Potensyal Guide Book 2006

POTENSYAL: Building the 21st Century School System
Table of Contents
Potensyal: Building The 21st Century School System
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Phase 1: Pre-selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
General Program Requirements

The Phases of Potensyal
The Categories of Potensyal

Category 1: 21st Century School Leadership
Category 2: ICT Adoption for Teachers
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Category 3: PiL Online Community Membership
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Category 4: Division and School Documentation . . . . . . . . . . .
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Phase 2: Verification and Validation
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Phase 3: The 21st Century School System Finals
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16
Phase 4: Realizing Potensyal!
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Summary of Potensyal Requirements
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Program Checklist
Potensyal Search Disclaimers

List of Appendices
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Appendices
Appendix 1: For School Principals, Teachers, and ICT Managers
Appendix 1-1: Online Registration and Lesson Plan Submission
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Appendix 1-2: 21st Century Leadership Course Output Format
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Appendix 1-3: ICT Infrastructure Survey for High Schools
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Appendix 1-4: Digital Literacy Assessment and Evaluation
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Appendix 1-5: Community Support Summary
Appendix 1-6: Suggested Planning Template for Schools
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Appendix 2: For The Division Superintendent and the Division Leadership Team
Appendix 2-1: Division Tally Sheet for the 21st Century School Leaders
Appendix 2-2: Division Tally Sheet for ICT Adoption for Teachers
Appendix 2-3: Potensyal Division Leadership Team Information
Appendix 2-4: ICT Infrastructure Survey for Divisions
Appendix 2-5: Suggested Planning Template for Divisions
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POTENSYAL
Potensyal is an initiative launched by Microsoft Philippines
through its Partners in Learning (PiL) program to support the
Schools First Initiative of the Department of Education.
Potensyal begins with a search for divisions, schools, and
teachers who have exhibited leadership, innovation, openness
to technology, and the drive to further people empowerment.
It then continues by building strong partnerships with the goal
of transforming the education system through the realization of
potential.
Potensyal is a comprehensive approach that addresses directly
student teaching and learning and the institutions behind the
educational system to facilitate 21st Century School System.
The Potensyal program is divided into two (2) independent
categories: (a) Potensyal: Building The 21st Century School
System and (b) The Philippine Innovative Teachers Leadership
Awards (ITLA).
A.
The search recognizes divisions and high schools that have displayed a nurturing
environmental system that improves the teaching and learning process.
The search has four (4) phases.
i. The first phase (Pre-selection) sets the minimum requirements for building
the 21st Century School system. It involves a quantitative measurement of the
adoption and integration of the division and schools of specific PiL programs.
Thirty (30) of these divisions will be chosen as finalists and move on to the
second and third phases as well as gain an initial Technology and Training
Grant worth approximately two million pesos (PhP 2,000,000.00). The
deadline for submission of entries is on August 31, 2006.
ii. The second phase (Verification and Validation) involves the Potensyal
teams visiting of probable winning divisions to discuss possible
improvements of their entries prior to the third phase, establish working
relationships, as well as to verify and validate submitted entries. During this
phase, improvements and modifications on the existing submitted
documentation are encouraged.
iii. The third phase (The 21st Century School System Finals) allows the thirty
(30) division finalists to showcase their respective plans and assess their
capability to proceed to the next phase. The representatives of the division
will convene in a weeklong, exclusive gathering to determine which divisions
will move on to the next phase. Three (3) of these divisions will move on to
the fourth and final phase.
iv. The fourth phase (Realizing Potensyal) involves the roll-out of the
Technology and Training Grants to the top three (3) division winners
totaling approximately ten million pesos (PhP 10,000,000.00) for each
division in two- or three-year engagements in cooperation with the PiL Team.
B.
The Innovative Teachers Leadership Awards (ITLA)
Already in its third year, the search recognizes public school teachers who have
successfully integrated Information and Communication Technology (ICT) in teaching
and learning that effectively impacts on developing knowledge workers and life-long
learners.
POTENSYAL:
BUILDING THE 21st CENTURY SCHOOL SYSTEM
Program Mechanics
General Program Requirements
Team Composition: The Potensyal Division Leadership Team
It is recommended that a team of at least five (5) or more individuals be formed as part of
the core team. Should the division be chosen as one of the top 30 division finalists, five (5)
team members from each division will be invited to attend the 21st Century School System
Finals.
The core team will be called the Potensyal Division Leadership Team. The search requires
the Division Superintendent, Assistant Superintendent, Division ICT Coordinator, the
Division Training Manager/Human Resources Manager (in charge of Human Resource
Development), and the High School Principal (of the best performing school or pilot
school) to be part of the core team.
The Potensyal Division Leadership Team will select the best High School and High
School Principal in his/her division to represent the divisions pilot school during the 21st
Century School System Finals.
In addition, the Division Superintendent should appoint a Potensyal Document Manager,
an individual within the division who will manage all Potensyal related documents and
will act as the point person between the division and the PiL Potensyal Program
Representatives.
Miscellaneous Information: The Potensyal Welcome Kit

A Potensyal Welcome Kit was sent to all divisions in the country. The Potensyal Welcome
Kit contains, in addition to other items, documents and materials essential in assisting the
divisions success in the contest. They are as follows:
1. Contest Mechanics and Program Guidelines
The Potensyal Welcome Kit contains this document as well as other
information pertinent to the contest.
2. Potensyal Starter CD (5 copies)
The Potensyal Starter CD contains information about Potensyal, PiL
programs, videos, the PiL Curriculum, and other information. In addition, the
Potensyal Starter CD contains the Digital Literacy Course that can be used by
participating Teachers within the division to successfully comply with some
of the requirements of the search.
3. The 21st Century School System CD (5 copies)

This CD contains the required 21st Century Leadership Course which the
Division School Principals need to complete to successfully comply with the
search requirements.
Contact Information: For Technical and General Questions

Website: www.pil.ph
Contact Numbers: (02) 886-5002 and (02) 886-5003
Email: pilhelpdesk@softrigger.com
The Phases of Potensyal
PHASE 1: Pre-Selection
Phase 1 is primarily a quantitative measurement of the adoption and integration of the

division and the schools within that division of specific Partners in Learning (PiL)
programs. This phase will determine a total of thirty (30) divisions. The top ten (10)
divisions from each region - Luzon, Visayas, and Mindanao - will be selected to complete
the search. Successful completion of Phase 1 primarily includes the largest number of
participants within the division who have completed the requirements for The 21st Century
School Leadership category for Principals, the requirements for ICT Adoption category
for Teachers, the requirements for PiL Teacher Online Community Membership category,
and the submission of required Division and School Documentation.
Pointing System for Categories under Phase 1:

CATEGORY 1: 21st Century School Leadership
CATEGORY 2: ICT Adoption for Teachers
CATEGORY 3: PiL Online Community Membership
CATEGORY 4: Division and School Documentation
( 30 Points)
( 20 Points)
( 30 Points)
( 20 Points)
(100 Points)
Pointing System used for Categories 1 to 3:

Since the divisions within Luzon, Visayas, and Mindanao vary in sizes and number
of school principals and teachers, the scoring system will reflect these deviations in
sizes. The scoring system will use a combination of the percentage of technology
adoption based on the number of participants within the division and their relative
number as compared with other registered schools/principals/teachers in other
divisions to promote fairness and equality.
Pointing System used for Category 4:

The completeness of the submitted required documents will be the basis for the
pointing system used in the Division and School Documentation Category. The
qualitative aspect of the documents will be judged in the succeeding Phases of The
21st Century School System. However, it is very highly recommended that the
documents submitted be as innovative, sustainable, and purpose-driven as possible
since they will form the basis for judgment during the succeeding Phases of the
search.
The Categories of Potensyal
CATEGORY 1: The 21st CENTURY SCHOOL LEADERSHIP (30 Points)
This category is based on the number of Elementary and High School Principals within
the division that has successfully completed all the requirements for The 21st Century
Leadership Course and has registered at the www.pil.ph website as Principal within that
division.
High School Principals are required to accomplish the prescribed ICT Infrastructure
Survey within their respective schools. It is not required for Elementary Principals to
accomplish the ICT Infrastructure Survey to comply with this category.
Course Description: The 21st Century School Leadership Course

The online training course is aimed at improving the skills of school leaders
by looking at the changes in education during the 21st century. The workshop
materials were co-authored by Microsoft and Professor Bransford from the
internationally renowned University of Washington. The workshop, divided
into four (4) modules with discussions led by experienced educators, covers
a range of topics from the changing schools and students, new horizons, new
teaching proposals, and leadership in the 21st century to cope with the
changing environment and students.
The format for the output requirements for The 21st Century School
Leadership Course can be found at Appendix 1-2 of this document.
Survey Description: ICT Infrastructure Survey

The ICT Infrastructure Survey is an ICT infrastructure assessment tool that
determines the current ICT capacity of the school. The ICT Infrastructure
Survey covers a wide variety of topics ranging from ICT facilities, personnel
and student usage, sustainability, and other matters relating to Information
and Communication Technology. As such, it is recommended that the High
School Principal assign the ICT Manager and/or Faculty/Staff in charge og
ICT equipment to perform this Survey. The ICT Manager should then visit
and consult the other Faculty and Staff within the School to help complete
the Survey.
The ICT Infrastructure Survey is also a needed requirement for the Division
and School Documentation Category and can serve as requirement fulfillment
for the ICT Infrastructure Survey if the Division Superintendent chooses the
school as the pilot for The 21st Century School System.
A copy of the ICT Infrastructure Survey for High Schools can be found at
Appendix 1-3 of this document.
Notes
For Elementary and High School Principals in the division wishing to participate in
this search, there are several ways to gain compliance in The 21st Century School
Leadership Category. They are as follows:
1. The Potensyal Welcome Kit was sent to your respective division in May
2006. The welcome kit contains copies of The 21st Century Leadership
Course that you can duplicate and use to comply with this requirement.
2. Instructor-led Trainings on The 21st Century Leadership Course are being
conducted around the country until June 30, 2006. Training schedules will
be posted at the www.pil.ph website. Also, please inquire at your division if
there are any posted schedules there.
Registering at the www.pil.ph Website

Please visit the www.pil.ph website to join the PiL Online Community. Directions
on how to join can be found at Appendix 1-1 of this document.
Compliance of Requirements
The High School Principals of the division must have completed The 21st Century
Leadership Course. Upon completion, the Principals must submit the required
output to the Divisions designated Potensyal Document Manager along with the
duly accomplished ICT Infrastructure Survey for High School.
The Elementary School Principals of the division must have completed The 21st
Century Leadership Course. Upon completion, the Principals must submit the
required output to the Divisions designated Potensyal Document Manager.
Whenever possible, a hard copy (printed document) and a soft copy (saved on a CD
and/or diskette) of the documents should be submitted.
The division shall document and record information relating to the number of
Elementary and High School Principals who have successfully completed The 21st
Century School Leadership Course along with its requirements. In addition, the
division shall document and record information relating to the submission of the
ICT Infrastructure Survey for High School from the High School Principals. The
ICT Infrastructure Survey is not a requirement for Elementary School Principals.
A Sample Division Tally Sheet for The 21st Century School Leaders can be
found at Appendix 2-1 of this document, which includes a training report, and/or
any validating documents.
Deadline of Submission
On or before August 31, 2006 for The 21st Century School Leadership Course
On or before August 31, 2006 for ICT Infrastructure Survey for High Schools
CATEGORY 2: ICT ADOPTION FOR TEACHERS (20 Points)
This category is based on the number of Elementary and High School Teachers within the
division who have successfully completed or trained under any of the following Microsoft
PiL courses:
1. Digital Literacy Course
The Digital Literacy Course can be found on the Potensyal Starter CD, which
was delivered along with the Potensyal Welcome Kit to all the divisions. It
is an introductory course for teachers who are new to ICT. It is considered a
minimum requirement for the ICT Adoption for Teachers Category.
2. Innovate/Foundation Course
The Innovate/Foundation Course is considered a premier cornerstone in ICT

Adoption for Teachers. The course covers productivity software tools using
Microsoft Office needed by the teachers in implementing ICT in teaching and
learning.
3. Fusion/Peer Coaching Course
The Fusion/Peer Coaching Course is also considered a premier cornerstone in

ICT Adoption for Teachers. Whereas Innovate deals with technology training,
the Fusion/Peer Coaching Course discusses integrating ICT in teaching and
student learning and uses peer coaching as a vehicle for continued teacher
training and developing a community of teachers with a shared purpose.
4. Other Recognized MS/PiL Trainings

Any ICT training received using the PiL Curriculum such as any SMART
Schools Training, Peer Coaching of Innovative Teachers Leadership Awards
(ITLA) finalists and their trained mentors, as well special PiL Courses such
as VB.NET, PiL Technical help Desk, and MS Networking Courses
conducted from November 4, 2003 to August 31, 2006 will qualify as
fulfillment for Teachers participating in this category.
Notes
For divisions and schools wishing to include their teachers and instructors into the
search, there are several ways to gain the ICT Adoption for Teachers Category
compliance. They are as follows:
1. Training schedules will be posted at the www.pil.ph website for instructor-led
Innovate and Fusion Courses. Also, please inquire at your division office for
any announced training schedules near you.
2. For the basic Digital Literacy Course, training can be achieved via online
self-paced training. The training materials can be found in the Potensyal
Starter CD (from the Potensyal Welcome Kit given to all the divisions) and
can be downloaded from http://www.microsoft.com/citizenship/giving/
programs/up/digitalliteracy/default.mspx. A required output will be given for
each teacher wishing to comply with the ICT Adoption for Teachers Category
using the Digital Literacy Course.
Please refer to Appendix 1-4 for the output format.
The division shall document and record information relating to the number of
Teachers who have successfully trained in any of the above courses. Documents
include but are not confined to certificates of completion, attendance sheets from
training/seminar recognized by the program, certification of passing a Microsoft
technology exam, etc.
A Sample Division Tally for ICT Adoption for Teachers can be found at
Appendix 2-2 of this document, which includes a training report, and/or any
validating documents.
On or before August 31, 2006 for the ICT Adoption for Teachers/Training
Compliance

