School Professional Development Plan

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 (National Educators Academy of the Philippines).
Table of Contents
The SPPD GUIDE ………………………………………………………………………………………………………………………1
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
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 personnel’s level of competency it is essential that the entire
school community share the responsibility of providing a systematic, collaborative and continuous
professional development. Moreover, it is important that professional development opportunities are
provided for all and that strong leadership is demonstrated to motivate the teachers and staff to participate
in these opportunities.
One way of providing leadership and a systematic approach to the provision of professional development
is by crafting a School Plan for Professional Development (SPPD). The SPPD is developed to ensure that the
professional development needs of all teaching and non-teaching personnel in the school are addressed.
What is a School Plan for Professional Development (SPPD)?
A School Plan for Professional Development (SPPD) is the major blueprint that directs and influences all
activities related to professional development of the school’s teaching and non-teaching staff over a given
period. THE SPPD sets out the school’s professional development goal and identifies a series of objectives
and activities to support its’ achievement. The SPPD goal is focused on addressing the learning needs of
the students and the schools’ development priorities through the training and development of the teachers
and non-teaching personnel.
The SPPD describes prioritized development programs and activities to address identified professional
competencies. It contains necessary details such as objectives, expected outputs, i.e. enhanced
competencies as a result of the program, and program content, processes, budgetary requirements and
time frame required for implementation. It also identifies the specific resources needed for
implementation and the strategy or mechanism to secure the funds necessary for the delivery of the
programs.
What is the purpose of accomplishing the SPPD?
The SPPD is accomplished to enable a school to plan and prioritize their professional development
activities. It allows the teachers and staff in systematically addressing their professional development
needs individually and as a group and ensures that all staff are provided with ongoing opportunities to
progressively develop higher levels of expertise.
The SPPD further identifies the specific details of the professional development activities, which will take
place to achieve the development goals of the school. It serves as the major guide for professional activities
for the whole calendar year, with a certain degree of flexibility as reviewed every quarter and the end of
the year.
SPPD Guide and Tools 1

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

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

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

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

for resource mobilization
 ES1/PSDS monitors refinement and

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

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

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

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

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

National priorities/thrusts in 2.
NCBTS
Other Documents 3.
 Develop a narrative based on the analysis above and write this in Section 1a of the SPPD
template.
 Present the analysis made in the preparatory activity regarding the data on Learner performance
and needs assessment results: In order to plan programs relevant in addressing the learners’ and
organizational development needs, it is important to provide data-based information that will
guide the development of plans and programs for capability-enhancement.
 Available Data relating to student learning performance such as:

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

Literacy 20% Grade 1 70% Grade 1 Teaching Beginning Reading
Other Data
Sources
 Training and development needs assessment results are available from a range of sources
and it is recommended that as a minimum, the following documents should be considered:
a. Consolidated NCBTS-TSNA Results for teachers,
b. Summary of IPPD’s
c. TDNA results for non-teaching personnel (administrative staff), if any
 For each of the personnel groups to be covered by the SPPD, list down the school’s current
strengths and learning needs as reported by the professional needs assessment results.
These may relate to specific domains/service areas.
Data Source Strengths Learning Needs/ Specific

Competencies

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

Teachers’ Needs based on NCBTS-TSNA and IPPD 1.
priorities 2.
Learners’ school performance 3.
Non-Teaching Personnel Training Needs
 Write the entries made in the last column also in the box “Priority Training and Development
Needs” in the SPPD Template
 Use the information you have written in the charts above in completing section 1c of the SPPD
template to develop an accompanying narrative that explains the implications of the data.
Formulate the SPPD GOAL
 Using the data gathered from the analysis, formulate the overall goal for the SPPD taking into
consideration the current national directions and development goals of the school, the priority
learning needs of the students and the professional development needs related to human resource
development. See the example below.
(For teachers’ groups, it may be helpful to refer to the NCBTS Domains in formulating the overall
goal.)
Overall Goal In line with BESRA’s thrust in improving school and learners’ performance within the
context of SBM, and the School’s development goal to raise the standard for
teaching-learning practice in the areas of ……., it is the goal of this SPPD to provide
opportunities to enhance professional competencies of the target personnel:
a. All teachers in the domains of curriculum, assessment, and in teaching
diverse learners
b. Grade 1-3 teachers in competencies for teaching beginning reading
c. Beginning teachers in the domain of diversity of learning
d. Non-teaching staff in ICT competencies
Formulate Objectives from the Goal

