Republic of the Philippines

Department of Education

JUNE 2010
 This document, Individual Plan for Professional Development
(IPPD) Guide and Tools, was developed and validated in
Regions VI, VII and VIII, Divisions of Negros Occidental, Bohol and
Northern Samar, through the AusAID-funded project STRIVE
(Strengthening the Implementation of the Basic Education in
Selected Provinces in the Visayas), in coordination with the
EDPITAF (Educational Development Project Implementing Task
Force), and in consultation with the TEDP-TWG (Teacher Education
Development Program-Technical Working Group) and the NEAP

Table of Contents

The SPPD GUIDE

Meaning and Purpose of the SPPD

..1
What is Professional Development?, p1
What is a School Plan for Professional Development (SPPD)? , p1
What is the purpose of accomplishing the SPPD? , p1
Guiding Principles in developing the SPPD, p2
Roles and Responsibilities for the SPPD, p2
SPPD Structural Process Flow, p3
Preparatory Activitiesfor the SPPD
.3
Attendance of the School Head and School T&D Chair to the SPPD Orientation, p3

Accomplishing the SPPD Template

..4
Preparatory Activity before the Planning Session, p4
Actual Planning Session, p5
Start the Completion of the SPPD, p5
Formulate the SPPD GOAL, p7
Formulate Objectives from the Goal, p8
Decide the Content of the Programs for Each Target Group, 8
Set the Time Frame, p9
Estimate Budgetary Requirements and Identify Sources, 10
Review the SPPD, 11

Approval and Implementation of the SPPD

..11
Monitoring and Evaluating the SPPD Process
11

The SPPD TEMPLATE

.
.13
M&E Tools for SPPD

.
18
T&D-M&E Form 1: Individual Profile Template, p21
SPPD-M&E Form 1: Process Observation Guide for SPPD, p24
SPPD-M&E Form 2; End of SPPD Planning Evaluation, p26
SPPD-M&E Form 3: SPPD Debriefing Guide Checklist, p28
SPPD-M&E Form 4: Review Tool for Accomplished SPPD, p30
SPPD-M&E Form 5: Summary Template for Schools Priority Professional
Development Programs Based on SPPDs at the District
Level, 31
SPPD-M&E Form 6: Division Tracking Form for Accomplished SPPD, p33
SPPD-M&E Form 7: Region Tracking Form for Accomplished SPPD, p34

ATTACHMENTS
A: Session Guide for the 2-day Orientation of ES-I/PSDS and School Heads
for the SPPD, p38
B: Budget Template, 42

Acknowledgement

44
SPPD Guide and Tools 1
 School Plan for Professional Development (SPPD)Guide
I Meaning and Purpose of the SPPD

What is Professional Development?

Professional development is the process of improving the competencies and work

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

To bring about real change in the school personnels level of competency it is

essential that the entire school community share the responsibility of providing a
systematic, collaborative and continuous professional development. Moreover, it is
important that professional development opportunities are provided for all and that
strong leadership is demonstrated to motivate the teachers and staff to participate in
these opportunities.

One way of providing leadership and a systematic approach to the provision of

professional development is by crafting a School Plan for Professional Development
(SPPD). The SPPD is developed to ensure that the professional development needs of
all teaching and non-teaching personnel in the school are addressed.

What is a School Plan for Professional Development (SPPD)?

A School Plan for Professional Development (SPPD) is the major blueprint that directs
and influences all activities related to professional development of the schools
teaching and non-teaching staff over a given period. THE SPPD sets out the schools
professional development goal and identifies a series of objectives and activities to
support its achievement. The SPPD goal is focused on addressing the learning needs
of the students and the schools development priorities through the training and
development of the teachers and non-teaching personnel.

The SPPD describes prioritized development programs and activities to address

identified professional competencies. It contains necessary details such as
objectives, expected outputs, i.e. enhanced competencies as a result of the program,
and program content, processes, budgetary requirements and time frame required
for implementation. It also identifies the specific resources needed for
implementation and the strategy or mechanism to secure the funds necessary for
the delivery of the programs.

