Meaning and Purpose of a MPPD - Department of Educationtdis.deped.gov.ph/uploads/assets/MPPDGuide...

Republic of the PhilippinesDepartment of Education

JUNE 2010

For Regions and Divisions For Regions and Divisions

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

Meaning and Purpose of the MPPD..........................................................................................1What is Professional Development?, p1 What is a Master Plan for Professional Development? , p1What is the purpose of accomplishing the MPPD? , p2Whose professional development needs are addressed by the MPPD?, p2 Guiding Principles in developing the MPPD, p2

Roles/ Responsibilities and Structural Process Flow...................................................................3Roles and Responsibilities at the Regional, Division , p3MPPD Structural Process Flow, p4

Preparatory Activities for the MPPD of the Region and the Division...........................................4Start-up Meeting of the Region T&D Chief and PDP-WG, p4Orientation of the Division T&DWG by the Region PDP-WG, p6Session Guide for the Orientation of Division PDP-WGs on the MPPD, p6

Monitoring and Evaluating the MPPD Process..........................................................................13PDP-WG’s Role in Monitoring and Evaluating the MPPD Process, p13

Approval and Implementation of the MPPD.............................................................................13Steps for Accomplishing a Master Plan for Professional Development, p14

The MPPD Template................................................................................................................15

Review of the Plan...................................................................................................................16

M&E Tools for MPPD...............................................................................................................21 Attachment A: Budget Template.............................................................................................32

Acknowledgement...................................................................................................................34

MPPD Guide and Tools 4

Master Plan for Professional Development (MPPD) Guide


Meaning and Purpose of a MPPD


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 people’s level of competency, it is essential that a systematic and continuous approach is adopted in the provision of professional development. It is important that professional development opportunities are provided for all and that strong leadership provided to support and assist people to participate in these opportunities.

One way of providing leadership and a systematic approach to the provision of professional development is through the development of Master Plans for Professional Development (MPPD). MPPDs can be developed at both the region and division level ensuring that the professional development needs of all teaching and non-teaching personnel at these levels are addressed

What is a Master Plan for Professional Development?

The word “Master” connotes something intended to operate on the broadest level and having control or influence of the operation of everything or of all others, events or other things. As the term suggests, a Master Plan for Professional Development (MPPD) is the major blueprint that directs and influences all activities related to professional development that need to be conducted for identified target personnel over a given period of time.

The MPPD sets out the region or division’s overall professional development goal and identifies a series of objectives to support its achievement. The MPPD goal is based on a review of data that identifies the training needs of the various personnel groups as well as national and regional priorities and thrusts.

Prioritized programs, which address specific competencies, are described in the MPPD and outcomes are set to identify what is to be expected when a program has been successfully completed. A timeframe for the completion of the different programs is also established along with a budget estimate.

The MPPD specifically focuses on the provision of professional development to the various personnel groups and provides the necessary details e.g. objectives, competencies, program content, processes, and budgetary requirements, required for implementation. Identifying the specific resources needed for implementation and the strategy or mechanism to secure the funds necessary are major processes of the MPPD as it ensures that professional development programs can be delivered.

The equivalent to the MPPD at the school level is the School Plan for Professional Development (SPPD) and is developed following parallel steps as the MPPD for Region and Division are accomplished. The MPPD Guide and Tools outlines the standards, processes and M&E tools for use in the implementation of the MPPD component of the PDP System.

What is the purpose of accomplishing the MPPD?


The MPPD is accomplished to enable a region or division to plan and prioritize their professional development activities over a period. It allows them in systematically addressing the professional development needs of their various personnel groups and to ensure that all personnel are provided with ongoing opportunities to progressively develop higher levels of expertise.

The MPPD identifies the specific details of the professional development activities, which will take place to achieve the development goals for the Region/Division. It serves as the major guide for professional activities for a three- year period, with a certain degree of flexibility and is reviewed annually. The planning is in conjunction with the accomplishment and regular review of the Regional/Division Education Development Plan (REDP/DEDP), done every six years with a mid-term review.

Whose professional development needs are addressed by the MPPD?

The MPPD is developed to address the professional development needs of all teaching and non-teaching personnel who are the responsibility of the region or the division. The specific personnel groups covered by an MPPD at the various levels would include:

- Regional level: Regional Education Leaders (Chiefs/Assistant Chiefs of different functional divisions/sections ), ES II, ESI ( from across the divisions who have common needs), Regional/Division Trainers, Regional Office Non-teaching personnel

- Division Level: ES I, PSDS, School Heads (Head Teacher, Principal, TIC), Teachers (with common needs from elementary, secondary, ALS), Division Office Non-teaching personnel, School/Cluster Trainers

Guiding Principles


Guiding Principles in developing the MPPD

Professional development plans and programs focus on improved student learning and consider the development priorities of the school, division, region and central office.

All personnel groups are provided with opportunities to participate in ongoing and continuous professional development in order to increase their current level of competency.

Effective strategies are utilized to increase participation and involvement of education personnel in professional learning

Professional development plans are the result of a collaborative process with representation from all concerned.

Professional development is formative, cyclical, and accurately collects and analyzes data to improve future activities.