(Note: It may be good at this point and onwards to have several groups work according to their personnel
group. Consideration may also be given to grouping together those who have common learning needs and
strategies written in their IPPDs. It may be useful to make a study of the IPPD’s summary of targeted
competencies to be enhanced focusing on the STRANDs. Refer to sample in the attachment: “Alignment
of IPPD and SPPD”.)
Teachers’ groups may find it helpful to refer also to the NCBTS Strands and performance indicators listed
in the NB+CBTS-TSNA Tool during the formulation of the objectives.
o Review the list of the priority learning needs and the specific competency areas, which have been
identified as requiring improvements. For each personnel group formulate objectives that will
address the achievement of the identified learning needs and support the accomplishment of the
overall goal of the SPPD. For each objective identified, further refine the specific competencies (the
knowledge, skills and attitudes) which are to be enhanced. This is where you may require input
from people with subject expertise relating to the specific content areas.
o For each of the objectives formulated, it will be necessary to identify the specific target group who
will participate in the corresponding professional development activity.
o The number of participants who will be targeted for professional development should also be
indicated. This will be dependent on factors such as:
- the number of people who have identified this specific area as a priority learning need
- the availability of funds to support professional development activities as setout in the SIP/AIP
The table below should be completed and included as part of Section 3 of the SPPD Template.
Personnel Priority Learning Specific Objective Target No. of
Group Needs Competencies (e.g. NCBTS Group paxs
(e.g NCBTS (e.g. NCBTS performance
Domains) Strands) indicators/KSAs
1.
2.
3.
Decide the Content of the Programs for Each Target Group

In this section you need to plan programs to address each target group’s objective and set of corresponding
competencies. This requires the identification of the end of the program output and outcome.
 You will need to make a decision about how the competencies can be organized to form an
effective professional development program. Decisions need to be made about the achievement
of the objective and the identified competencies and if these can be met through a single program
or if it will require a series of programs.
 Accomplish Section 4 of the SPPD template by completing the chart indicated in that section:

Target group:
Objective 1:
Objective 2:
End of Program Output(s): h
Expected Final Outcome:
Program Title General Content (refer to Delivery Mode Target
NCBTS KSAs) Time Frame
Prog1:
Prog2:
Prog3:
 If a single program only is required, write the objectives to address the identified priority
competencies that will be addressed. Identify the end of program outputs and outcomes. Give the
program a title and outline the content focus which you expect to be covered during the program.
 If the achievement of the objectives and competencies will require a series of programs you need
to logically group related competencies and arrange them into a sequence of programs that will
inform how the achievement of the objective will be addressed. Give each program a title and
identify the end of program outputs and outcomes.
 Work through this process for each objective you have formulated for all the personnel groups.
Identify the Mode of Delivery
Once you have described the specific programs, it is necessary to consider what would be the most
appropriate and effective learning mode to adopt.
A range of suggested learning modes such as those indicated in the teachers’ IPPDs may be considered for
the SPPD. These include supported independent study such as on-line learning, individual action research,
personal or structured professional reading, supported learning such as school visits, peer review or peer
observation with a colleague, mentoring and coaching. The modes for collective action may also be
included as options such as getting involved in a professional organization, conducting group research, or
engaging in group studies (e.g. LAC/LEAP sessions); and formal programs such as on site face to face
training, cluster level/school level learning communities, distance or on-line course study, and continuing
formal education (e.g. graduate program).
Information relating to the delivery mode should be recorded in Section 4 of the SPPD Template.
Set the Time Frame
A. A time frame should be established for the conduct of the various programs identified in the SPPD.
The SPPD should indicate the time period over which the specific programs are expected to be
implemented identifying start up and completion dates e.g. April-June 2009. In deciding on the
timeframe for all programs within the SPPD consideration should be given to:
- Prioritizing programs to ensure the most urgent needs are addressed in the early stages of the
plan