What is the purpose of accomplishing the SPPD?

The SPPD is accomplished to enable a school to plan and prioritize their professional
development activities. It allows the teachers and staff in systematically addressing
their professional development needs individually and as a group and ensures that
all staff are
Programprovided Estima
with ongoingSource opportunities
Additio toR.progressively
M Progradevelop higher
levels of expertise.
Referenc ted of nal sourc m
e Cost availab Funds e Sched
The SPPD further identifies thelespecific details Requir of the professional
ule development
Dataactivities,
Target group: which will take place funds
Strengths to achieve
Priority the development
ed
Learning goals
Priority of the school. It
Training
serves
Sources
Objective as
1: the
Target major guide for professional
Needs activities for the
Areas for Teachersyear, with
whole calendar
Overall
a Goal
certain degreeIn line
of with BESRAs
flexibility as thrust inevery
reviewed improving school
quarter and and end
the learners
of the
Personnel
Objective
NAT Group1
Priority
2:Subject area/Mastered Specific
performance within the context Objective
Subject are/least
of SBM, and Target
1.Teaching
the
Math
Schools No.year.
of
Guiding
Group
End Principles
learning
of Program Learning
Output(s):in developing
competencies: h Competenciesthe
mastered SPPD
learning
(e.g. NCBTS 2. Group paxs
development goal tocompetencies:
(Filipino) raise the standard for teaching-learning
3.
Expected Final Prog1
Needs
Outcome: (e.g. NCBTS performance
practice in the areas(Math) of ., it is indicators/K this SPPD to provide
the goal of
Program
Data Title (e.g NCBTS Content
General Strands)(refer Delivery Mode Target
In theSource opportunities
development of a Strengths
to enhance
School Plan professional
for Learning
Professional Needs/
SAs competencies
Specific
Developmentof thethetarget
following
Functional Domains)
Independent
Prog2 to level KSAs) Frustration level
NCBTS
personnel:
Grade
Competencies 1 Teachers
Time Frametraining
guiding principles
20% Gradeare 1 considered:70% Grade 1 in Teaching Beginning
Literacy
1.
Prog1:
Consolidated
1. Professionala. development
All teachers inplansthe domains of curriculum,
and programs focus
Readingassessment,
on improvedand learning
Teachers Prog3
outcomes and in teaching
consider diverse
the learners
development priorities of the school and
SPPD
2.
Guide and Tools 2 the
NCBTS-TSNA
Prog2: division. b. Grade 1-3 teachers in competencies for teaching beginning
Other Data
Sources2. All teaching and reading
non-teaching personnel are provided equal opportunities to
3. Consolidated
Prog3: participate c.in Beginning
ongoing and teachers in the professional
continuous domain of diversity of learning
development in order to
IPPD priorities
TOTALS
enhance d. Non-teaching
their current level of staff in ICT competencies
competency.
 Reviewing the SPPD

It is necessary to review the completed SPPD. It may be possible that a core

group is assigned to refine the SPPD further after the planning session and to
see to it that the entire content meets the standards for a quality SPPD.

Before reviewing the SPPD, it should be checked that sufficient time was
given to complete the document in good form. The completion of the SPPD
should be given adequate time but not to exceed one month.

The SPPD-M&E Form 4: Review Tool for Accomplished SPPD is used for this
purpose. The Division PDP-WG in charge of the M&E will also use this for
further review for SPPD.
Note: When satisfied with the SPPD, make sure that it is signed by the SPPD planners
and by the School Head as leader of the SPPD Team, and submitted to the ES-I/PSDS.
The ES-I/PSDS will review each schools SPPD using SPPD-M&E Form 4 and will
accomplish a summary report using the Summary Template f, SPPD-M&E Form 5, or
this purpose. The Summary Report will be submitted to the SDS through the Division
T&D Chair.

Approval and Implementation of the SPPD

The approval process aims at gaining consent for the overall goals and objectives of
the SPPD as well as seeking a commitment and authorization that sufficient funds
will be made available to support the designing of the various programs as well as
the actual implementation of the professional development activities.

