SCHOOL-BASED MANAGEMENT (SBM) SEMESTRAL IN-SERVICE TRAINING (INSET) FOR TEACHERS

Session 0
Session Title: Program Overview and Leveling of Expectations Duration of Session Key Understandings to be developed 60 minutes The School-Based Management (SBM) Semestral In-Service Training (INSET) will ensure development of teacher competencies for improved learner performance. Clear training objectives will lead the participants to the desired goals. Agreed learning expectations will guarantee the participants and facilitators to work together in achieving their aspirations. A set of House Rules will support the smooth conduct of the training. Sharing of noble ideas can widen the perspectives of participants. Given training materials, the participants will: 1. value the importance of INSET in the development of teacher competencies and improvement of learner performance; 2. identify the objectives of the 3-day training; 3. explain the Learning Approach/Methodology used in the training; 4. share expectations of the 3-day training; 5. clarify the details in the schedule of activities; 6. infer the outcomes of the training; 7. agree to the house rules drawn out; and 8. distinguish the value of shared ideas. Handouts: Training Matrix (Schedule of Activities) PowerPoint Presentations: ( To be prepared by the facilitator) Additional Resources: Laptop, LCD, assorted cartolina, manila paper, bond paper, meta strips, pastes, masking tapes, art/colored paper, pencils, pentel pens, colored pens, crayons, etc.) A. One-Minute INSET Story 1. On a piece of paper, creatively draw your INSET story focusing on the following questions: What are you most confident of when attending INSET? What do you consider as the most significant objective in an INSET? How do you see yourself after the INSET?

Learning Objectives

Resources

Activity (30 min)

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2. After ten minutes, group yourselves according by levels: For elementary: by grade level For secondary: by subject/learning area and or year level Note: Grouping will depend on the number of teachers 3. In your group, take turns to share your one-minute INSET story until everyone has shared his/her story. B. Gain and Give 1. In your group, individually answer the following questions using meta strips or any available materials/resources. Pink - What do you want to gain from this training? Blue - What can you give towards the realization of the training objectives? Green - What questions would you like to ask? 2. As soon as you are done with your answers, post your outputs on the spaces provided. After viewing the group outputs, process the responses of the participants: For responses written on meta strips: Pink: Say: Most of you are saying that you want to ... (Mention the responses they want to gain from the training.) Blue: Say: And so you want to... (Mention their responses). Tell them that their responses in the blue meta strips will be part of the house rules during the training.) Green: Say: So you have some questions. (Read the questions.) We will try to address these questions in the course of the training. The facilitator will present through PowerPoint/Discussion the following: Importance of INSET In-Service Training is a process designed to assist teachers to learn new skills, knowledge, or attitudes (KSAs). As result, these teachers make a change or transformation that improves or enhances their performance. These improvements ensure that teachers and the school organization are able to do things better, faster, easier, and with higher quality and a better return on investment. The Training Objectives - Align teacher practices to the National Competency-Based Teacher Standards as basis in performing their tasks for effective teaching; - Appraise the performance of teachers and learners for the 1st and 2nd Grading Periods; and - Prepare Individual Plan for Professional Development (IPPD) based on their identified priority needs. Learning Approach/Methodology

Analysis (15 minutes)

Abstraction (10 minutes)

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The learning activities during the 24-hour Formal Face-to-Face (F3) Training Program follow the andragogical principles or using Activity, Analysis, Abstraction, and Application (4 As). Expected Final Outcomes/Success Indicators A behavior change in the hearts of teachers who are competent, committed, passionate, and practitioners of effective teaching. Reminders: Trainees should complete the 24-hour training sessions. Certificate of Appearance will be given after the completion of the Formal Face-to-Face (F3) training. Schedule of Activities
Time Day 1 Day 2 Day 3

8:00-9:00

Arrival/Registration/Opening Program

Session 3: The Competency-Based Performance Appraisal for Teachers (CB-PAST)