- Sequencing related programs for specific personnel groups in a logical progression so any
learning from initial programs is built upon in succeeding programs
- Spreading the programs across the yearly coverage of the SPPD and ensuring programs are
scheduled in line with the DepED calendar e.g. programs requiring teachers to attend training
away from their school are conducted during the summer period and semestral break
- Allowing sufficient time for the designing of programs and the preparation of the necessary
resources
- Ensuring all personnel groups are provided with opportunities for professional development
during each year covered by the plan.
- Ensuring the time frame is realistic and achievable
The timeframe for each program should be recorded in the appropriate column in the SPPD Template.
Estimate Budgetary Requirements and Identify Sources
 The next step in the process of accomplishing the SPPD is to develop an estimate of the costs
associated with conducting the professional development activities. When developing the budget
estimation consideration should be given to the costs associated with:
- the preparation of the program (e.g. will existing program designs and resources be used or
will new ones need to be developed)
- the implementation of the program (e.g. this depends on the learning mode recommended)
and need to consider such things as the costs associated with the participants (travel,
accommodation, meals etc), materials and resources and number of participants
A Budget Estimate Template (See Attachment B) has been provided to assist in the development of the
budget .
- After arriving at a budget estimate, consideration needs to be given to the source of the funds
to support the programs. It should be indicated in the SPPD where the funds to support specific
programs are to be sourced e.g. from the school’s existing budget for Human Resource
development and INSET Funds or it will require the mobilization of additional resources from
various sources such as LGU, SEF.
The Table below should be completed for all programs and included in Section 5 of the SPPD Template.
Program Estimated Source of Additional R. M Program

Reference Cost available Funds source Schedule
funds Required
Target
Group1
Prog1
Prog2
Prog3
TOTALS

Reviewing the SPPD
 It is necessary to review the completed SPPD. It may be possible that a core group is assigned to
refine the SPPD further after the planning session and to see to it that the entire content meets the
standards for a quality SPPD.
 Before reviewing the SPPD, it should be checked that sufficient time was given to complete the
document in good form. The completion of the SPPD should be given adequate time but not to
exceed one month.
 The SPPD-M&E Form 4: Review Tool for Accomplished SPPD is used for this purpose. The Division
PDP-WG in charge of the M&E will also use this for further review for SPPD.
Note: When satisfied with the SPPD, make sure that it is signed by the SPPD planners and by the School
Head as leader of the SPPD Team, and submitted to the ES-I/PSDS. The ES-I/PSDS will review each school’s
SPPD using SPPD-M&E Form 4 and will accomplish a summary report using the Summary Template f, SPPD-
M&E Form 5, or this purpose. The Summary Report will be submitted to the SDS through the Division T&D
Chair.
Approval and Implementation of the SPPD
The approval process aims at gaining consent for the overall goals and objectives of the SPPD as well as
seeking a commitment and authorization that sufficient funds will be made available to support the
designing of the various programs as well as the actual implementation of the professional development
activities.
Approval of the SPPD therefore acts as a trigger for a number of activities. Once approved, it is essential
that the SPPD is communicated to all stakeholders. Stakeholders need to be made aware of the
professional development focus for the school to gain their support and so that all efforts can be directed
towards the successful implementation of the plan.
The mobilization of resources should commence once the SPPD is approved, and in line with the timeframe
for the implementation of programs. The SPPD, which clearly identifies the funds required to fully
implement the plan, is submitted to the SDS through the Division T&D Chair for the approval of MOOE
funds that will be used for the programs. The PDP_WG also need to monitor the progress in securing the
funds and consider the implications of any delays on the implementation of the programs.
Upon approval of the plan, the School Head commences the process of designing the professional
development activities in line with the SPPD timeline and availability of funds. This may be done by
adopting or adapting existing program designs and resources. Volume 4: The Program Designing and
Resource Development System should guide this process.
Monitoring and Evaluating the SPPD Process and Outputs
At the School level, three areas are monitored and evaluated related to the SPPD and are the responsibility
of the School PDP-WG. These are (a) the process followed in accomplishing the SPPD: (b) Planning Team’s
perception of the level they successfully completed the SPPD planning process; and (c) the accomplished
SPPD. There are M&E Tools that have been prepared and are suggested to be used for each of these areas:
SPPD -M&E Form 1: Process Observation Guide for SPPD