Approval of the SPPD therefore acts as a trigger for a number of activities. Once
approved, it is essential that the SPPD is communicated to all stakeholders.
Stakeholders need to be made aware of the professional development focus for the
school to gain their support and so that all efforts can be directed towards the
successful implementation of the plan.

The mobilization of resources should commence once the SPPD is approved, and in
line with the timeframe for the implementation of programs. The SPPD, which
clearly identifies the funds required to fully implement the plan, is submitted to the
SDS through the Division T&D Chair for the approval of MOOE funds that will be used
for the programs. The PDP_WG also need to monitor the progress in securing the
funds and consider the implications of any delays on the implementation of the
programs.

Upon approval of the plan, the School Head commences the process of designing the
professional development activities in line with the SPPD timeline and availability of
funds. This may be done by adopting or adapting existing program designs and
resources. Volume 4: The Program Designing and Resource Development System

SPPD Guide and Tools 3

 should guide this process.

Monitoring and Evaluating the SPPD Process and Outputs

At the School level, three areas are monitored and evaluated related to the SPPD and
are the responsibility of the School PDP-WG. These are (a) the process followed in
accomplishing the SPPD: (b) Planning Teams perception of the level they
ES1/PSDS
successfully completed the SPPD planning process; andprovides
(c) thethe schools with technical
accomplished SPPD.assistance fo
ES1/PSDS monitors SPPD development
There are M&E Tools that have been prepared and are suggested to be used for
each of these areas:
SPPD -M&E Form 1: Process Observation Guide for SPPD
SPPD- M&E Form 2: End-of SPPD Planning Evaluation
SPPD- M&E Form 3: SPPD Debriefing Guide Checklist
SPPD -M&E Form 4: Review Tool for Accomplished SPPD
SPPD- M&E Form 5: Summary Template for Schools Priority Professional
Development Programs Based on SPPDs at the District Level

It is deemed necessary that Division as well as the Regional PDP-WG closely monitor
the development of SPPDs. The tools used by the PDP-WG in-charge of the M&E are
the same Tracking Forms used for tracking the completion of IPPDs.
IPPD/SPPD M&E Form 5: Division Tracking Form for Accomplished IPPDs/SPPDs
IPPD/SPPD M&E Form 6: Region Tracking Form for Accomplished IPPDs/SPPDs

The M&E Matrix and the tools are found in the last section of the SPPD Guide and
Tools, Section 6.2.

ES1/PSDS provides technical assistance for resource mobilization

ES1/PSDS monitors refinement and utilization of SPPD

SPPD Guide and Tools 4

 Republic of the Philippines
Department of Education

School ____________________________________________

Division: ____________________________Region: _______

SCHOOL PLAN FOR PROFESSIONAL DEVELOPMENT (SPPD)

for Calendar Year ___________
Name of School:

Region/Division: Date SPPD is

accomplished:

SPPD Guide and Tools 5

 Professional 1. Teaching Beginning Reading
Development Priority 2.
Programs: 3.
A. For teaching
Personnel

B. For Non-Teaching
personnel

I. The Context
A. National Thrust and School Development Goals for Human Resource
Development

(Develop here an introductory narrative that outlines the current national

priorities, demands or thrusts in relation to human resource management. Include
the priority goals for human resource development indicated in your School
Improvement Plan (SIP and Annual Development Plan (AIP). Refer to key phrases
you have inputted in Step A 1 to 3.)

B. Data Analysis of Student Learning Needs

(Develop here a presentation of data gathered on:

1. Student Learning Strengths and Needs (based on the NAT, and Phil-IRI
results).
1. Teachers Competencies to be enhanced to improve student learning
(based on NCBTS-TSNA results)
2. Non-teaching staff training and development needs)

C. Data Analysis of target personnels professional development strengths and

needs

(Develop Data Analysis of schools staff/professional development strengths and

needs)

Teachers Competencies to be enhanced to improve student learning based

on NCBTS-TSNA results
Non-teaching staff training and development needs

SPPD Guide and Tools 6

 II. Professional Development Goal and Objectives

A. Overall Goal:

Formulate the overall goal for Professional Development here based on the
context presented above.
(Align your overall Professional Development goal to your student learning goals
and to professional competency goals to the SIP development goal.)