Session 5: Individual Plan For Professional Development of Teachers

9:00-10:00

10:00-10:15 10:15-12:00

Session 0: Program Orientation and Leveling of Expectations Snacks Session 1: The School Goals Status of School-Based Management (SBM) level of practice Teacher performance. The school culture School Heads Hour Session 2. NCBTS Lunch Session 4: Assessment of Learners Performance for the First Semester, School Year 20112012 Snacks Home Sweet Home Debriefing Session 6 : Workshop Evaluation

12:00-1:00 1:00-3:00

Closing Program

3:00-3:15 3:15-5:00 5:00-6:00

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Concluding Activity (5 minutes)

Present the quotation below. Be Open to New Ideas Be ready to accept changes and learn about new ideas. You will need to make sure that you are willing to accept new things and start incorporating them into your own expert knowledge.
-Ads by Google(Facilitator may opt to look for other activities like: songs, anecdotes, poems, etc.)

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Session 1
Session Title: The School Heads Hour
Duration of Session Key understandings to be developed 2 hours The goals of every school are improved learner performance and increased participation rate. st The 1 Key Reform Thrust (KRT) of the Basic Education Sector Reform Agenda (BESRA) is School-Based Management (SBM). Analysis of the previous accomplishments of teachers as basis for appropriate actions to improve performance. The school culture is built on a foundation of mutual support, collaboration, collegiality and trust. Given the School Report Card and other relevant school records, the participants will: express commitment to the realization of the school goals. examine the status of SBM levels of practice st nd analyze their accomplishments for the 1 and 2 grading periods; integrate the knowledge, skills, and attitudes (KSAs) gained from the session in their road map to the second semester; and give 100% support to the School Head in the improvement of teachinglearning outcomes and in the implementation of programs and projects of the school. Handouts: School Report Card and other Relevant School Records PowerPoint Presentations: (To be prepared by the School Head based on the School Report Card and relevant school records or other Professional Development Materials) Additional Resources: Laptop, LCD, assorted cartolina, manila paper, bond paper, meta strips, pastes, masking tapes, art/colored paper, pencils, pentel pens, colored pens, crayons, etc.) Present the following quotation: To improve is to change. To be perfect is to change often. -Winston ChurchillAsk: What are your reflections about the passage? Call at least three to five participants to give responses. Organize the participants into groups of 5-8 members. Ask them to choose their leader and rapporteur.

Learning Objectives

Resources

Introductory Activity (10 minutes)

Activity (40 minutes)

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Task: Discuss in your group using the following guide questions: h o What are the goals of the school and how can you help realize them? u How is School-Based Management (SBM) practiced in the school? r (Give follow-up questions) During the 1st and 2nd grading periods, were all the basic skills/competencies contained in the PELC/PSSLC mastered? What have you contributed to the improvement of teaching-learning outcomes? What significant involvement have you done in the implementation of programs and projects of the school.

Analysis (20 minutes)

Abstraction (25 minutes)

Ask participants to write the responses of every question on a manila paper/meta strips. Let the rapporteur report their output in the plenary. Note: While the group is reporting, the School Head/Facilitator will write on the board the key words the rapporteurs are presenting in each question asked. He/she will then mention the commonalities of the responses, and then asks: How do you feel about the presentations given? How were the goals of the school accomplished? What is your significant contribution in the realization of the school goals? How is the SBM practiced in the school? How can you improve the SBM level of practice? In a scale of 1-10 where 10 as the highest and 1 as the lowest, rate your performance for the first two rating periods. How can you improve? What is your role in the improvement of teaching-learning outcomes and in the implementation of programs and projects of the school. The School Head will present through power point/discussion the following: I. The School Goals - Improved learner performance - Increased participation rate II. School-Based Management (SBM) - School Improvement Plan (SIP)/ Annual Implementation Plan (AIP) - SBM levels of practice III. School Report Card - Participation rate - Cohort survival rate - Completion rate - Drop-out rate - Achievement rate - ALS performance - School resources

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Application (20 minutes)

Concluding Activity (5 minutes)