Verification Requirements
Should the division be selected as part of the Top 30 Division finalists, verification
of ICT Adoption for Teachers will be required. Documentation will be reviewed by
the Potensyal Team visiting the division and will be validated with the Potensyal
Teams own records. The Potensyal Team, regarding this and other requirements of
the contest, may conduct selected interviews with teachers who have undergone the
Digital Literacy Course.
CATEGORY 3: PiL ONLINE COMMUNITY MEMBERSHIP (30 Points)

This category is based on the number of Elementary and High School Teachers within the
division who have gained membership in the PiL Website and have successfully uploaded
their sample lesson plans or bodies of work.
Description of the PiL OnLine Community Membership
The PiL Online Community connects educators, administrators, students, and
parents through technology. For educators, it is a teacher community site where they
can share teaching and learning experiences through the Innovative Teachers Portal.
It is also a valuable source of ideas on how to better use technology as a teaching
tool. The PiL Community is the online embodiment of the PiL education ecosystem
where everyone is both the learner and educator, innovating the role of technology
in education and bringing closer together educators across the country.
Directions for PiL Online Community Membership
on how to join the PiL Online Community can be found at Appendix 1-1.
Description of Sample Lesson Plan/Body of Work
For purposes of this search, a lesson plan is a written guide for teaching plans in
order to achieve intended learning outcomes. It provides specific definition and
direction on learning objectives, equipment, instructional media material
requirements, and the conduct of training. A lesson plan abstract will be required
along with the body of work.
Procedures for Submitting the Lesson Plan/Body of Work
on how to submit a Lesson Plan/Body of Work can be found at Appendix 1-1-2 of
this document.
On or before August 31, 2006 for the Lesson Plan/Body of Work
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CATEGORY 4: DIVISION AND SCHOOL DOCUMENTATION (20 Points)
This category requires the Division to submit documents required for all phases of the
search. The documents should be as complete as possible. These documents will be used
during Phase 3 of the search should the Division and the pilot High School (selected by
the Division Superintendent) be accepted as part of the Top 30 Division Finalists. It is
recommended that all documents be properly completed, well thought-of, and properly
presented. They will form part of the criteria for selecting the top three (3) Division
winners of the search.
The Division should present documents that cover the following areas:
A. Potensyal Division Leadership Team Information
These documents provide the PiL Potensyal Team with background information about the Division Leadership Team.
A format for the Division Leadership Team Information can be found at
Appendix 2-3 of this document, which includes a suggested template of each
Division Leadership Core Members resume.
B. ICT Infrastructure Survey for Divisions

determines the current ICT capacity of the Division. The Survey covers a
wide variety of topics ranging from ICT facilities, personnel usage, sustainability, and other matters relating to Information and Communication
Technology (ICT). As such, it is very highly recommended that the Division
Superintendent assign the ICT Manager and/or Faculty/Staff in charge of ICT
equipment to perform this Survey. The ICT Manager should then visit and
consult the other Faculty and Staff within the Division to help complete the
Survey.
A copy of the ICT Infrastructure Survey for Divisions can be found at
Appendix 2-4 of this document entitled ICT Infrastructure Survey for
Divisions.
For the School, it is recommended that the High School Principal consult
with his/her respective academic team, human resources manager (for
professional development), and the faculty/staff responsible for ICT
equipment within the school.
A copy of the ICT Infrastructure Survey for Schools can be found at
Appendix 1-3 of this document entitled ICT Infrastructure Survey for
Schools.
Completing both the Division and School ICT Infrastructure Survey will
assist both groups in formulating a very concrete plan that will be the basis
for the Leadership on Information and Communication Technology Adoption
portion of The 21st Century School System search.
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C. Leadership on Information and Communication Technology Adoption

These documents provide the PiL Potensyal Team with a very clear understanding of what the Division and School plan to do in implementing ICT
interventions within the Division and School system. The following plans
are required from the division:
Division Documents
A. General Strategic Division Plan
The General Strategic Division Plan is a detailed document that discusses
proposed strategies to improve the general performance of the Division in
delivering and achieving its stated purpose(s). For purposes of differentiation,
this is a general improvement plan.
B. Strategic ICT Infrastructure Plan

The Strategic ICT Infrastructure Plan is a detailed document that discusses
Information and Communication Technology (ICT) implementations or
improvement strategies that the division proposes in order to increase its
effectiveness in delivering and achieving its stated purpose(s). For purposes
of differentiation, this is a plan that generally discusses current and proposed
physical infrastructure plans that deal directly with improvements on ICT.
C. Professional Development Plan

The Professional Development Plan is a detailed document that discusses
the human resource capability building strategy that the division proposes to
implement in order to empower its human resources to effectively perform
under the ICT capability it currently has and what it will implement in the
future.
Depending on the currently developed plans that the Division may already
have, the Division Leadership Team may submit three (3) detailed individual
plans or one (1) comprehensive plan that incorporates all three (3) plans. The
presented documents must clearly explain the relationship of the plans to the
Divisions Main Goals, Purpose(s), Mission, Vision, and Objectives.
It is highly recommended that all plans made be specific, measurable, resultsoriented, and time-bound (SMART). The suggested Planning Template can
be found at Appendix 1-6 of this document.
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Along with the Division Documents, the Division Leadership Team should select its
showcase/pilot school and include that schools High School Principal as a core team
member. The Division Leadership Team should then assist the School in creating and
presenting the following documents. They are as follows:
School Documents
A. ICT Enabled Learning

These documents require the schools teacher(s)/team/curriculum
developer(s) to clearly demonstrate the teaching and learning of students with
the use of Information and Communication Technology within the delivery of
the lesson plan. Submission of samples of student outputs is also welcome if
applicable.
The school should submit at least two (2) Lesson Plans/Bodies of Work made
by the teacher/team/curriculum developer that clearly exemplify the proper
use of technology in student teaching and learning.
The format of the Lesson Plan/Body of Work can vary depending on the
preferences of the teacher(s)/team/curriculum developer(s).
If there are student works associated with the lesson (if any), please attach
the sample student output along with the students information (Name,
Section, Subject, Activity Name, and Description of Work).
B. ICT Infrastructure Survey

determines the current ICT capacity of the School. The survey covers a wide
variety of topics ranging from ICT facilities, personnel and student usage,
sustainability, and other matters relating to Information and Communication Technology. As such, it is recommended that the High School Principal
assign the ICT Manager and/or Faculty/Staff in charge of ICT equipment to
perform this survey. The ICT Manager should then visit and consult the other
Faculty and Staff within the School to help complete the survey.
A copy of the ICT Infrastructure Survey for Schools can be found at
C. Community Support
The Community Support documentation lists down all the partnerships that
the School has established which directly affect the schools primary goal of
student teaching and learning.
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The document should contain PTAs, NGOs, Cooperatives, Foundations,

Alumni, Universities, Corporations, etc. that have either donated, funded,
co-funded, or have partnered with the School in order to support the schools
primary objective.
The documentation should include only external agencies that have had a
partnership relationship with the School for the last 10 years. In addition, the
School must have documents such as deeds, letters, plaques, etc. that could
verify the relationship.
A format for Community Support Listing and Description can be found at
Common types of Community Support Partnerships would be those that help
increase the schools capability to instruct students through interventions in
infrastructures and capability building.
D. Leadership on Information and Communication Technology Adoption

These documents provide the PiL Potensyal Team with a very clear understanding of what the School plans to do in implementing ICT interventions
within the school system. The following plans are required from the School:
School Documents
1. School Improvement Plan (SIP)
The School Improvement Plan (SIP) is a detailed document that discusses
proposed strategies to improve the general performance of the School in
delivering and achieving its stated purpose(s). It is your School Improvement
Plan based on the Schools First Initiative. For purposes of differentiation, this
is a general school improvement plan.
2. Strategic ICT Infrastructure Plan

The Strategic ICT Infrastructure Plan is a detailed document that discusses
ICT implementations or improvement strategies that the School proposes
in order to increase its effectiveness in delivering and achieving its stated
purpose(s). For purposes of differentiation, this is a plan that generally
discusses current and proposed physical infrastructure plans that deal directly
with improvements on ICT.
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3. Professional Development Plan

The Professional Development Plan is a detailed document that discusses
the human resource capability building strategy that the School proposes to
implement in order to empower its human resources to effectively perform
under the ICT capability it currently has and what it will implement in the
future.
Depending on the currently developed plans that the School may already
have, the School Principal and/or his/her designated team may submit three
(3) detailed individual plans or one (1) comprehensive plat that incorporates
all three (3) plans. The presented documents must clearly explain the relationship of the plans to the Schools Main Goals, Purpose(s), Mission,
Vision, and Objectives.
It is highly recommended that all plans made be specific, measurable, resultsoriented, and time-bound (SMART). The suggested Planning Template can
be found at Appendix 1-6 of this document.
Deadline
Submission of Documents by the School to the Division must be on or before
August 31, 2006.
Submission of Documents by the Division to the Potensyal Team must be on
or before September 8, 2006.
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PHASE 2: Validation and Selection (1.5 Months))
During this Phase, members of the PiL Potensyal Team will be visiting promising
Divisions and Schools to establish good working relationships and to verify documents
and entries submitted.
At this Phase, it is suggested that Divisions continue to improve and refine the plans that
they have already submitted.
PHASE 3: The 21st Century School System Finals

Phase 3 is a qualitative measurement of how sustainable, innovative, and attainable the
division plans are. In addition, a huge portion for determining the Top 3 Division winners
will involve their group output during the one-week event. Additional information will be
provided to the Top 30 finalists.
REQUIREMENT 1:
REQUIREMENT 2:
REQUIREMENT 3:
School Documentation (2)

Division Plan
Realizing Potensyal
25%
25%
50%
100%
PHASE 4: Realizing Potensyal!
The Top 3 Division winners will work with the PiL/Potensyal Team to implement and
execute their respective 21st Century School System Plans. These division winners will
each receive Training and Technology Grants approximately worth ten million pesos
(PhP 10,000,000.00) invested in two- or three-year engagements.
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Summary of Potensyal Requirements

21st Century School Leadership: 30 POINTS
Points based on the number of High School Principals within the Division who have successfully
completed and submitted all the requirements for The 21st Century School Leadership Course, registered at the www.pil.ph website, and submitted the ICT Infrastructure Survey for High Schools.
Deadline: August 31, 2006 (21st Century School Leadership Course Requirements)
Deadline: August 31, 2006 (ICT Infrastructure Survey for High Schools)
ICT Adoption for Teachers: 20 POINTS
Points based on the number of Teachers within the Division who have successfully completed or
trained under any of the Microsoft/PiL recognized courses.
Deadline: August 31, 2006
PiL Online Community Membership: 30 POINTS
Points based on the number of Teachers within the Division who have gained membership on
the PiL website and have successfully uploaded their Sample Lesson Plans/Bodies of Work.
Deadline: August 31, 2006
Division and School Documentation: 20 POINTS
Points based on the completeness of Division and School Documents.
DIVISION
C. Leadership on ICT Adoption for the Division
1) General Strategic Division Plan
2) Strategic ICT Infrastructure Plan
3) Professional Development Plan
Or
One (1) comprehensive plan that incorporates all three (3) plans
D. Division Tally Sheet for the 21st Century School Leaders
(w/ Training Report and/or Validating Document)
E. Division Tally Sheet for ICT Adoption for Teachers
(w/ Training Report and/or Validating Document)
SCHOOL
A. ICT Enabled Learning (2 ICT Enabled Lesson Plans)
B. ICT Infrastructure Survey for High Schools
C. Community Support Documentation
D. Leadership on ICT Adoption for the School
1) School Improvement Plan (SIP)
Or
One (1) comprehensive plan that incorporates all three (3) plans
Deadline: August 31, 2006 (Submission of all Documents to the Division)
Deadline: September 8, 2006 (Submission of the Division to the Potensyal Team)
TOTAL: 100 POINTS
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PROGRAM CHECKLIST
Potensyal:
21 Century School System Search
st
A. 21st Century School Leadership
1. Have all the schools in the Division been informed of the Potensyal:
Building The 21st Century School System and The Innovative Teachers
Leadership Awards?
Note
It is recommended that copies of this document be given to all the schools
in the Division as soon as possible even before the arrival of the Potensyal
Welcome Kit.
2. Have all the Elementary and High School Principals in your Division
completed the 21st Century Leadership Course? Have all the Elementary and
High School Principals in your Division registered at the www.pil.ph
website? Have all the High School Principals in your Division accomplished
the ICT Infrastructure Survey for Schools?
Notes
The Potensyal Welcome Kit contains five (5) copies of the 21st Century
Leadership Courses. These 21st Century Leadership Courses can be
duplicated and given to each Elementary and High School Principal in the
Division. It is recommended that copies of the 21st Century Leadership
Courses be given to all the Schools in the Division as soon as possible.
This document contains the output format for course completion of the 21st
Century Leadership Course and the ICT Infrastructure Survey for High
Schools.
Elementary and High School Principals participating in the 21st Century
School System should accomplish these forms as soon as possible.
There are 21st Century School Leadership instructor-led trainings being
conducted around the country. For those divisions interested in instructor-led
training programs for this course, please visit the www.pil.ph website, call
(02) 886-5002 and (02) 886-5003, or email at pilhelpdesk@softrigger.com.
3. Have all the interested Elementary and High School Principals submitted the
necessary outputs needed to complete the 21st Century Leadership Course?
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Notes
The High School Principals should submit the 21st Century Leadership
Course and the ICT Infrastructure Survey for High Schools through the
assigned Potensyal Document Manager.
The Elementary School Principals should only submit the 21st Century
Leadership Course requirements to the Potensyal Document Manager.
The Division should submit a list of all Principals within the Division who
have completed all the requirements for the 21st Century School Leadership
Category. Use the Division 21st Century Leadership Tally Sheet.
The Principal should register at the www.pil.ph as soon as possible.
B. ICT Adoption for Teachers
1. Have all the Teachers in the Division been informed of the Potensyal:
Building The 21st Century School System and The Innovative Teachers
Leadership Awards?
Note
It is recommended that the all the School Principals within the Division
inform all the Teachers of the programs within their respective schools as
soon as possible. It is suggested that the Principal post this document on their
respective teacher bulletin boards.
2. Does the Division have a list of all the Teachers within the Division who has
completed any Microsoft/PiL recognized training course?
Note
The Division should have a list of all Teachers within the Division who have
completed all the requirements for the ICT Adoption for High School
Teachers Category. Please use the Division ICT Adoption for School
Teachers Tally Sheet.
3. There are several ways for Divisions and Schools with Teachers wishing to
participate in the ICT Adoption for Teachers Category.
a. Training schedules will be posted at the www.pil.ph website for
instructor-led Innovate and Fusion Courses.
19
There are 21st Century School Leadership instructor-led trainings