The MPPD efforts at the central, regional, division and school levels provide a unified approach to professional development

The MPPD, while outlining the professional development plans for a period, is flexible enough to incorporate emerging priorities.

Roles and Responsibilities at the Region and Division Levels

The accomplishment of the MPPD requires a collaborative approach. To ensure ownership and commitment to the MPPD it will be necessary for people to work together and actively contribute to its development.

Under the leadership of the T&D Chief/Chair, a working group (PDP-WG) will be formed to oversee the MPPD process at the Region/Division level. The Region PDP-WG will be responsible for facilitating key regional personnel in the accomplishment of the MPPD. They will also have a role in orienting Division PDP-WGs on the MPPD process to be completed at the division level. It is suggested that the Division MPPD is accomplished prior to the completion of the Regional MPPD. In this way, the Division MPPDs can inform the prioritization of needs in the Region’s MPPD.

The procedures for the accomplishment of the MPPD are identified and are set out in Steps for Accomplishing a Master Plan for Professional Development. In general, the process involves representatives from the different personnel groups and key stakeholders working collaboratively to identify the regions’ overall professional development goal for the period covered by the plan.

The suggested composition of the Regional team responsible for the accomplishment of the plan include the RD/ARD/NEAP-R Executive Director, T&D Chief, Chiefs/Assistant Chiefs, personnel recipients represented by ES 2 (representing different functional divisions/sections), SDS/ASDS/Division T&D Chairs.

The Regional T&D is responsible for orienting the Division Team on the MPPD. The guide is outlined in the next section related to the Orientation for Divisions of the MPPD Process. Representatives from all Divisions T&D are invited to a central location for the orientation. The procedures for supporting the accomplishment of the Division MPPD are discussed by the Regional PDP-WG.


The process for accomplishing the MPPD at the Division level is the same as that at the regional level. The suggested composition of the Division team responsible for the accomplishment of the plan includes:

SDS/ASDS, Division T&D Chair, ES I (representing the different functional units) Administrative Officer, PSDS, Teacher Representative, Principal Representative, Medical Officer, HRM Officer, Planning Officer, Budget Officer, Division T&D WG Members

The Division PDPWG is responsible for ensuring that the ASDS, ES1/PSDS are prepared to orient School Heads and their PDP-WG within their respective districts/ clusters on the accomplishment of the School Plan for Professional Development (SPPD).

The structural process flow below outlines the roles and responsibilities of those involved in the development of the MPPD at the various levels.


PDP-WG led by the T&D Chief facilitates planning sessions on the development of the Reg-MPPD with RD/ARD/NEAP-R Executive Director, ES 2 (representing the different functional divisions/sections), SDS/ASDS/Division T&D Chairs, representative for ES1, representative SHs and teachers

Division Level:SDS issues a Memorandum to commence the development of the MPPD of the Division and School SPPD, specifying among others, structure, functions, and general processes, resources and responsibilities

T&D Chair convenes the Division PDP-WG for the preparatory activities for the development of the Division MPPD and the orientation for the ES/PSDS and School Heads on the SPPD process.

Div SDS approves the MPPD

Region Level:RD issues a Memorandum to commence the development of the MPPD of the Region and Division, specifying among others, structure, functions, and general processes, resources and responsibilities

T&D Chief convenes the Region PDP-WG for the preparatory activities for the development of the Reg-MPPD.

Regional T&D PDP-WG provides technical assistance to Division and undertakes M&E for the Regional and Division MPPD process

SDS/ASDS, supported by the T&D Chair and PDP-WG, facilitates planning sessions on the development of the Div MPPD (SDS/ASDS,ES1,PSDS, Medical Officer, Division Admin Officer, HRMO, Division Planning Officer, Budget Officer, Representatives for Teachers, SHs,)

Reg- MPPD communicated to the stakeholders Resource mobilization plans beginProgram designs are developed

RD /Mancom approves the Reg-MPPD

Div-MPPD communicated to the stakeholder, including RegionResource mobilization plans beginProgram designs are developed

SDS/ASDS,ES 1,PSDS are oriented on the SPPD process and their role at school level

SDS/ASDS, ES1/PSDS orient School Heads within their respective districts/ clusters and provide them technical assistance to develop their SPPDs and undertake M&E for SPPD

MPPD Structural Process Flow


Preparatory Activities: Start-up Meeting of the Region/Division PDP-WG

Upon the issuance of a memorandum from the RD/SDS, the T&D Chief/Chair and the PDP-WG members meet to plan the process for managing the accomplishment of the MPPD at the Region and Division levels. The meeting basically focuses on the following:

Walkthrough of the MPPD Guide and the accompanying Template and M&E tools Understanding the process flow for the MPPD and careful study of the roles and responsibilities for

its accomplishment Planning for the accomplishment of the MPPD- This should consider:

- Identification of personnel to be involved in the process ensuring the leadership and participation of the RD/ARD and Chiefs (Regional) and the SDS/ASDS (Division) among the expected planners

- Schedule for the accomplishment of the MPPD- Roles and responsibilities of the PDP-WG members during the accomplishment of the MPPD- Reproduction of materials for use during the accomplishment of the MPPD- Coordinating the monitoring and evaluating of the process- Administrative tasks associated with the accomplishment of the MPPD e.g. writing and

communicating memos- Identifying the Region’s role in monitoring and evaluating process of the Division

Accomplishment of the MPPDs and the Division’s role in the M&E of the Schools’ SPPD process

Studying the Session Guide for conducting the MPPD workshop found in the latter part of the MPPD Guide.