SPPD- M&E Form 2: End-of SPPD Planning Evaluation
SPPD- M&E Form 3: SPPD Debriefing Guide Checklist
SPPD -M&E Form 4: Review Tool for Accomplished SPPD
SPPD- M&E Form 5: Summary Template for Schools’ Priority Professional Development Programs
Based on SPPDs at the District Level
It is deemed necessary that Division as well as the Regional PDP-WG closely monitor the development of
SPPDs. The tools used by the PDP-WG in-charge of the M&E are the same Tracking Forms used for tracking
the completion of IPPDs.
IPPD/SPPD M&E Form 5: Division Tracking Form for Accomplished IPPDs/SPPDs
IPPD/SPPD M&E Form 6: Region Tracking Form for Accomplished IPPDs/SPPDs
The M&E Matrix and the tools are found in the last section of the SPPD Guide and Tools, Section 6.2.

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:
Professional Development 1. Teaching Beginning Reading

Priority Programs: 2.
A. For teaching Personnel 3.
B. For Non-Teaching personnel
I. The Context
A. National Thrust and School Development Goals for Human Resource Development
(Develop here an introductory narrative that outlines the current national priorities, demands or thrusts
in relation to human resource management. Include the priority goals for human resource development
indicated in your School Improvement Plan (SIP and Annual Development Plan (AIP). Refer to key phrases
you have inputted in Step A 1 to 3.)
B. Data Analysis of Student Learning Needs
(Develop here a presentation of data gathered on:

1. Student Learning Strengths and Needs (based on the NAT, and Phil-IRI results).
1. Teachers’ Competencies to be enhanced to improve student learning (based on NCBTS-TSNA
results)
2. Non-teaching staff training and development needs)
C. Data Analysis of target personnel’s professional development strengths and needs
(Develop Data Analysis of school’s staff/professional development strengths and needs)
 Teachers’ Competencies to be enhanced to improve student learning based on NCBTS-TSNA

results
 Non-teaching staff training and development needs

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

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

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

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

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

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

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


Continue table for other programs here. Use more space as necessary…
IV. Budgetary Requirements

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

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

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

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

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

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

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 PD prepare a report for
of collaboration Guide for SPPD – WG submission to the Division
between team (represented T&D Chair. T&D Chair
members by identifies key
ES1/PSDS) recommendations and
include in Program
Completion Report for the
conduct of the SPPD.
Team Members Team SPPD-M&E School Following the End of Program Evaluations
perception of the members Form 2: End of PDP- WG accomplishment are collated by the PDP-WG
extend they complete an SPPD Planning of the SPPD and reviewed to identify how
successfully End of Evaluation the processes can be
completed the SPPD Program improved.
planning process Planning A summary of the results are
Evaluation 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

The accomplished SPPDs will be SPPD-M&E Division Following the ES1/PSDS/ASDS
SPPD reviewed Form 4: Review PDP-WG completion of the consolidates key finding and
Tool for (represented SPPD prepares a report for
Accomplished by submission to the Division
SPPD ES1/PSDS) T&D Chair. T&D Chair
identifies key
recommendations and
include in Activity
Completion Report for the
conduct of the SPPD
All SPPDs submitted SPPDs Priority SPPD-M&E District Upon submission ES1/PSDS consolidates the
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
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.)
MAIN AREA OF LEVEL e.g. Elem/Sec/ALS
INCLUSIVE
POSITION RESPONSIBILITY e.g. subjects school, district, division, PERIOD
taught, level supervised region
Use additional sheet if necessary.