IV. Other relevant school concerns - Performance of teachers in the 1st and 2nd grading periods - Role of teachers in the improvement of teaching-learning outcomes and in the implementation of programs and projects of the school The Road I Take - Ask each participant to draw his/her road map for the second semester specifying the different activities he/she would like to do for the improvement of learner performance. Ask: What have we gained so far? Do we have now clear understanding of our goals? What do you intend to accomplish for the next Semester? What have you included in your road map that will contribute to the holistic development of your learners? Do you think you are in the right direction? Why? End the session by presenting the quote: What office is there which involves more responsibility, which requires more qualifications, and which ought, therefore, to be more honorable than teaching?
-Harriet Martineau-

Ask participants to reflect how this quotation relates to their learning during the session.

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Session 2
Session Title: The National Competency-Based Teacher Standards (NCBTS)
Duration of Session Key understandings to be developed 3 hours and 45 minutes The National Competency Based Teacher Standards (NCBTS) is an integrated theoretical framework that defines the different dimensions of effective teaching, where effective teaching means being able to help all types of students learn the different learning goals in the curriculum. The Domain of Diversity of Learners emphasizes the ideal that teachers can facilitate the learning process in diverse types of learners, by first recognizing and respecting individual differences, then using knowledge about students differences to design diverse sets of learning activities to ensure that all students can attain appropriate learning goals. Curriculum refers to all elements of the teaching- learning process that work in convergence to help students attain high standards of learning and understanding of the curricular goals and objectives. These elements include the teachers knowledge of subject matter, teaching learning approaches and activities, instructional materials and learning resources. Effective teachers, plan, asses, and report promptly and clearly to learners, parents, and superiors about the progress of learners. Providing for a social and physical environment within which all students, regardless of their individual differences in learning, can engage the different learning activities and work towards attaining high standards of learning. The Domain of Community Linkages focuses on the ideal that school activities are meaningfully linked to the experiences and aspirations of the students in their homes and communities. Thus the domain focuses on teachers efforts directed at strengthening the links between school and community activities, particularly as these links help in the attainment of the curricular objectives. Teachers serve as positive and powerful role models of the values of the pursuit of learning and of the effort to learn, and that the teachers actions, statements, and different types of social interactions with students exemplify this ideal. The Domain of Personal Growth and Professional Development emphasizes the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers.

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Learning objectives

Resources

Introductory Activity (10 minutes.)

Given NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS, the participants will: explain the concept of the NCBTS; differentiate the role of The Teacher as Facilitator of Learning and as a learner. recognize the value of integrating all the elements of the teachinglearning process in performing their tasks. Handouts: NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS PowerPoint Presentations: (To be prepared by each facilitator based on the NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS or other Professional Development Materials) Additional Resources: Laptop, LCD, Cartolina, Manila paper, bond paper, meta strips, pastes, masking tapes, art/colored paper, pencils, pentel pens, colored pens, crayons, etc.) Present the following quotation: "Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty" -Albert EinsteinAsk: What are your reflections about the passage? Call at least three to five participants to give responses. Organize the participants into groups of 5-8 members. Ask them to choose their leader and rapporteur. Task: Discuss in the groups the following: h o What is the NCBTS? u Why do we need the NCBTS? r How can the NCBTS help teachers improve their teaching competencies? What are the seven domains of good teaching? Ask participants to write the responses of every question on a manila paper/meta strips. Let the rapporteur report their output in the plenary. Note: While the group is reporting, the facilitator will write on the board the key words of the outputs presented. He/she will then mention the commonalities of the responses, and asks the following questions:

Activity (60 minutes)

Analysis (30 minutes)

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Abstraction (60 minutes)