Steps for Accomplishing the Master Plan for Professional Development

The MPPD Template is a tool for the completion of the MPPD and is included as part of this MPPD Guide. An electronic version of the MPPD Template is also available. Planners are encouraged to use the electronic template for the MPPD as it is a more efficient guide in encoding the information needed to complete the MPPD. The final copy of the MPPD that is submitted for approval should be developed electronically as much as possible.

Samples of accomplished MPPDs may be accessed for use by PDP-WGs through the TDIS which is an element of the Enhanced Basic Education Information System (EBEIS) at http://beis.deped.gov.ph/. It Is necessary to decide on the strategy for the accomplishment of the MPPD and how this may best be facilitated. Possible options include conducting a two to three-day Planning Workshop for Professional Development, the main objective being to accomplish the MPPD for the Region/Division.

It is also advisable to identify the Region/Division Officials who will facilitate the sessions for the completion of the MPPD using the suggested Session Guide. The following steps for accomplishing the MPPD will guide the Session Facilitators with the support of the PDP-WG.

Resources should be reviewed prior to the accomplishment of the MPPD to ensure that all necessary documents required to support the development of the MPPD have been located and are available for use.

Resources Division Region 1 BESRA PIP √ √2 SBM Framework and NCBS-SH √ √3 NCBTS Framework √ √6 Organizational TDNA results of the Division/Region √ √


http://beis.deped.gov.ph/

7 Consolidated Division /Region TDNASH results √ √8 Consolidated Division/Region NCBTS -TSNA results √ √9 Division /Region Administrative Staff TDNA results √ √

10 Other Documents relating to Staff Development √ √11 Student Performance Data (Reg/DIv Consolidated Results) √ √12 Details of Budget Allocation for T&D activities √ √13 MPPD Guide √ √14 MPPD Template √ √15 Budget Template √ √16 MPPD from all Divisions √17 Organizational TDNA Results of all Divisions √18 Summary of SPPD Professional development priorities from all

Schools in the Division√

Understanding the MPPD and its purpose

Before accomplishing the MPPD it is important to have a clear understanding of the purpose of the MPPD and to identify the personnel groups who will be covered by the MPPD.

1. Elicit the need for continuing professional development for all personnel in the organization to help address the changing demands and for better student learning and improved school performance.

2. Present the objective of the MPPD and explain the meaning of Professional Development and MPPD, its purpose and the guiding principles. (Refer to the first page of the Guide).

3. Explain that the accomplishment of the Master Plan for Professional Development is the joint responsibility of all stakeholders and personnel groups who will be affected by the plan.

Start the Completion of the MPPD

Analyze the national and regional/division context for the MPPD: 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. Additionally, the Region and Division development priorities for human resource development will also be important to analyze as they give significant directions for capability-building efforts. The following documents are necessary inputs to the context for human resource development:

1. Recall the essential directions for human resource development contained in the following documents: o Basic Education Sector Reform Agenda (BESRA) Program Implementation Plano National Competency-Based Teacher Standards (NCBTS) framework rationale and contexto SBM Framework and NCBS-SHo Other documents related to Human Resource Development

2. As a result of the analysis, list down key phrases which summarize the national goals and thrusts and the Region’s/Division’s priorities related to Human Resource Development

Key Phrases summarizing conditions relating to Human Resource Development based on data analyzed National priorities/thrusts

1.


Regional (REDP) 2.

Division (DEDP) 3.

3. Develop a narrative based on the analysis above and write this in Section 1a of the MPPD.

Analyze the data on student performance and needs assessment results:

1. 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.

2. Data relating to student learning performance are available from a range of sources. It is recommended that as a minimum, the following documents should be considered: a. NAT results: Study the Mean Percentage Score (MPS) data by subject area and by

grade/year level and identify which sets of data represent the Region/Division strength and priority needs of the learners.- No. of pupils who reached Grade 4 who mastered learning competencies at levels (by

subject area) – - No. of pupils who reached Grade 4 with unmastered learning competencies at levels

(by subject area) -

b. PHIL-IRI Assessment Results : Study the data on the following:- No. of students by level of reading comprehension( frustration, instructional,

independent)

Data Sources

Strengths Priority Learning Needs

NAT Subject area/MPS: Subject area/MPS:

Other data e.g. Functional Literacy

a. independent level a. frustration level


(Elem) b. Subject area(s) with mastered learning competencies at G4

b. Subject area(s) with unmastered learning competencies at G4

Use this data chart in section 1b of the MPPD to develop an accompanying narrative that explains the implications of the data on student learning priorities.

3. 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:

o For the Region MPPD: (1) Organizational TDNA Results of the Region (2) Organizational TDNA results of the Divisions, (3) TDNA results for non-teaching personnel (admin staff)

o For the Division MPPD:(1) Consolidated TDNASH Results, (2)Consolidated NCBTS-TSNA Results, (3) Organizational TDNA results of the Division ; (4) TDNA results for non-teaching personnel (e.g. admin staff), if any;(5) Others (e.g. Teachers Test on English Proficiency Test)

For each of the personnel groups to be covered by the MPPD, list down the region’s/division’s current strengths and learning needs as reported by the needs assessment results . These may relate to specific domains/service areas.