being conducted around the country. For those divisions interested
in instructor-led training programs for this course, please visit the
www.pil.ph website, call (02) 886-5002 and (02) 886-5003, or
email at pilhelpdesk@softrigger.com.
b. For the basic Digital Literacy Course, training can be achieved via
online self-paced training. The training materials can be found on
the Potensyal Starter CD (from the Potensyal Welcome Kit given to
all the divisions) or can be downloaded from the website at http://
www.microsoft.com/ citizenship/giving/programs/up/digitalliteracy/
default.mspx. A required output will be given for each teacher wishing to comply with the ICT Adoption for Teachers Category using
the Digital Literacy Course. Appendix 3 of this document provides
the necessary output for the Digital Literacy Course.
C. Community Membership
1. Have all the Elementary and High School Teachers been informed of the
Potensyal: Building The 21st Century School System and The Innovative
Teachers Leadership Awards?
2. Have all the interested Teachers registered and successfully uploaded their
Sample Lesson Plans/Bodies of Work at the www.pil.ph website?
Note
The Potensyal Team will inform the Division regularly on the performance
of their Division with regard to the Community Membership of High School
Teachers in the Division.
D. Documentation
1. Has the division prepared all the documents needed for the Potensyal:
Building The 21st Century School System search? They are the following:
Division
C. Leadership on ICT Adoption for the Division
20
1) General Strategic Division Plan

Or
One (1) comprehensive plan that incorporates
all three (3) plans
D. Division Tally for the 21st Century School Leaders Sheet
(w/ Training Report or Validating Document)
E. Division Tally for ICT Adoption for Teachers Sheet
(w/ Training Report or Validating Document)
School
A.
B.
C.
D.
ICT Enabled Learning (2 ICT Enabled High School Lesson Plans)

ICT Infrastructure Survey for High Schools
Community Support Listing, Description, and Documentation
Leadership on ICT Adoption for the School
1) School Improvement Plan (SIP)
Or
One (1) comprehensive plan that incorporates
all three (3) plans
21
Potensyal Search Disclaimers

The Search
Potensyal: Building the 21st Century School System is a Search for Divisions, Schools,
and Teachers who have exhibited leadership, innovation, openness to technology, and
the drive to further people empowerment. It is geared at building strong partnerships
with the goal of transforming the education system through the realization of potential.
The Organizer
Potensyal: Building the 21st Century School System Search is a project of Microsoft
Philippines being implemented through its Partners in Learning initiative and its
implementing partners. The two organizing bodies and their partners will hereon be
named as Organizer.
The Participants
The Search is open to all public high schools under Department of Educations 176
Divisions representing 17 regions. All qualified contestants will hereon be named as
Participants.
Contest Duration
The Search is open until September 8, 2006. After this date, entries will no longer be
accepted by the Potensyal Team. The event will culminate in the contest finals and
awarding ceremonies slated to happen in October 2006.
Prize Awards
The Top 3 Divisions (one each from Luzon, Visayas, and Mindanao) will each receive
PhP 10 million worth of technology and training grants. The next Top 27 Divisions will
each receive PhP 2 million worth of technology and training grants. All prize awards
will be given in two- to three-year engagements in cooperation with the PiL-Potensyal
Team.
Once all contract of engagements are signed between the Organizer and the winning
Divisions, the contract shall become legally binding and enforceable by and/or against
the Divisions involved in accordance with its terms and approved plans.
In case of change in the Divisions leadership (i.e., Division Superintendent), the approved terms and plans during the time of winning and signing of contract shall be
enforceable. No changes in the plans should be carried out except upon the signed approval of the Organizer prior to the implementation of any change in the plan.
Judging
The Organizer has the sole right to designate the persons who shall constitute the
Board of Judges in all phases and categories of the Search. The decision of the Board
of Judges and the Organizer shall be final and irrevocable.
22
Intellectual Property Issues

Pursuant to RA 8293 (Intellectual Property Code of the Philippines), all entries must
be accompanied by the Participants written attestation and consent provided herein to
abide by the rules of the Search acknowledged before a Notary Public.
In submitting entries, the Participant represents and warrants that the learning materials/lessons are his/her own and that he/she has absolute ownership of all intellectual
property rights thereto.
In submitting student works, the Participant represents and warrants that the sample
works are from students who are directly under his/her Division and are not copied or
borrowed from students under some other Divisions jurisdiction.
The Participants shall retain the copyright of their original works but should agree that
the work they have submitted to the Potensyal Team will be shared to other Divisions
should they win in the Search.
Upon submission of entries attested to be original, the Organizer shall be exempt from
any and all liability in the event that the claimed original work is said to infringe the
intellectual property rights of other Divisions, teachers, authors, or some other entities.
The Organizer reserves the right to conduct investigations regarding complaints on
infringement of Intellectual Property Rights.
The Organizer reserves the right to disqualify Participants and revoke all titles, awards,
and prizes given if found guilty of plagiarism, falsification of documents, and behavior
unbecoming of a teacher/leader during and after the course of the Search.
Moreover, the Participant likewise undertakes to indemnify the Organizer for any and
all damages, fees, costs and expenses that the Organizer may incur by reason of the
infringement by the Participant of the intellectual property rights of another.
Legal Disclaimer
The Organizer will conduct the Search in good faith to help promote better education
for the country. In no event, however, will the Organizer assume responsibility for
disputes resulting from changes in the event and Search schedules, event venues, prize
awards, Search mechanics, or other failures or delays caused by any reason beyond
the Organizers reasonable control, including without limitation to any act of God, any
acts of government or any common enemy, the elements, inclement weather, earthquakes, floods, hurricanes, fires, epidemics, riots, labor unrest, or failures or delays in
transportation, communications, or equipment. Participants assume their own risks in
fulfilling the search requirements and all activities related to their joining the contest.
By entering this Search, the Participants must have fully read and understood the rules
of the competition and the legal disclaimer set forth in this document and have agreed,
accepted, and must abide thereby.
23
LIST OF APPENDICES
Appendix 1: For School Principals, Teachers, and ICT Managers

Appendix 1-1: Online Registration and Lesson Plan Submission Directions
Appendix 1-2: 21st Century Leadership Course Output Format
(per Participating Principal)
Appendix 1-3: ICT Infrastructure Survey for High Schools
Appendix 1-4: Digital Literacy Assessment and Evaluation
(per Participating Teacher)
Appendix 1-5: Community Support Summary
Appendix 1-6: Suggested Planning Template for School Improvement Plan,
Strategic Infrastructure Plan, and Professional Development Plan
(or Comprehensive Plan)
Appendix 2: For The Division Superintendent

and the Potensyal Division Leadership Team
Appendix 2-1: Division Tally Sheet for the 21st Century School Leaders
(w/ Training Report and other validating documents)
Appendix 2-3: Potensyal Division Leadership Team Information (w/ Resume)
Appendix 2-4: ICT Infrastructure Survey for Divisions
Appendix 2-5: Suggested Planning Template for School Improvement Plan,
Strategic Infrastructure Plan, and Professional Development Plan
(or Comprehensive Plan)
24
Appendix 1-1
Online Community Registration and Lesson Plan Submission
Appendix 1-1 : Online Community Registration
PiL Online Community Membership Registration Procedure

To register, visit www.pil.ph/community.
Step
Step
If you are a member of the PiL Online Community,

use your Username and Password to access your
account. If you forgot your username and/or password use the forgot password text link. If you are
not yet a member, select your role, e.g., Teacher or
Principal and click on the Sign Up button.
This online form will be displayed.
Step
Fill out the online form.
Step
Click on the Step 2 >> button to continue.
26
Step
Step
You may choose one from the suggested

account names provided.
Step
Please take note of your Username and

Password and click on the Continue button.
Step
Specify your Region where your school is located.
27
10
Step
Step
Use the dropdown menu to locate your Region.
Click on the Step 3b >> button to continue.
11
Step
12
Step
Click on the Step 3c >> button to continue.

Specify your DepED Division where your
school is located.
28
13
Step
Fill out the online form.
15
Step
Fill out the online form completely.
14
Step
Use the dropdown menu to locate your School. If

you cannot locate your school temporarily choose
an entry to continue the registration process. Please
send an email request with the Region, Division,
and complete School Name (for inclusion to the
web database) to pilhelpdesk@softrigger.com.
16
Step
29
17
Step
Once you have successfully completed your

online registration, you will be asked to
build your online portfolio.
18
Step
There is an option to build your online portfolio

later on. Please take note of your Username
and Password so that you can access your PiL
account.
19
Step
If you click on the Build Now >> button,

you will be redirected to the Main Page of
your PiL Account.
30
Appendix 1-1-2 : Lesson Plan Submission
My Portfolio
To update your portfolio, i.e., Lesson Plans and Professional Development,
visit http://www.pil.ph/community and key in your Username and Password.
Step
From the left navigation of your accounts

Main Page, click on My Portfolio.
Step
This online form will be displayed.
Step
Update your Profile by clicking on the edit button.
Step
Fill out the online form and click on the save button.
31
Step
Upon saving your entries, this page will

be displayed. You may edit your Profile by
following the same procedure.
32
Professional Development
Once you are logged in, you can update the information of your
Professional Development page by clicking on the My Portfolio link.
Step
When this page is displayed, click on the

Manage My Professional Development
text link.
Step
Update your entries by using the displayed

online form.
Step
Click on the Add new entry button to continue.
Step
Click on the Save entry button to complete the process.
33
My Lessons
Once you are logged in, you can add entries to
your lessons by clicking on the My Portfolio link.
Step
Step
Click on the add new lesson button to continue.