Example:

In line with BESRAs thrust in improving school and learners performance within
the context of SBM, and the Schools development goal to raise the standard for
teaching-learning practice in the areas of assessment, curriculum and diversity of
learners, it is the goal of this SPPD to provide opportunities to enhance
professional competencies of the teachers and non-teaching staff:
o All teachers in the domains of curriculum, assessment, and in teaching
diverse learners
o Grade 1-3 teachers in competencies for teaching beginning reading
o Beginning teachers in the domain of diversity of learning
o Non-teaching staff in the use of information communication technology
competencies

B. Specific Objectives for each target personnel

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

Client Group Priority Learning Needs (NCBTS D

1. All teachers Teacher competencies in:

a) assessment of learning

b) curriculum

c) diversity of learners

SPPD Guide and Tools 7

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

Decide on the content and process of the professional development for each
target group. Note: It may be good to have teachers who have common
learning needs to plan together.

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

Objective 1: Enhance KSAs in assessing student learning with appropriate

strategies
Objective 2:
Objective3:
End of Program Output(s): Prototype/Sample tests of various types for
learning assessment; Goal Chart and professional development guide for
Application of Skills in student learning assessment; JEL Contract

Expected Final Outcome/Success Indicator in terms of demonstrated

change in KSAs: Demonstrated skills in assessing authentic learning (AAL) in
own class teaching-learning process; Practice of Peer Coaching on AAL using
professional development guide

Program Title General Content (refer Delivery Mode Target

to NCBTS KSAs) Time Frame
Prog1: Authentic Learning 10 Teachers to April 2009
Assessment of Assessment join Division
Authentic (Theory/Concept, Tools Scheduled
Learning(AAL) Development and Training x 2-
Demonstration); days
Traditional and
Alternative Strategies for
Learning Assessment;
Prog2: Teachers Using AAL in the One semester November
Sharing of classroom; LAC sessions (at 2009 - March
Surfed materials (School Demonstration, least 1-hour x 10 2010
on AAL Feedback and sessions)
Refinement of Tools
developed,

Target Group:
Objective 2:
End of Program Output(s):
Expected Final Outcome/Success Indicator
Program Title General Content (refer Delivery Mode Target
to NCBTS KSAs) Time Frame

SPPD Guide and Tools 8

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

IV. Budgetary Requirements

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

Example

Program Estimated Source of Additional R. M Program

Reference Cost available Funds source Schedule
funds Required
Target Group1
Prog1 10,000 10,000 none - Sem 1
from 2009
MOOE
Prog2 No Cost - -

TOTALS 10,000 10,000

Continue Table for other Target Groups. Use more space as necessary. Compute
the grand total required for the 1-yr plan.

SPPD SPPD Planners:

Plann
ers
Sig._________________________________ Group
Represented:____________________

Sig. _________________________________ Group

Represented:____________________

Sig._________________________________ Group
Represented:____________________

Sig. _________________________________ Group

Represented:____________________

Sig.________________________________ Group
Represented:____________________

School Head: _________________________________________

SPPD Guide and Tools 9

SPPD Guide and Tools 10
Monitoring and Evaluation (M&E) for the SPPD

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

Tools for SPPD

T&D-M&E Form 1: Individual Profile Template
SPPD-M&E Form 1: Process Observation Guide for SPPD
SPPD-M&E Form 2: End of SPPD Planning Evaluation
SPPD-M&E Form 3: SPPD Debriefing Guide Checklist
SPPD-M&E Form 4: Review Tool for Accomplished SPPD
SPPD-M&E Form 5: Summary Template for Schools Professional Development
Priority Programs Based on SPPDs at District Level
IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPD/SPPD
IPPD/SPPD- M&E Form 7: Region Tracking Form for Accomplished IPPD/SPPD