1. How do you feel about the presentations given? 2. How were the standards of the NCBTS applied in the school? 3. Do you think NCBTS can help improve the teachers performance? Why? 4. Why is it important for teachers to be familiar with the background knowledge and experiences of the learner? 5. Why is there a need to be concerned about the holistic development of learners? 6. Why is it important for teachers to demonstrate mastery of the subject matter? 7. How can teaching methods, learning activities and instructional materials or resources help improve the performance of learners? 8. Have you ever evaluated the alignment of assessment and planning activities to ensure that the teaching-learning activities are maximally appropriate to the students current knowledge and learning levels? 9. Why is there a need to provide conducive social and physical environment to the learners, regardless of their individual differences? 10. Why is it necessary to establish a wholesome learning environment that respond to the aspirations of the community? 11. Do you adhere to the ideal that teachers serve as positive and powerful role models? Explain your answer. 12. Do you support to the ideal that teachers value having a high personal regard, concern for professional development, and continuous improvement as teachers? Explain your answer. Give a lecturette or present through power point the following: I. General introduction to the National Competency-Based Teacher Standards (NCBTS) - What is the NCBTS? - Why Do We Need the NCBTS? - Who Should Use the NCBTS? - How Should Teachers Use the NCBTS? - Is the NCBTS New? How Similar or Different is it? - What Does Competency-Based Mean? - How were These Competencies Chosen? How Was the NCBTS Decided? - Is the NCBTS Just A List of Competencies? Or is there A Theory or Framework That Integrates All These Competencies? - What are the Contrasting Paradigms of Teaching? - Does the NCBTS Make Teaching More Difficult?

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Application (60 minutes)

Concluding Activity (15 minutes)

- What If the Teachers Cannot Do This Type of Teaching? - How Can the NCBTS Help Teachers Improve Their Teaching? - How Does the NCBTS Define Good Teaching? - What Are These Seven Domains? II. The Teacher as Facilitator of Learning (Teacher Practices Related to the Technical Aspect of the TeachingLearning Processes) Domain 3: Diversity of Learners Domain 4: Curriculum Domain 5: Planning, Assessing and Reporting III. The Teacher as Facilitator of Learning (Teacher Practices that embed the learning process in appropriate contexts) Domain 2: Learning Environment Domain 6: Community Linkages IV. The Teacher as Learner Domain 1. Social Regard for Learning Domain 7. Personal Growth and Professional Development Using the same grouping, ask the participants to give their thoughts/reflections about the NCBTS in the context of improving teacher performance. Provide each participant with cartolina, drawing/coloring materials, pastes, etc. Ask them to give their significant learning/insights about NCBTS through illustration, article, poster/slogan, etc. incorporating the 7 domains. Share the outputs to the group Keep the outputs as portfolio, have them checked by the School Head, and display them in the classroom upon their return. Ask: What have you gained so far? Can you now explain the importance of NCBTS in the improvement of learning outcomes? As a Facilitator of Learning, what Teacher Practices that embed the learning environment? As a Learner, what are you expected to do? (Give participants time to reflect/answer the questions) End the session by presenting the quote. We cannot hold a torch to light another's path without brightening our own.
-Ben Sweetland-

Ask participants to reflect how this story relates to their learning during the session?

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Session 3
Session Title: The Competency-Based Performance Appraisal for Teachers (CB-PAST) Duration of Session Key Understandings to be developed 4 hours The Competency-Based Performance Appraisal for Teachers (CB-PAST) outlines the standards, guidelines, processes, and tools to appraise teachers performance. There are two main standards which serve as the basis for the Competency-Based Performance Appraisal for Teachers (CB-PAST): National Competency-Based Teacher Standards (NCBTS) Job-Embedded Requirements for Teachers and Master Teachers Teachers will be rated based on the following Components and Performance Standards: Instructional Competence - 60% Home, School & Community Linkages 20% Personal Growth and Professional Development 20% The Teacher Performance Appraisal follows two processes: The Formative Appraisal The Summative Appraisal The Instructional Competence which takes 60% weight of the performance standards includes Diversity of Learners, Curriculum Content and Pedagogy, and Planning Assessing, and Reporting. Using R-PAST, 1st and 2nd Rating Results, and CB-PAST, the participants will: discuss comprehensively CB-PAST- its, standards, guiding principles, and tools; interpret the criteria in rating their performance as contained in the CBPAST; analyze the two processes used in appraising Teachers Performance appraise teachers performance on instructional competence based on the test results for 1st and 2nd grading periods; and recognize the significance of CB-PAST in improving their work performance. Handouts: Competency-Based Performance Appraisal of Teachers CB-PAST PowerPoint Presentations on: Competency-Based Performance Appraisal of Teachers (CB-PAST) Standards Guidelines Processes