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

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

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

V. TRAINING AND DEVELOPMENT EXPERIENCES
Identify which of the following specific areas you consider to be your area(s) of expertise:
Competency Assessment Program Planning
Program Designing Resource Materials Development
Program Delivery Program Management
Monitoring and Evaluation of Training
List your significant experiences in the identified areas
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-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
ACCOMPLISHED
COLLABORATION
Yes or No
1 2 3 4
I. Development of an understanding the SPPD and its purpose
a. Conduct of a warm up activity to form personnel groups
b. Discussion on how the school’s personnel can further

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

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

j. Establishment of the timeframe for the various programs
identified in the SPPD
k. Estimation of the budgetary requirements for each
program
l. Identification of sources of funds for each program
m. Review of the SPPD
n. Signing of the SPPD
Do you have any comments regarding the SPPD process?
Do you have other comments/suggestions/recommendations for the improvement of the SPPD

process?
Process Observer:
___________________________________
Signature Over Printed Name
___________________________________
Designation

SPPD-M&E Form 2: End of SPPD Planning Evaluation
Name of SPPD Planner: ___________________________ Sex: Male Female
Personnel Group Represented: _______________________________
Please rate how you feel the SPPD team faired relative to the following processes involved in the
accomplishment of the SPPD. Please tick the appropriate column for your rating using the scale
below.
Rating Guide:
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?

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?

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?
___________________________________________________________
___________________________________________________________
___________________________________________________________

___________________________________________________________
10. General comments on the conduct of the activity:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Name: ____________________________
(Signature Over Printed Name)
T&D Chair /ES1/PSDS/School Head

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: _______________________________________

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

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

IPPD/SPPD-M&E Form 6: Division Tracking Form for Accomplished
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
20
Sub Total
District 3 21
22
23
24
25
26
27
28
29
30
Sub Total
TOTALS

IPPD/SPPD-M&E Form 7: Region Tracking Form for Accomplished
IPPDs/SPPDs (electronic version available)
Region: ____________________________ Date: _______________________

No. of No. of No. of No. of School No. of
Divisions District Name Schools Teachers Teacher Head IPPDs SPPDs Comments
IPPDs accomplished Completed
accomplished
Division 1.
1 2.
3.
4.
5.
6.
7.
8.
9.
10
Sub Total
Division 11
2 12
13
14
15
16
17
18
19
20
Sub Total
Division 21
3 22
23
24
25
26
27
28
29
30
Sub Total
TOTALS

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

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

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

Power Point Presentation
Meta strips
Permanent marker
o SPPD Guide and tools, and template

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

Opening 2. How do you think is the teachers’ IPPDs may connect to the development of the
Program) SPPD?
3. What do you think will be the benefits of the school having a SPPD?
4. What do you expect to learn from this orientation for SPPD?
 Group the participants into four groups. Let each participant submit his/her
accomplished meta strip assigned to the following:
- Group A – to summarize responses to Question 1
- Group B – to summarize responses to Question 2
- Group C – to summarize responses to Question 3
- Group D – to summarize responses to Question 4
 Let each Group leader report briefly the summary of each set of responses.
 Present and explain the objectives and program schedule of the program orientation.
Activity 2 Using the same groups as for Activity 1.

● Explain the meaning of the term “SURFING” and give the mechanics of the
10-12:00NN “SURFING GAME”.
1. Each group is assigned to a station as the group’s starting point.