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

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

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

SPPD-M&E Form 5: Summary

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

IPPD/SPPD-M&E Form 6: Division

Tracking Form for Accomplished
IPPDs/SPPD

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

Observation Guide for SPPD Observation Guide for SPPD

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

Profile Template

Resource Materials Checklist for

SPPD incorporated into the
SPPD Guide

SPPD Guide and Tools

11
 Monitoring and Evaluation of the SPPD process

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

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

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

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

SPPD Guide and Tools

12
The accomplished SPPDs will be SPPD-M&E Division Following the ES1/PSDS/ASDS
SPPD reviewed Form 4: Review PDP-WG completion of the consolidates key finding and
Tool for (represente SPPD prepares a report for
Accomplished d by submission to the Division
SPPD ES1/PSDS) T&D Chair. T&D Chair
identifies key
recommendations and
include in Activity
Completion Report for the
conduct of the SPPD

All SPPDs submitted SPPDs Priority SPPD-M&E District Upon submission ES1/PSDS consolidates the
at the District Level Programs will Form 5: ES/PSDS of the SPPDs at 3 priority programs for
be Summary the District level professional development
consolidated Template for listed in each SPPD. The
Schools accomplished Template will
Priority be submitted with a cover
Professional report to the Division T&D
Development Chair through the PDP-WG.
Programs
based on
SPPDs at
District Level

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

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

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

I PERSONAL DATA

SPPD Guide and Tools

13
 Name:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable): Sex: Male Female

Date of Birth:
Home Address:
Contact #: e-mail address:
District
Region: Division: :
Office/School: Address:
Current Position: Other Designations:

Highest Educational Attainment:

II. WORK EXPERIENCE

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

Use additional sheet if necessary.

III. TRAINING ATTENDED OVER THE LAST THREE YEARS

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

Training Focus Training Management Level of Training

SPPD Guide and Tools
14
 attended Central Region Division Cluster School
over last 3
years ()
Curriculum

Resource Materials
Development

Planning

Management

Policy Development

Research

Other, please specify

______________

IV. SIGNIFICANT EXPERIENCES

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

Certified Trainers by NEAP Central NEAP-Region TEI

SEAMEO- INNOTECH Foreign Assisted Projects (FAP) Other, please specify -----

List your significant experiences in the identified areas

Use additional sheet if necessary.

V. TRAINING AND DEVELOPMENT EXPERIENCES

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

SPPD Guide and Tools

15
 Competency Assessment Program Planning

Program Designing Resource Materials Development

Program Delivery Program Management

Monitoring and Evaluation of Training

List your significant experiences in the identified areas

Use additional sheet if necessary.

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

Date: Signature:

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

SPPD Guide and Tools

16
 SPPD-M&E Form 1: Process Observation Guide for SPPD

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

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

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

ACTIVITIES LEVEL OF
ACCOMPLISHE
COLLABORATIO
D
N
Yes or No
1 2 3 4
I. Development of an understanding the SPPD and its
purpose
a. Conduct of a warm up activity to form personnel
groups
b. Discussion on how the schools personnel can
further develop themselves as professionals to
improve school performance
c. Presentation of the objective of the SPPD workshop
and explanation of the meaning of SPPD, its
purpose and guiding principles.
d. Explanation regarding the accomplishment of the
SPPD being the joint responsibility of all
stakeholders and personnel groups who will be
affected by the plan.

II. Completion of the SPPD

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

SPPD Guide and Tools

17
 in the SPPD for each target group
i. Identification of the mode of delivery for each
program
j. Establishment of the timeframe for the various
programs identified in the SPPD
k. Estimation of the budgetary requirements for each
program
l. Identification of sources of funds for each program
m Review of the SPPD
.
n. Signing of the SPPD

Do you have any comments regarding the SPPD process?

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

process?