Learning Objectives

Resources

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Management of Learning (MOL) (15 minutes)

Activity I (60 minutes)

Analysis 13 | P a g e

Tools Additional Resources: R-PAST for School Year 2010-2011 CB-PAST Form 1 for Teachers CB-PAST Form 2 for Master Teachers 1st and 2nd Rating Test Results (if available) Accomplished Forms 178 for 1st and 2nd Grading Periods laptop/computer unit LCD Venn diagram prepared in manila paper (each group will be provided with this diagram) manila paper pentel pens pairs of scissors assorted cartolina sheets of bondpaper rolls of masking tapes Recall, Share, and Show Using the same grouping as the previous session, provide each group with rolled papers containing the NCBTS Domains by drawing lot. Let each group create a 2-minute presentation depicting on their insights of the domain they have drawn. (Presentation could be through songs, speech choir, radio broadcast, poster, slogan, etc.) Let each group present their output in plenary. My Personal Teaching Banner Organize the participants into groups of 5. Provide each member with a blank sheet of bondpaper. Let each one create a banner, My Personal Teaching Banner containing the following: 1. Most Memorable Experience 2. Outstanding Accomplishment 3. Highest Performance Rating Received 4. Lowest Performance Rating Received 5. Least Taught Competencies based PELC/PSSLC 6. Most Challenging Experience with the learners After accomplishing the banner, each member will take turn in sharing their Personal Teaching Banner. The sharing will be done in carousel moving to the right. It will start from the member with the least number of teaching experience. After all members have shared, the group will consolidate the significant insights. Write them on the manila paper. Let one representative from each group to present the groups output. Ask participants the following questions:
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(20 minutes)

Activity 2 (60 minutes)

How did you feel about the activity? What did you discover about yourself after accomplishing your Personal Teaching Banner? How did each member of your group come up with your group output? What are your realizations about your job as teachers? 1. Organize the participants into 7 groups. 2. Using their Revised Appraisal Standard for Teachers (R-PAST) for School 2010-2011 and CB-PAST Form 1 for Teachers, and Form 2 for Master Teachers, individually, walkthrough their components and performance standards. 3. Provide each group with manila paper containing the Venn Diagram. 4. Let each group brainstorm and collaboratively accomplish the diagram by comparing and contrasting the two Appraisal Forms.

R-PAST Observation s

Commonalities between R-PAST and CB-PAST

CB-PAST Observation s

Analysis (30 minutes)

Abstraction (30 minutes)

5. Publish the groups output. 6. Call one representative of each group to report the output. Ask the following questions: 1. What are the commonalities and differences of the two Appraisal Forms? 2. How significant is CB-PAST as a tool to appraise your performance? 3. How can CB-PAST help you improve your teaching competencies? 4. Which do you prefer, the R-PAST or CB-PAST? Why? Present the following topics through PowerPoint: Competency-Based Performance Appraisal of Teachers (CB-PAST) Standards Guidelines Processes Tools Components and Performance Standards Instructional Competence - 60% Home, School & Community Linkages 20% Personal Growth and Professional Development 20%

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Application (15 minutes)

The Teacher Performance Appraisal follows two processes: The Formative Appraisal The Summative Appraisal The Instructional Competence which takes 60% weight of the performance standards includes Diversity of Learners, Curriculum Content and Pedagogy, and Planning Assessing, and Reporting. Accomplish the Reflective Journal below.

My Covenant
As a Professional Teacher, I will ________________________________ ________________________________ ________________________________ I commit to ________________________________ ________________________________ ________________________________ _____________
Teachers Signature Date: ____________

_____________
School Heads Signature Date: _______________

Concluding Activity (10 minutes)

Present the following quotation: "All great masters are chiefly distinguished by the power of adding a second, a third, and perhaps a fourth step in a continuous line. Many a man has taken the first step. With every additional step you enhance immensely the value of your first."
-Ralph Waldo Emerson-

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Session 4
Session Title: Assessment of Learners Performance for the First Semester, School Year 2011-2012 Duration of Session Key Understandings to be developed 4 hours Learning Assessment provides significant data for appraising learners performance. PELC/PSSLC contains the learning competencies to be taught in each grading period. Teachers adeptness in using relevant teaching methods, strategies, and techniques, facilitates effective teaching-learning process. Using PELC/PSSLC and other teacher assessment records, the participants will: assess learners performance for the first and second grading periods; analyze the results of the learners performance against the required learning competencies specified in a certain grading period (1st) determine effective teaching methods, strategies, and techniques to improve the least-learned competencies of learners; and adhere to the budgeted competencies provided in PELC/PSSLC per grading period. Note: The following shall be prepared by the facilitators. Handouts: Assessment of Learners Performance Effective Teaching Methods, Strategies, Techniques PowerPoint Presentations on: Importance of Learners Performance Appraisal Effective Teaching Methods, Strategies, and Techniques Additional Resources: PELC/PSSLC Form IV (1st and 2nd Grading Periods) Summative/Periodical/Formative Tests Phil-IRI, etc. Formative Notebooks laptop/computer unit LCD manila paper pentel pens pairs of scissors assorted cartolina

Learning Objectives

Resources

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 Management of Learning (MOL) (5 minutes)

sheets of bondpaper rolls of masking tapes

Down the Memory Lane

Activity I (60 minutes)

Analysis (20 minutes)

Activity 2 (60 minutes)

Analysis (20 minutes)

Organize the participants into 5-8 groups. Collaboratively in each group, have each participant recall the most significant learning he/she has about the CB-PAST. Have a group sharing for 2 minutes. Make a one-line advocacy statement illustrating the groups shared insights. Present it in plenary. Group the participants by subject area/learning area (Secondary) and by grade/year level (Elementary). 1. Using the PELC/PSSLC and other assessment records, individually, identify the least learned competencies of the learners in the 1 st grading period. 2. List down all the least learned competencies. 3. Have a group sharing. 4. Write on the manila paper the common least learned competencies of the learners. Share your output in plenary. Ask participants the following questions: How did you feel about the activity? What did you discover after assessing the performance of learners against the required competencies to be mastered by the learners in a certain grading period? What are the hindering factors for non mastery of the identified competencies? What interventions will you adopt to address those least learned competencies for the specific grading period? Use the same grouping. Using the PELC/PSSLC, individually, identify the learning competencies/skills not taught for the 2nd grading period. List down the learning competencies/skills. Have a group sharing. Write on the manila paper the common learning competencies/skills which are not taken up during the 2nd Grading Period. Share your output in plenary. Ask the following questions: How did you feel about the learning competencies/skills not covered or taken up during the 2nd Grading Period? What were the hindering factors? What will be your next steps to the competencies/skills not taught? Why is it important to assess the learners performance?

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Abstraction (30 minutes) Application (40 minutes)

Present the following through PowerPoint: Importance of Assessing Learners Performance Effective Teaching Techniques, Strategies, and Methods Individually, let each participant accomplish the template below. A. Least Mastered Interventions Assistance Needed Learning (teaching methods, Competencies/Skills strategies, and techniques,)

B. Learning Interventions Competencies/Skills (action steps Not Taught Assistance Needed

Concluding Activity (5 minutes)

Present the following quotation:

"Retention is best when the learner is involved."

-Edward ScannellUniversity Conference Bureau, Arizona Note: You may opt to use any activities to conclude the session like songs, anecdotes, poems, etc.)

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Session 5
Session Title: Individual Plan For Professional Development for Teachers Duration of Session Key Understandings to be Developed 3 hours Professional Development is the process of improving competencies and work performance through participation in a range of activities which provide opportunities for growth in knowledge, skills and attitudes. An Individual Plan for Professional Development (IPPD) is a tool that serves as a guide for the professionals continuous learning and development. The IPPD is structured such that every professional regularly and individually prepares, implements, monitors and updates the plan. Types of Professional Development activities include independent study, supported learning, collective action and formal programs. An IPPD is a guide for teachers to enhance their ability to improve student learning and a plan for School Heads to enhance their leadership capacities in order to improve their school performance. Given a template and set of instructions, the participants will: explain the meaning of professional development and the importance of IPPD in improving ones performance; identify a range of activities to address the identified priority learning needs; and internalize the value and purpose of honestly accomplishing the IPPD. Handouts: Volume 3 Professional Planning System IPPD Guide and Tools PowerPoint Resources: (To be prepared by the Facilitators) Additional Resources: laptop/computer unit LCD manila paper pentel pens pairs of scissors assorted cartolina sheets of bondpaper rolls of masking tapes

Learning Objectives

Resources

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Introductory Activity ( 10 minutes )

Present to the participants this quotation: Plan your work for today and every day, then work your plan
-Norman Vincent Peale-

Activity (60 minutes)

Have you undergone any professional development/training? Have you tried writing/crafting a plan for professional development before? How did you do it? If none why? Call some participants to give their ideas about the quotation.

Organize the participants into groups of 8 members. 1. Individually, let each participant recall the most recent Professional Development activity he/she has attended. 2. Let the participants share their experiences and knowledge on Professional Development. 3. Have the group come up with an output with their common experiences using the table below. Professional Development activity attended How my needs are addressed

Analysis (15 minutes)

4. Use meta strips and manila paper for the responses and have them posted. 6. Report their outputs in plenary. 7. Process and synthesize the significant responses of the participants. Ask the following questions: 1. How did you feel after attending a professional development? 2. Why do you think there is a need to make plans for ones professional development? Have a power point presentation on the following topics: What is professional development? What is IPPD, its purpose, and importance? Types of Professional Development to address the teachers needs. From the identified needs you have done in the previous session, accomplish an IPPD to plan out activities you must do to address your needs. Explain the steps in accomplishing the IPPD form. Have the participants use the IPPD template provided. Let participants refer to a sample IPPD in accomplishing the

Abstraction (30 minutes)

Application (60 minutes)

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Concluding Activity (5 minutes)

template. Note: After the teachers have accomplished the IPPD template, the school heads shall collect it to summarize IPPD goals and objectives for the crafting of the School Plan for Professional Development. Present this quotation to the participants: To accomplish great things, we must not only act, but also dream, not only plan but also believe.
-Anatole France-

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Session 6
Session Title: Workshop Evaluation
Duration of Session: Key Understandings to be developed Learning Objectives Resources 1 hour Honest evaluation of a training program can enhance future training.

Activity ( 40 minutes)

By the end of the session, the participants should be able to evaluate the training program. Handouts: F3 M&E Form 3: End of the F3 Program Assessment Additional Resources: meta strips manila paper pentel pens masking tapes pairs of scissors Have the participants group into 5 seeing to it that they dont go the previous group they once belong. Participants will share what they have learned from the training. - What important learning have I gained from the training? - In what way can this be of help to me? Ask them to list down the learning/insights and skills gained using the meta strips. Publish their outputs. A reporter from each will present their outputs. Distribute to the participant the F3 M&E Form 3: End of Program Assessment and ask them to accomplish it honestly. Explain that the results will be used to improve future training programs. Close the activity by thanking the participants for their contributions and reinforce the need for their ongoing commitment in order to accomplish the JEL component of the program. Present a brief closing parable/quote/statement that will reinforce the program objectives.

Evaluation (10 minutes)

Concluding Activity (10 minutes)

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