2. In each station, there is a question which each group needs to answer. Group
members think, share, and discuss ideas to answer the question.
3. Each group records the answers to questions on meta strips using different color
per group.
4. Paste the meta strips on the manila paper adjacent to the question.
5. When done, fold the manila paper covering your answers but not the question.
6. When the Facilitator says SURF, each group moves to the next station.
7. Answer the next question before reviewing and discussing the answers recorded
by the previous group.
8. Let the group repeat steps 2-7 until after all the station have been visited.
9. Time limit for each station is 5 minutes.
Preparation for the Facilitator and Co-Facilitator:
Print the following questions on a half sheet of manila paper and have these posted on
the designated stations’ walls.
Station 1: What is professional development? What are its types?
Station 2: What is a School Plan for Professional Development? What are its parts?
Station 3: Why is there a need to develop a SPPD? Give 3-5 reasons.
Station 4: What are the roles of the ES-I/PSDS, the School Head and the teachers in the
development and implementation of the SPPD?
Process the participants’ insights and learning from the activity:
- Ask a representative from each group to present the key responses of their output
in the plenary.
- Clarify vague items during the presentation.
Present the SPPD concepts through a PowerPoint presentations per topic highlighting
items that the participants have identified/written in the previous activity.

- What is Professional Development?
- What is School Plan for Professional Development?
- Why accomplish SPPD?
- What are the principles in developing SPPD?
- Who are responsible in preparing SPPD?
- What is the SPPD Structural Process Flow followed?
Review key understandings developed and refer to objectives.
End the session with a fitting quotation on planning or attaining one’s dream.
Activity 3 Introduce the steps in accomplishing the SPPD:
1:00-3:00 PM A. Analyze the national and regional/division context for the SPPD
1. Group participants into 4 clusters. Grouping takes into consideration that School
Heads and ES/PSDS in charge of the school belong to the same group,
participants from the elementary school level can be grouped into two if the
group is big, and that secondary school participants should be in the same group.
Each group is assigned to simulate a group of subject area teachers.
2. Each group will choose a chair to facilitate the sharing of their personal
experiences related to their professional development in a brainstorming
activity. The rapporteur of each group takes down important points shared
relative to professional development.
3. Instruct the participants to answer the following questions individually using the
meta strips of four different colors
 What do you think is the national goal/thrust for professional development?
 How do you demonstrate transformational leadership and high degree of
professionalism in providing access to quality and relevant education for all?
 What is the goal/thrust for human resource in the division/region?
 What is the goal/thrust for human resource in the school?
4. Have each group post their responses on designated spaces and have a
representative to report the group output.
5. Process the output to connect it to the context of SPPD by segregating the
common responses of each group, post them according to their levels (national,
region/division, school), and summarize the information. Explain to the
participants that this is intended for the first section of the SPPD Template.
B. Analysis of data on student performance and needs assessment results to

formulate the Overall SPPD Goal
Present sample school consolidation of NCBTS-TSNA and accomplished table on
Alignment of the IPPD Priorities to the SPPD Goal.
1. Let group members share about their schools’ performance such as the NAT,
Phil-IRI, based on the Matrix provided to each group.
2. Let each group write their responses on the second and third column of the
matrix.
3. At the last column, each group decide on the priority training areas for
teachers.

Data Strengths Priority Learning Priority Training Areas
Sources Needs for Teachers
NAT Subject area/Mastered Subject are/least mastered 1.Teaching Math
learning competencies: learning competencies: 2.
(Filipino) (Math) 3.
Phil-IRI Independent level Frustration level Grade 1 Teachers training

20% Grade 1 70% Grade 1 in Teaching Beginning
Reading
Other Data
Sources
C. Analysis of data on Teachers’ NCBTS-TSNA (and non-teaching personnel) results to

formulate the Overall SPPD Goal
For each of the personnel groups to be covered by the SPPD, list down the school’s
current strengths and learning needs as reported by the professional needs
assessment results. These may relate to specific domains/service areas. See matrix
below.
Data Source Strengths Learning Needs/ Specific