Process Observer:

___________________________________
Signature Over Printed Name

___________________________________
Designation

SPPD Guide and Tools

18
 SPPD-M&E Form 2: End of SPPD Planning Evaluation

Name of SPPD Planner: ___________________________ Sex: Male Female

Personnel Group Represented: _______________________________

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

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

SPPD Accomplishment Rating Scale

To what extent do you feel: 1 2 3 4

1 the following documents were used in the analysis and development of

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

4 the formulation of program objectives was based on the professional

development needs of the different personnel groups?
5 decisions about the content of the programs were based on the objectives
to be achieved and the competencies to be enhanced?
6 the following were considered in identifying the delivery modes for the
different programs?
a. Specific Context
b. Target Participants
c. Effective Modes of Learning
d. Available Resources
7 the following were considered in estimating the budget for the different
programs?
a. Cost associated with Program Pre-Implementation
b. Cost associated with Program Implementation
8 the various funding sources were identified to support the implementation
of the different programs?
SPPD Guide and Tools
19
9 the following were considered in setting the timeframe for the different
programs?
a. Development Priorities
b. Cumulative Nature of the Programs
c. One-Year Coverage of the SPPD
10 you have been capacitated through your involvement in the planning
process?
11 you will be able to apply the learning gained in planning for future similar
activities?
12 you are able to transfer the technology learnt to others?

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

process?

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

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

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

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

2. Were all the necessary

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

4. Were the steps/processes

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

9. What suggestions/recommendations can you make that will improve the conduct of the SPPD?
SPPD Guide and Tools
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 ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
10. General comments on the conduct of the activity:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

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

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

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

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

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

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

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

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________

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

2.

3.

B. 1.

C. 1

SPPD Guide and Tools 24

D. 1

E.

(Continue the list to enter all the Schools data.)

SPPD Guide and Tools 25

E/PSDS Name and Signature:______________________________________ Date Accomplished:
__________________________

IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)

Division: _________________________ Date: __________________

No. of No. of Teacher School Head SPPD

Districts School Name Teachers IPPDs IPPDs Completed Comments
accomplished accomplished
District 1 1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Sub Total
District 2 11
12
13
14
15
16
17
18
19

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 IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished IPPDs/SPPDs (electronic version available)
20
Sub Total
District 3 21
22
23
24
25
26
27
28
29
30
Sub Total
TOTALS

Region: ____________________________ Date: _______________________

No. of No. of No. of Teacher No. of School Head No. of SPPDs
Divisions District Name Schools Teachers IPPDs accomplished IPPDs accomplished Completed Comments
Division 1 1.
2.
3.
4.
5.
6.
7.
8.
9.

SPPD Guide and Tools 27

 10
Sub Total
Division 2 11
12
13
14
15
16
17
18
19
20
Sub Total
Division 3 21
22
23
24
25
26
27
28
29
30
Sub Total
TOTALS

SPPD Guide and Tools 28

 Orientation of School Heads and ES/PSDS
ATTACHMENT on theGUIDE
A: SESSION Conduct
forof SPPD (Note: Can
also be used for School level SPPD Orientation)
The Development of the SPPD

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

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

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

Resources Handouts: SPPD Guide and Tools

Power Point Presentation
Meta strips
Permanent marker

o SPPD Guide and tools, and template

o NCBTS-TSNA School Consolidated Results School Consolidation of
Teachers IPPD
o NAT Results
o Phil-IRI results
After preliminary greetings and introductions, encourage sharing
Activity 1 of IPPD experiences and SPPD expectations that is helpful to
(30 facilitate understanding of the purpose of the orientation.
minutes)
Allow individual participants to respond to the following questions
9-10 AM on meta strips. Assign a different color of meta strip for each
question.
(to be
conducted 1. Based on the consolidated IPPDs of your teachers, what have you
after a brief identified to be the 3 most urgent needs of your teachers in terms
Opening of NCBTS competencies?
Program) 2. How do you think is the teachers IPPDs may connect to the
development of the SPPD?

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30
 3. What do you think will be the benefits of the school having a
SPPD?
4. What do you expect to learn from this orientation for SPPD?