When this page is displayed, click on the
Manage My Lessons text link.
Step
Step
Provide information about your lesson using the

displayed online form, then click on the save
button to continue.
A pop-up window will appear, click the

OK button to continue.
34
Step
Provide information about your lesson using

the next online form, then click on the save
button to continue.
Step
To attach your file (e.g., Word, Excel, PowerPoint

documents), click on the Upload File(s) text link.
Step
Step
A page will pop-up and prompt you to

browse/locate your file from your computer.
Click the Browse button to continue.
35
Appendix 1-1-2: Lesson Plan Submission
Step
Choose the file that you wish to upload

and click on the Open button.
11
Step
Click on the save button to continue.
10
Step
The file path and filename of the file you

selected will be displayed on the text box.
12
Step

button to continue.
36
Appendix 1-1-2: Lesson Plan Submission
13
Step

button to continue.
15
Step

14
Step
Provide information about your lesson

using the next online form, then click on
the save button to continue.
16
Step

37
17
Step
Once you have successfully completed this process, the

My Lessons section of your PiL account will display
brief information about the lesson you submitted. Please
note that you have to make your lesson available to the
Public by clicking on the Public text link.
38
Appendix 1-2
21st Century School Leadership Course
Appendix 1-2 : 21st Century School Leadership Course
21st Century Action Plan Format

(Sample Format Only)
I.
Identifying Information
Name of Principal:
School Name:
Division:
II.
Summary of Insights
A.
B.
C.
D.
III.
Course Module 1
Course Module 2
Course Module 3
Course Module 4
Background and Rationale

In this Section, the Principal should provide the rationale and justification of the action plan
- it should clearly and convincingly establish the problems, needs, or opportunities it wants
to address. It should also explain how the plan supports the objectives and intent of the PiL
- Potensyal Program.
IV.
Key Result Areas

Refer to the programs or services that have been identified by the school.
V.
Objectives
Refer to the two- to three-year objective(s). The objectives should be specific, measurable,
attainable, realistic and time-bound.
The action plan should indicate what it wants to achieve at the end of each year.
VI.
Critical Activities
Refer to detailed things that need to be done to achieve the objectives set.
VII.
Expected Outputs
Refer to what will be achieved as a result of the critical activities.
VIII. Timeframe
Refers to when the activity is going to be done.
IX.
Resource Requirements and Source

Refer to sources of funding and needed resources.
40
Appendix 1-2 : 21st Century School Leadership Course
Attestation of Originality
I hereby declare that I have read and fully understood the rules of Potensyal: Building the
21st Century School System Search. Thus, I have accepted the rules and agree to abide
thereby.
I hereby swear that all materials and documents included in my Divisions entry
submitted to the Potensyal Search were designed and produced solely by my Division
and the Potensyal Division Leadership Team under it. I also understand that if it is
determined that any of the materials included in our entry infringe on the Intellectual
Property Rights of others or if proven that my Division has falsified any document, all
titles, prize awards, and other benefits given by the Organizer shall be revoked and I may
be subject to further legal action.
I also certify that all information in this application is correct and complete. The
signatures appearing hereon are genuine. I authorize you to obtain information as you
may require concerning any statement made in this application and the source which may
inquire from are authorized to provide any information relative to this application.
Name of Participant:
Signature of Participant:
Date:
TIN #:
Residence Certificate #:
Date and Place of Issue:
Name of Witness:
Signature of Witness:
Date:
TIN #:
41
Appendix 1-3
ICT Infrastructure Survey For High Schools
Appendix 1-3 : ICT Infrastructure Survey For High Schools

This ICT Survey will help the High School and the Potensyal ICT Team in determining
the needed interventions that can be applied to improve the ICT programs within the High
School.
It is very highly recommended that the assigned ICT Manager and/or Faculty/Staff
assigned to perform this Survey thoroughly and properly complete the Survey in as
detailed a manner as possible.
Remember, the more detailed and accurate the Survey is, the more it can help the School
and the Potensyal ICT Team plan for improvements within your School.
PLEASE ANSWER THE SURVEY AS COMPLETELY AND AS

HONESTLY AS POSSIBLE!!!
Section 1:
Demographics
This Section provides necessary information on the number of potential users there are on a
given High School. Specific information on the number of students, teachers, support staff, and
administrators will be asked.
When conducting the Survey, the ICT Manager should perform this portion of the Survey in
cooperation with the individual (most likely principal or HRD Head) who knows the human
resources population of the School and the number of students being served in that School.
Section 2 - 6:
Computer Facilities
These Sections involve an exact assessment of the computer facilities available within the
organization. The ICT Manager should conduct this portion of the Survey.
Section 7 - 8:
ICT Usage of Students, Teachers, Administrators, and Support Staff
These Sections involve a summarized assessment on the ICT usage of facilities of the
personnel within the School and goes into specific details in analyzing exact usage, expertise,
and frequency and averag time of use.
For these Sections, the ICT manager should perform the Survey by individually assessing all
the personnel by group and by determining summarized data before filling out the forms on
these Sections.
It is highly suggested that the ICT Manager perform this portion of the Survey by completing
all the questions in these Sections by group before going to the next group.
43
Section 9:
Access to ICT
This Section determines the actual use of all individuals within the School of ICT equipment
during non - school hours.
For this Section, the ICT Manager should perform the Survey by individually assessing
individuals within the organization who use ICT during non-school hours and who may have
ICT facilities at home.
Section 10:
This Section determines the number of individuals within your organization that has received
training in ICT. For this Section, the ICT Manager should consult with the Human Resources
Manager and/or Principal of the School to determine the number of individuals who have
received training in ICT.
Section 11:
ICT Planning & Expenditure
This Section determines if ICT within schools are actively and deliberately planned upon and
given importance.
44
This Information and Communication Technology (ICT) Infrastructure Survey is an assessment tool that
can be used by your planning team in developing a comprehensive strategic plan that will incorporate and/
or improve the ICT capability of your school. Furthermore, the assessment is prescriptive to the school
conducting it since it provides the group assessing the ICT Infrastructure with pertinent information
regarding the effective use of ICT in Schools.
Please use this form to complete all the sections as completely and accurately as possible.
1.
Demographic Information
This Section of the Survey covers the demographic data of the school being surveyed.
Please fill out the necessary forms as accurately as possible.
1. Name of High School

2. Address
3. Division
4: High School Principal
1.1) Number of Administrators, Teachers, and Support Staff
Administrators refer to Office and/or Academic Heads, Supervisors, and those holding authority
in a particular office. Teachers are individuals who directly instruct students as part of their
primary function. Support Staff are individuals who are under department heads and/or are
charged with assisting individuals perform their department functions. For individuals with mixed
roles, please count them only once and use the rank that has the higher position. Ex. Academic
Head with Teaching Loads count towards Administrators and not on both Administrators and
Teachers.
Position
Administrators
Teachers
Support Staff
Number
Total:
1.2) Student Demographics
High School Students
School
Year
20032004
# of
Classes
per Year
Level
School
Year
20042005
# of
Classes
per Year
Level
School
Year
20052006
# of
Classes
per Year
Level
1st Year Students

2nd Year Students
3rd Year Students
4th Year Students
Totals:
45
2.
Computers and Peripherals

This Section determines the number of working computers and peripherals found in your School,
the specifications of these computers, where they are located, and for what primary purpose they
are being used for within the School. This Section also determines miscellaneous technologies
available in your School that can be used for purposes of ICT teaching and learning.
Please do not include in the count the computers and peripherals that are permanently broken.
2.1)
Batch
How many working computers does your School have? (It is suggested that the Schools
ICT Equipment Manager perform this portion of the Survey.)
Number of
Computers
Specifications by CPU Model, RAM, Hard Disk Size, Graphics

Card Model & Ram, and Operating System Installed
* If the computer is a laptop, tablet pc, or a specialized computer, please indicate under the
specifications category.
Example of a completely filled entry:
Batch:
Number of
Computers
3
Total
30
36
2.2)
Specifications by CPU Model, RAM, Hard Disk Size,

Graphics Card Model & Ram, and Operating System Installed
Pentium 4, 3.0 Ghz, 512 Ram, 40 gig. HD, Nvidia 5200 w/ 64mb Video Ram, Windows XP
Professional
Pentium 4. 4.0 Ghz, 1mb Ram, 1 - 200 gig HD, 1 - 80 gig HD, Nvidia 7200 w/ 128mb Ram,
Windows 2003 Enterprise Server
Pentium 2 Celeron, 500 mhz, 128mb, 20gig HD, Nvidia Pro+ w/ 16mb ram, Windows 98
Of the total computers you have recorded in 2.1, where are they located and what are
they primarily used for? (It is suggested that the Schools ICT Equipment Manager
perform this portion of the Survey.)
Locations:
Computer Laboratory, Principals Office, Guidance Office, Faculty

Room, Science Laboratory, etc.
Functions:
(1) - Students Machine (2) - Teacher Machine (3) Administrative/

Office Machine. (If the machine has primarily more than one purpose,
please indicate in the function portion by indicating the users.
# of Computers:
Please indicate the number of computers available on the

location specified.
46

Indicate Common Use and/or special cases.
Comments:

Location
Function(s)
1. Principals Office
2. School Library
3. Computer Laboratory
Total:
3
1,2
1
Number of
Computers
1
5
30
36
Comments
HS Principals Computer
Teacher and Student Research
1 Computer for Instructor Use
Please accomplish the form below:

Location
Function(s)
Number of
Computers
Comments
Total:
2.3)
What peripherals do you have and where are they located in the School? (It is suggested
that the Schools ICT Equipment Manager perform this portion of the Survey.)
Peripherals are electronic devices that you can attach to computers for added functionality.
Some examples are Printers, Scanners, Video Cameras, (sound card w/) speakers, etc.
Please also indicate if the computer peripherals are portable or are usually moved from
one location to another.
Example of a completely filled form:

Peripherals
HP 2100 Laser Jet Printer
HP Scanner 3000
Toshiba MX 2100 LCD Projector
Generic Computer Speakers
Epson Dot Matrix Printer
Quantity
2
1
1
30
5
Location
Computer Laboratory
Computer Laboratory
Moveable
Computer Laboratory
Teachers Faculty Room
Peripherals
Quantity
Location
47
2.4)
Miscellaneous ICT Equipment

This Section covers a listing of miscellaneous electronic devices that the School has
which directly or indirectly communicates learning to the students in one form or
another. Examples of these devices include Televison Sets, Sound Systems, Over-head
Projectors, and the like.
Miscellaneous ICT Equipment
3.
Quantity
Location
Software Applications Used

This portion of the assessment covers the typical software applications and/or operating system
applications used by the Students, Teachers, Administrators, and Support Staff of the School. (It
is suggested that the Schools ICT Equipment Manager perform this portion of the survey.)
3.1)
What applications are commonly installed and used on the student computers?
Please be specific.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3.2)
What applications are commonly installed and used on the Teacher machines? What
educational software does your School have? Please list them all and be specific.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
3.3)
What applications are commonly used on the different office machines? Please be
specific.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
4.
Networking Environment
This portion of the Survey discusses the scope of network connectivity of your Schools ICT
48
Infrastructure. (It is suggested that the Schools ICT Equipment Manager perform this portion
of the Survey.)
4.1)
Are the computers in your School networked?

Is the entire School networked?
___ Yes
___ Yes
___ No
Are the computers used for teaching students networked?

Are the computers used in the offices networked?
5.
___ No
___ Yes
___ Yes
___ No
___ No
Internet Connectivity
This portion of the Survey discusses the internet connectivity within your School system.
(It is suggested that the Schools ICT Equipment Manager perform this portion of the Survey.)
5.1)
Does your school have internet connectivity?
___ Yes
___ No
If yes, how is it supported? _______________________________________________

5.2)
What type of internet connection does your School primarily use (Dial-Up Modem,
DSL, ADSL, or Others) and what is its fastest connection rate (56kbps, 128 kbps, 12
Mbps, etc.)?
Connection Type: ____________________________ Connection Speed: __________
5.3)
Who can use the internet connection in your School? Please check all the groups that can
access the internet connection in your School.
____ Students
5.4)
____ Teachers
_____ Administrators
____ Support Staff
How can the internet connection in your School be accessed? Please check the School
areas that the internet connection can be accessed from.
By all the computers in the School: ___ Yes
(If yes, move to Item 5.5 of this Section)
Only in the computer laboratory: ___ Yes
Only in the School Offices:
___ Yes
___ No
___ No
___ No
Only in _______________________:
5.5)
Does your School have a website?
___ Yes
___ No
What is your Schools website? ____________________________________________

5.6)
Does your School have a primary email account?
___ Yes
___ No
What is the primary email account of your School? ____________________________

How often is the Schools primary email account used?
____ Regularly ____ Often ____ Sometimes ____ Rarely
____ Never
49
6.
Technical Support
This portion of the Survey discusses the technical support sources within the School system as well the
support capabilities of the School in maintaining its ICT Infrastructure. (It is suggested that the Schools
ICT Equipment Manager perform this portion of the Survey.)
6.1)
What are the main sources of ICT Technical Support currently used in your School?
Schools own ICT Support Staff:
Schools own Teaching Staff:
Other school(s):
Computer Supplier of School:
Community Support:
Others:
_____
_____
_____
_____
_____
_____
Does your School find that their current technical support system can deal with most
technical problems encountered? ____ Yes ____ No
Does the School require more support in terms of professional development of in-house
staff or more technical support from outside sources?
__ More professional development __ More Technical Support from outside sources
7.
General ICT Use in the School

7.1)
This portion of the Survey determines the general adoption and use of ICT in the
School system. It is suggested that the Schools ICT Equipment Manager perform
this portion of the Survey by going through each office and individually asking
Administrators, Teachers, and the Support Staff of their computer usage information.
For the Students case, only students that have classes involving the actual use of
computers in their respective subjects (if any) should be considered when tabulating
for the number of people using computers as part of their daily routine portion.
Total Number of Individuals per Group
This part of the table refers to the total number of individuals in specific positions and
the total number of Students currently in the School (School Year 2005-2006). Please
use the information gathered in Section 1 of this Survey to complete this data.
Frequency of Use
This is the averaged frequency of a given groups computer usage. The Schools ICT
Equipment Manager should visit each group and determine the groups frequency in
using computers during the course of their work.
0 - Never
The group never has any opportunity or use for computers.
1 - Seldom
The group rarely or seldom has any opportunity to use

computers.
50
2 - Often
The group requires the computer to be used often specially

during special occasions.
3 - Regularly -
The group requires the computer to be used ever day.
Time Spent on Computers per Week

This is the averaged actual time spent of specific groups on computers in a given week.
0
No Computer Time
1 - 2 hours per week
3 4 hours per week
5 8 hours per week
9 12 hours per week
13 16 hours per week
Please fill out this form:
Position
Total
Number of
Individuals
per Group
Frequency of Use
0
Administrators

3
Teachers
Support Staff
Students
Example of a form properly filled out and their explanations:
Position
Administrators
High School
Principal
Personnel Officer
Registrar
Teachers
Support Staff
Secretary
Clerks
Janitors
Students
Total
Number of
Individuals
per Group
Frequency of Use
1
1
20
10
1
1
5
1
1
-
3
7
5
2000
5
1500
0
500
3
7
-
5
1500
500
7
-
3
-
51
* Please take note that the total number of individuals per group matches the total numbers
provided in the frequency of use and the time spent on computers per week category.
The filled table above means:
-
8.
Of the 20 Teachers in the School, 10 do not use the computers, 5 use it seldom for 1-2
hours a week, and 5 use it often for 5-8 hours a week.
ICT in Teaching and Learning

This Section of the Survey measures the Schools faculty on ICT usage in teaching and
learning.
It is highly suggested that subject area teachers per subject perform Items 8.1-8.3 in
groups as they involve teaching practices related to their specific subject area as well as
individual and group work characteristics. Items 8.1-8.3 are related questions since they
deal with different indicators but assess components in teaching and learning per subject
area. Please be as thorough and complete as possible as the results of this portion can
significantly help teachers in the proper use of ICT in Teaching and Learning.
8.1)
Teachers in Lessons/Learning Preparation

This Section covers lesson plans and researching that the Teachers perform in the creation
of their learning materials. This also includes the usage of ICT on the enrichment of
existing lesson plans.
Subject Area
This column contains the subjects that are taught to high school students.
Number of Faculty per subject matter

This column lists down the number of teachers assigned to teaching specific subject
areas.
Lesson Preparation and Enrichment Methods
The Lesson Plan preparation column determines the general method(s) in which
the Teacher(s) in the subject area perform the creation of his/her lesson plans as
well as the management and maintenance of the content created.
The majority of the subject area teachers lesson preparation/research methods
should be the one listed.
1 - INTERNET -
Internet Assisted Research & Lesson Preparation

This ranking refers primarily with the use of the internet in
addition to locally available resources in conducting lesson
plan preparation.
52
2 - LOCAL
3 - INDIVIDUAL
Locally Installed Research Materials

This ranking refers to research of Lessons & Lesson Content
using locally available materials and resources such as books
in the school library, software locally installed on the computer
(e.g. Dictionary Software, Reference Materials, etc.), fellow
teachers, and other resources found within the school.
- Individual Expertise in Lesson Plan Creation Only
Refers to the creation of lessen content relying almost completely
on the teachers expertise and experience in the subject matter.
Note: If your school and/or teaching group does not have any internet access
available, then answers for this table will be confined to only Local or
Individual Resources.
ICT Use
The ICT Use table determines the amount of Internet Utilization of the
majority of the subject area teachers in researching for their lessons.
F
Frequently
The teaching group uses the internet whenever possible/applicable and
uses it often for researching lessons and lesson topics.
Sometimes
The teaching group uses the internet sometimes and/or infrequently for
researching certain lesson topics.
Not Used
The teaching group generally does not use the internet for researching
lessons.
Note: If the majority of the Teachers use local or individual resources in

Lesson Preparation Methods, then ICT utilization is automatically set
to N or Not Used.
Software Use
The Software Use column determines the actual software commonly used by
each subject area group in order to create the Lesson Plan/Body of Work.
Note: If the group generally does not use any software, please type NO on the
table.
Lesson Plan Preparation and ICT Comments

This column provides space for comments with regard to the Faculty per Subject,
Lesson Plan Preparation, ICT Usage, and Software Use that the ICT Manager
may want to include in the Survey.
53
# of
Faculty
per
Subject
Matter
Subject Matter
1.
2.
3.
4.
5.
6.
Genieral Lesson Plan Preparation

and Enrichment of ICT Usage
Mathematics
Science
English
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
______________
Total:
ICT
ICT
Software Use
ICT
Comments
Example of a properly filled form for this portion of the assessment:
Subject Matter
# of
Faculty
per
Subject
Matter
General Lesson Plan Preparation and

Enrichtment of ICT Usage
Software Use
1.
2.
Mathematics
Science
4
4
1
-
ICT
-
2
2
1
ICT
N
N
3
2
3
ICT
N
N
#
2
1
3.
English
4.
5.
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
________________
Total:
No
Excel
Excel
Powerpoint
and Word
Word
3
1
1
1
2
-
F
-
1
-
N
-
1
1
1
N
N
N
3
No
No
No
MS Office
None
None
None
6.
Comments
20
This means:
8.2)
Of the 4 Math Teachers, 2 use Local Resources and do not use the internet, 2
use individual expertise to create and/or enrich lesson plans, and 2 out of 4 use
Excel.
Of the 4 Science Teachers, 1 uses local resources, 3 use individual expertise to

create and or enrich lesson plans, none use the internet and 1 uses excel.
Of the 3 ICT teachers, 2 use the internet frequently, 1 uses local resources
and does not use the internet; 3 use MS Office.
Teachers and Students with the Actual Lesson
This portion of the Survey discusses the average use of ICT Equipment and other learning
devices during the actual delivery of lessons in the classroom and/or laboratory.
54
Note: This Section only discusses ICT use in actual classroom situations in
a given week and SHOULD NOT include normal/regular classroom
daily routine.
ICT Equipment Use in Actual Lesson

0
1
2
None (Lessons are almost always conducted using traditional school

materials)
Teacher Demonstration w/ Computer and Projector
Teacher Demonstration w/ other learning devices (e.g., Miscellaneous
ICT Equipment, Learning Aids, etc.)
Teacher conducts a class in a laboratory with student computers
Frequency of Instruction
This part of the table measures the frequency of Instruction that the subject area
groups perform using ICT and/or special instructional devices in delivering student
instruction.
(N)ever
Lessons are never conducted using ICT and/or special

instructional devices in delivering student instruction.
(S)ometimes
Lessons are sometimes conducted using ICT and/or special

(F)requently
Lessons are frequently conducted using ICT and/or special

(A)lways
Lessons are always conducted using ICT and/or special

Time Allotment per week

This part of the table discusses how long these kinds of lessons are conducted
on average by the subject area groups in a given week.
ABCD-
Never
Between 40 minutes to 60 minutes
Between 61 minutes to 120 minutes
120 minutes or more
55

# of
Faculty
per
subject
Iict (ICT) Equipment Use / (F)requency of Instruction /

(T)ime (A)llotment per week
ICT
E3
1.
2.
3.
4.
5.
6.
ICT
E2
t
T
ICT
E1
ICT
E0
t
T
t
T
Mathematics
Science
English
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
_______________
Total:
Example of a properly filled form:
# of
Faculty
per
subject
1.
2.
3.
4.
5.
6.
Mathematics
Science
English
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
________________
Total:
Iict (ICT) Equipment Use / (F)requency of Instruction /

(T)ime (A)llotment per week
4
4
3
3
ICT
3
-
3
1
1
1
3
-
ICT
2
-
F
-
B
-
t
T
ICT
1
4
-
B
-
ICT
0
4
3
3
N
N
N
A
A
A
1
1
1
N
N
N
A
A
A
S
-
This means:
- Of the 4 Math Teachers, 4 use a computer w/ a projector in at least one session per
week.
- Of the 3 ICT Teachers, 3 use a computer laboratory in at least one session per week.
8.3)
This section discusses the teacher groups commonly used software, their relative
expertise on that software, the level of ICT used in conducting classes, and their systems
of information and content management.
Software Used
This part of the table discusses the commonly used software of the teachers groups
in performing their assigned tasks, which include teaching, and student records and
lesson plan management.
56
Please write down the specific software application commonly used by the
subject area teachers on the corresponding section.
Software Expertise
This part of the table discusses their general skill on the application(s) that
they are using.
0
No expertise
Does not know how to use applications
Basic Knowledge
Knows how to use the applications Basic Functions
Moderate Knowledge
Knows how to use the applications Basic Functions as well
as some data processing functions
Expert
Knows all about the applications Functions, Features, and Uses
Master
Can teach others with regard to applications Uses, Functions,
and Features
ICT Level of Use in Teaching and Learning

0
No Use of ICT
Basic Use
As a presentation and/or documentation device only.
Integrated
In addition to using ICT as a presentation/documentation device,
Teachers use ICT to make the lesson more interesting. Educators
can readily integrate ICT in lessons, providing learners with a tool to
manage information, identify and solve problems and present original
ideas.
Developed
ICT access is extended beyond the classroom. Educators actively use
ICT to access real world environments and institutions in order to
identify and solve authentic and challenging real-life problems.
57

# of
Faculty
per
Subject
Software
Used
SE
0
1.
2.
3.
4.
5.
Mathematics
Science
English
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
6. ________________
Total:
ICT Level of Use in

Teaching and Learning
Software Expertise
SE
1
SE
2
SE
3
SE
4

# of
Faculty
per subject
1.
2.
3.
4.
5.
6.
8.4)
Mathematics
Science
English
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
________________
Total:
Software
Used
ICT LEVEL OF USE in

Teaching & Learning
Software Expertise
4
4
3
3
Excel
Excel
Word
Word
SE
0
3
3
3
1
1
1
MS OFFICE
NONE
NONE
NONE
1
1
1
SE
1
3
4
-
SE
2
1
-
SE
3
-
SE
4
-
3
-
4
3
3
4
-
1
1
1
3
-
20
Teacher Information Management and Opinions on ICT Use in Teaching in Learning

Information Management
1
Information such as lesson plans and student records are saved on the
Teachers Notebook
Information such as lesson plans and student records are saved on a
portable storage device such as a disk or a USB drive.
computer in the computer laboratory.
computer in the Teachers Faculty room or equivalent.
Information such as lesson plans and student records are saved on
a computer often used by the teacher AND on another networked
machine (for networked schools only.
58
Teachers Opinion
This table lists the groups opinion on the impact on the use of ICT and other learning
devices on student outcomes/ student learning vs. instruction without the use of ICT
and other learning devices.
1
3
4
Type of lesson execution greatly facilitates student learning vs. normal

methods of instruction.
Type of lesson execution facilitates some advantages on student
learning vs. normal methods of instruction.
Unsure
Type of lesson does not greatly differ from traditional methods of
instruction.

# of
Faculty
per
Subject
1.
2.
3.
4.
5.
6.
Teachers Opinion on the

Use of ICT in Teaching and
Learning
Teacher Information Management

1
Mathematics
Science
English
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
_______________
Total:
An example of a properly filled out form for this Section:

# of
Faculty
per
Subject
Teacher Information Management

1
1.
2.
3.
4.
5.
6.
Mathematics
Science
English
Filipino
Makabayan
TLE/ICT
Social Studies
Values Education
MAPEH
________________
Total:
This means:
-
Teachers Opinion on the Use of

ICT in Teaching and Learning
4
4
3
3
2
-
2
3
3
3
1
-
4
4
3
-
3
1
1
1
1
1
1
3
-
1
-
2
-
3
3
1
1
-
4
1
20
Of the 4 Math Teachers, 2 record their lessons and student records on their
record book or lesson plan notebook, 2 record their lessons on a disk and/or
portable device, 4 believe that using ICT during lessons will help improve the
student learning process.
59
8.5)
Of the 3 ICT Teachers, 3 store their records and lesson plans at a computer, 1
greatly believes and 2 believe that using ICT during lessons will help improve
the student learning process.
ICT in Work and Work Procedures (FOR ADMINISTRATOR AND SUPPORT STAFF)
This table discusses their general skill on the application(s) that they are using.
0
No expertise
Basic Knowledge
Moderate Knowledge
Knows how to use the applications Basic Functions as well
as some data processing functions
Expert
Master
Can teach others with regard to the applications Uses, Functions,
and Features
ICT Level of Use in Teaching and Learning

0
No Use of ICT
Basic Use
For documentation and printing of document device only
Integrated
Office Workers and Administrators use ICT to solve problems, process,
and manipulate data within the computer to achieve and/or determine
results.)
Developed
ICT access is extended beyond the office. Office Workers actively
use ICT to access real world environments and institutions in order to
identify and solve authentic and challenging real-life problems.
60
1.
2.
3.
4.
Administrator and
Administrator Groups
# of
Admin /
Support
Staff per
Group
Software
Used
ICT LEVEL OF USE in

Office & Work Related
Activities
Software Expertise
SE
0
SE
1
SE
2
SE
3
SE
4
Support Staff by Group

# of
Admin /
Support
Staff per
Group
1.
2.
3.
Administrator and
Administrator Groups
High School Principal
Personnel Officer
Registrar
Support Staff by Group:
Clerk
Janitor
Secretaries
This means:
-
8.6)
Software
Used
ICT LEVEL OF USE in

Activities
Software Expertise
1
1
1
None
Word
MS Office
SE
0
1
-
5
5
5
Word
None
MS Office
0
5
1
SE
1
1
-
SE
2
1
SE
3
-
SE
4
-
1
-
1
1
5
4
0
5
1
5
4
The High School Principal does not use any software.

The Registrar uses MS office with some moderate knowledge and uses it for
encoding and printing of documents. Of the 5 secretaries, 1 does not use the
computer, 4 use the MS Office with some basic knowledge for printing and
encoding documents.
Information Management for Administrators and Support Staff
1
Documents are typewritten (using a typewriter) and stored on a filing

cabinet.
Documents are saved on a portable storage device such as a disk or a
USB drive.
Documents are saved on a computer in the computer laboratory.
61
4
5
Documents are saved on a computer in the office.

Documents are saved on a computer often used by the individual AND
on another networked machine (for networked schools only).
Opinion
This part of the table lists the groups opinion on the impact on the use of ICT in the
workplace.
1
2
3
4
ICT greatly facilitates work in the office.

ICT facilitates work in the office.
Unsure. I do not know.
ICT does not facilitate work in the office.

# of
People
per
Group
1.
2.
3.
4.
5.
Opinion on the Use of ICT in

Day to Day Office Work
Administrators
Support Staff
________________
Total:
Example of a properly filled out form:
# of
People
per
Group
1.
2.
Administrators
Registrar
Support Staff
Secretaries

1
1
1
1
-
1
1
________________
Total:
62
This means:
-
9.
The High School Principal does not save information of computers but
believes that ICT will greatly facilitate work procedures in the office.
The Registrar saves his/her documents in the computer at the office and
greatly believes that ICT will greatly facilitate work procedures in the office.
Of the 5 Secretaries, 1 does not save documents on the computer, 1 saves on a

disk, and 3 save their documents on the office computer; 3 greatly believe in
ICT in facilitating Work Procedures, and 2 believe in ICT facilitating work.
Access to ICT
This Section determines the ability of individuals to access ICT resources while outside the
school and/or outside school hours.
9.1)
How many current members of the School have access to computers at home?
(Machines owned by Administrators, Teachers, and Staff or loaned by the School to
the individual.) Please write the number. If you are unsure about the exact number,
please write down the lowest number of machines per category you are sure of and
write unsure on the space beside the number of the group category.
School Administrators: _____ __________________
9.2)
Teachers:
_____ __________________
Support Staff:
_____ __________________
Are your schools ICT facilities available during out of school hours? __ Yes __ No
If yes, to whom is it available?
____ Pupils
9.3)
10.
____Staff
____ Local Community
____ Administrators
Is there an ICT Resource Center (Internet Caf, Computer Rentals Shop, etc.) with
internet access within walking distance from your School? ___ Yes ___ No
10.1)
Current status on ICT Training/Professional Development in the School
This table contains quantitative data on the number of ICT related trainings the School has
received for all of its members mapped according to their specific work. Please note that if the
individual has received similar or equivalent training, please indicate it on the correct training
category.
Total #
This table refers to the number of individuals within the category.
63
Training Categories
DL
Refers to the number of individuals who have taken a

computer fundamentals class or a Digital Literacy (DL) or its
equivalent.
FD

Foundation ICT Course. Foundation ICT Courses are practical
courses that instruct individuals on basic computer usage such
as word processing, electronic spreadsheets, presentations,
internet basics, etc. An example of a foundation course would
be the MS Pil Innovate Courses, MS Office Courses, or its
equivalent.
ADMIN
Refers to the number of Administrators who have taken

advanced courses on specific applications that they use to
improve their productivity in performing their administrative
tasks involving ICT. Examples would be courses on ICT for
School Administrators, Advanced MS Office, or the like.
TEACH
Refers to the number of Teachers who have taken courses that

effectively integrate Foundation ICT courses with student
teaching and learning. Courses like the Pil Fusion/Peer
Coaching that center on Teaching with Technology concepts
or its equivalent.
TECH
Refers to the number of individuals (usually technical Support

Staff) who have taken courses on Network Management,
Basic Computer Troubleshooting and Repair, Network
Administration, etc.
MISC
Refers to the number of individuals who have taken courses

in ICT that do not fit the descriptions above. They include
but are not confined to computer programming courses, web
design, or other specialized computer applications.
Comments
This part of the table refers to Professional Development comments and
suggestions based on category results.
64
Administrators:
High School
Principal
1.
2.
1.
2.
3.
4.
5.
10.
1.
TOTAL #
DL
FD
ADMIN
TEACH
TECH
MISC
Comments
Total:
TEACHERS:
Mathematics
THE
English
Filipino
Makabayan
TLE
Social Studies
Values Education
MAPEH
Total:
Support Staff
Tech. Support Staff
Grand Total:
11.
ICT Planning and Expenditures

11.1)
Does your Schools yearly budget include expenditures in ICT?
___ Yes
___ No
If yes, how much budget do you spend per year on ICT improvements?
PhP (
) or (
) % of your schools operating budget.
Does your School have a designated person with authority who takes charge of improvements
in ICT?
Does your School Improvement Plans include a strategy for improving, implementing,
evaluating, and reviewing the ICT components in your School?
CONGRATULATIONS AND THANK YOU FOR COMPLETING

THE ICT INFRASTRUCTURE SURVEY!
ALL SPECIFIC INFORMATION PERTAINING TO YOUR
DATA WILL BE KEPT CONFIDENTIAL BY THE POTENSYAL
EVALUATING TEAM!
65
Appendix 1-4
Digital Literacy Teacher Assessment and Evaluation
Appendix 1-4 : Digital Literacy Teacher Assessment and Evaluation

DIGITAL LITERACY ASSESSMENT AND COURSE EVALUATION
Please photocopy these evaluation forms for each teacher completing the Digital Literacy Course.
Answer the following questions based from what you have learned in this curriculum. Write your
answers on the given answer sheet.
COMPUTER BASICS
1.
2.
3.
4.
5.
What are the Operating Systems that you were able to use?
What are the different Software Applications that you are familiar with?
Give at least 5 examples of Input, Output, and Storage devices.
Give at least 5 websites that you frequently access.
What are the different ways to start a program in Windows XP?
THE INTERNET AND THE WORLD WIDE WEB

1. What type of internet connection do you have in your School? What is the available
bandwidth?
2. What are the different Search Engines that you were able to use to gather information from the
internet?
3. Given the following website, explain each of the elements of this web
address: http://www.microsoft.com/citizenship/giving/programs/up/digitalliteracy
4. What is your email address? Explain the elements in your own email address.
PRODUCTIVITY PROGRAMS
1. On what situations do you use a Word Processor, Spreadsheet, Presentation, and Database
Program?
2. Where do you apply the Format Painter Tool?
3. Create a formula to compute for the equivalent grades of your students exams based on your
grading system.
4. Which key on the keyboard enables you to input numeric data easier and faster?
5. What are the different outputs that can be produced in using Presentation Programs?
COMPUTER SECURITY AND PRIVACY
1. How do you protect your files from being corrupted?
2. How would you describe a strong password?
3. What are the different options to update your Operating System?
DIGITAL LIFESTYLES
1. What digital media devices do you have?
2. What do you think is the purpose of the Speech Recognition technology?
COMMENTS/FEEDBACK
How would you assess the Digital Literacy Curriculum as a learning tool?
67
DIGITAL LITERACY ASSESSMENT

ANSWER SHEET
(One Answer Sheet per Teacher)
Name
Address
Tel. No.
School
Division
Email
COMPUTER BASICS
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
3. ____________________________________________________________________________
____________________________________________________________________________
4. ____________________________________________________________________________
____________________________________________________________________________
5. ____________________________________________________________________________
____________________________________________________________________________
THE INTERNET AND THE WORLD WIDE WEB
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
3. ____________________________________________________________________________
____________________________________________________________________________
4. ____________________________________________________________________________
____________________________________________________________________________
PRODUCTIVITY PROGRAMS
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
3. ____________________________________________________________________________
____________________________________________________________________________
4. ____________________________________________________________________________
____________________________________________________________________________
5. ____________________________________________________________________________
____________________________________________________________________________
68
COMPUTER SECURITY AND PRIVAC Y

1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
3. ____________________________________________________________________________
____________________________________________________________________________
DIGITAL LIFESTYLES
1. ____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
3. ____________________________________________________________________________
____________________________________________________________________________
COMMENTS/FEEDBACK
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
69
thereby.
Date:
TIN #:
Name of Witness:
Date:
TIN #:
70
Appendix 1-5
Community Support
Appendix 1-5: Community Support
Community Support
(You may use this form to complete the Community Support documentation)

High School Name
Address
Division
Community Partner
Type
1.
Smart Telecommunications
1,2
2.
Congressman Juan Santos
Description
Gave 10 machines and Trained 20 People under the
SmartSchool Program.
Gave 5 Masteral Scholarships to 5 Teachers.
Year
2005
2003
Community Partner
Name of the organization, entity, individual the organization initiated or had a

partnership with.
Types of Support
1 Infrastructure (refers to direct investments made to the physical improvement of the

school. Ex. Computer Lab, Building, Classrooms, Computers, etc.)
2 Capacity Building (refers to investments made to the human resources of the school.
Ex. Training, Scholarships, etc.)
3 Others (refers to other investments not directly related to either infrastructure or
Capacity Building.
Brief Description
Please provide a brief description with regard to the exact nature and support given by
the community partner.
Year
The year in which the partnership was initiated.
72
Appendix 1-5: Community Support

Community Support Summary
Community Partner
Type
Description
Year
73
Appendix 1-6
Planning Template for Schools
Appendix 1-6: Planning Template for Schools
POTENSYAL
Proposal Format1
Prospective Program Partners are requested to

submit their proposals, in accordance with the agreements
made with Microsoft Philippines, using the attached format.
The attachment requires prospective partners to provide
the information relevant to the proposed program or project. All
proposals should be supportive of the intent and objectives of the
PiL program.
Approved programs and projects will formally commence with the signing of
the _____________________________ and Program Plan of Action (PPOA)
between the prospective program partner, Microsoft Philippines, and its
designated Grant Administrator (PBSP or CLC).
1 Applies to programs and projects intended for Microsoft Philippines under its Partners in Learning Program
75
Name of Organization
Project Title
Proposal
I.
IDENTIFYING INFORMATION
Project Title:
Project Duration
Start-Up Date:
Completion Date:
Program Partner
Name of Institution:
Address/Contact Numbers:
Contact Person/Designation:
Number and Type of Beneficiaries: (e.g., 200 public high school teachers)
Total Project Cost:
Counterpart: (Cash and Cash value of In kind/Services)
Amount Requested from PiL:
II.
RATIONALE
In this Section, the prospective partner should provide the rationale and justification of the
proposed project. The prospective partner should clearly and convincingly establish the
problems, needs, or opportunities it wants to respond through the proposed program or
project. It should also explain how the proposed program or project supports the objectives
and intent of the PiL Program.
III.
PROGRAM/PROJECT DESCRIPTION
The prospective partner has to describe in detail the proposed program or project. What are
the components? How does it intend to operationalize the various components of the proposed
program or project? What are the implementation strategies which the prospective partner
intends to employ in carrying out the proposed program or project.
IV.
PROGRAM/PROJECT OBJECTIVES
Multi-year programs/projects should explicitly state its terminal objectives, i.e., What does
the project or program intend to achieve after two (2) or more years of implementation?
76
Example:
At the end of 3 years, the project should have achieved the following
objectives: (1) trained at least 600 public high school teachers on the
application of MOS in teaching English, Science, and Math; and (2) at least 6
public high schools were able to develop and implement ICT curriculum.
Then the proponent is expected to break down the objectives and targets annually.
The proposal should indicate what it wants to achieve at the end of each year.
All Objectives should indicate clear KEY RESULTS/OUTPUTS with corresponding targets
both in terms of quality and quantity. All objectives should be SMART: Specific, Measurable,
Attainable, Realistic, and Time-Bound.
V.
BENEFICIARY DESCRIPTION
This Section describes the target beneficiaries of the proposed program or project. This section
should be consistent with the information provided in Section II. Rationale and Justification.
This Section should provide the benchmark or baseline information that are needed to measure
the results and impact of the proposed program or project.
VI.
PROPONENT DESCRIPTION
This Section allows the prospective partner to describe its organization, programs, expertise,
and capabilities that will help PiL better appreciate the institutional readiness to implement the
proposed program or project with Microsoft Philippines.
For transparency and accountability, this Section should also contain information on the
following:
-
governance structure
accounting and financial management system
This Section should also help PiL determine any institution building or organizational
development intervention that is necessary for the prospective partner to effectively carry out
the proposed program or project.
77

VII.
WORK PLAN
Key Result
Areas
Objectives
Activities
Expected
Outputs
Time Frame
Budget
Source
Person
Responsible
Refer to the
programs or
services that
have been
identified by
the Division
Refer to
the two- to
three-year
objective(s).
The
objectives
should be
specific,
measurable,
attainable,
realistic, and
time-bound
Refer to
detailed
things that
need to be
done to
achieve the
objectives
set
Refer to
what will be
achieved as
a result of
the activity
Refers to
when the
activity is
going to be
done
Refers to
how much
is needed
to run the
activity
Refers to
where will
the monies
be sourced
out
Refers to
the people
responsible
for the
activity
VIII. BUDGET
Budget Items
Particulars
Amount
Counterpart
PiL
Total
The proposal should also indicate the schedule of fund releases based on the proposed annual
work plan.
Conditions and requirements for fund release shall be subject to discussion and agreement with
the prospective partner and PiL and shall be stated later in the Program Plan of Action.
IX.
MONITORING AND EVALUATION

The prospective partner shall be required to submit mid-year and annual narrative and financial
reports to the PiL. Program Completion Report shall be required at the end of the program or
project completion.
This will be for discussion with prospective partner upon submission of the proposal.
Agreements shall be stated later in the Program Plan of Action.
78
thereby.
Date:
TIN #:
Name of Witness:
Date:
TIN #:
79
Appendix 2-1
Division Tally Sheet for the 21st Century
School Leadership Course
Appendix 2-1: Division Tally Sheet for the 21st Century School Leadership Course
(You may use this form to complete your tally)
Name of Division
Name of Division Superintendent
Name of Principal and School

1.
2.
Mr. Juan Santos

Juan Delos Santos High School
Mrs. Maria Reyes
Reyes Elementary School
Total:
21st Century
Leadership
Training (1 - Self
Trained or
2 - Instructor Led)
Completed
Output
Membership
Registration
21st Century
Leadership
Training (1 - Self
Trained or
2 - Instructor Led)
Completed
Output
Membership
Registration
Total:
81
Appendix 2-1: Division Tally Sheet for the 21st Century School Leadership Course
21st Century
Leadership
Training (1 - Self
Trained or 2 Instructor Led)
Completed Output
Membership
Registration
Total:
82
Appendix 2-2
Division Tally Sheet for ICT Adoption For Teachers
(You may use this form to complete your tally.)

Name of Division
Name of Division Superintendent

School and Teacher
DL
Juan Delos Santos High School:

1. Juan Reyes
2. Ms. Pinay Santos
Reyes Elementary School
1. Jojo Maderal
2. Jepoy Asunta
Innovate
Fusion/Peer
Coaching
Other PiL
Courses
Membership
Registration
Total:

School and Teacher
DL
Innovate
Fusion/Peer
Coaching
Other PiL
Courses
Membership
Registration
84
School and Teacher
DL
Innovate
Fusion/Peer
Coaching
Other PiL
Courses
Membership
Registration
Total:
85
Appendix 2-3
Potensyal Division Leadership Team Information
Potensyal Division Leadership Team Information

(You may use this form to complete your Team information)
Name of Division
Address
Team Members
THE POTENSYAL DIVISION LEADERSHIP TEAM

Name
Designation
Contact Information
Landline No.: ________________________________
Cellphone No.: ______________________________
E-mail Address: ______________________________
Landline No.: ________________________________

Cellphone No.: ______________________________
E-mail Address: ______________________________
Landline No.: ________________________________

Cellphone No.: ______________________________
E-mail Address: ______________________________
Landline No.: ________________________________

Cellphone No.: ______________________________
E-mail Address: ______________________________
Landline No.: ________________________________

Cellphone No.: ______________________________
E-mail Address: ______________________________
87
Please provide a resume for each Potensyal Division Leadership Team Member.
The suggested format are as follows:
Name of Person
Address and Contact Information
Division Designation
Position In The Division
Listing of
Education Attained
Educational Attainment - Date

School Attained From
Other Academic Information
Listing of
Teaching and Work
Experience
Position
Name Of Institution That You Worked For
Brief Listing Of Duties In That Position
Other
Relevant
Experience
(List Relevant Experiences Here Related To Schools And

Divisions)
Additional
Experience
(List Additional Experience Here)
Professional
Affiliations
(List Affiliations, Memberships, Etc. Here)
Accomplishments
(List Accomplishments Here)
88
Appendix 2-4
ICT Infrastructure Survey For Divisions
Appendix 2-4: ICT Infrastructure Survey For Divisions
This ICT Survey will help the Division and the Potensyal ICT Team in determining the needed
interventions that can be applied to improve the ICT programs within the Division.
It is very highly recommended that the assigned ICT Manager and/or Faculty/Staff assigned to
perform this Survey thoroughly and properly complete the Survey in as detailed a manner as
possible.
Remember, the more detailed and accurate the Survey is, the more it can help the School and
the Potensyal ICT Team plan for improvements within your School.
PLEASE ANSWER THE SURVEY AS COMPLETELY AND AS

HONESTLY AS POSSIBLE!!!
Section 1:
Demographics
This Section provides necessary information on the number of potential users there are on a
given Division. Specific information on the number of Students, Teachers, Support Staff,
and Administrators will be asked.
When conducting the Survey, the ICT Manager should perform this portion of the Survey
in cooperation with the individual who knows the human resources population of the Division.
Section 2 - 6:
Computer Facilities
These Sections involve an exact assessment of the computer facilities available within the
organization.
The ICT Manager should conduct this portion of the Survey.
Section 7 - 8:
ICT Usage of Administrators and Support Staff
These Sections involve a summarized assessment on the ICT Usage of facilities of the
personnel within the Division and goes into specific details in analyzing the exact usage,
expertise, and frequency and average time of use.
For these Sections, the ICT Manager should perform the Survey by individually assessing all
the personnel by group and determining summarized data before filling out the forms in these
Sections.
It is highly suggested that the ICT Manager perform this portion of the Survey by completing
all the questions in these Sections by group before going to the next group.
Section 9: Professional Development

This Section determines the number of individuals within your organization that has received
training in ICT.
For this Section, the ICT Manager should consult with the Human Resources Manager and/or
Superintendent of the Division to determine the number of individuals who have received
training in ICT.
90
Section 10:
ICT Planning and Expenditure
This Section determines if ICT within the Division is actively and deliberately planned upon
and given importance.
ICT INFRASTRUCTURE SURVEY FOR DIVISIONS
This Information and Communication Technology (ICT) Infrastructure Survey is an assessment tool that
can be used by your planning team in developing a comprehensive strategic plan that will incorporate and/
or improve the ICT capability of your School. Furthermore, the assessment is prescriptive to the School
conducting it since it provides the group assessing the ICT Infrastructure with pertinent information
regarding the effective use of ICT in Schools.
It is recommended that the Division Superintendent assign the Divisions ICT Manager to perform this
Survey. The ICT Manager should go around the different offices and conduct data gathering interviews
with each Section that he/she may not be fully aware of.
The ICT Infrastructure Survey is also a needed requirement for the Division and School Documentation
Category and can serve as requirement fulfillment for the ICT Infrastructure Survey should the Division
be chosen as a finalist in the Potensyal: 21st Century School System search.
Please use this form to complete all the Sections as completely and accurately as possible.
1.
Demographic Information:
This Section of the Survey covers the demographic data of the School being surveyed.
Please fill out the necessary forms as accurately as possible.
1. Name of Division
2. Address
3. Division Superintendent
Personnel Performing this Survey

Please indicate in this Section the individual primarily responsible for accomplishing this survey
and other individuals who assisted in the Survey.
1.
2.
3.
4.
5.
Name of Personnel
Position in the Division
Contact Number
Number of Administrators and Support Staff

This Section groups all the individuals in your Division in terms of position.
Administrators refer to Office Heads, Supervisors, and those holding authority in a particular
91

office. Support Staff are individuals who are under department heads and/or are charged with
assisting individuals perform their department functions.
Position
Administrators
Support Staff
Number
Total:
2.
Computers and Peripherals

This Section determines the number of working computers and peripherals found in your
Division, the specifications of these computers, and where they are located.
Please do not include in the count the computers and peripherals that are permanently broken.
2.1)
How many working computers does your Division have? (It is suggested that the
Divisions ICT Equipment Manager perform this portion of the Survey.)
Number of
Computers
Batch

* If the computer is a laptop, tablet pc, or a specialized computer, please indicate under the
specifications category.
Batch
Number of
Computers
3
Total
30
36
2.2)

Pentium 4, 3.0 Ghz, 512 Ram, 40 gig. HD, Nvidia 5200 w/ 64mb Video Ram, Windows XP
Professional
Pentium 4. 4.0 Ghz, 1mb Ram, 1 - 200 gig HD, 1 - 80 gig HD, Nvidia 7200 w/ 128mb Ram,
Windows 2003 Enterprise Server
Pentium 2 Celeron, 500 mhz, 128mb, 20gig HD, Nvidia Pro+ w/ 16mb ram, Windows 98
Of the total computers you have recorded in 2.1, where are they located? (It is suggested
that the Divisions ICT Equipment Manager perform this portion of the survey.)
Locations
This table determines the location of computers within the division. (Ex. Superintendents
Office, Human Resources Office, Guidance Office, Records Office, Training Lab, etc.)
92
Number of Computers
This table determines the number of computers found on the location specified.
Example of a completely filled entry :
Location
1. Superintendents Office
2. Human Resources Office
3. Division Training Laboratory
Total:
Number of
Computers
1
1
20
22

Location
Function(s)
Number of
Computers
Comments
Total:
2.3)
What peripherals do you have and where are they located in the Division? (It is suggested
that the Divisions ICT Equipment Manager perform this portion of the Survey.)
Peripherals are electronic devices that you can attach to computers for added functionality.
Some examples are Printers, Scanners, Video Cameras, (sound card w/) speakers, etc.
Also, please indicate if the computer peripherals are portable or are usually moved from
one location to another.
Example of a completely filled form:

Peripherals
HP 2100 Laser Jet Printer
HP Scanner 3000
Toshiba MX 2100 LCD Projector
Generic Computer Speakers
Epson Dot Matrix Printer
Quantity
2
1
1
30
5
Location
Superintendents Office, HRM Office
Computer Laboratory
Moveable
*All Machines*
1 per Administrative Office
93
Peripherals
3.
Quantity
Location
Software Applications Used

This portion of the assessment covers the typical software applications and/or operating system
applications installed and used by the Administrators and Support Staff of the Division? (It is
suggested that the Schools ICT Equipment Manager perform this portion of the Survey.)
3.1)
What applications are commonly installed and used on machines used by the
Administrators? Please be specific.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3.2)
What applications are commonly installed and used on machines used by the Support
Staff? Please be specific.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4.
Networking Environment
This portion of the Survey discusses the scope of network connectivity of your Divisions ICT
infrastructure. (It is suggested that the Divisions ICT Equipment Manager perform this portion
of the Survey.)
4.1)
Are the computers in your Division networked?

Is the entire Division networked?
5.
___ Yes
___ Yes
___ No
___ No
Internet Connectivity
This portion of the Survey discusses the internet connectivity within your division system. (It is
suggested that the Divisions ICT Equipment Manager perform this portion of the Survey.)
5.1)
Does your division have internet connectivity?
___ Yes
___ No
94
5.2)
What type of internet connection does your Division primarily use (Dial-Up Modem,
DSL, ADSL, or Others) and what is its fastest connection rate (56kbps, 128 kbps, 12
Mbps, etc.)?
Connection Type: _______________________________
5.3)
Who can use the internet connection in your School? Please check all the groups that can
access the internet connection in your School.
_____ Administrators
5.4)
Connection Speed: _____
____ Support Staff
How can the internet connection in your School be accessed? Please check the school
areas that the internet connection can be accessed from.
By all the computers in the Division: ___ Yes
(If yes, move to Item 5.7 of this Section)
___ No
Please indicate the offices that can access the internet: __________________________
5.6)
Does your Division have a website?
___ Yes
___ No
What is your divisions website? ___________________________________________

5.7)
Does your Division have a primary email account?
___ Yes
___ No
What is the primary email account of your Division? ___________________________

How often is the Divisions primary email account used?
____ Regularly ____ Often ____ Sometimes ____ Rarely
6.
____ Never
Technical Support
This portion of the Survey discusses the technical support sources within the Division as well the
support capabilities of the Division in maintaining its ICT Infrastructure. (It is suggested that the
Divisions ICT Equipment Manager perform this portion of the Survey.)
6.1)
What are the main sources of ICT Technical Support currently used in your Division?
Divisions own ICT Support Staff:
Computer Supplier of School:
Others:
_____
_____
_____
Does your Division find that their current technical support system can deal with most
technical problems encountered? ____ Yes ____ No
Does the Division require more support in terms of professional development of inhouse staff or more technical support from outside sources?
___ More professional development __ More Technical Support from outside sources
95
7.
General ICT Use in the Division

This portion of the Survey determines the general adoption and use of ICT in the Division. It
is suggested that the Divisions ICT Equipment Manager perform this portion of the Survey by
going through each office and individually asking Administrators and the Support Staff of their
computer usage information.
Total Number of Individuals per Group*

This part of the table refers to the total number of individuals in specific positions and
the total number of Students currently in the School (School Year 2005-2006). Please
use the information gathered in Section 1 of this Survey to complete this data.
Frequency of Use
This is the averaged frequency of a given groups computer usage. The Schools ICT
Equipment Manager should visit each group and determine the groups frequency in
using computers during the course of their work.
0 - Never
1 - Seldom
2 - Often
3 - Regularly -
The group never has any opportunity or use for

computers.
The group rarely or seldom has any opportunity to use
computers.
The group requires the computer to be used often
specially during special occasions.
The group requires the computer to be used ever day.

This is the averaged actual time spent of specific groups on computer on a given week.
0
No Computer Time
1 - 2 hours per week
3 4 hours per week
5 8 hours per week
9 12 hours per week
13 16 hours per week
96
Position / Office
# of
People
per
Group
Frequency of Use
0
Administrators:

3
Support Staff:
Example of a form properly filled out and their explanations:

* Please take note that the total number of individuals per group matches the total numbers
provided in the frequency of use and the time spent on computers per week category.
Position / Office
# of
People
per
Group
Frequency of Use
1
1
1
-
1
-
4
5
1
5
1
5
2
5
-
2
-
1
5
1
-
2
2
-
2
2
-
Administrators:
1
2
3
4
5
Division
Superintendent
English Supervisor
ICT Manager
Human
Resources
Manager
Division Doctor
Support Staff:
1 Secretaries
2 Clerks
3 Nurse
4 Janitors
97

This means:
-
8.
The Division Superintendent does not use computers.

The English Supervisor seldom uses the computer and spends 3-4 hours a
week on it.
Of the 4 secretaries, 2 often use it and 2 regularly use it; 2 spend 5-8 hours and
2 spend 9-12 hours on the computer.
ICT in Work and Work Procedures

8.1)
This Section refers to the software, software expertise, and the level of ICT use the
Administrators and Support Staff have in the Division. In addition, this Section also
handles the information management system of these individuals.
* Refers to individual Administrators and Support Staff who use (or should be using)
ICT in the process of their work. Please refer to Section 7 of this Survey for the
specific number of Administrators and Support Staff.
Software Used
This part of the table discusses the commonly used software of the Administrators and
Support Staff of the division.
Please write down the specific software application commonly used by the Administrators
and Support Staff at the corresponding column.
Software Expertise
This part of the table discusses their general skill on the application(s) that they are
using.
No expertise
Basic Knowledge
Moderate Knowledge
Knows how to use the applications Basic Functions as well as some
data processing functions
Expert
Master
Can teach others with regard to applications Uses, Functions, and
Features
98
ICT Level of Use at Work

0
No Use of ICT
Basic Use
As a presentation and/or documentation device only.
Integrated
the individual can use ICT to solve complex work related problems,
process work related information, and use them to create solutions.
Administrators and the Support Staff can readily integrate ICT into
how they work to make it more effective and efficient.
Developed
ICT access is extended beyond the office. Individuals actively use ICT
to identify and solve authentic and challenging real-life work
situations.
Please fill out this form completely:

# of
Admin /
Support
Staff per
Group
Administrator and
Administrator Groups:
Software
Used
ICT Level of Use

in Office and Work
Related Activities
Software Expertise
SE
0
SE
1
SE
2
SE
3
SE
4
1.
2.
3.
4.
99

# of
Admin /
Support
Staff per
Group
1.
2.
3.
Administrator and
Administrator Groups:
Division Superintendent
Personnel Officer
Registrar
1
1
1

Clerk
Janitor
Secretaries
5
5
5
This means:
-
8.2)
Software
Used
ICT LEVEL OF USE in

Activities
Software Expertise
SE
1
1
-
SE
2
1
SE
3
-
SE
4
-
None
Word
MS Office
SE
0
1
-
1
-
1
1
Word
None
MS Office
0
5
1
5
4
0
5
1
5
4
The Division Superintendent does not use any software.

The Registrar uses MS office with some moderate knowledge and uses it for
encoding and printing of documents. Of the 5 secretaries, 1 does not use the
computer, 4 uses MS Office with some basic knowledge for printing and
encoding documents.
Information Management for Administrators and Support Staff

1
3
4
5
Documents are typewritten (using a typewriter) and stored in a filing

cabinet.
Documents are saved on a portable storage device such as a disk or a
USB drive.
Documents are saved on a computer in the computer laboratory.
Documents are saved on a computer in the office.
Documents are saved on a computer often used by the individual AND
on another networked machine (for networked schools only).
Opinion
This table lists the groups opinion on the impact of ICT use in the workplace.
1
2
3
4
ICT greatly facilitates work in the office.

ICT facilitates work in the office.
Unsure. I do not know.
ICT does not facilitate work in the office.
100

# of
People
per
Group
1.
2.
3.
4.
5.
Administrators

2
Support Staff
_______________
Total:
An example of a properly filled out form for this Item:
# of
people
per group
1.
2.
Administrators
Registrar
Support Staff
Secretaries

1
1
1
1
-
1
1
________________
Total:
This means:
-
9.
The Division Superintendent does not save information on computers but

believes that ICT will greatly facilitate work procedures in the office.
The Registrar saves his/her documents in the computer at the office and
greatly believes that ICT will greatly facilitate work procedures in the office.
Of the 5 secretaries, 1 does not save documents on the computer, 1 saves on a

disk, and 3 save their documents on the office computer; 3 greatly believe in
ICT in facilitating work procedures, and 2 believe in ICT facilitating work.
9.1)
Current status on ICT Training/Professional Development in the division:
This table contains quantitative data on the number of ICT related trainings the division has
received for all of its members mapped according to their specific work along with their
101

assessment on their confidence levels as well as comments (if any) regarding professional
development per each group.
Total #
This part of the table refers to the number of individuals within the category.
Training Categories
DL

computer fundamentals class or a Digital Literacy (DL) or its
equivalent.
FD

Foundation ICT Course. Foundation ICT Courses are practical
courses that instruct individuals on basic computer usage such
as word processing, electronic spreadsheets, presentations,
internet basics, etc. An example of a foundation course would
be the MS PiL Innovate Courses, MS Office Courses, or its
equivalent.
ADMIN
Refers to the number of Administrators who have taken

advanced courses on specific applications that they use to
improve their productivity in performing their administrative
tasks involving ICT. Examples would be courses on ICT for
School Administrators, Advanced MS Office, or the like.
TEACH
Refers to the number of Teachers who have taken courses that

effectively integrate Foundation ICT Courses with student
teaching and learning. Courses like the PiL Fusion/Peer
Coaching that center on Teaching with Technology concepts
or its equivalent.
TECH
Refers to the number of individuals (usually Technical

Support Staff) who have taken courses on Network
Management, Basic Computer Troubleshooting and Repair,
Network Administration, etc.
MISC
Refers to the number of individuals who have taken courses

in ICT that do not fit the descriptions above. They include
but are not confined to computer programming courses, web
design, or other specialized computer applications.
Comments
This part of the table refers to Professional Development comments and suggestions
based on category results.
102

DL
1.
FD
ADMIN
TEACH
TECH
MISC
Comments
Administrators
Division
Superintendent
2.
1.
Total:
Support Staff
Tech. Support
Staff
Grand Total:
10.
ICT Planning and Expenditures

10.1)
Does your Divisions yearly budget include expenditures in ICT?
___ Yes
___ No
If yes, how much budget do you spend per year on ICT improvements?
PhP (
) or (
) % of your Divisions operating budget.
Does your Division have a designated person with authority who takes charge of improvements in ICT?
Does your Division Improvement Plans include a strategy for improving, implementing, evaluating and
reviewing the ICT components in your School?
CONGRATULATIONS AND THANK YOU FOR COMPLETING

THE ICT INFRASTRUCTURE SURVEY!
ALL SPECIFIC INFORMATION PERTAINING TO YOUR
DATA WILL BE KEPT CONFIDENTIAL BY THE POTENSYAL
EVALUATING TEAM!
103
Appendix 2-5
Planning Template for Divisions
Appendix 2-5: Planning Template for Divisions
(This is a sample format only)
POTENSYAL
Proposal Format1
Prospective Program Partners are requested to

submit their proposals, in accordance with the agreements
made with Microsoft Philippines, using the attached format.
The attachment requires prospective partners to provide
the information relevant to the proposed program or project. All
proposals should be supportive of the intent and objectives of the
PiL program.
Approved programs and projects will formally commence with the signing of
the _____________________________ and Program Plan of Action (PPOA)
between the prospective program partner, Microsoft Philippines, and its
designated Grant Administrator (PBSP or CLC).
Applies to programs & projects intended for Microsoft Philippines under its Partners In Learning Program
105
Name of Organization
Project Title
Proposal
I.
IDENTIFYING INFORMATION
Project Title:
Project Duration
Start-Up Date:
Completion Date:
Program Partner
Name of Institution:
Address/Contact Numbers:
Contact Person/Designation:
Number and Type of Beneficiaries: (e.g., 200 public high school teachers)
Total Project Cost:
Counterpart: (Cash and Cash value of In kind/Services)
Amount Requested from PiL:
II.
RATIONALE
In this Section, the prospective partner should provide the rationale and justification of the
proposed project. The prospective partner should clearly and convincingly establish the
problems, needs, or opportunities it wants to respond through the proposed program or
project. It should also explain how the proposed program or project supports the objectives
and intent of the PiL Program.
III.
PROGRAM/PROJECT DESCRIPTION
The prospective partner has to describe in detail the proposed program or project. What are
the components? How does it intend to operationalize the various components of the proposed
program or project? What are the implementation strategies which the prospective partner
intends to employ in carrying out the proposed program or project.
IV.
PROGRAM/PROJECT OBJECTIVES
Multi-year programs/projects should explicitly state its terminal objectives, i.e., What does
the project or program intends to achieve after two (2) or more years of implementation?
Example:
At the end of 3 years, the project should have achieved the following
objectives: (1) trained at least 600 public high school teachers on the
application of MOS in teaching English, Science, and Math; and (2) at least 6
public high schools were able to develop and implement ICT curriculum.
106
Then the proponent is expected to break down the objectives and targets annually.
The proposal should indicate what it wants to achieve at the end of each year.
All Objectives should indicate clear KEY RESULTS/OUTPUTS with corresponding targets
both in terms of quality and quantity. All objectives should be SMART: Specific, Measurable,
Attainable, Realistic, and Time-Bound.
V.
BENEFICIARY DESCRIPTION
This Section describes the target beneficiaries of the proposed program or project. This section
should be consistent with the information provided in Section II. Rationale and Justification.
This Section should provide the benchmark or baseline information that are needed to measure
the results and impact of the proposed program or project.
VI.
PROPONENT DESCRIPTION
This Section allows the prospective partner to describe its organization, programs, expertise,
and capabilities that will help PiL better appreciate the institutional readiness to implement the
proposed program or project with Microsoft Philippines.
For transparency and accountability, this Section should also contain information on the
following:
-
governance structure
accounting and financial management system
This Section should also help PiL determine any institution building or organizational
development intervention that is necessary for the prospective partner to effectively carry out
the proposed program or project.
VII.
WORK PLAN
Key Result
Areas
Objectives
Activities
Expected
Outputs
Time Frame
Budget
Source
Person
Responsible
Refer to the
programs or
services that
have been
identified by
the Division
Refer to
the two- to
three-year
objective(s).
The
objectives
should be
specific,
measurable,
attainable,
realistic, and
time-bound
Refer to
detailed
things that
need to be
done to
achieve the
objectives
set
Refer to
what will be
achieved as
a result of
the activity
Refers to
when the
activity is
going to be
done
Refers to
how much
is needed
to run the
activity
Refers to
where will
the monies
be sourced
out
Refers to
the people
responsible
for the
activity
107
VIII. BUDGET
Budget Items
Particulars
Amount
Counterpart
PiL
Total
The proposal should also indicate the schedule of fund releases based on the proposed annual work plan.
Conditions and requirements for fund release shall be subject to discussion and agreement with the
prospective partner and PiL and shall be stated later in the Program Plan of Action.
IX.
MONITORING AND EVALUATION

The prospective partner shall be required to submit mid-year and annual narrative and financial
reports to the PiL. Program Completion Report shall be required at the end of the program or project
completion.
This will be for discussion with prospective partner upon submission of the proposal. Agreements shall
be stated later in the Program Plan of Action.
108
thereby.
Date:
TIN #:
Name of Witness:
Date:
TIN #:
109

Potensyal Guide Book 2006

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POTENSYAL: Building the 21st Century School System

Potensyal: Building The 21st Century School System

General Program Requirements

The Categories of Potensyal

Category 3: PiL Online Community Membership

Category 4: Division and School Documentation . . . . . . . . . . .

Phase 2: Verification and Validation

Phase 3: The 21st Century School System Finals

Phase 4: Realizing Potensyal!

Summary of Potensyal Requirements

Potensyal Search Disclaimers

Appendix 1-2: 21st Century Leadership Course Output Format

Appendix 1-3: ICT Infrastructure Survey for High Schools

Appendix 1-4: Digital Literacy Assessment and Evaluation

Appendix 1-5: Community Support Summary

Appendix 1-6: Suggested Planning Template for Schools

POTENSYAL: Building the 21st Century School System

POTENSYAL: Building the 21st Century School System

Potensyal: Building The 21st Century School System

The Innovative Teachers Leadership Awards (ITLA)

POTENSYAL: Building the 21st Century School System

BUILDING THE 21st CENTURY SCHOOL SYSTEM

Miscellaneous Information: The Potensyal Welcome Kit

POTENSYAL: Building the 21st Century School System

3. The 21st Century School System CD (5 copies)

Contact Information: For Technical and General Questions

POTENSYAL: Building the 21st Century School System

The Phases of Potensyal

Phase 1 is primarily a quantitative measurement of the adoption and integration of the

Pointing System for Categories under Phase 1:

Pointing System used for Categories 1 to 3:

Pointing System used for Category 4:

POTENSYAL: Building the 21st Century School System

The Categories of Potensyal

CATEGORY 1: The 21st CENTURY SCHOOL LEADERSHIP (30 Points)

Course Description: The 21st Century School Leadership Course

Survey Description: ICT Infrastructure Survey

POTENSYAL: Building the 21st Century School System

Registering at the www.pil.ph Website

POTENSYAL: Building the 21st Century School System

CATEGORY 2: ICT ADOPTION FOR TEACHERS (20 Points)

1. Digital Literacy Course

The Innovate/Foundation Course is considered a premier cornerstone in ICT

3. Fusion/Peer Coaching Course

The Fusion/Peer Coaching Course is also considered a premier cornerstone in

POTENSYAL: Building the 21st Century School System

4. Other Recognized MS/PiL Trainings

POTENSYAL: Building the 21st Century School System

CATEGORY 3: PiL ONLINE COMMUNITY MEMBERSHIP (30 Points)

POTENSYAL: Building the 21st Century School System

The ICT Infrastructure Survey is an ICT infrastructure assessment tool that

POTENSYAL: Building the 21st Century School System

C. Leadership on Information and Communication Technology Adoption

B. Strategic ICT Infrastructure Plan

C. Professional Development Plan

POTENSYAL: Building the 21st Century School System

A. ICT Enabled Learning

B. ICT Infrastructure Survey

The ICT Infrastructure Survey is an ICT infrastructure assessment tool that

POTENSYAL: Building the 21st Century School System

The document should contain PTAs, NGOs, Cooperatives, Foundations,

D. Leadership on Information and Communication Technology Adoption

2. Strategic ICT Infrastructure Plan

POTENSYAL: Building the 21st Century School System