Competencies
Consolidated
Teachers TSNA
Consolidated
IPPD priorities
After analyzing the information from the two charts above, let them reflect and
identify the priorities for professional development in their respective schools in
consideration of their need to improve the school and the learners. Use matrix
below.
BASIS Identified priorities for training &
development
Teachers’ Needs based on NCBTS-TSNA 1.
and IPPD priorities 2.
Learners’ school performance 3.
Non-Teaching Personnel Training Needs
Based from the given data, what are the strengths and the priority learning needs
of the school personnel?
 Explain in narrative the implications of the data developed for their SPPD and
place this in section 1c of the SPPD template.
 Call the attention of the participants to the sample SPPD.

 Explain that the goals formulated be integrated as one goal to form an overall
professional development goal.
D. Formulation of the Objectives from the Goal of the SPPD
 Each subject area or grade level group is instructed to simulate work on the
matrix below and identify their group in the first column.
 The priority needs elicited from the previous activity be written in the second
column.
Personnel Priority Learning Specific Objectives Target No. of

Group Needs Competencies Groups Pax
 Direct participants’ attention to column 3 of the matrix and discuss how this
should be filled. Let them refer to the SPPD guide. Present in a Power Point
presentation the necessary instructions that go with each column. Give
participants time to complete the column. Do the same steps for the rest of the
columns in the matrix. Call their attention to the section of the SPPD Template
where this matrix is found.
(T&D Facilitators join the group and provide technical assistance in the completion
of the output)
Thank the participants for the cooperation in the days’ undertakings.
Start the day with a recall on the simulated developed matrix by revisiting them.
Introduce the task for the day. Always call their attention to the process and to the
Day 2 sample SPPD’s sections that are pertinent to the groups’ outputs.
Activity 3 A. Decide the Content of the Programs for Each Target Group
Tell the participants to refer to the Guide and Tools and Template in simulating
8AM -2:30 PM the completion of the matrix below. A Power point presentation is useful in
facilitating the filling-up of this matrix.
Explain the difference of Output and outcome. See examples in the Guide and
in the sample SPPD.
BTarget group:
Objectives:
End of Program Output(s):
Expected Final Outcome/Success Indicator in terms of demonstrated change in
KSAs:
Program General Content Delivery Mode Target
Title Time Frame
PD1
PD2:

PD3:
Let participants walkthrough and simulate the section on Estimating Budgetary

Requirements and Identifying Sources
1. Instruct the group that in every program, a separate budget estimates with its
total cost be filled in column 2 of the matrix below.
2. Refer to the manual on how to come-up with the information for columns 3,4,5
and 6.
Program Estimated Source of Additional R. M Program

Reference Cost available Funds source Schedule
funds Required
Target Group1
PD1
PD2
PD 3
TOTALS
Review the SPPD

Guide the participants in a simulation on the review of the output, which is the
completed SPPD using the SPPD-M&E Form 4: Review Tool for Accomplished SPPD
SPPD checklist found in the Guide.

Distribute the SPPD-M&E Form 4: Review Tool for Accomplished SPPD
which is used in the review of the plan.
Present in powerpoint to discuss all the other important sections of the Guide
and Tools and SPPD template such as the approval process of the SPPD and its
implementation, and the M&E process and tools to be used.
Activity 4 Action Planning for SPPD at school level

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

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

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

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

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

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

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:

Acknowledgements
to
The Project STRIVE 2 Training and Development

Component Members who developed the standards, processes and tools of the PDP
System Operations Manual, Volume 3
Region VI Region VII Region VIII