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

- Group A to summarize responses to Question 1

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

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

Activity 2 Using the same groups as for Activity 1.

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

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

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

Preparation for the Facilitator and Co-Facilitator:

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

Process the participants insights and learning from the activity:

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

SPPD Guide and Tools
31
 their output in the plenary.
- Clarify vague items during the presentation.

Present the SPPD concepts through a PowerPoint presentations per topic

highlighting items that the participants have identified/written in the
previous activity.

- What is Professional Development?

- What is School Plan for Professional Development?
- Why accomplish SPPD?
- What are the principles in developing SPPD?
- Who are responsible in preparing SPPD?
- What is the SPPD Structural Process Flow followed?

Review key understandings developed and refer to objectives.

End the session with a fitting quotation on planning or attaining ones

dream.

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Activity 3 Introduce the steps in accomplishing the SPPD:

1:00-3:00 A. Analyze the national and regional/division context for the

PM SPPD

1. Group participants into 4 clusters. Grouping takes into

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

2. Each group will choose a chair to facilitate the sharing of their

personal experiences related to their professional development in
a brainstorming activity. The rapporteur of each group takes down
important points shared relative to professional development.

3. Instruct the participants to answer the following questions

individually using the meta strips of four different colors

What do you think is the national goal/thrust for professional

development?
How do you demonstrate transformational leadership and high
degree of professionalism in providing access to quality and
relevant education for all?
What is the goal/thrust for human resource in the
division/region?
What is the goal/thrust for human resource in the school?
4. Have each group post their responses on designated spaces and
have a representative to report the group output.
5. Process the output to connect it to the context of SPPD by
segregating the common responses of each group, post them
according to their levels (national, region/division, school), and
summarize the information. Explain to the participants that this is
intended for the first section of the SPPD Template.

B. Analysis of data on student performance and needs

assessment results to formulate the Overall SPPD Goal

Present sample school consolidation of NCBTS-TSNA and

accomplished table on Alignment of the IPPD Priorities to the SPPD
Goal.

1. Let group members share about their schools performance

such as the NAT, Phil-IRI, based on the Matrix provided to each
group.
2. Let each group write their responses on the second and third
SPPD Guide and Tools
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 column of the matrix.
3. At the last column, each group decide on the priority training
areas for teachers.
Data Sources Strengths Priority Priority Training
C. Analysis
Learning Needs Areas for
Teachers of data
NAT Subject area/Mastered Subject are/least 1.Teaching Math on
learning mastered learning 2. Teachers
competencies: competencies: 3.
(Filipino) (Math) NCBTS-
TSNA
Phil-IRI Independent level Frustration level Grade 1 Teachers
20% Grade 1 70% Grade 1 training in Teaching (and non-
Beginning Reading teaching

Other
Data
Sources

personnel) results to formulate the Overall SPPD Goal

For each of the personnel groups to be covered by the SPPD, list

down the schools current strengths and learning needs as reported
by the professional needs assessment results. These may relate to
specific domains/service areas. See matrix below.
Data Source Strengths Learning Needs/ Specific
Competencies After
Consolidated
Teachers
TSNA

Consolidated
IPPD
priorities
analyzing the information from the two charts above, let them reflect
and identify the priorities for professional development in their respective
schools in consideration of their need to improve the school and the
learners. Use matrix below.

BASIS Identified priorities for training & Based from

development the given
Teachers Needs based on NCBTS- 1. data, what
TSNA and IPPD priorities 2. are the
Learners school performance 3. strengths and
the priority
Non-Teaching Personnel Training learning
Needs needs of the
school
personnel?

Explain in narrative the implications of the data developed for their

SPPD and place this in section 1c of the SPPD template.
Call the attention of the participants to the sample SPPD.

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 Explain that the goals formulated be integrated as one goal to
form an overall professional development goal.
D. Formulation of the Objectives from the Goal of the SPPD

Each subject area or grade level group is instructed to simulate

work on the matrix below and identify their group in the first
column.
The priority needs elicited from the previous activity be written in
the second column.

Personn Priority Specific Objectiv Target No. of

el Group Learning Competenc es Groups Pax
Needs ies

Direct participants attention to column 3 of the matrix and

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

(T&D Facilitators join the group and provide technical

assistance in the completion of the output)

Thank the participants for the cooperation in the days undertakings.

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 Start the day with a recall on the simulated developed matrix by
revisiting them. Introduce the task for the day. Always call their
Day 2 attention to the process and to the sample SPPDs sections that are
pertinent to the groups outputs.
Activity 3
A. Decide the Content of the Programs for Each Target Group
8AM -2:30 Tell the participants to refer to the Guide and Tools and Template
PM in simulating the completion of the matrix below. A Power point
presentation is useful in facilitating the filling-up of this matrix.

Explain the difference of Output and outcome. See examples in

the Guide and in the sample SPPD.

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

Let participants walkthrough and simulate the section on

Estimating Budgetary Requirements and Identifying Sources

1. Instruct the group that in every program, a separate budget

estimates with its total cost be filled in column 2 of the matrix
below.
2. Refer to the manual on how to come-up with the information for
columns 3,4,5 and 6.

Program Estimate Source Addition R. M Progra

Reference d Cost of al Funds source m Review the
available Required Schedul SPPD
funds e
Guide the
Target
participants in
Group1
a simulation
PD1
on the review
of the output,
PD2 which is the
completed
PD 3 SPPD using
the SPPD-
TOTALS M&E Form 4:
Review Tool
for Accomplished SPPD

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 SPPD checklist found in the Guide.

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

SPPD
which is used in the review of the plan.

Present in powerpoint to discuss all the other important sections of

the Guide and Tools and SPPD template such as the approval
process of the SPPD and its implementation, and the M&E process
and tools to be used.

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Activity 4
Action Planning for SPPD at school level
Action
Planning Discuss the purpose and importance of the Action Plan.

2:30- 4:30 Distribute the Next Steps/Action Plan Matrix

PM
Activity Date Objective People Involved/
Responsible
ES/PSDS
Preparatory School Head
Activities:
1.Meeting with School NCBTS
Planners Coordinator
2.Doc
Preparation
3.

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

Post SPPD
workshop
1.Refinements
2. Approval

- Discuss the parts of the matrix and demonstrate how it is used

using a power point presentation.

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

- Ask volunteers to present their Action Plan for sharing

purposes.

- Review the key understanding developed.

- Let each group submit a copy of their Action Plan to the

management for monitoring purposes.

Closing T&D Team facilitates an appropriate closing activity

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

Activity :________________________ Level: Region

Venue :________________________ Division
Date :________________________ Cluster
School

Please fill or shade the corresponding mode of Professional Development

Delivery

Mentoring Programs Coaching Programs

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

# REQUIRED
Cost per Total
(e.g. # of
ITEM OF EXPENDITURE Unit/Hou # of Amount
pax / units /
r days
sets / hr)
A. Pre Implementation
Designing / Materials Development
Honorarium
Materials
Travelling Expenses
Fares: Air
Land
Sea
Sub-total Pre Implementation
B. Implementation
Live-IN:
Accommodation & Food
Live-OUT:
Food
Training materials
Equipment Rental (Specify)

Streamer/ Banner
Reproduction Cost
Allowance
Per Diems

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39
Honoraria

Travelling Expenses
Fares: Air
Land
Sea
Vehicle Rental
Terminal Fees
Toll Fees
Fuel
Sub-total Implementation

Total A & B
Contingency 10%

GRAND TOTAL

Prepared by:

Prepared by: Prepared by:

Designation: Designation: Designation:

Date: Date: Date:

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40
 Acknowledgements

to

The Project STRIVE 2 Training and Development

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

Jonathan F. Batenga

Project STRIVE T&D Technical Advisers

Louise A. Quinn Twila G. Punsalan

International Technical Adviser National Technical Adviser

System Operations Manual, Volume 3

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