Regional Level Example

Personnel Group

Data Sources Strengths Learning Needs/ Specific Competencies

Regional Leaders

1. Organizational TDNA Results (Regional Educ. Leaders)

Division Leaders

2. Organizational TDNA Results (Division Educ. Leaders)

Admin Staff 3. Admin TDNA Results

Division Level Example


Personnel Group

Data Sources Strengths Learning Needs/ Specific Competencies

Division Leaders

1. Organizational TDNA Results (Div Educ. Leaders)

School Heads 2. Consolidated TDNASH Results (School Heads)

Teachers 3. Consolidated NCBTS-TSNA (Teachers)

Admin Staff 3. Admin TDNA Results

Use this data chart in section 1c of the MPPD to develop an accompanying narrative that explains the implications of the data.

Formulate the MPPD GOAL

1. Using the data gathered from the analysis, formulate the overall goal for the MPPD, which captures the current directions and development goals of the Region/Division, keeping in mind the priority learning needs of the students and the development needs related to human resource development.

2. See the example below.

Overall Goal for Professional Development:

In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and the Region’s development goal to raise the standard for teaching-learning practice in the areas of ……., it is the goal of the Region’s MPPD to provide opportunities to develop professional competencies of the target personnel:

o ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of curriculum, assessment, and in teaching diverse learners

o School Heads in Instructional Leadership, School Management and Daily Operations, Professional Development & HR Management Regional Educational Leaders in Educational Planning and Monitoring and Evaluation

Formulate Objectives from the Goal

(Note: It is suggested that at this point and onwards groups work according to their personnel group.)


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 MPPD. For each objective identified, further refine the specific competencies (the knowledge, skills and attitudes) which are to be enhanced. This is where you will require input from people with subject expertise relating to the specific content areas.

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. The description of the participants should include details such as type of personnel: ES1 (subject area, elementary/secondary), PSDS, Teachers (Elementary, Secondary, Mobile, TIC, Master Teachers, Multi-grade), School Heads (Head Teacher, Principal, TIC)

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 set out in

REDP/DEDP

The table below seen in Section 3 of the Template should be completed based on the previous process odne above.

Personnel Group

Priority Learning Needs(competencies listed under a service area)

Specific Competencies

Objectives

(KSAs)

Target Group No. of paxs

1. ES-2sEx. Educational Planning

- Strategic planning

EX.- preparing clear statements that describes a course of action in terms of identified goals and objectives

K- explain the principles of strategic planning

S-conduct environmental scanning;draft a sample of SP

A-manifest positive attitude for participatory planning

Regional Educational Leaders

33

2.

3.

Decide the Content of the Programs for Each Target Group

In this section, you will need to plan programs to address each target group’s objective and set of corresponding competencies. This will require the identification of the end of the program output and


outcome. The matrix below is seen in Section 4 of the Template and is completed as follows:

1. 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.

2. If a single program only is required, write a brief description of the program that identifies how you envisage the objectives and competencies will be met. Give the program a title and identify the end of program outputs and outcomes. Outline the content expected to be covered during the program. At this stage you should also make reference to any existing programs that you are aware of that may support the development of the program. The TDIS and the LRMDS Portal helps in the location of existing resources.

3. If the achievement of the objectives and competencies requires a series of programs, logically group related competencies and arrange them into a sequence of programs that will inform how the achievement of the objective is addressed. Once you have organized the competencies into a series of programs, write a description of each program that identifies how you envisage the objective and competencies are met and the content to be covered. Give each program a title and identify the end of program outputs and outcomes. Note any pre-requisite programs.

4. Work through this process for each objective that is formulated for all the personnel groups.

Identify the Mode of Delivery

Once the specific programs are described, it is necessary to consider what would be the most appropriate and effective learning mode to adopt. This decision should be based on a review of:

- the specific context- the target participants- effective modes of learning- resources available, including current budget allocation

A range of suggested learning modes include supported independent study such as on-line learning,


Target group: Elementary and High School Teachers (who have identified this as a priority need), School Heads (from the teachers schools) & PSDS who support these schools

Specific Objective 1: Specific Objective 2: Specific Objective 3: End of Program Output(s):

Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs: Program Title General Content (based on

specific objectives)Delivery Mode Target

Time Frame

individual action research, personal or structured professional reading; supported learning such as region/division visits, peer review or peer observation with a colleague, mentoring and coaching; collective action such as getting involved in a professional organization, conducting group research, or engaging in group studies; and formal programs such as on site face to face training, region level/division 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 MPPD Template.

Set the Time Frame

A. A period should be established for the conduct of the various programs identified in the MPPD. The MPPD should indicate the 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 MPPD 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 build upon in succeeding programs - Spreading the programs across the years covered by the MPPD (e.g. Year 1, Year 2, Year3) 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

- Allowing sufficient time for the designing of programs and the preparation of the necessary resource

- 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 Section 4 of the MPPD Template.

Estimate Budgetary Requirements and Identify Sources

The next step in the process of accomplishing the MPPD is to develop an estimate of the costs associated with conducting the professional development. When developing the budget estimation, consideration should be given to the costs associated with:

- Developing new program designs or modifying existing program designs and resources- the implementation of the program (e.g. this will depend 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

- monitoring and evaluating the program

A Budget Estimate Template (Attachment A) is provided to assist in the development of the budget.

After arriving at a budget estimate, consideration will need to be given to the source of the funds to support the programs. It should be indicated in the MPPD where the funds to support specific programs are to be sourced e.g. from the Region’s existing budget for Human Resource Development or it will require the mobilization of additional resources from various sources such as Local Government Unit (LGU), Special Education Fund (SEF).


The Table below should be completed for all programs and included in Section 5 of the MPPD Template.

Review of the Plan

It is necessary to review the completed MPPD. It may be possible that a core group is assigned to refine the MPPD further after the planning session and to see to it that the entire content meets the standards for a quality MPPD.

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

The MPPD-M&E Form 4: Review Tool for Accomplished MPPD is used for this purpose. The Division PDP-WG in charge of the M&E will also use this for further review for MPPD.

Note: When satisfied with the MPPD, make sure that it is signed by the MPPD planners and submitted to the RD/SDS. The Region/Division PDP-WG will review the MPPD using Form 4 and will accomplish a summary report using the Summary Template for this purpose.


Program Reference

Estimated Cost

Source of available funds

Additional Funds Required

R. M source

Program Schedule

Target Group1

PD1

PD2

PD 3

TOTALS

Monitoring and Evaluating the MPPD Process

PDP-WG’s Role in Monitoring and Evaluating the MPPD Process

During the MPPD process it is necessary for the PDP-WG to monitor the various stages and establish if the accomplishment was carried out in line with the set guidelines and procedures. The M&E process will involve:

- A review of the profiles of people involved in the MPPD process to ensure they have suitable experience/background and that they are qualified to represent their specific personnel group

- An observation of the process involved in accomplishing the MPPD and the level of collaboration between team members

- An analysis of participants’ feedback on the accomplishment of the MPPD to gauge if processes were followed and to identify what changes can be made to improve the process

- A debriefing guide to use at the end of the MPPD process at the region/division level to improve future processes

The following Monitoring and evaluation tools have been developed to support the M&E process. The M&E Matrix and complete tools are found at the end of this Guide.

T&D-M&E Form 1: Individual Profile Template MPPD-M&E Form 1: Process Observation Guide for the Division/Region MPPD-M&E Form 2: End of MPPD Planning Evaluation-Division/Region MPPD-M&E Form 3: Division/Region MPPD De-briefing Guide Checklist MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

Approval and Implementation of the MPPD

Upon completion, the MPPD is to be submitted to the RD/SDS for approval. The approval process aims at gaining consent for the overall goals and objectives of the MPPD as well as seeking a commitment and authorization that sufficient funds are made available to support the designing of the various programs as well as the actual implementation of the professional development activities.

Approval of the MPPD therefore acts as a trigger for a number of activities. Once approved, it is essential that the MPPD is communicated to all stakeholders. Stakeholders need to be made aware of the professional development focus for the region/division so that all effort can be directed towards the successful implementation of the plan.

The processes for mobilization of resources commence once the MPPD is approved, and in line with the period for the implementation of programs. The MPPD, which will clearly identify the additional funds required in fully implementing the plan, will be presented to the RD/SDS for approval. The T&D Chief/Chair also needs to monitor the progress in securing the funds and consider the implications of any delays on the implementation of the programs.

The region/division team responsible for the development of specific programs, upon approval of the plan, and following directions from the T&D Chief/Chair, commences the process of designing the professional development activities in line with the MPPD timeline and availability of funds. This may be as simple as adopting existing program designs and resources or it may require the development of very new materials. Procedures and tools for the development of program designs can be found in The T&D System Operations Manual Volume 4, The Program Designing and Resource Development (PDRD) System.


For Regions and Divisions

Republic of the PhilippinesDepartment of Education

MASTER PLAN FOR PROFESSIONAL DEVELOPMENT (MPPD)

Three Year Development Plan For Calendar Years: 20__ to 20__

Region/Division:

Date MPPD is accomplished:

1. The Context

a. National Thrust and Regional/ Division 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 Regional/Division Education Development Plan. 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 Needs (based on the NAT, and other student performance reports).

c. Data Analysis of target personnel professional development strengths and needs

Develop Data Analysis of target personnel professional development strengths and needs

1. Teachers’ Competencies to be enhanced to improve student learning (based on NCBTS-TSNA results)2. School Heads Competencies to be enhanced to improve school and learners’ performance1. Educational leadership competencies to be enhanced to support improvement of schools and student performance


2. Overall Professional Development Goal for the Region/ Division

a. Overall Goal

Formulate the overall goal for Professional Development here based on the context presented above.(Align your overall Professional Development goal to the Region/Division Long-term goal, to your student learning goals and to professional competency goals).

Example:

In line with BESRA’s thrust in improving school and learners’ performance within the context of SBM, and the Region’s development goal to raise the standard for teaching-learning practice, it is the goal of the Region through the MPPD to provide opportunities to develop professional competencies of the target clientele:

B. ES1 Division Education Leaders in the provision of technical assistance to teachers in the domains of curriculum, assessment, and in teaching diverse learners

C. Trainers for School Heads in Instructional Leadership, Planning, and in Financial managementD. Regional Educational Leaders in Educational Planning and Involving StakeholdersE. …

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 for Region MPPD

Personnel Group

Priority Learning Needs(Based on Domain/Service Area)

General Objective(Based on Strand/ competencies)

Specific Objectives

(Based on indicators) KSA

Target Group

No. of paxs

1. Division Supervisors

Technical Skills in providing assistance to teachers in: a) assessment of learning

Developing appropriate assessment strategies to monitor and evaluate learning

Develop and further enhance - knowledge of different assessment tools/strategies

- skills in formulating and using assessment tools

-appreciation of non-traditional assessment

All ES1 in the divisions where Assessment is a priority for teachers

100 paxs

b) curriculum

c) diversity of learners


A. Program Content/ Process, Professional Development activities per Target GroupsDecide on the content and process of the Professional Development for each target group.

Example for Division MPPD:

Target group: Elementary and High School Teachers (who have identified this as a priority need), School Heads (from the teachers schools) & PSDS who support these schools

Specific Objective 1: Enhance KSAs in assessing student learning with appropriate strategies (this is sources from the Division Objectives for this target group)Specific Objective 2: Specific Objective 3: End of Program Output(s): Updated pedagogical knowledge on Assessment of Authentic Learning(AAL); Enhanced skill on developing various test types including alternative modes

Expected Final Outcome/Success Indicator in terms of demonstrated change in KSAs: Demonstrated skills in AAL applied in own class’ teaching-learning process; Practiced Peer Coaching on AAL

Program Title General Content (based on specific objectives)

Delivery Mode TargetTime Frame

PD1: Foundations for Assessment of Authentic Learning(AAL)

Authentic Learning Assessment (Theory/Concept, Tools Development and Demonstration); Traditional and Alternative Strategies for Learning Assessment;

10 batches of 30 pax for 3 days (including ES/PSDS in-charge)

Division Lead face to face training

April -June 2009

PD2: Application of AAL

Prerequisite: PD1

Using AAL in the classroom;(School Demonstration, Feedback and Refinement of Tools developed, Peer Coaching and Collaboration)

Structured 1 day School-based Learning Circle & 1 week Classroom Demonstration-with technical assistance from ES/PSDS-

July 2009- February 2010

PD3: Action Research on AAL

Prerequisite: PD1 & PD2

Collaborative Research Designing Data Gathering, Analysis and Reporting and Utilization of findings(Proposal for resource mobilization to be prepared to fund Division training for Research Teams)

10 School Clusters collaboration led by Division Research Team

December 2009 - March 2010

Continue table for other programs here. Use more space as necessary…B. Budgetary RequirementsSummarize the costs of each program here:Use Budget Template to develop the budget breakdown for each program and included as an attachment

Example


Continue Table… for other Target Groups. Use more space as necessary. Compute the totals for each year and the grand total required for the 3-year plan.

MPPD Planners

MPPD Planners:

Sig._________________________________ Group Represented._____________________










Program Reference

Estimated Cost Source of available funds

Additional Funds Required

R. M. source Program Schedule

Target Group1PD1 300,000 300,000 from

MOOEnone - Sem 1 2009

PD2 No Cost - -

PD 3 60,000 40,000 MOOE

20,000 from SEF Sem 2, 2009

TOTALS 360,000 340,000 20,000

APPROVALRecommending Approval:

________________________Regional/Division T&D Chief/Chair

APPROVED:

___________________________ Regional Director/SDS

Date: ______________________


Monitoring and Evaluation for the MPPD

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

Tools for MPPDT&D-M&E Form 1: Individual Profile TemplateMPPD-M&E Form 1: Process Observation Guide for Division/Region MPPDMPPD-M&E Form 2: End of MPPD Planning Evaluation Division/RegionMPPD-M&E Form 3: Division/Region MPPD Debriefing Guide ChecklistMPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

System Level

M&E Tools for Regional Level

M&E Tools for Division/Cluster Level

M&E Tools for School Level

Output MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

MPPD-M&E Form 3: Division/Region MPPD De-briefing Guide Checklist

MPPD-M&E Form 2: End of MPPD Evaluation-Division/Region

MPPD-M&E Form 2: End of MPPD Planning Evaluation-Division/Region

MPPD-M&E Form 3: Division/ Region MPPD De-briefing Guide Checklist

Process MPPD-M&E Form 1: Process Observation Guide for Division/Region MPPD

MPPD-M&E Form 1: Process Observation Guide for Division / Region MPPD

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

Resource Materials Checklist for Regional MPPD incorporated into the Region MPPD Guide

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

Resource Materials Checklist for Division MPPD incorporated into the Division MPPD Guide


Monitoring and Evaluation of the MPPD process

What is monitored How it is monitored

M&E tool to be used

Who is responsible

for the monitoring

When does the

monitoring take place

How are results used

The members of the teams responsible for the development of MPPD in relation to:- The experiences which individual members bring to the team

- The appropriateness of representation of the different personnel groups on the team

All members of planning teams are asked to provide a personal profile outlining their work experiences and qualifications.


PDP-WG Division and Region level

During the formation of planning teams

PDP- WG analyze profiles to ensure teams are well represented by the various personnel groups and have members with relevant experiences. Recommendation based on the results is made to improve future team membership and included in the Program Completion Report

Profiles of planners to be entered into TDIS data base

The process followed in accomplishing a MPPD and the level of collaboration between team members

A process observation is completed

MPPD-M&E Form 1: Process Observation Guide for the Division/ Region

PDP- WG at the Region and Division

During the MPPD at the division/ region level

Results are reviewed by the PDP-WG and recommendations developed to improve processes and included in the Program Completion Report

Team Members perception of the extent they successfully completed the planning process

Team members complete an End of Program Planning Evaluation

MPPD-M&E Form 2: End of MPPD Planning Evaluation Division/ Region

PDP- WG Following the accomplish-ment of the Program Planning process at the region and division level

End of Program Evaluations are collated by the PDP-WG and reviewed to identify how the processes can be improved. Recommendations are included in the Program Completion Report

The MPPD process at the region and division level

A debriefing meeting involving all those involved in facilitating the MPPD process

MPPD-M&E Form 3: Division/ Region MPPD De-briefing Guide Checklist

PDP-WG Following the accomplishment of the MPPD at the region and division level

Results from the de-briefing are incorporated into Region/Division Program Completion reports and used by the T&D Chief/Chair to improve future processes

The accomplished MPPD

Completed MPPD’s will be reviewed at the region and division level

MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

Following the completion of the MPPD at the region and division level

Regional PDP- WG members for both the Region and Division MPPD

Results from the review of MPPDs are incorporated into Region/Division Program Completion reports and used by the T&D Chief/Chair to improve future processes



I PERSONAL DATAName:

(Surname) (First Name) (Middle Name)

Employee Number (If Applicable) Sex: Male FemaleDate of Birth: Home Address: Contact #: e-mail address: Region: Division: District: Office/School: Address: Current Position: Other Designations: Highest Educational Attainment:

II. WORK EXPERIENCE(List from most current.)

POSITION MAIN AREA OF RESPONSIBILITY e.g. subjects taught, level supervised

LEVEL e.g. Elem/Sec/ALS school, district, division,

region

INCLUSIVE

PERIOD

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 attended over last 3 years ()

Management Level of TrainingCentral Region Division Cluster School

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.

LEVEL OF PLAN: REGION DIVISION

NAME OF PROCESS OBSERVER: _____________________________________DATE: ______________________ VENUE: _____________________


MPPD-M&E Form 1: Process Observation Guide for Division/Region MPPD

PARTICIPANTS NAME & DESIGNATION: (Attached Attendance Sheet) DIRECTION: Observe the process involved in the activities associated with the development of the MPPD. 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 ACCOMPLISHEDYes or

No

LEVEL OF COLLABORATIO

N 1 2 3 4

I. Development of an understanding the MPPD and its purpose

a. Conducted a warm-up activity to form personnel groupsb. Discussion on how the region/division personnel can further

develop themselves as professionals to improve performancec. Presentation of the objective of the MPPD workshop and

explanation of the meaning of MPPD, its purpose and guiding principles.

a. Explanation regarding the accomplishment of the MPPD being the joint responsibility of all stakeholders and personnel groups who will be affected by the plan.II. Completion of the MPPD

a. Analysis of the national and regional/division context for the MPPD based on the required other available documents.

b. Development a narrative based on reviewed documents for inclusion in Section 1a of the MPPD

c. Analysis of the data on student performanced. Analysis of data on needs assessment results for the different

personnel groups e. Formulation of the MPPD goalf. Formulation of the objectives from the goal by reviewing the list of

priority needs and the specific competency areasg. Identification of the target group for each of the objectives

formulated h. Decision on the content of the MPPD for each target groupi. Identification of the mode of delivery for each professional

development activityj. Establishment of the timeframe for the various program identified

in the MPPD k. Estimation of the budgetary requirements for each professional

development activity l. Identification of sources of funds for each professional development

activity m. Review of the MPPDn. Signing of the MPPD

Process Observer: Designation_____________________

___________________________________ Signature Over Printed Name

MPPD-M&E Form 2: End of MPPD Planning Evaluation – Division/Region


Name of MPPD Planner: ________________________ Sex: Male Female

Client Group Represented: ________________________

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

Rating Guide:Numerical Rating Interpretation Description

4 Very High Extent In a very significant way3 High Extent In a meaningful way2 Low Extent In a limited way only1 Very Low Extent Not in any meaningful way

MPPD Accomplishment Rating ScaleTo what extend do you feel ……. 1 2 3 41 the following documents were used in the analysis and development of the

context of the MPPD?a. BESRA PIPb. SBM Framework c. NCBTS Frameworkd. REDP/DEPDe. Regional/Division Master Training Planf. Student Performance Datag. TDNA Results

2 the formulation of MPPD overall goal was based on the results of the analysis of the context of the MPPD?

3 the formulation of the objectives were based on the professional development needs of the different personnel groups?

4 the MPPD goal was taken in to consideration in the formulating the objectives?

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 taken into consideration when identifying the delivery modes for the different programs?

a. Specific Contextb. Target Participantsc. Effective Modes of Learningd. Available Resources

7 the following were taken into consideration when estimating the budget for the different programs?

a. Cost associated with Program Designing/Resource Materials Development

b. Cost associated with Program Deliveryc. Cost associated with Program Monitoring and Evaluation

8 you were able to successfully identify various funding sources to support


the implementation of the different programs?9 the following were taken into consideration when setting the timeframe for

the different programs?a. Development Prioritiesb. Cumulative Nature of the Programsc. Three-Year Coverage of the MPPD

10 you have been capacitated by 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 MPPD process?


MPPD-M&E Form 3: Division/Region MPPD Debriefing Guide Checklist

This form has been developed to guide the facilitators debriefing meeting following the completion of the Master Plan for Professional Development (MPPD) at the region or division level. The T&D Chief/Chair should manage the debriefing meeting and ensure a record is kept of the discussions. The information from this meeting should inform future MPPD activities and the Program Completion Report.

LEVEL OF PLAN: REGION DIVISION

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 COMMENTS1 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 MPPD?

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 MPPD process?

6 Was there sufficient time to thoroughly conduct all the planned activities?

7 Were the participants able to successfully accomplish the MPPD?

8 Were all the objectives achieved?


9. What suggestions/recommendations can you make that will improve the conduct of the MPPD?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

10. General comments on the conduct of the activity:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name: ____________________________ (Signature Over Printed Name)

T&D Chief/Chair


MPPD-M&E Form 4: Review Tool for Accomplished MPPD for Division/Region

Rating Guide:Numerical

RatingInterpretation Description

4 Very High Extent In a very significant way3 High Extent In a meaningful way2 Low Extent In a limited way only1 Very Low Extent Not in any meaningful way

Use the scale above to evaluate the extent to which the accomplished MPPD adheres to the following:To what extent …….. 1 2 3 41. does the MPPD focus on improving student learning and consider the

development priorities of the division/region, national goals and thrusts?2. does the MPPD outline opportunities for all personnel groups to participate

in continuous professional development programs to increase their current level of competencies?

3. do the objectives and competencies directly relate to the overall goal of the MPPD?

4. have related competencies been organized to form programs?5. are related programs logically sequenced?6. have a range of delivery modes been recommended?7. will the output and outcomes identified provide evidence that program

objectives have been met and competencies enhanced?8. does the budget estimate take into consideration the costs associated with the

design, resource materials development, implementation and monitoring of all programs

9. have sources of funds been identified for the proposed programs 10. are the programs logically scheduled across the years covered by the MPPD?11. are the strategies identified in the MPPD effective in increasing participation

and involvement of education personnel in professional learning?12. does the MPPD incorporate formative and cyclical processes and promote

the accurate collection and analysis of data to improve future activities?13. does the MPPD reflect a unified approach to improve human resource

development?

Name: _____________________________________

Position: ____________________________________

Date: _______________________________________


ATTACHMENT A: BUDGET TEMPLATE FOR TRAINING AND DEVELOPMENT PROGRAMS

(A separate electronic file in excel format is available)

Activity :________________________ Level: RegionVenue :________________________ DivisionDate :________________________ 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 _____________________

ITEM OF EXPENDITURE# REQUIRED

(e.g. # of pax / units / sets / hr)

Cost per Unit/Hour

Total # of days

Amount

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


Designation:

Date:

Designation:

Date:

Designation:

Date:

Prepared by: Prepared by: Prepared by:

Acknowledgements

to

Region VI Region VII Region VIIIViolenda Gonzales, AO-V Milagros Villanueva, ES-II Alejandra Lagumbay, P-IIEditha Segubre, ES-II Flordeliza Sambrano, ES-II Adelma Rabuya, PSDSRenato Ballesteros, ES-II Churchita Villarin, ES-II Ma. Lita Veloso, P-IAylen Tuvilla, ES-II Belen Zanoria, ES-I Jovena Amac, HT-IIIAmelita Pitalgo, ES-II Grecia Bataluna, ES-I

Negros Occidental Bohol/Tagbilaran Northern SamarMarsette Sabbaluca, ES-I Debra Sabuero, P-I Nimfa Graciano, ES-IMichell Acoyong, ES-I John Ariel Lagura, P-I Cristito Eco, P-IIICorazon Mohametano, PSDS Lilibeth Laroga, P-I Imelda Valenzuela, P-IIIRegie Sama, P-II Ma. Lileth Calacat, P-I Carlos Balanquit, PSDSSusan Severino, HT-IV Helconida Bualat, P-1 Nedy Tingzon, P-IJoyce Aringo, P-II Rosanna Villaver, P-I Noe Hermosilla, P-IJuna Flores, HT III Remigio Arana, MT-ICristina Zaragoza, TIC Casiana, Caberte, PSDS

DepED- EDPITAF T&D Coordinator

Jonathan F. Batenga

Project STRIVE T&D Technical Advisers

Louise A. Quinn International Technical Adviser

Twila G. PunsalanNational Technical Adviser

The Project STRIVE 2 Training and Development Component Members who developed the standards, processes and tools of the PDP

System Operations Manual, Volume 3


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