Republic of the Philippines

Department of Education
Region VII, Central Visayas

ACTION PLAN
TRAINING DESIGN
I. General Program Information:

Program Title : Action Plan - Training Program Design

on Enhancing School Heads
Leadership Experience Level

Program Description : This is a series of training programs

for school heads

Prerequisite Program : none

Duration : year round implementation

Management Level : Division Level

of Program

Delivery Mode : Formal Face-to-Face, Job Embedded

Learning, Mentoring and Coaching
Structured Learning Episodes,
Learning Action Cell session

Target Personnel : School Heads and Teachers

Rationale:

The Department of Education (DepED) is presently active in

implementing fundamental reforms that include the effort for
human resource development at all levels to support quality
performance of schools and learners. The Department’s package of
policy reforms known as the Basic Education Sector Reform Agenda
(BESRA) seeks to systematically improve critical regulatory,
institutional, structural, financial, cultural, physical and
informational conditions affecting basic education provision, access
and delivery on the ground. These policy reforms are expected to
create critical changes necessary to further accelerate, broaden,
deepen and sustain the improved education effort already being
started (BESRA PIP, 2006).

Training and Development in the education system is most

successful in a learning community that promotes the goals of
school-based management with strong leadership and support
systems. It is most likely to succeed when it is embedded in the
vision, strategic plan, and organizational structure of the school,
division and region. Moreover, it must be conducted through a
functional and integrated system guided by sets of standards,
structures, processes, methodologies and tools for effective
outcomes.

Objectives:

At the end of the program, the participants shall have:

1. Enhanced the competencies of school heads and teachers

that are identified as weak.

2. Improved School Leadership Experience Level (SLEL) and

teachers’ competency level.

3. Appreciated the importance of the implementation of the

program design in the enhancement of professional
competencies of school heads and teachers.
II. Program Content Matrix
Time
Activities/Strate Expected
Content Objectives Frame/
gies Outcome
Duration
School Leadership Experience Level (SLEL)
School 1. Review the Formal Face-to- One half-day Improved and
Leadership: process of Face in Q1 for the well articulated
Developing developing review and VMGO
and and
year round
articulatin
Communicati for
g VMGO
ng a Vision 2. Revisit communicati
school’s ng VMGO
VMGO
3. Communic
ate VMGO

Instructional 1. Use data Formal Face-to- 3 day during Improved skills

Leadership: to assess Face and Job- Q1 for F3 in data
Assessing of student Embedded Learning and year assessment and
and for performan
round for in program
ce
learning JEL designing
2. Capacitate
school Easy access of
heads and school’s
teachers program
on designs
program
designing
3. Design
program to
address
learning
needs and
gaps
Time
Activities/Strate Expected
Content Objectives Frame/
gies Outcome
Duration
School Leadership Experience Level (SLEL)
Creating a 1. Establish School Visitation Year Round Institutionalizat
Student- high social ion of good
Centered and Benchmarking practices in
academic
Learning school
expectatio Meetings
Climate: ns for all
High Social & 2. Model high Conferences
Academic social and
Expectations academic
expectatio
ns for all
Professional 1. Revisit Meeting Year Round Mentored and
Development IPPD and coached
and HR SPPD Conference existing
2. Review
Management employees and
RPAST Mentoring/
: inducted new
Coaching
Performance hires
Management JEL Advising
of Teachers
and Staff

Time
Expected
Content Objectives Activities/Strategies Frame/
Outcome
Duration
School Leadership Experience Level (SLEL)
Parent 1. Mobilize Formal Face-to-Face 3 day Improved
Involvement external and Job-Embedded during Q1 skills in data
and stakeholder Learning for F3 and assessment
2. Increased
Community year round and in
number of
Partnership: participatio for JEL program
Creating n designing
opportunities Easy access
for external of school’s
community program
involvement/ designs
partnership
School 1. Gain Attend seminars and Year Enhanced
Management knowledge conferences on TQM, Round skills in the
and Daily on new Knowledge utilization of
technologie
Operations: Management, and new
s (TQM,
Use of Knowledge Utilization of ICT in the technologies
Technology in Manageme Management of
the nt) Operations
Management 2. Advocate
of Operations and Structured Learning
implement Episode
the use of
technology
in school
 Time
Activities/Strategie Frame/ Expected
Content Objectives
s Duratio Outcome
n
School Leadership Experience Level (SLEL)
Personal 1. Acquire skills Formal Face-to-Face 2 days Improved
Integrity and in public during skills in
Interpersonal speaking, Job-Embedded Q2 for F3 public
and in Learning
Effectiveness and year speaking and
making
: Speaking formal round for in making
Effectively to presentation JEL formal
Groups and and presentations
individual speeches and speeches
2. Demonstrate
skills in
public
speaking and
in making
formal
presentation
s and
speeches
Teachers’ Competency
Social Regard 1. Identify Formal Face-to-Face 3 days Enhanced
for Learning: range of during skills in
Demonstrate sources Job Embedded summer instructional
through Learning
s that delivery
which social
learning is of learning may
different kind be
and from experienced
different 2. Use
sources information
from a
variety of
sources for
learning

Time
Expected
Content Objectives Activities/Strategies Frame/
Outcome
Duration
Teachers’ Competency
Learning 1. Improve Formal Face-to-Face 2 days Improved
Environment: skills in during Q2 learning
the art of Job-Embedded
Communicates questionin Learning for F3 and outcomes
higher g year round
expectations 2. Acquire Observation of classes for JEL and
enhanced
to each learner observation
skills in
the of classes
delivery of
instruction
3. Maintains
high
standards
of learning
outcomes
Diversity of 1. Acquire Learning Action Cell Year Round Enhanced
Learners: skills on session skills in
Recognizes differentiat instructional
ed Mentoring/ Coaching
multi-cultural delivery
instruction
background of 2. Practice
learners when differentiat
providing ed
learning instruction
in
teaching-
learning

Time
Expected
Content Objectives Activities/Strategies Frame/
Outcome
Duration
Teachers’ Competency
Curriculum: 1. Acquire Learning Action Cell Year Round Improved
Demonstrate skills in session delivery of
skills in the utilizing instruction
ICT in Job-Embedded
use of ICT in
teaching Learning
teaching and and
learning learning Observation of classes
2. Use ICT to
enhance
teaching
and
learning
Planning, 1. Develop a Learning Action Cells Year Round Enhanced
Assessing, variety of session skills in
and appropriat instructional
Reporting: e Job Embedded delivery
Develops and assessmen Learning
t Improved
uses a variety
strategies Observation of Classes learning
of appropriate 2. Use a
assessment outcomes
variety of
strategies to appropriat
monitor and e
evaluate assessmen
learning t
strategies
for

Time
Expected
Content Objectives Activities/Strategies Frame/
Outcome
Duration
Teachers’ Competency
Community 1. Acquire Learning Action Cell Year Improved
Linkages: Uses knowledge session Round delivery of
the community on the instruction
different Job-Embedded
as a
strategies Learning
laboratory of for
learning experientia Observation of classes
l learning
outside the
classroom
2. Make use
of the
community
as a
laboratory
for
learning
Personal 1. Update Learning Action Cells Year Enhanced
Growth and oneself session Round skills in
Professional with the instructional
recent Job Embedded
Development: delivery
developme Learning
Builds nt in
professional Improved
education Observation of Classes
links with 2. Apply learning
colleagues to updated outcomes
enrich knowledge
teaching to enrich
practice teaching
practice