Violenda Gonzales, AO-V Milagros Villanueva, ES-II Alejandra Lagumbay, P-II
Editha Segubre, ES-II Flordeliza Sambrano, ES-II Adelma Rabuya, PSDS
Renato Ballesteros, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-I
Aylen Tuvilla, ES-II Belen Zanoria, ES-I Jovena Amac, HT-III
Amelita Pitalgo, ES-II Grecia Bataluna, ES-I
Negros Occidental Bohol/Tagbilaran Northern Samar
Marsette Sabbaluca, ES-I Debra Sabuero, P-I Nimfa Graciano, ES-I
Michell Acoyong, ES-I John Ariel Lagura, P-I Cristito Eco, P-III
Corazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-III
Regie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDS
Susan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-I
Joyce Aringo, P-II Rosanna Villaver, P-I Noe Hermosilla, P-I
Juna Flores, HT III Remigio Arana, MT-I
Cristina Zaragoza, TIC Casiana, Caberte, PSDS
DepED- EDPITAF T&D Coordinator
Jonathan F. Batenga
Project STRIVE T&D Technical Advisers
Louise A. Quinn Twila G. Punsalan

International Technical Adviser National Technical Adviser

School Professional Development Plan

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Republic of the Philippines

The SPPD GUIDE ………………………………………………………………………………………………………………………1

Meaning and Purpose of the SPPD ………………………………………………………………………………………..1

Preparatory Activitiesfor the SPPD ………………………………………………………………………………………….3

Accomplishing the SPPD Template ………………………………………………………………………………………..4

Approval and Implementation of the SPPD ………………………………………………………………………..11

The SPPD TEMPLATE ……………………………………………………………………………………………………………..13

What is Professional Development?

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

What is the purpose of accomplishing the SPPD?

SPPD Guide and Tools 1

Roles and Responsibilities for the SPPD

SPPD Guide and Tools 2

 School SPPD Team presents completed

 SPPD is noted by School Head

 SHs communicate the refined SPPD to

 ES1/PSDS provides technical assistance

 ES1/PSDS monitors refinement and

Preparatory Activities for the SPPD

- Attendance of the School Head and ES/PSDS to the SPPD Orientation

SPPD Guide and Tools 3

Steps for Accomplishing a School Plan for Professional Development

Preparatory Activity before the Planning Session:

Data that have to be studied are contained in the following reports:

SPPD Guide and Tools 4

Actual Planning Session

Understanding the SPPD and its purpose

Start the Completion of the SPPD

SPPD Guide and Tools 5

 Available Data relating to student learning performance such as:

Functional Independent level Frustration level Grade 1 Teachers training in

Data Source Strengths Learning Needs/ Specific

SPPD Guide and Tools 6

BASIS Identified priorities for training & development

Non-Teaching Personnel Training Needs

Formulate the SPPD GOAL

Formulate Objectives from the Goal

SPPD Guide and Tools 7

Decide the Content of the Programs for Each Target Group

SPPD Guide and Tools 8

Identify the Mode of Delivery

Set the Time Frame

SPPD Guide and Tools 9

Estimate Budgetary Requirements and Identify Sources

Program Estimated Source of Additional R. M Program

SPPD Guide and Tools 10

Approval and Implementation of the SPPD

Monitoring and Evaluating the SPPD Process and Outputs

SPPD Guide and Tools 11

SPPD Guide and Tools 12

Division: ____________________________Region: _______

SPPD Guide and Tools 13

Region/Division: Date SPPD is accomplished:

Professional Development 1. Teaching Beginning Reading

B. For Non-Teaching personnel

B. Data Analysis of Student Learning Needs

(Develop here a presentation of data gathered on:

C. Data Analysis of target personnel’s professional development strengths and needs

(Develop Data Analysis of school’s staff/professional development strengths and needs)

 Teachers’ Competencies to be enhanced to improve student learning based on NCBTS-TSNA

SPPD Guide and Tools 14

B. Specific Objectives for each target personnel

Client Priority Specific Objectives Target Group No. of

Division: ______________________Region: _

E/PSDS Name and Signature:____________ Date Accomplished: