools.

The general process flow for the development of IPPD for School Heads and for Teachers can be seen
below.
IPPD Process Flow

School Level:
Division Level: District /Cluster Level:  School Head gives
 SDS issues a Memorandum to  Supervisors convene and orientation to teachers on the
commence the development of orient School Heads within development of the IPPD
IPPDs for SHs and Teachers, their respective districts/
specifying among others, clusters and guide them to
structure, functions, and accomplish their IPPDs  Teachers develop their
general process, resources and IPPDs and track own
responsibilities progress
 SHs develop their IPPDs  Supervisor and SH monitor
and track their own IPPD implementation
 T&D Chair convenes the
progress process
Division PDP-WG and
 Supervisors monitor IPPD
supervisors for the start-up
implementation process  School Head provides
meeting and preparatory
technical assistance in the
activities for the IPPD
teachers’ self- monitoring
 Supervisors provide their IPPDs progress and
 Div PDP-WG provides technical technical assistance in review every quarter
assistance to and observe SHs’ self-monitoring their
process of SHs and teachers IPPDs’ progress.
IPPD implementation  SH/ NCBTS Coordinator
summarizes Teachers’ IPPD
 Supervisors summarize Goal and Objectives to
 Div PDP-WG analyses M&E
IPPD Evaluation of Cluster inform the SPPD.
Reports of Supervisors and
SHs  SH submits to Supervisors
make necessary
 Supervisors submit SHs IPPD Completion Report
recommendations to Div T&D
IPPD Cluster Completion
Reports to Division PDP-
WG
PDP-WG Start-up Meeting
Upon the issuance of a memorandum from the SDS, the Division T&D Chair and the PDP-WG hold a Start-
up Meeting with the Supervisors in preparation for the Orientation and Completion of IPPD for School
Heads and Teachers. The meeting basically focuses on the following:
 Walkthrough or study the IPPD Guide and the accompanying Tools:
- Form A: IPPD Guide for Teachers
- Form B: IPPD Guide for School Heads
 Explain the process flow of the IPPD implementation
 Study the supervisors’ roles and responsibilities in the implementation, monitoring and
evaluation scheme and accompanying tools as an integral component of the IPPD
 Develop a plan for the field administration of the IPPD. This should consider:
- Schedule for the cluster/district implementation for School Heads and the succeeding school-
based implementation for teachers
- Coordination in the monitoring and evaluating the process
- Reproduction of the materials for field use
- Administrative tasks associated with the conduct of the IPPD e.g. writing of memos
- Inclusion in the memorandum the documents that the participants should bring to the
activity: TDNA individual results, class achievement, learners’ reading levels, etc.

 Summarize the highlights of the day’s orientation.

 Review the agreements that have been made for the administration of the IPPD.
 Ensure PDP-WG members and supervisors understand their roles and responsibilities.
 Make sure that all members of the PDP-WG accomplishes the T&D –M&E Form-1: Individual
Personal Profile and register data in the Division – TDIS
Orientation and Accomplishment of IPPD
Prior to the actual completion of the IPPD, it is advisable for the Division PDP-WG to administer the
orientation for IPPD with the District Supervisors and School Heads ahead of the teachers so that the SHs
would know how to support their teachers when they make their own IPPDs. The purpose of the
orientation is three- pronged: to train the SHs on the standards and processes for IPPD, to let the SHs
develop their own IPPDs, and to train the Supervisors in providing assistance and undertaking the M&E
for IPPD.
During the orientation, emphasize the importance of the documents needed in the IPPD completion such
as the results of NCBTS-TSNA, TDNA for SHs. Make sure that these are made available and results clearly
understood by the groups for better understanding of the information contained in the documents, e.g.
own competency strengths and needs.
A. The following are the possible resource requirements prior to the accomplishment of IPPD for
Teachers and School Heads:
For Teachers:
 NCBTS-TSNA Results
 Learners’ Achievement Results (i.e. NAT, RAT, DAT, Phil- IRI Results)
 Form A: IPPD Guide for Teachers
 IPPD M&E Tools for Teachers
For School Heads:

 TDNASH Results
 SBM Assessment Results
 Learners’ Achievement Results
 School Performance Indicators
 Form B: IPPD Guide for School Heads
 IPPD M&E Tools for School Heads
 School Report Card (SRC)
B. The IPPD session is conducted first to the group of school heads facilitated by the Division PDP-WG.
The session is intended for the completion of IPPD for School Heads. The steps outlined below may
guide the conduct of the session. The same steps are followed in the IPPD completion for teachers
conducted subsequently by the School Heads supported by the ES/PSDS. It is important to start on
time and to observe effective time management as suggested below. The full session is 3 hours
exclusive of preliminary activities such as opening program, if any.

Session Guide for the Conduct of the IPPD (3 hrs)
Warm-up
10 min. 1. Conduct a brief introductory activity that provides an opportunity for participants to
greet one another and feel comfortable working together.
Objectives
of the 2. Present the objectives of the session. Mention that at the end of the session, the
session participants will:
10 min.  be able to explain the meaning of professional development and identify a
range of activities to address learning needs
 be able to state the purpose and focus of the IPPD
 have experienced the process of accomplishing an IPPD
 understand their expected roles and responsibilities in implementing the IPPD
at the school level and at the Division/District level
3. For School Heads, stress that they are expected to be able to conduct a similar
orientation session (with the assistance of the NCBTS Coordinator and the ES-
1/PSDS-in-charge) for their teachers in their own schools.
Activity
30 min. 4. Facilitate an activity to elicit sharing of prior experience and knowledge on
Professional Development. This may be done through the use of meta strips for
participants’ responses to the following:
 Write anything you know about Professional Development in one statement.
 Cite the most recent professional development activity attended.
 Express how these activities have addressed your most urgent professional
development needs.
 Question: “Have you tried writing a professional development plan before?”
 Explain the significance of a professional development plan in your own words.
5. Process and synthesize the most significant responses of the participants.
Key
Concepts 6. Discuss with the participants the key concepts to be learned:
30 min. Professional development is the process of improving competencies and work
performance through participation in a range of activities which provide
opportunities for growth in knowledge, skills and attitudes.
 Types of Professional Development activities include independent study;

supported learning; collective action; and formal programs
 An IPPD is a tool that serves as a guide for the professional’s continuous

learning and development. The IPPD is structured such that every professional
regularly and individually prepares, implements, monitors and updates the
plan.
 An IPPD is a guide for teachers to enhance their ability to improve student

learning and a plan for School Heads to enhance their leadership capacities in
order to improve their school performance.

 An IPPD is based on identified learning needs through a TDNA and consistent

with the educational needs of the school/division/region.
 It recognizes the shared responsibility and individual accountability for

professional growth.
 It considers profession- based standards e.g. NCBTS for Teachers and NCBS-SH
for School Heads, as well as own learners’ and the school priority improvement
areas and student/pupil learning needs.
 There are certain guiding principles to consider in developing and implementing

the IPPD (Refer to the guiding principles listed above).
Completion 7. Introduce the IPPD Template and guide the participants in completing the IPPD.
of the IPPD
Template 8. Note that there are separate sets of directions for accomplishing the Tool for
90 min Teachers (Form A) and for School Heads (Form B).
9. Explain the steps one after another as described in the IPPD Form and illustrate each
. step by citing the sample cases and the Sample of accomplished IPPD intended for
the group. It is advisable to remind the participants to use the sample only as a
guide and that they should reflect on their own professional development needs.
(Separate sample IPPDs for Teacher and for School Head are provided at the end of
this Guide.)
The steps for both Forms are basically the same as enumerated below. It is
important for the facilitators to make sure that the group is focused on one step at
a time. Each step should be understood clearly, before the participants are allowed
to work on their own. It is also good to have volunteers to share their work as
samples from which others can learn. Facilitators and PDP-WG should be able to
guide individual participants closely in:
a. Setting the Goal

b. Deriving Objectives from the Goal
c. Deciding on the Professional Development Strategies
d. Tapping Possible Resources(Human and Material)
e. Setting the Time Frame
f. Identifying Success Indicators
- professional competency
- school/learners’ performance
10. The Goal formulation is the anchor for the rest of the entries in the IPPD Template.
It is therefore important for everyone to be able to set this properly at the onset
before proceeding to complete the IPPD. It might be good to ask one or two
volunteers to share the goal formulated before moving on to the next steps. This
way will allow you to comment on more points for a proper formulation of the goal.
11. When the group has completed their IPPDs, ask a volunteer to share his/her output.
12. Let others express their insights gained from the activity.

Closing 13. Challenge participants to review their accomplishments and update their plans
10 min every quarter through the Self-Monitoring Check found at the end of their IPPD
Template.
14. Remind the participants to sign the commitment on the last page of the IPPD Tool
and thank the participants for their active involvement.
15. Supervisors collect the accomplished IPPD of SHs in their cluster. School Heads
collect accomplished IPPD of their teachers. Teachers’ IPPDs are to be reviewed by
the School Heads with the assistance of Department Heads/Grade Coordinators to
see the alignment of goal and objectives to the school priorities for improvement.
The SHs’ IPPDs are reviewed by the Supervisors to see the alignment of goal and
objectives to the Division/District priority goals. (The IPPD-M&E Form 3 is used for
both teachers’ and SHs’ IPPDs.) Announce that the IPPDs will be returned to the
owners after the review.
16. At the end of the session, allow the School PDP-WG in-charge of M&E for IPPD to
administer the M&E Tools to the teacher participants. In the case of School Head
participants, the Division PDP-WG represented by ES/PSDS does the M&E. Use the
following M&E tools: IPPD-M&E Form 1-2, IPPD-M&E Form 4-5.
17. Thank the participants for their participation and commitment.
Monitoring of the IPPD
A. Self-Monitoring of the IPPD

During the implementation phase, the teacher or the school head who accomplished the IPPD conducts a
self-review to follow-up his/her own progress in implementing the plan, carefully looking at how the
objectives are being accomplished, and the timeframes set in the IPPD.
The IPPD is a self-monitoring tool. The general rule is that the individual professional is the most
responsible person for tracking her/his own growth at any point within the period set for each objective.
She/he must keep in mind the professional competencies targeted to be enhanced. In the case of
teachers, they may check their progress against the competencies listed in the NCBTS-TSNA Tool Kit.
For School Heads, they may use the National Competency-Based Standards for School Heads (NCBS-SH).
(Discussion and understanding of the list of competencies for School Heads should be done during the
preliminary meeting that is held prior to actual completion of the IPPD. It may also be helpful for
individual SHs to keep a copy of this list for regular reference such as in self-monitoring of IPPD.) It is
important for them to determine whether the activities they have done so far have contributed to the
enhancement of their competencies.
Monitoring has to be done regularly. The Self-Monitoring Check may be useful in monitoring the IPPD
progress. This is found at the end of the IPPD Template.
B. Monitoring and Evaluation of the IPPD Process and Outputs
At the School level, three areas are monitored and evaluated related to the IPPD to be done by the
School PDP-WG. These are (a) the process followed in accomplishing the IPPD: (b) Teachers/SHs

perception of the level they successfully completed the IPPD planning process; and (c) the accomplished
IPPD. There are M&E Tools that have been prepared and are suggested to be used for each of these
areas:
IPPD M&E Form 1: Process Observation Guide for Teachers/School Heads

IPPD M&E Form 2: End-of IPPD Planning Evaluation for Teachers/School Heads
IPPD M&E Form 3: Review of Accomplished IPPD
IPPD M&E Form 4: Summary Template of IPPD Goals/ Objectives for Teachers/School Heads
It is deemed necessary that Division as well as the Regional PDP-WG closely monitor the development of
IPPDs to ensure that teachers’ and School Heads’ priority needs are appropriately addressed as revealed
by the results of their NCBTS-TSNA and TDNASH respectively. The tools used by the PDP-WG in-charge of
the M&E are:
IPPD/SPPD M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs

IPPD/SPPD M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDS
The M&E Matrix and the tools are found in last part of Section 6.1, IPPD Guide and Tools.


FORM A
IPPD for TEACHERS
DepED-EDPITAF-STRIVE
2009

INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD)

Form A for Teachers
Professional development is the process of improving competencies and work performance through a wide
variety of opportunities for growth in knowledge, attitudes, and skills. For Teachers, a personal and
professional growth process necessarily integrates the goals of the teacher as a professional with the goals
of the school, division and region for better student outcomes. The standards, processes and tools used in
the accomplishment and use of output are based on the National Competency-Based Teacher Standards
(NCBTS).
getting involved in a professional organization or conducting group research and to formal programs such as
on site face-to-face training, distance or on-line course study, and continuing formal education.
Teacher Development in the education system is most successful in an environment, which promotes the
goals of a school-based management with a strong leadership and support system. It is most likely to
succeed when it is embedded in the vision, strategic plan and organizational structure of the school, division
and region. Moreover, it must be guided by a purposeful and systematic planning through an INDIVIDUAL
PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD).
An IPPD is a tool that serves as a guide for the teacher’s purposive learning and development as a
professional. The IPPD is structured such that every teacher regularly and individually prepares, implements,
monitors and updates the plan. It is based on the individual teacher’s identified professional development
needs as revealed by the NCBTS-TSNA and is consistent with the priority development goals of the school,
division and region.
The IPPD is accomplished by the teachers to enable them chart their goals and plan learning activities to
enhance their professional competencies in order for them to work better for the improvement of their
accountability for professional growth and shared responsibility for the entire organization’s development.
Guiding Principles
In the process of developing an IPPD, certain considerations may serve as guiding principles:
1. The IPPD must be based on:
 priority development goals of the school, division and region


4. Development strategies adhere to the andragogical approach and methodology identified to be effective
in the attainment of the IPPD goal and objectives
5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a continuing
course of action.
Directions for Accomplishing the IPPD Template
Preliminary Meeting
Prior to the actual completion of the IPPD, it is advisable to conduct a preliminary meeting where your group
is given the opportunity to study and discuss information from the documents and reports pertinent to your
school and professional needs. The following documents will be needed for your study: (1) Individual NCBTS-
TSNA result accompanied by a copy of the NCBTS-TSNA Tool or any document that contains the list of
domains, strands, performance indicators and KSAs, (2) Any official records available that give information
about your learners’ performance and learning needs (e.g. achievement test results, class records, EMIS,
Form 1)
Setting the Goal
Read the instructions below carefully and provide the information needed in accomplishing the IPPD.
Guided by the steps below and based on the information you have studied during the preliminary meeting,
write the information needed in the charts below. These will help you formulate your GOAL for professional
development. You will need to complete the IPPD Template where you will write the goal you have
formulated. You will also fill up the appropriate columns: (I) Learning objectives, (II) Strategies,(III)
Resources, (IV) Timeframe, and (V) Success indicators.
Formulating the Goal
To formulate your goal, focus on enhancing your teaching and learning to improve student outcomes by
reviewing the following:
 Individual NCBTS – TSNA result

1. Consider the scores in each of the seven domains and strands
2. Inspect the graph’s bars indicating your highest and lowest results
3. Based on the review of your NCBTS-TSNA results write the information needed on the chart below.
(Write the strands in full text.)
Strengths (At least 3 

strands that you think
you are most competent) 
Professional 
Development Needs (At
least 3 strands that you 
think you need to
enhance most) 

 Student/Pupil learning needs

1. Determine your own learners’ achievement and reading levels based on any available records, e.g.
NAT, Phil-IRI .
2. Look at the area on Performance Indicators (i.e. drop-out rate, failure rate).
3. Based on your review of student/pupil learning needs write the information needed in the chart
below.
My school’s priority
improvement need based on
NAT results and Phil-IRI
My school’s priority
improvement need for
learners based on
performance indicators, drop
out/failure rate
My class learners’ needs in
relation to the subjects/grade I
am teaching
 After analyzing the information from the two sources (Chart A and B), reflect and identify the
COMPETENCIES YOU NEED TO ENHANCE MOST. Consider how you will address the priority needs of
your learners and the improvement priorities of your school.
BASIS Priority competencies Identified priorities for

training & development
NCBTS-TSNA results 1.
2.
Learners’ data 3.
 Write the entries made in the last column also in the box “Priority Training and Development Needs” in
the IPPD Template
 Use the information you have written in the charts above in stating your Professional Development
Goal.
Study the following example of a Teacher’s Goal:
Professional Development Goal: To enhance my teaching competencies in providing learning activities for
diverse learners and to use community resources to improve my learners’
academic performance in Science.
(In the example, the TSNA result of the teacher showed that her urgent need for development was related to
Domain 3 Diversity of Learners and Domain 6 Community Linkages. The school’s priority for staff
development are focused on enhancing skills of teachers in ensuring learning in the classroom has relevant
application to demands of the community. Moreover, being a Science teacher, her focus was to improve the
very low MPS of her students in Science.)
You may refer to the Sample of accomplished IPPD distributed to you. It is advised however, that you will
use this Sample only as a guide in your reflection of your own personal needs.
 Now, write your Professional Development GOAL in the appropriate box on the IPPD Template.

Deriving Objectives from the Goal
In formulating objectives, it is foremost to consider the competencies you should develop to help achieve
your goal as revealed by your NCBTS-TSNA result. Referring to the same example above regarding the
Science teacher, the objectives that may be derived from the goal set are as follows:
Objectives:
A. To improve my competencies in using varied strategies in teaching diverse learners
B. To gain more content knowledge and skills in Science teaching
C. To acquire knowledge and skills in providing learning activities that respond to demands of the
community
Deciding on the Professional Development Methods/Strategies
To help you achieve your objectives, there is a need to choose carefully appropriate methods/strategies.
You may take note of the following considerations. It may be helpful also if you know the types of
development strategies such as the ones below.
It is important, however to write more specific professional activities you intend to engage in to achieve your
objectives. Examples are: “Attend scheduled District training on Multiple Intelligence”; “Surfing reading
materials on Science teaching in the internet”
1. Independent action
– Online training
– Learning a new technology
– Conduct of an action research (individual)
– Structured professional reading
– Personal professional reading
2. Supported action
– School visits
– Peer review or peer observation (Critical friend/partner)
– Mentoring/Coaching
3. Collective action
– Involvement in a professional organization
– Conduct of an action research (group)
– Group studies or learning Circles, e.g. Learning Action Cells (LAC) and Learning Enhancement
Activity Program (LEAP) sessions
4. Formal program
– On site face to face training
– Cluster level/school level learning communities
– Distance or Online Study
– Division or district face to face training
– Continuing formal education (e.g. graduate studies)
Tapping Possible Resources
There are possible resources that you may tap to support your professional development as listed below:
A. Human Resource
You may have potential mentors right beside you just waiting to share their talent and time. These
are your co-teachers who have STRENGTHS in certain domains or strands who can assist you in areas
you need to enhance. You may also be a Peer Adviser on competencies you identified earlier as your
strengths. Your School Head, Department Head, or colleague may have the capacity to help you
learn the needed knowledge or skill. Human Resource may also be available in other schools, at the
division offices, or from the community who can share their expertise to assist you in attaining your
learning objectives. It is advisable to specify the Person(s)’ names when you write them in the
appropriate IPPD column.
B. Material Resource
Material resource may include Professional Development Modules that can be availed at the
Division or District Office, Teachers Sourcebooks available from Foreign-Funded Projects in your
school or nearby school, Training packages containing lesson guides may also help you learn and
enhance your KSAs.
Teaching Materials that may be downloaded from the Internet can help you enhance your teaching
competencies. You may have to learn to use technology in the classroom especially if this is available
in your school or district.
C. Logistics
Funding for training and development is not always easy to find. However, if you know the sources
to tap in your community, you may try doing so in collaboration with your teachers’ group and
School Head.
Setting the Time-Frame
The IPPD time frame is for a period of one calendar year. This may coincide with the development of the
school’s AIP. The time frame you will set for yourself actually depends on your determination, and
commitment to do something about your goal based on the urgent and prioritized development needs.
What is important in setting the time frame is that it is realistic and doable. The dates you will write in your
IPPD should be like a clock with an alarm to remind you of your responsibility for yourself and your learners.
Identifying Success Indicators
There are two columns for success indicators: (1) Success indicators for enhanced teaching competence, and
(2) Indicators for improved learners’ performance. For the first, you may think of the NCBTS competencies
that you would have enhanced as a result of the professional development activities you will engage in. For
the second, think of the learners’ performance that will be improved as a result of your enhanced
competencies.
Self-Monitoring of the IPPD
This IPPD is a self-monitoring tool. It allows you to be responsible in keeping track of your own progress and
accomplishments at any point within the period you have set for each objective. The general rule is that you
are responsible for tracking your growth. You have to monitor your progress regularly. Keep in mind the
professional competencies you have targeted to enhance. You may refer to the list of competencies listed in
the NCBTS-TSNA Tool. Determine whether the activities you have done so far have contributed to the
enhancement of your competencies.
Monitoring has to be done regularly. The Self-Monitoring Check may be useful in monitoring your IPPD
progress. This tool is to be accomplished every quarter and at the end of the calendar year.

Self-Monitoring Check
(To be completed every quarter and end of calendar year)
1. Am I constantly aware of my professional development goal and objectives?

(Write your objectives in the first row.)
2. What have I accomplished so far?
(Write activities you have done and the specific NCBTS competencies that have been enhanced in
the appropriate columns.)
Professional Development 1.
Objectives 2.
3.
Accomplishments
Time of the year Professional Development Specific NCBTS Competencies
Activities Done enhanced (Strands)
First Quarter Review
Second Quarter Review
Third Quarter Review
End of the Year Review
Commitment
“For I know the plans I have for you,” declares the Lord,
“plans to prosper you and not to harm you,
plans to give you hope and future.”
-Jeremiah 29:11
I am a Professional Teacher.
I am responsible for my personal and professional growth.
Henceforth, I commit my best to attain the goal and objectives
I have set hereunto for my professional development,
not only for my benefit but also for my school’s improvement
and most of all, for my learners’ progress.
Signature:____________________________________ Date: _______________________

(Teacher)
Attested by: ___________________________________Date: _______________________
(Peer)
Reviewed By: _______________________________________Date: _________________________
( Immediate Head)

TEACHER'S INDIVIDUAL PLAN FOR PROFESSIONAL DEVELOPMENT (IPPD) for School Year __________
Name of Teacher:
Position:
School:
District: Division Region
Priority Professional Development Needs
1.
(Based on NCBTS-TSNA results & learners’ performance
2.
data)
3.
Professional Development Goal:
Objectives Methods/Strategies Resources Time Frame

Success Indicator
(When do I
(What professional activities (What will I do What NCBTS What learners’
(What competencies will I expect to have
will I undertake to achieve my to access competencies would I performance would
enhance?) accomplished
objective? resources?) have enhanced? have been improved?
the activities?)
A.
B.

C.
Reviewed: Committed to Implement: Date:

Name and
Name of Teacher
Designation

SAMPLE ONLY
TEACHER'S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year 2008-2009
Name of Teacher:
Position:
Liza B. Prado Teacher II
School:
Tugatog High School District: Division Region
1.
(Based on NCBTS-TSNA results & learners’ performance
2.
data)
3.
To enhance my teaching competencies in providing learning activities for diverse learners and to
Professional Development Goal: use community resources to improve my learners’ academic performance in Science.
Objectives Methods/Strategies Resources Time Frame Success Indicator

(When do I
expect to
(What professional activities (What will I do What NCBTS What learners’
(What competencies will I have
will I undertake to achieve my to access competencies would I performance would
objective? resources?) have enhanced? have been improved?
the
activities?)
 Attend a scheduled district October 2008, Increased interest of
Register in the
A. To improve my training program on Multiple Semestral various learners to
District/cluster Knowledge and Skills
competencies in using intelligences Break lesson activities
training on MI in teaching for
varied strategies in
diverse learners,
teaching diverse learners  On-line study about MI Surf Internet Once a week
(Strand 3.1)
lesson guides on 2nd Semester
MI
 Attend a scheduled training Request INSET Summer Increased Increased learners’
B. To gain more content on Science Content in Funds, (School INSET 2009; Competencies in performance in
knowledge and skills in Division MOOE) Saturday mastery of the Science based on
Science teaching  Attend Short-term course classes 2nd content and skills in DAT/RAT/ NAT
Semester teaching Science Results
(Strands 4.1& 4.4)

Attend LAC Session to study Request Master Monthly from Increased Teacher
DepED digital lessons in Teachers/DSS as Sept- Feb Proficiency Result in
Science for HS resource persons Science (Strand 4.1)
C. To acquire knowledge Engage in community projects Look for 1st 2 Enhanced Increased learners’
and skills in providing available NGO Saturdays of competencies in participation in
learning activities that project October establishing learning Science activities
respond to demands of Professional Readings on Research in October Break environment
the community connecting classroom activities Library LGU 2008 conducive to
to community development centers community
aspirations (Strand
6.1)
Reviewed by: Dina Z. Gracia Committed to Implement: Date:

Name and Dina Z. Gracia, Principal II Name of Teacher Lizabprado 26 June 2008


FORM B
IPPD for SCHOOL HEADS

INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD)

Form B for School Heads
Professional development is the process of improving competencies and work performance through
the provision of a wide range of opportunities for personal and professional growth in knowledge,
attitudes, and skills. For School Heads, a personal and professional growth process necessarily
integrates the goals of the educational leader as a professional with the goals of the school, division
and region for better learners’ outcomes. It is based on the accepted standards, i.e. The National
School Head Performance Indicators (NSHPI) developed by NEAP for the School Leadership Experience
Portfolio (SLEP), which was later on validated to become the National Competency-Based Standards
for School Heads (NCBS-SH).
professional reading; to supported learning such as mentoring and coaching; to collective action such
as getting involved in a professional organization or conducting group research and to formal
programs such as on site face-to-face training, distance or on-line course study, and continuing formal
education.
School Leaders’ development is most successful in an environment, which promotes the goals of
school-based management with strong leadership and a support system. It is most likely to succeed
when it is embedded in the vision, strategic plan and organizational structure of the school, division
and region. Moreover, it must be guided by a purposeful and systematic planning through an
INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD).
An IPPD is a tool that serves as a guide for the School Head’s continuous learning and development as
a professional. The IPPD is structured such that every School Head regularly and individually prepares,
implements, monitors and updates the plan. It is based on the identified professional development
needs revealed by the Training and Development Needs Assessment for School Heads (TDNASH) and
is consistent with the priority development goals of the school, division and region.
The IPPD is accomplished by the School Heads to enable them to chart their goals and plan learning
activities to enhance their professional competencies in order for them to work more effectively for
the improvement of their school and learners’ performance. Developing a structured IPPD allows
them to practice individual accountability for professional growth and shared responsibility for the
entire organization’s development.

Guiding Principles
In the process of developing an IPPD, certain considerations serve as guiding principles:
1. The IPPD must be based on the:

 mandated functions and competency standards for the profession
 results of a training needs assessment
 priority development goals of the school, division and region
 Measure progress and accomplishments through a monitoring and evaluation scheme
 Relevant strategies adopted that are connected to goals and objectives
4. Development strategies adhere to the andragogical (adult learning) approach and
methodology identified to be effective in the attainment of the IPPD goal and objectives.
5. The IPPD process is job-embedded, i.e. inherent to the practice of the profession, and a
continuing course of action.
Directions for Accomplish-ing the IPPD Template
Preliminary Meeting
Prior to the actual completion of the IPPD, it is advisable to conduct a preliminary meeting where your
group is given the opportunity to study and discuss information from the documents and reports
pertinent to your school and professional needs. The following documents will be needed for your
study: (1) Individual TDNASH result, (2) SBM Assessment Result.
Setting the Goal
Read the instructions carefully and provide the information needed in accomplishing the IPPD.
Guided by the steps below and based on the information you have studied during the preliminary
meeting, write the information needed in the charts below. These will help you formulate your GOAL
for professional development. You will need to complete the IPPD Template where you will write the
goal you have formulated. You will also fill up the appropriate columns: (I) Learning objectives, (II)
Strategies,(III) Resources, (IV) Timeframe, and (V) Success indicators.
Formulating the Goal
To formulate your goal, focus on enhancing your leadership and management competencies as
expected of SBM to improve school effectiveness and student outcomes by reviewing the following:
A. Individual TDNASH (Training & Development Needs Assessment for School Heads) result
1. Consider the scores in each of the seven domains and performance indicators
2. Inspect the highest and lowest results.
3. Write the information needed on the chart below.

Strengths (Competency Areas with 1.

Transforming and Leading Levels) 2.
3.
Professional Development Needs 1.
(Awareness and Emerging Levels) 2.
3.
B. SBM Assessment Results of the School

1. Study the results of the assessment of your school if it is at the emerging, readiness or
maturing level.
2. Determine the area(s) that need urgent attention and how it is related to your leadership
and managerial competencies.
3. Write the information needed in the chart below.
Overall SBM Assessment Level
Areas of SBM that need urgent

attention
Leadership and managerial
competencies I need to enhance
to help improve SBM level
C. After analyzing the information from the two sources (A and B), reflect and identify the
COMPETENCIES YOU NEED TO ENHANCE MOST in consideration of your need to improve
leadership competencies and improvement priorities of your school.
BASIS Priority competencies for Identified priorities for
enhancement training & development
TDNASH 1.
2.
SBM Assessment 3.
D. Write the entries made in the last column also in the box “Priority Training and Development
Needs” in the IPPD Template
E. Use the information you have written in the charts above in stating your goal.
Study the following example of a School Head’s Goal:
Professional Development Goal: To enhance my school leadership competencies in leading

and managing change through participatory school improvement process
(In the example, the TDNASH result of the School Head shows that her urgent need for
development is related to school leadership competencies found to be only at the “emerging
level”. The overall SBM Assessment result for her school is only at the “starting level”.
Moreover, the assessment on the area on School leadership shows that the School Head has
not attended trainings in SBM and basic instructional leadership. Additionally, she has not
been active in organizing stakeholders for the intent of school improvement processes. Her
very simple “AIP” has a limited plan for development and shows a “lack of resources” that
may support such plans.)

You may refer to the Sample of accomplished IPPD distributed to you. It is advised however,
that you will use the sample only as a guide in your reflection in your own personal needs
Now, write your Professional Development GOAL in the appropriate box in the IPPD
Template.
Deriving Objectives from the Goal

In formulating objectives, it is foremost to consider the competencies you should develop to help
achieve your goal as revealed in your TDNASH result. Referring to the same example above about the
School Head, the objectives may be derived from the goal set as the following:
Objectives:
A. To improve my leadership competencies in visioning, in building and leading teams for
organizational change
B. To gain content knowledge and skills in participatory school improvement process
C. To enhance skills in resource mobilization to support the school development
Deciding on the Professional Development Strategies/Activities

To help you achieve your objectives, there is a need to choose carefully appropriate
methods/strategies. You may take note of the following considerations. It may be helpful also if you
know the types of development strategies such as the ones below. It is important, however to write
more specific professional activities you intend to engage in to achieve your objectives. Examples are:
“Attend the scheduled Division training on Change Management”; “Surfing reading materials on
resource mobilization.”
1. Independent learning
– Online training
– Learning a new technology
– Conduct of an action research (individual)
– Structured professional reading
– Personal professional reading
2. Supported learning
– School visits
– Peer review or peer observation
– Mentoring/Coaching
3. Collective action
– Involvement in a professional organization
– Conduct of an action research (group)
– Group studies or learning Circles (e.g. Educational Leadership & Management Program)
4. Formal program
– On site face to face training
– Cluster level/school level learning communities
– Distance or Online Study
– Division or district face to face training
– Continuing formal education (e.g. graduate studies)
Tapping Possible Resources

There are possible resources that you may tap to support your professional development as listed
below:
A. Human Resource
You may have a potential mentor near you just waiting to share her/his talent and time. Your
SDS, ASDS, ES, PSDS or colleague may have the capacity to help you learn the needed
knowledge or skill. Human Resource may also be available in other schools, at the division
offices, or from the community who can share their expertise to assist you in attaining your
learning objectives. It is advisable to specify the Person(s)’ names when you write them in the
appropriate IPPD column.
B. Material Resource
Material resource may include Professional Development Modules that can be availed at the
Division or District Office, School Management Source books available from Foreign-Funded
Projects in your school or nearby school, Training packages containing readings on leadership
may also help in learning and enhancing competencies. Professional Materials that may be
downloaded from the Internet can help enhance leadership and management competencies.
Learning to use technology, especially if this is available in your school or district is also
helpful.
C. Logistics
Funding for training and development is not always easy to find. However, if you know the
sources to tap in your community, you may try doing so in collaboration with your teachers
and stakeholders.
Setting the Time-Frame

The IPPD time frame is for a period of one calendar year. The time frame you will set for yourself
actually depends on your determination, and commitment to do something about your goal based on
the urgent and prioritized development needs.
What is important in setting the period is that it is realistic and doable. The dates you will write in
your IPPD should be like a clock with an alarm to remind you of your responsibility for yourself and
your learners.
Identifying Success Indicators

There are two columns for success indicators: (1) Success indicators of enhanced leadership and
management competence, and (2) Indicators for improved school performance. For the first, you may
think of the list of competencies based on the National Competency-Based Standards for School
Heads (NCBS-SH) for school leadership experience level (SLEL) that you would have enhanced because
of the professional activities you will engage in. For the second, think of the SBM area that would
have been improved as result of your enhanced competencies.
Self-Monitoring of the IPPD
This IPPD is a self-monitoring tool. It allows you to be responsible in keeping track of your own
progress and accomplishments at any point within the period you have set for each objective. The
general rule is that you are responsible for tracking your growth. You have to monitor your progress
regularly. Keep in mind the professional competencies you have targeted to enhance. You may refer
to the list of competencies listed in the TDNASH Tool or the NCBS-SH. Determine whether the
activities you have done so far have contributed to the enhancement of your competencies.
Monitoring has to be done regularly. The Self-Monitoring Check may be useful in monitoring your
IPPD progress. This IPPD is to be reviewed every quarter and at the end of the calendar year.

Self-Monitoring Check
(To be completed every quarter and end of calendar year)
1. Am I constantly aware of my professional development goal and objectives?

(Write your objectives in the first row.)
2. What have I accomplished so far?
(Write activities you have done and the specific NCBS-SH competencies that have been
enhanced in the appropriate columns.)
Professional Development 1.
Objectives 2.
3.
Accomplishments
Time of the year Professional Development Specific NCBS-SH Competencies
Activities Done enhanced (Domains/Strands)
First Quarter Review
Second Quarter Review
Third Quarter Review
End of the Year Review
Commitment
“For I know the plans I have for you,” declares the Lord,
“plans to prosper you and not to harm you,
plans to give you hope and future.”
-Jeremiah 29:11
I am an Educational Leader.
I am responsible for my personal and professional growth.
Henceforth, I commit my best to attain the goal and objectives
I have set hereunto for my professional development,
not only for my benefit but also for my school’s improvement
and most of all, for our teachers’ and learners’ progress.
Signature:____________________________________ Date: _______________________

(School Head)
Attested by: ___________________________________Date: _______________________
(Peer)
Reviewed By: _______________________________________Date: _________________________
( Immediate Head)

SCHOOL HEAD’S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year ______
Name of School Head: Designation
:
School:
District: Division Region
1.
2
(Based on TDNASH results & SBM priority area)
3.
Professional Development Goal:

(When do I
(What professional activities (What will I do What TDNASH What areas of school
(What competencies will I expect to have
will I undertake to achieve my to access competencies would performance would
objective? resources?) I have enhanced? have been improved?
the activities?)
A.
B.

C.
Reviewed by: Committed to Implement: Date:

(Signature of School Head)

SAMPLE ONLY
SCHOOL HEAD’S INDIVIDUAL PLAN for PROFESSIONAL DEVELOPMENT (IPPD) for School Year : 2008-2009
Name of School Head: Dina Z. Gracia Designation: Principal II
School Tugatog High School District: Division Region
Priority Professional Development 1.

Needs 2.
(Based on TDNASH results & SBM 3.
priority area)
To enhance my school leadership competencies in leading and managing change through participatory school
Professional Development Goal: improvement process.
(When do I expect
(What professional What TNASH What areas of school
(What competencies will (What will I do to to have
activities will I undertake competencies would I performance would have
I enhance?) access resources?) accomplished the
to achieve my objective? have enhanced? been improved?
activities?)
A. To improve my Attend scheduled Register in a scheduled September 2008 Increased School
leadership training on Change Division training Leadership Experience Improved skills of
competencies in Management. funded by LGU/MOOE Level to Performing teachers and parents in
visioning, in building or INSET Funds Level (Competency working as teams in
and leading teams 1.6: Leading and improving learners’
for organizational Read professional Surf professional At least one article Managing Change) performance and
change articles on Change materials through the a week 1st reduction of failure rate
Management e- Library semester
(Library-Hub)
B. To gain content Get additional training in Get assistance from a September- Enhanced Increased promotion and
knowledge and skills in SIP through coaching Division Trainer on SIP December 2008 competencies in retention rates as a result
participatory school (funded by MOOE) participatory of focused priorities in
improvement process improvement process the AIP
( Competency 1.2:
Strategic Planning)
C. To enhance skills in Lead in undertaking a Develop proposal and July 2008 to Enhanced skills in School drop-out rate
resource mobilization to research-based Drop-out assign working groups January 2009 developing proposals reduced brought about
support the school Reduction Program for resource and resource by the a research-based
development (DORP) in the school mobilization to get mobilization DORP
support from LSB and (Competency 6.2a-
SEF Funds Fiscal Management)
Reviewed by: Committed to Implement: Date:

28 June 2008
Name and Name of School Head Dina Z. Gracia
Designation

M&E for the Orientation and Implementation of IPPD for Teachers and
School Heads
M&E tools are provided to support the orientation and the implementation of the IPPD as well as
the overall management of the process. The following tools are available:
A. Tools for IPPD
IPPD-M&E Form 1: Process Observation Guide for Teachers/School Heads

IPPD-M&E Form 2: End of IPPD Planning Evaluation for Teachers/School Heads
IPPD-M&E Form 3: Review of Accomplished IPPD
IPPD-M&E Form 4: Summary Template of IPPD Goals/Objectives for Teachers/School Heads
IPPD/SPPD-M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs
IPPD/SPPD-M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDs
Systems M&E Tools for the M&E Tools for the M&E Tools for the School
Level Regional Level Division/Cluster Level Level
Output IPPD/SPPD-M&E Form 6: IPPD-M&E Form 3: Review of IPPD-M&E Form 3: Review of

Region Tracking Form of Accomplished IPPD Accomplished IPPD
Accomplishment
IPPDs/SPPDs IPPD-M&E Form 4: Summary Template IPPD-M&E Form 4: Summary Template
of IPPD Goal/Objectives of IPPD Goal/Objectives
IPPD/SPPD-M&E Form 5: Division

Tracking Form of Accomplishment
IPPDs/SPPDs
Process IPPD-M&E Form 1: IPPD Process IPPD-M&E Form 1: IPPD Process

Observation Guide for Teachers/ School Observation Guide for Teachers/ School
Heads Heads
IPPD-M&E Form 2 End of IPPD IPPD-M&E Form 2: End of IPPD Planning

Planning Evaluation for Teachers/School Evaluation for Teachers/School Heads
Heads
Input Resource Materials Checklist for IPPD Resource Materials Checklist for IPPD
incorporated into the IPPD Guide incorporated into the IPPD Guide

B. M&E Scheme and PDP-WG Responsible for M&E
What will be How it will be M&E tool to Who will be When will the How will the results be used
monitored monitored be used responsible monitoring
for the take place
monitoring
The process A process observer IPPD-M&E School PDP – During the IPPD Results will be reviewed by the
followed in the will be identified and Form 1: IPPD WG (Teachers process for PDP-WG, recommendations
accomplishment will use the Process IPPD) teachers at the developed to improve processes
of the IPPD by Observation Guide Observation school level and and included in the Program
teachers and Guide for Division PDP- School Heads Completion Report
school heads Teachers/Sch WG (SHs IPPD) at cluster level
ool Heads
Teachers/Schoo Teachers/School IPPD-M&E School PDP – Following the End of IPPD Evaluation will be
l Heads Heads will complete Form 2: End WG (Teachers accomplishmen collated by the PDP-WG and
perception of an End of IPPD of IPPD IPPD) t of the IPPD reviewed to identify how the
the success of Planning Evaluation Planning Planning processes can be improved.
the IPPD Evaluation Division PDP- process at the
planning WG (SHs IPPD) school level for A summary of the results and
process teachers and at recommendations will be included
the cluster level in the Program Completion
for School Report and recommendations
Heads incorporated into future
processes
The quality of School Heads and IPPD-M&E School Heads Following the Feedback will be provided to
the Department Heads Form 3: and Department completion of individual teachers/school heads
accomplished will review teachers’ Review of Heads for the teachers’ to enhance the quality of the
IPPD IPPD at school level Accomplishe teachers IPPD at the IPPD.
d IPPD school level and
ES1/PSDS will ES1/PSDS/AS School Heads
review completed DS for School at the cluster
IPPD of School Heads level
Heads at the cluster
level
The IPPD goals IPPD’s will be IPPD-M&E School PDP – Following the For Teachers IPPD: SHs/Dept
and objectives reviewed and results Form 4: WG (Teachers completion of Heads will consolidate key
of summarized at the Summary IPPD) the teachers’ findings to inform the
teachers/school school level for Template of IPPD at the SPPD/MPPD
heads teachers and at the IPPD Division PDP- school level and
cluster level for Goal/Objectiv WG (SHs IPPD) School Heads’ For School Heads IPPD: Division
School Heads es at the cluster PDP-WG/PSDS will consolidate
level key findings for a cluster of
School Heads and prepare a
report for submission to the
Division T&D Chair. T&D Chair
will identify key recommendations
to be included in Program
Completion Report and inform
MPPD
The number of A Division Tracking IPPD/SPPD- Division PDP- Following the Results will be included in
IPPDs Form will be M&E Form 5: WG accomplishmen Division Program Completion
accomplished completed listing the Division t of the IPPD by Report and inform future IPPD
by schools number of teachers Tracking teachers and policy
within the and school heads Form for school heads

division who have Accomplishe

accomplished IPPDs d
IPPDs/SPPDs
The number of A Region Tracking IPPD/SPPD- Region PDP- Following the Results will be included in Region
IPPDs Form will be M&E Form 6: WG accomplishmen Program Completion Report and
accomplished completed listing the Region t of the IPPD by inform future IPPD policy
within each number of teachers Tracking teachers and
division within and school heads Form for school heads in
the region who have Accomplishe each division
accomplished IPPDs d IPPDs
across all divisions

IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers /

School Heads
SCHOOL/CLUSTER Observed:_________________________________________________
NAME OF PROCESS OBSERVER: _____________________________________________
DATE: ______________________ VENUE: _____________________
PARTICIPANTS NAME: (Attached Attendance Sheet)
DIRECTION: Observe the process involved in the activities associated with the development of the
IPPD. If the activity is accomplished, write YES in the appropriate column, if not, write NO.
ACCOMPLISHED
ACTIVITIES
Yes or No
I. Development of an understanding of the IPPD and its purpose
a. Conduct of a warm up activity to start the session
b. Discussion on how to further develop oneself as a professional to improve
performance of one’s duties and responsibilities.
c. Presentation of the objective of the IPPD workshop and explanation of the
meaning of IPPD, its purpose and guiding principles.
d. Explanation regarding the accomplishment of the IPPD being a vital
responsibility of all professionals for the development of the school and
improvement of learners
II. Completion of the IPPD
a. Analysis of the information such as TDNA, AIP, School assessment reports
and/or other relevant available documents.
b. Formulation of the IPPD goal
c. Deriving the objectives from the goal by reviewing the list of priority needs and
specific competency areas
d. Identification of the strategies/methods and activities for pursuing one’s
professional development goal and objectives
e. Establishment of the timeframe for the various activities identified in the IPPD
f. Identification of possible resources that can support the implementation of the
IPPD
g. Review of the IPPD
h. Signing of the IPPD
Do you have any comments regarding the IPPD process?
Do you have other comments/suggestions/recommendations for the improvement of the IPPD

process?
Process Observer :___________________________________

Signature Over Printed Name
___________________________________
Designation

IPPD-M&E Form 2: End of IPPD Planning Evaluation for Teachers/

School Heads
Name: _______________________________ Designation:_________________________
Sex: Male Female
Please rate how you feel about the IPPD planning session relative to the following processes involved in the
accomplishment of the IPPD. Please tick the appropriate column for your rating using the scale below.
Rating Guide:
Numerical Interpretation Description
Rating
4 Very High Level In a very significant way
3 High Level In a meaningful way
2 Low Level In a limited way only
1 Very Low Level Not in any meaningful way
IPPD Accomplishment Rating Scale

To what level do you feel: 1 2 3 4
1 the following documents were used in the analysis and development of the context of
your IPPD?
a. TDNA results: NCBTS-TSNA/ National Competency Based Standards for
School Heads (NCBS –SH)
b. SIP/AIP
c. Student/Pupil Performance Data
2 the formulation of IPPD overall goal was based on the results of the analysis of the
current development needs of the school and learners?
3 the IPPD goal was taken into consideration in formulating the objectives?
4 the formulation of program objectives was based on your own professional need and
the learning needs of your school learners?
5 the decisions about the strategies, methods and activities were based on the
objectives to be achieved and the competencies to be enhanced?
6 the various funding sources were identified to support the implementation of the
different programs?
7 you have considered development priorities and the one-year coverage in setting the
timeframe for the different professional activities?
8 you have appropriately identified the success indicators for your:
a. professional competencies enhanced?
b. student learning competencies improved?
9 you have enhanced your knowledge and skill in professional development planning?
10 you will be able to apply the learning gained in future similar activities?
11 you are able to transfer the technology learned to others?
Do you have other comments/suggestions/recommendations for the improvement of the IPPD
process?

IPPD-M&E Form 3: Review of Accomplished IPPD
Name of IPPD Planner:_______________________ Designation: ______________________
This form has been developed to support a Review Process of the accomplished Individual Plan for
Professional Development (IPPD). The School Head and Department Heads/Coordinators should
review the IPPD completed by the teachers while the PDP-WG Chair/ES1/PSDS should review the
IPPD of SHs to evaluate the level of adherence to standards followed. Based on the review feedback
should be provided to the IPPD Planner and the IPPD further enhance if required.
Rating Guide:
Rating
4 Very High Level In a very significant way
3 High Level In a meaningful way
2 Low Level In a limited way only
1 Very Low Level Not in any meaningful way
Use the scale above to evaluate the level to which the accomplished IPPD adheres to the following
standards:
To what level …….. 1 2 3 4

1. does the IPPD focus on the mandated functions, competency standards for the
profession and the development priorities of the school, national goals and
thrusts?
2. does the IPPD goal focus on improvement of school effectiveness and learning
outcomes?
3. does the IPPD adhere to the following SMART standards:
 Specific and focused on learners and school priorities?
 Measurable progress and accomplishments through a monitoring and

evaluation scheme?
 Attainable and results-oriented?
 Relevant strategies appropriately connected to goals and objectives?
 Time-bound within targets but flexible to afford revisions and updates?
4. does the IPPD reflect andragogical (adult learning) methodologies/ activities

that are known to be effective in attaining the IPPD goal and objectives?
5. does the IPPD reflect processes that are embedded in the job, i.e. inherent to
the practice of the profession, and a continuing course of action.
Reviewed by:
Name: _____________________________________ Designation:

_________________________________
Date: _______________________________________

IPPD-M&E Form 4: Summary Template of IPPD Goal/Objectives for

Teachers/School Heads
Summary of the Teachers’/School Heads’ IPPD Priorities based on objectives set
IPPD Objectives Set Based on Competency Domains/Strands

Names 1.1 1.2
Totals
Directions: (1) List the names of teachers/school heads who accomplished their IPPD. (2) Write the
competency number identification corresponding to the objectives set in the IPPD, on the top row of the
succeeding columns. (3) Enter the 3 prioritized objectives of each teacher/school head in the proper
column. Label the entries with O1, O2, O3 indicating the IPPD objective of an individual teacher/school
head based on set objectives in the IPPD form. The number does not indicate prioritization. (4) Count the
number of entered objectives per column and write this in the totals. This information will be useful for the
planners of the SPPD/MPPD.

IPPD/SPPD-M&E Form 5: Division Tracking Form for Accomplished

IPPDs/SPPDs (electronic version available)
Division: _________________________ Date: __________________
No. of No. of Teacher School Head SPPD

Districts School Name Teachers IPPD IPPD 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

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

Region: ____________________________ Date: _______________________

No. of No. of No. of No. School No. SPPD
Divisions District Name Schools Teachers Teacher Head IPPD Completed Comments
IPPD accomplished
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

T&D System Operations Manual-Volume 3 The PD Planning System 61
6.2. The SPPD Guide and Tools
Guide for the SPPD
SPPD Template
Session Guide
M&E Tools
SPPD Guide and Tools


DepED-EDPITAF-STRIVE2
June 2010

Table of Contents
The SPPD GUIDE
Meaning and Purpose of the SPPD

What is a School Plan for Professional Development (SPPD)?
What is the purpose of accomplishing the SPPD?
Guiding Principles in developing the SPPD
Roles and Responsibilities for the SPPD
SPPD Structural Process Flow
Preparatory Activitiesfor the SPPD

Attendance of the School Head and School T&D Chair to the SPPD Orientation
Accomplishing the SPPD Template

Preparatory Activity before the Planning Session
Actual Planning Session
Start the Completion of the SPPD
Formulate the SPPD GOAL
Formulate Objectives from the Goal
Decide the Content of the Programs for Each Target Group
Set the Time Frame
Estimate Budgetary Requirements and Identify Sources
Review the SPPD
Approval and Implementation of the SPPD

Monitoring and Evaluating the SPPD Process
The SPPD TEMPLATE

M&E 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’ Priority Professional
Development Programs Based on SPPDs at the District Level
SPPD-M&E Form 6: Division Tracking Form for Accomplished SPPD
SPPD-M&E Form 7: Region Tracking Form for Accomplished SPPD
ATTACHMENTS
A: Budget Template
B: Session Guide for the 2-day Orientation of ES-I/PSDS and School Heads
for the SPPD

School Plan for Professional Development (SPPD)Guide

I Meaning and Purpose of the SPPD
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 the school personnel’s level of competency it is essential that the entire
school community share the responsibility of providing a systematic, collaborative and continuous
professional development. Moreover, it is important that professional development opportunities are
provided for all and that strong leadership is demonstrated to motivate the teachers and staff to
participate in these opportunities.
One way of providing leadership and a systematic approach to the provision of professional development
is by crafting a School Plan for Professional Development (SPPD). The SPPD is developed to ensure that
the professional development needs of all teaching and non-teaching personnel in the school are
addressed.
What is a School Plan for Professional Development (SPPD)?
A School Plan for Professional Development (SPPD) is the major blueprint that directs 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 its’ achievement. The SPPD goal is focused on addressing the learning
needs of the students and the schools’ development priorities through the training and development of
the teachers and non-teaching personnel.
The SPPD describes prioritized development programs and activities to address identified professional
competencies. It contains necessary details such as objectives, expected outputs, i.e. enhanced
competencies as a result of the program, and program content, processes, budgetary requirements and
time frame required for implementation. It also identifies the specific resources needed for
implementation and the strategy or mechanism to secure the funds necessary for the delivery of the
programs.
What is the purpose of accomplishing the SPPD?
The SPPD is accomplished to enable a school to plan and prioritize their professional development
activities. It allows the teachers and staff in systematically addressing their professional development
needs individually and as a group and ensures that all staff are provided with ongoing opportunities to
progressively develop higher levels of expertise.
The SPPD further identifies the specific details of the professional development activities, which will take
place to achieve the development goals of the school. It serves as the major guide for professional
activities for the whole calendar year, with a certain degree of flexibility as reviewed every quarter and
the end of the year.

Guiding Principles in developing the SPPD
In the development of a School Plan for Professional Development the following guiding principles are
considered:
1. Professional development plans and programs focus on improved learning outcomes and
consider the development priorities of the school and the division.
2. All teaching and non-teaching personnel are provided equal opportunities to participate in
ongoing and continuous professional development in order to enhance their current level of
competency.
3. Effective strategies are utilized to increase participation and involvement of teaching and non-
teaching personnel in their professional growth
4. Professional development plans are the result of a collaborative process by all or with
representation from all concerned.
5. Professional development is formative, cyclical, and accurately collects and analyzes data to
improve future activities.
6. The SPPD efforts are aligned in a unified approach to the national and local thrusts/goals for
professional development.
7. Although the SPPD outlines professional development activities for a year, it is flexible enough to
incorporate emerging priorities.
Roles and Responsibilities for the SPPD
The accomplishment of the SPPD requires a collaborative approach. To ensure ownership and
commitment to the SPPD it is necessary for people to work together and actively contribute to its
development..The development of the SPPD is the major responsibility of the entire school community
with the leadership of the School Head and the school’s Training and Development (T&D) team. The
accomplishment process is conducted by the School Head, with the technical assistance of the ES/PSDS
who should have been earlier oriented on SPPD during a Division or Cluster orientation. The conduct of
SPPD process is guided and monitored by the Division PDP-WG involving the ES and PSDS.
The procedures for the accomplishment of the SPPD have been identified and are set out in the section,
Steps for Accomplishing a School Plan for Professional Development. In general, the process involves
representatives from the different personnel groups and key stakeholders working collaboratively to
identify the school’s overall professional development goal for the period covered by the plan. Where the
school has only a few teachers and non-teaching personnel, it may be advisable to include all of them in
the planning. In cases of big schools, appropriate and proportional representations of all groups may be
done to compose a manageable group size, e.g. 10-15 group representatives to include subject area
coordinators/grade chairperson/representative in the elementary level and department heads for the
secondary level for a planning session.
The structural process flow outlines the roles and responsibilities of those involved in the development of
the SPPD at the division and school levels.

SPPD Structural Process Flow
Division/Cluster Orientation on
SPPD:
 SDS/ASDS, Div T&D orient the
ES1/PSDS and School Heads within their
respective districts/ clusters, with technical
assistance from the Regional T&D
Accomplishment of SPPD:
 ES1/PSDS provides the schools with  School Head, with the technical assistance
technical assistance for SPPD development of the PSDS and supported by selected
 ES1/PSDS monitors SPPD development school planners, leads the preparatory
activity and the actual development of
SPPD
 School SPPD Team presents completed

SPPD to all teaching/staff for feedback
 ES/PSDS reviews/accepts the SPPD and and refinement
endorses this to SDS
 SPPD is finalized and SH approves
SPPD as basis for professional
development programs designing
 SPPD is noted by School Head
 SHs communicate the refined SPPD to

the stakeholders to gain support,
including the Division office
 ES1/PSDS provides technical assistance

for resource mobilization
 ES1/PSDS monitors refinement and

utilization of SPPD  Resource mobilization plans begin
 Program designs and training resources
are identified
Preparatory Activities for the SPPD
- Attendance of the School Head and ES/PSDS to the SPPD Orientation
Upon the issuance of a memorandum from the SDS, the ES/PSDS and School Head attend the orientation
meeting for the accomplishment of the SPPD. The orientation program basically focuses on the following:
 Meaning and Purpose of the SPPD, Guiding Principles in completing the SPPD
 Presentation of the SPPD Manual and the accompanying Template and M&E tools
 Understanding the process flow for the SPPD and study the roles and responsibilities for its
accomplishment
 Planning for the accomplishment of the SPPD

This should consider:

- Identification of school teaching and non-teaching personnel to be involved in the process
- Schedule for the accomplishment of the SPPD
- Roles and responsibilities of the ES/PSDS, SH and the School T&D members during the
accomplishment of the SPPD
- Reproduction of materials for use during the accomplishment of the SPPD
- Coordination of the monitoring and evaluating of the process
- Administrative tasks associated with the accomplishment of the SPPD
A Session Guide for the 2-day conduct of the orientation for the ES-I/PSDS and School Heads is suggested
in the attachment part of this Guide.
Steps for Accomplishing a School Plan for Professional Development

A Template has been developed as a tool for the completion of the SPPD and is in a separate section in
this document. Planners are encouraged to use the electronic file of the SPPD Template, as it is more
efficient to encode the information needed in the SPPD. The final copy of the SPPD that will be submitted
for approval should be developed electronically as much as possible.
To assist in the accomplishment of the SPPD, sample entries are made in some sections of the template.
The entries are to be replaced, as new entries are made in the course of planning. For additional
reference, sample SPPDs developed by school planning teams may be accessed from the TDIS which is an
element of the Enhanced Basic Education Information System (EBEIS) at http://beis.deped.gov.ph/.
As the development of the SPPD involves a number of steps, it is necessary to decide on the strategy for
the accomplishment of the SPPD and how this may best be facilitated. A possible option is to conduct a
preliminary activity with staff to review relevant documents such as the Consolidated NCBTS-TSNA result,
Summary of Teachers’ IPPD, Learners’ Achievement Results and Reading Level. A School Planning
Workshop for Professional Development is conducted for 1 -2 days, where the main objective is to
accomplish the SPPD. It may be necessary for a small working group to further refine the plan after the
workshop prior to its submission for approval.
The steps outlined below are basically followed in accomplishing the SPPD:
Preparatory Activity before the Planning Session:

A. To increase efficiency in the conduct of the SPPD, it is advisable that before the scheduled
planning session, the School Head meets the faculty and staff to study and discuss various data
that have implications for professional development of the school. It may be wise for a big school
to have departments or year levels to form smaller study groups for this purpose.
Data that have to be studied are contained in the following reports:
1. Consolidated NCBTS-TSNA Results for teachers: Lowest and highest scoring domains/strands
2. Summary of IPPD’s: Priority domains/strands targeted by teachers
3. NAT and other achievement test results: the MPS data by subject area and by grade/year
level; percentage of pupils with mastered and unmastered learning competencies
4. Results of the Philippine Informal Reading Inventory (Phil-IRI): Number of students by level
of reading comprehension (Frustration, Instructional, Independent)
5. TDNA results for non-teaching personnel, if they are part of the planning
Have each group’s representative make a report on the results of the study group during the planning
session of the SPPD.

Actual Planning Session
In conducting the planning process, the Session Guide (see Attachment A) used for the orientation of
School Heads and ES-I/PSDS may be used for school level planning. The steps outlined below are basic to
the process for completion of the SPPD and are delivered through the structured activities or group
workshop strategies such as those in the session guide:
Understanding the SPPD and its purpose
 Before accomplishing the SPPD it is important to have a clear understanding of the purpose of
the SPPD and to identify the personnel groups in the school who will be covered by the SPPD.
 Elicit the need for continuing professional development for all personnel in the school
organization to help address the changing demands and for better student learning and improved
school performance.
 Recall the meaning of the Professional Development, the significance of the IPPD that they have
developed earlier, and how these relate to the SPPD they are about to accomplish.
 Explain the meaning of SPPD, its purpose and the guiding principles. (Refer to the first page of
the Guide and Tools, Section 6.2.
 Explain that the accomplishment of the School Plan for Professional Development is the joint
responsibility of all personnel groups who will be affected by the plan.
Start the Completion of the SPPD
 Analyze the national context for the SPPD: 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.
 Have the groups recall the essential directions for human resource development contained
in official documents such as the following or similar current documents:
a. Basic Education Sector Reform Agenda (BESRA) Program Implementation Plan
b. National Competency-Based Teacher Standards (NCBTS) framework rationale and
context
c. Other related documents
 As a result of the analysis, list down key phrases which summarize the national goals and
thrusts and the schools’ priorities related to Human Resource Development in the next
chart:
Key Phrases summarizing the national context relating to Human Resource Development
based on data analyzed
National priorities/thrusts in 1.
BESRA
National priorities/thrusts in 2.
NCBTS
Other Documents 3.

 Develop a narrative based on the analysis above and write this in Section 1a of the SPPD
template.
 Present the analysis made in the preparatory activity regarding the data on Learner performance
and needs assessment results: 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.
 Available Data relating to student learning performance such as:

a. NAT results: Study the MPS data by subject area and by grade/year level and identify
which sets of data represent the school’s strength and priority needs of the learners;
b. Phil-IRI assessment results: Study the data on the No. of students by level of reading
comprehension (frustration, instructional, independent)
 Write the data using this data chart in section 1b of the SPPD to develop an accompanying
narrative that explains the implications of the data on student learning priorities.
Data Sources Strengths Priority Learning Needs Priority Training Areas for
Teachers
NAT Subject area/Mastered learning Subject are/least mastered 1.Teaching Math
competencies: learning competencies: 2.
(Filipino) (Math) 3.
Functional Independent level Frustration level Grade 1 Teachers training in

Literacy 20% Grade 1 70% Grade 1 Teaching Beginning Reading
Other Data
Sources
 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:
a. Consolidated NCBTS-TSNA Results for teachers,
b. Summary of IPPD’s
c. TDNA results for non-teaching personnel (administrative staff), if any
 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.
Data Source Strengths Learning Needs/ Specific

Competencies
Consolidated
Teachers NCBTS-
TSNA
Consolidated IPPD
priorities

 After analyzing the information from the two charts above, reflect and identify the priorities for
professional development in your school in consideration of your need to improve the school and
the learners.
BASIS Identified priorities for training & development

Teachers’ Needs based on NCBTS-TSNA and IPPD 1.
priorities 2.
Learners’ school performance 3.
Non-Teaching Personnel Training Needs
 Write the entries made in the last column also in the box “Priority Training and Development
Needs” in the SPPD Template
 Use the information you have written in the charts above in completing section 1c of the SPPD
template to develop an accompanying narrative that explains the implications of the data.
Formulate the SPPD GOAL
 Using the data gathered from the analysis, formulate the overall goal for the SPPD taking into
consideration the current national directions and development goals of the school, the priority
learning needs of the students and the professional development needs related to human
resource development. See the example below.
(For teachers’ groups, it may be helpful to refer to the NCBTS Domains in formulating the overall
goal.)
Overall Goal In line with BESRA’s thrust in improving school and learners’ performance within the
context of SBM, and the School’s development goal to raise the standard for
teaching-learning practice in the areas of ……., it is the goal of this SPPD to provide
opportunities to enhance professional competencies of the target personnel:
a. All teachers in the domains of curriculum, assessment, and in teaching
diverse learners
b. Grade 1-3 teachers in competencies for teaching beginning reading
c. Beginning teachers in the domain of diversity of learning
d. Non-teaching staff in ICT competencies
(Note: It may be good at this point and onwards to have several groups work according to their personnel
group. Consideration may also be given to grouping together those who have common learning needs
and strategies written in their IPPDs. It may be useful to make a study of the IPPD’s summary of targeted
competencies to be enhanced focusing on the STRANDs. Refer to sample in the attachment: “Alignment
of IPPD and SPPD”.)
Teachers’ groups may find it helpful to refer also to the NCBTS Strands and performance indicators listed
in the NB+CBTS-TSNA Tool during the formulation of the objectives.

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 SPPD. For each objective identified, further refine the specific competencies
(the knowledge, skills and attitudes) which are to be enhanced. This is where you may require
input from people with subject expertise relating to the specific content areas.
o 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.
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 setout in the
SIP/AIP
The table below should be completed and included as part of Section 3 of the SPPD Template.
Personnel Priority Learning Specific Objective Target No. of
Group Needs Competencies (e.g. NCBTS Group paxs
(e.g NCBTS (e.g. NCBTS performance
Domains) Strands) indicators/KSAs
1.
2.
3.

In this section you need to plan programs to address each target group’s objective and set of
corresponding competencies. This requires the identification of the end of the program output and
outcome.
 You will need to 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.
 Accomplish Section 4 of the SPPD template by completing the chart indicated in that section:
Target group:
Objective 1:
Objective 2:
End of Program Output(s): h
Expected Final Outcome:
Program Title General Content (refer to Delivery Mode Target
NCBTS KSAs) Time Frame
Prog1:
Prog2:
Prog3:

 If a single program only is required, write the objectives to address the identified priority
competencies that will be addressed. Identify the end of program outputs and outcomes. Give
the program a title and outline the content focus which you expect to be covered during the
program.
 If the achievement of the objectives and competencies will require a series of programs you need
to logically group related competencies and arrange them into a sequence of programs that will
inform how the achievement of the objective will be addressed. Give each program a title and
identify the end of program outputs and outcomes.
 Work through this process for each objective you have formulated for all the personnel groups.
Identify the Mode of Delivery
Once you have described the specific programs, it is necessary to consider what would be the most
appropriate and effective learning mode to adopt.
A range of suggested learning modes such as those indicated in the teachers’ IPPDs may be considered
for the SPPD. These include supported independent study such as on-line learning, individual action
research, personal or structured professional reading, supported learning such as school visits, peer
review or peer observation with a colleague, mentoring and coaching. The modes for collective action
may also be included as options such as getting involved in a professional organization, conducting group
research, or engaging in group studies (e.g. LAC/LEAP sessions); and formal programs such as on site face
to face training, cluster level/school 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 SPPD Template.
Set the Time Frame
A. A time frame should be established for the conduct of the various programs identified in the
SPPD. The SPPD should indicate the time 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 SPPD 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 built upon in succeeding programs
- Spreading the programs across the yearly coverage of the SPPD 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 summer period and semestral break
- Allowing sufficient time for the designing of programs and the preparation of the necessary
resources
- 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 the appropriate column in the SPPD Template.

 The next step in the process of accomplishing the SPPD is to develop an estimate of the costs
associated with conducting the professional development activities. When developing the budget
estimation consideration should be given to the costs associated with:
- the preparation of the program (e.g. will existing program designs and resources be used or
will new ones need to be developed)
- the implementation of the program (e.g. this depends 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
A Budget Estimate Template (See Attachment B) has been provided to assist in the development of the
budget .
- After arriving at a budget estimate, consideration needs to be given to the source of the
funds to support the programs. It should be indicated in the SPPD where the funds to support
specific programs are to be sourced e.g. from the school’s existing budget for Human
Resource development and INSET Funds or it will require the mobilization of additional
resources from various sources such as LGU, SEF.
The Table below should be completed for all programs and included in Section 5 of the SPPD Template.
Program Estimated Source of Additional R. M Program

Reference Cost available Funds source Schedule
funds Required
Target
Group1
Prog1
Prog2
Prog3
TOTALS
Reviewing the SPPD
 It is necessary to review the completed SPPD. It may be possible that a core group is assigned to
refine the SPPD further after the planning session and to see to it that the entire content meets
the standards for a quality SPPD.
 Before reviewing the SPPD, it should be checked that sufficient time was given to complete the
document in good form. The completion of the SPPD should be given adequate time but not to
exceed one month.
 The SPPD-M&E Form 4: Review Tool for Accomplished SPPD is used for this purpose. The Division
PDP-WG in charge of the M&E will also use this for further review for SPPD.

Note: When satisfied with the SPPD, make sure that it is signed by the SPPD planners and by the School
Head as leader of the SPPD Team, and submitted to the ES-I/PSDS. The ES-I/PSDS will review each school’s
SPPD using SPPD-M&E Form 4 and will accomplish a summary report using the Summary Template f,
SPPD-M&E Form 5, or this purpose. The Summary Report will be submitted to the SDS through the Division
T&D Chair.
Approval and Implementation of the SPPD
The approval process aims at gaining consent for the overall goals and objectives of the SPPD as well as
seeking a commitment and authorization that sufficient funds will be made available to support the
designing of the various programs as well as the actual implementation of the professional development
activities.
Approval of the SPPD therefore acts as a trigger for a number of activities. Once approved, it is essential
that the SPPD is communicated to all stakeholders. Stakeholders need to be made aware of the
professional development focus for the school to gain their support and so that all efforts can be directed
towards the successful implementation of the plan.
The mobilization of resources should commence once the SPPD is approved, and in line with the
timeframe for the implementation of programs. The SPPD, which clearly identifies the funds required to
fully implement the plan, is submitted to the SDS through the Division T&D Chair for the approval of
MOOE funds that will be used for the programs. The PDP_WG also need to monitor the progress in
securing the funds and consider the implications of any delays on the implementation of the programs.
Upon approval of the plan, the School Head commences the process of designing the professional
development activities in line with the SPPD timeline and availability of funds. This may be done by
adopting or adapting existing program designs and resources. Volume 4: The Program Designing and
Resource Development System should guide this process.
Monitoring and Evaluating the SPPD Process and Outputs
At the School level, three areas are monitored and evaluated related to the SPPD and are the
responsibility of the School PDP-WG. These are (a) the process followed in accomplishing the SPPD: (b)
Planning Team’s perception of the level they successfully completed the SPPD planning process; and (c)
the accomplished SPPD. There are M&E Tools that have been prepared and are suggested to be used for
each of these areas:
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’ Priority Professional Development Programs
Based on SPPDs at the District Level
It is deemed necessary that Division as well as the Regional PDP-WG closely monitor the development of
SPPDs. The tools used by the PDP-WG in-charge of the M&E are the same Tracking Forms used for
tracking the completion of IPPDs.
IPPD/SPPD M&E Form 5: Division Tracking Form for Accomplished IPPDs/SPPDs
IPPD/SPPD M&E Form 6: Region Tracking Form for Accomplished IPPDs/SPPDs
The M&E Matrix and the tools are found in the last section of the SPPD Guide and Tools, Section 6.2.


School ____________________________________________
Division: ____________________________Region: _______

SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT (SPPD)

for Calendar Year ___________
Name of School:
Region/Division: Date SPPD is accomplished:
Professional Development 1. Teaching Beginning Reading

Priority Programs: 2.
A. For teaching Personnel 3.
B. For Non-Teaching personnel
I. The Context
A. National Thrust and School 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 School Improvement Plan (SIP and Annual Development Plan (AIP). 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 Strengths and Needs (based on the NAT, and Phil-IRI results).
1. Teachers’ Competencies to be enhanced to improve student learning (based on NCBTS-TSNA
results)
2. Non-teaching staff training and development needs)
C. Data Analysis of target personnel’s professional development strengths and needs
(Develop Data Analysis of school’s staff/professional development strengths and needs)
 Teachers’ Competencies to be enhanced to improve student learning based on NCBTS-TSNA

results
 Non-teaching staff training and development needs

II. Professional Development Goal and Objectives
A. Overall Goal:
Formulate the overall goal for Professional Development here based on the context presented above.
(Align your overall Professional Development goal to your student learning goals and to professional
competency goals to the SIP development goal.)
Example:
In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and
the School’s development goal to raise the standard for teaching-learning practice in the areas of
assessment, curriculum and diversity of learners, it is the goal of this SPPD to provide opportunities to
enhance professional competencies of the teachers and non-teaching staff:
o All teachers in the domains of curriculum, assessment, and in teaching diverse learners
o Grade 1-3 teachers in competencies for teaching beginning reading
o Beginning teachers in the domain of diversity of learning
o Non-teaching staff in the use of information communication technology competencies
B. Specific Objectives for each target personnel
Derive the objectives from the overall goal and state them here per target personnel. Use the chart
developed below:
Example:
Client Priority Learning Specific Objectives Target Group No. of

Group Needs (NCBTS Competencies (NCBTS performance paxs
Domains) (NCBTS Strands) indicators)
1. All Teacher
teachers competencies in:
a) assessment of Developing Develop and further All Ts in the 15 paxs

learning appropriate enhance - knowledge of school whose
assessment strategies different assessment T&D priority is
to monitor and tools/strategies on assessment
evaluate learning
- skills in formulating and
using assessment tools
-appreciation of non-
traditional assessment
b) curriculum
c) diversity of
learners

III. Program Content/ Process, Professional Development activities per Target Groups
Decide on the content and process of the professional development for each target group. Note: It may
be good to have teachers who have common learning needs to plan together.
Example:
Target group: All teachers in the school (who have identified this as a priority need)
Objective 1: Enhance KSAs in assessing student learning with appropriate strategies

Objective 2:
Objective3:
End of Program Output(s): Prototype/Sample tests of various types for learning assessment; Goal
Chart and professional development guide for Application of Skills in student learning assessment; JEL
Contract
Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs: Demonstrated

skills in assessing authentic learning (AAL) in own class’ teaching-learning process; Practice of Peer
Coaching on AAL using professional development guide
Program Title General Content (refer to NCBTS Delivery Mode Target

KSAs) Time Frame
Prog1: Assessment of Authentic Learning Assessment 10 Teachers to join April 2009
Authentic (Theory/Concept, Tools Division Scheduled
Learning(AAL) Development and Training x 2-days
Demonstration); Traditional and
Alternative Strategies for
Learning Assessment;
Prog2: Teachers’ Using AAL in the classroom; One semester LAC November 2009 -
Sharing of Surfed (School Demonstration, Feedback sessions (at least 1- March 2010
materials on AAL and Refinement of Tools hour x 10 sessions)
developed,
Target Group:
Objective 2:
End of Program Output(s):
Expected Final Outcome/Success Indicator
Program Title General Content (refer to NCBTS Delivery Mode Target

KSAs) Time Frame
Continue table for other programs here. Use more space as necessary…

IV. Budgetary Requirements

Summarize the costs of each program here:
Use Budget Template to develop the budget breakdown for each program and included as an
attachment
Example
Program Estimated Source of Additional R. M source Program
Reference Cost available Funds Schedule
funds Required
Target Group1
Prog1 10,000 10,000 from none - Sem 1 2009
MOOE
Prog2 No Cost - -
TOTALS 10,000 10,000
Continue Table… for other Target Groups. Use more space as necessary. Compute the grand total
required for the 1-yr plan.
SPPD SPPD Planners:

Planners
Sig._________________________________ Group
Represented:____________________
Sig. _________________________________ Group

Represented:____________________
Sig._________________________________ Group Represented:____________________
Sig. _________________________________ Group Represented:____________________
Sig.________________________________ Group Represented:____________________
School Head: _________________________________________

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

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

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 Program Completion
the different Report
personnel 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: WG process at the results from observations
SPPD and the level completed Process school level from their cluster and prepare
of collaboration Observation Divisions PD a report for submission to the
between team Guide for SPPD – WG Division T&D Chair. T&D
members (represented Chair identifies key
by recommendations and
ES1/PSDS) include 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 SPPD
the SPPD
process

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- Division Following the Results will be included in
SPPDs accomplished Tracking Form M&E Form 6: PDP-WG accomplishment of Division Program Completion
by schools within the will be Division the SPPD by Report and inform future
division completed Tracking Form schools in each SPPD policy
listing the for division
number schools Accomplished
who have IPPDs/SPPDs
accomplished
SPPDs
The number of A Region IPPD/SPPD- Region Following the Results will be included in
SPPDs accomplished Tracking Form M&E Form 7: PDP-WG accomplishment of Region Program Completion
in each division will be Region the SPPD by Report and inform future
within the region completed Tracking Form schools in each SPPD policy
listing the for division
number of Accomplished
schools who IPPDs/SPPDs
have
accomplished
SPPDs across
all divisions

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:
Current Position: Other Designations:
Highest Educational Attainment:
II. WORK EXPERIENCE

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

III. TRAINING ATTENDED OVER THE LAST THREE YEARS
Please check training focus and management level for all training attended over the last three years.
Training Focus Training Management Level of Training

attended Central Region Division Cluster School
over last 3
years ()
Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify

______________
IV. SIGNIFICANT EXPERIENCES
Identify which of the following areas you consider to be your area(s) of expertise:
School Based Management Monitoring and Evaluation
Quality Assurance Subject Specialization: _____________)
Access Education Policy Development
Education Planning ICT
Learning Resource Materials Development Other, please specify ________________
Delivery of Training
Certified Trainers by NEAP Central NEAP-Region TEI
SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----
List your significant experiences in the identified areas

V. TRAINING AND DEVELOPMENT EXPERIENCES

Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment Program Planning
Program Designing Resource Materials Development
Program Delivery Program Management
Monitoring and Evaluation of Training
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.

SCHOOL OBSERVED:_________________________________________________
NAME OF PROCESS OBSERVER: _____________________________________
DATE: ______________________
VENUE: _____________________
PARTICIPANTS NAME & DESIGNATION: (Attached Attendance Sheet)
DIRECTION: Observe the process involved in the activities associated with the development of
the SPPD. If the activity is accomplished, write YES in the appropriate column, if not, write NO.
Rate the level of collaboration between participants in completing the various activities using the
rating scale below:
RATING SCALE: (1) Low (2) Moderate (3) Average (4) High
ACTIVITIES LEVEL OF
ACCOMPLISHED
COLLABORATION
Yes or No
1 2 3 4
I. Development of an understanding the SPPD and its purpose
a. Conduct of a warm up activity to form personnel groups
b. Discussion on how the school’s personnel can further

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

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

k. Estimation of the budgetary requirements for each program

l. Identification of sources of funds for each program
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:
___________________________________
___________________________________
Designation

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:
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
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?

This form has been developed to guide the facilitators debriefing meeting following the completion of the
School Plan for Professional Development (SPPD). The T&D Chair /ES1/PSDS/School Head should manage
the debriefing meeting and ensure a record is kept of the discussions. The information from this meeting
should inform future SPPD activities and the Program Completion Report.
------------------------------------------------------------------------------------------------------------
DATE: ______________________
VENUE: _____________________
Facilitating Team MEMBERS present at the debriefing: (Attached Attendance Sheet)
Directions: Discuss each of the questions below as a group and reach a consensual answer. Check the
appropriate column that corresponds to your group response. Write comments to support your response.
QUESTIONS YES NO COMMENTS
1. Were all targeted participants
present?
2. Were all the necessary

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

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

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

10. General comments on the conduct of the activity:

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

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:
Rating
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: _______________________________________

SPPD-M&E Form 5: Summary Template of School Professional Development Priority Programs

Based on SPPDs at District Level
(Note: This Form is for one clientele group only, e.g. Teachers group. For non-teaching personnel, a separate sheet should be used.)
Direction: Write the name of school and respective priority programs. Then, check the appropriate column that represents the domain/strand related to the each
priority program listed.
Summary of the Schools’ Professional Development Priority Programs based on SPPDs
Dom 1 Dom 2 D3 Dom 4 Dom 5 D6 Dom 7
Schools SPPD Priority Programs S S S S S S S5 S S S S3 S4 S S S S S S S S S S S
1 2 1 2 3 4 1 1 2 5 6 7 1 2 3 4 1 1 2 3
A.. 1.
2.
3.
B. 1.
C. 1

D. 1
E.
(Continue the list to enter all the School’s data.)
E/PSDS Name and Signature:_________________________________________ Date Accomplished: __________________________

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

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

IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished

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

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 experiences
Activity 1 and SPPD expectations” that is helpful to facilitate understanding of the purpose of
(30 minutes) 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 be
after a brief the 3 most urgent needs of your teachers in terms of NCBTS competencies?

Opening 2. How do you think is the teachers’ IPPDs may connect to the development of the
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.
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
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
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.

D. Formulation of the Objectives from the Goal of the SPPD
 Each subject area or grade level group is instructed to simulate work on the matrix
below and identify their group in the first column.
 The priority needs elicited from the previous activity be written in the second
column.
Personnel Priority Learning Specific Objectives Target No. of

Group Needs Competencies Groups Pax
 Direct participants’ attention to column 3 of the matrix and discuss how this
should be filled. Let them refer to the SPPD guide. Present in a Power Point
presentation the necessary instructions that go with each column. Give
participants time to complete the column. Do the same steps for the rest of the
columns in the matrix. Call their attention to the section of the SPPD Template
where this matrix is found.
(T&D Facilitators join the group and provide technical assistance in the completion
of the output)
Thank the participants for the cooperation in the days’ undertakings.
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 E. Decide the Content of the Programs for Each Target Group
Tell the participants to refer to the Guide and Tools and Template in simulating
8AM -2:30 PM the completion of the matrix below. A Power point presentation is useful in
facilitating the filling-up of this matrix.
Explain the difference of Output and outcome. See examples in the Guide and in
the sample SPPD.
BTarget group:
Objectives:
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.

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.
Activity 4 Action Planning for SPPD at school level

 Discuss the purpose and importance of the Action Plan.
Action
● Distribute the Next Steps/Action Plan Matrix
Planning
2:30- 4:30 PM
Activity Date Objective People Involved/
Responsible
ES/PSDS
Preparatory School Head
Activities:
1.Meeting with School NCBTS
Planners Coordinator
2.Doc Preparation
3.

Conduct of the
SPPD:
Activity 1
Activity 2
Activity 3
Activity 4
Post SPPD
workshop
1.Refinements
2. Approval
- Discuss the parts of the matrix and demonstrate how it is used using a power
point presentation.
- Let the group by cluster prepare their SPPD action plan using the matrix.
- Ask volunteers to present their Action Plan for sharing purposes.
- Review the key understanding developed.

- Let each group submit a copy of their Action Plan to the management for
monitoring purposes.
Closing T&D Team facilitates an appropriate closing activity

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

Venue :________________________ Division
Date :________________________ Cluster
School
Please fill or shade the corresponding mode of Professional Development Delivery
Mentoring Programs Coaching Programs

Professional Learning Teams Peer Observation Programs
Workshop Accredited Courses
Structured Professional Reading Personal Professional Reading
Practicum/School Visit Programs On-line Learning Programs
External Consultant/Critical Friend Others: Please specify _____________________
# REQUIRED
Cost per Total #
ITEM OF EXPENDITURE (e.g. # of pax / Amount
Unit/Hour of days
units / sets / hr)
A. Pre Implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
Sub-total Pre Implementation
B. Implementation
Live-IN:
Accommodation & Food
Live-OUT:
Food
Training materials
Equipment Rental (Specify)
Streamer/ Banner
Reproduction Cost
Allowance
Per Diems
Honoraria
MPPD Guide and Tools

Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel
Sub-total Implementation
Total A & B
Contingency 10%
GRAND TOTAL

6.3. The MPPD Guide and Tools
Guide for the MPPD
M&E for MPPD
MPPD Template
Attachments

Republic of Philippines
ForFor Regions
Regions andand Divisions
Divisions
DepED-EDPITAF-STRIVE2
June 2010

Table of Contents
Meaning and Purpose of the MPPD

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
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.
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.

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.

MPPD Structural Process Flow
Region Level: Division Level:

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

stakeholders
 Resource mobilization plans begin  Div-MPPD communicated to the stakeholder,
 Program designs are developed 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

- 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

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.

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

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.

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
(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.

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.
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.

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:
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
A. 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 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.
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.

funds Required
Target
Group1
PD1
PD2
PD 3
TOTALS
Review of the Plan
 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.
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.

For Regions and Divisions

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

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:
B. ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of curriculum,
assessment, and in teaching diverse learners
C. Trainers for School Heads in Instructional Leadership, Planning, and in Financial management
D. Regional Educational Leaders in Educational Planning and Involving Stakeholders
E. …
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
-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)
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
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.
MPPD Planners:
MPPD
Planners Sig._________________________________ Group Represented._____________________
Sig._________________________________ Group Represented._____________________

APPROVAL
Recommending Approval:
________________________
Regional/Division T&D Chief/Chair
APPROVED:
___________________________
Regional Director/SDS
Date: ______________________

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

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
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

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

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:
Current Position: Other Designations:
Highest Educational Attainment:
II. WORK EXPERIENCE

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

III. TRAINING ATTENDED OVER THE LAST THREE YEARS
Please check training focus and management level for all training attended over the last three years.
Training Focus Training Management Level of Training

attended Central Region Division Cluster School
over last 3
years ()
Curriculum
Resource Materials
Development
Planning
Management
Policy Development
Research
Other, please specify

______________
IV. SIGNIFICANT EXPERIENCES
Identify which of the following areas you consider to be your area(s) of expertise:
School Based Management Monitoring and Evaluation
Quality Assurance Subject Specialization: _____________)
Access Education Policy Development
Education Planning ICT
Learning Resource Materials Development Other, please specify ________________
Delivery of Training
Certified Trainers by NEAP Central NEAP-Region TEI
SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----

V. TRAINING AND DEVELOPMENT EXPERIENCES

Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment Program Planning
Program Designing Resource Materials Development
Program Delivery Program Management
Monitoring and Evaluation of Training
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.

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_____________________
___________________________________

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
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
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?

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?

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

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

Division/Region
Rating Guide:
Rating
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: _______________________________________

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
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

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 F. Batenga
Project STRIVE T&D Technical Advisers
Louise A. Quinn Twila G. Punsalan

International Technical Adviser National Technical Adviser

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Republic of the Philippines

Training and Development

A FIVE-VOLUME COMPILATION OF THE

The five volumes of the T&D System Operations Manual are:

Volume 1 – The Training and Development System Framework

Section 1.0. ....................................................................................................................... 1

Section 6.0 The PDP System Guides and Tools……………………………………………………………… ... 19

6.2. The SPPD Guide and Tools ................................................................................... 61

6.3. The MPPD Guide and Tools ......................................................................... 106

M&E Monitoring and Evaluation

UIS Unified Information System

Computer-Based System: This may be an e-tool or report of e-data analysis.

The objectives of the T&D System are to:

3. conduct priority programs including post-training activities for professional development of

1.5. Standards and Guiding Principles

Equity and Access

Sustained culture of a learning organization

Effective and Efficient Use of Resources

Continuing and cyclical process

Sustained by Transformative Leadership

Quality training content and strategies

Integrated and unified:

2.1. What is Professional Development (PD)?

2.2. What is a Professional Development Plan?

 Individual Plan for Professional Development (IPPD)

 School Plan for Professional Development (SPPD)

 Master Plan for Professional Development for the Division (Div-MPPD)

 Master Plan for Professional Development for the Region (Reg-MPPD)

2.3. The PDP System Design

2.3.1. The IPPD

2.3.2. The SPPD

2.3.3. The Regional and Division MPPD

2.4. Standards for Professional Development Plan

a. The Plan must be based on:

 results of training needs assessment

c. The Plan must adhere to the following SMART standards:

2.5. Structure, Functions, Roles and Responsibilities

2.5.1. Regional Level

Roles and Responsibilities

2.5.2 Division/District Level

Roles and Responsibilities

2.5.3 School Level

Roles and Responsibilities

2.6. PDP System Monitoring and Evaluation Framework

MPPD Results serve as basis for

Well documented evidence of TA Well documented evidence of TA Well documented evidence of TA

Complete and accurate Complete and accurate Complete and accurate

3.1. The IPPD Process

3.2.The IPPD Guide

3.3. The IPPD Template

3.4. M&E of the IPPD

 IPPD-M&E Form 1: IPPD Process Observation Guide for Teachers/School Heads

 IPPD/SPPD-M&E Form 5: Division Tracking Form of Accomplished IPPDs/SPPDs

 IPPD/SPPD-M&E Form 6: Region Tracking Form of Accomplished IPPDs/SPPDs

4.1. The SPPD Process

4.2. The SPPD Guide

4.2.The SPPD Template

4.3. M&E for the SPPD by the Division T&D

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

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

- IPPD/SPPD-M&E Form 5: Division Tracking Form for Accomplished IPPD/SPPD

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

5.1. The MPPD Process